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The National Languages Strategy, published in the UK in 2002 offers all primary school children an entitlement to learn a Modern Foreign Language (MFL) by 2010. The supply of adequately trained teachers is one of the key determinants of the success of this initiative. This paper presents findings from a study involving 18 teacher education institutions offering a primary MFL specialism, focusing particularly on the preservice teachers’ confidence in their own subject knowledge. A compulsory component of the specialism is a month of practicum abroad and this article explores the potential benefits and difficulties associated with this experience, as reported by the preservice teachers through questionnaires and focus groups. 相似文献
23.
List Alexandra Du Hongcui Lee Hye Yeon 《European Journal of Psychology of Education - EJPE》2021,36(3):599-626
European Journal of Psychology of Education - This study describes an in-depth investigation of students’ integration or connection formation across multiple texts. Students were asked to... 相似文献
24.
Andrew Alexandra 《Ethics and Information Technology》2002,4(4):279-286
This paper explores the nature of, and justification for, copyright in academic texts in the light of recent developments in information technology, in particular the growth of electronic publication on the internet. Copyright, like other forms of property, is best thought of as a cluster of rights. A distinction is drawn within this cluster between first order `control rights' and higher order `commodity rights'. It is argued that copyright in academic texts is founded on its role as a means to allow academics to fulfil their role responsibilities. While the possession and exercise by academics of commodity rights can be thus justified in the case of mechanical print-based publication, since this helps make possible the reproduction and dissemination of academic texts, they cannot be so justified in the case of electronic publication. There are nevertheless good reasons to retain various control rights. 相似文献
25.
Eileen Wood Amy K. Grant Alexandra Gottardo Robert Savage Mary Ann Evans 《Early Childhood Education Journal》2017,45(2):207-217
The primary goal of this research was to extend our understanding of the strengths and weaknesses inherent in online and offline early literacy software programs designed for young learners. A taxonomy of reading skills was used to contrast online software with offline closed system (compact disc) based programs with respect to number of skills taught, quality of instruction and scaffolding during instruction. Overall, online programs were more comprehensive and provided instruction for more skills than offline software at either the Kindergarten or Grade 1 level. However, offline programs demonstrated some developmentally appropriate selectivity in skills trained. Quality of instruction was variable within and across all programs. Scaffolding of instruction was also variable and surprisingly few programs, either online or offline, provided automatic movement across levels of difficulty. These outcomes have important implications for the selection of instructional materials by parents and educators involved in early literacy instruction and also for future software design. 相似文献
26.
This study aimed to (a) explore the roles of cognitive and language variables in predicting reading abilities of two groups of individuals with reading disabilities (i.e., dyslexia and specific language impairment) and (b) examine which variable(s) is the most predictive in differentiating two groups. Inclusion/exclusion criteria applied to categorize the two groups yielded a total of 63 participants (n = 44 for the dyslexia; n = 19 for the specific language impairment). A stepwise multiple regression approach was conducted to examine which cognitive and/or language variables made the largest contribution to reading abilities (i.e., Phonetic Decoding Efficiency, Word Attack, Sight Word Efficiency, and Passage Comprehension). Results revealed that there were significant differences in which measures of cognitive and language ability predicted individuals with dyslexia and speech and language impairments reading ability, showing that the cognitive and language variables underlying their difficulty with reading abilities were not the same across the two groups. A discriminant function analysis showed that a measure of Verbal Comprehension, Phonological Awareness, and Phonetic Decoding Efficiency can be used to differentiate the two groups. These findings support the tenet that dyslexia and specific language impairment are two subgroups of reading disabilities and that thorough diagnostic evaluations are needed to differentiate between these two subgroups. Distinctions of this nature are central to determining the type and intensity of language-based interventions. 相似文献
27.
The Attitudes to Deafness Scale is a 22-item measure of attitudes toward people who are deaf designed for use with human service professionals. Attitude statements were generated from personal accounts by deaf people in the literature and from a focus group in which deaf people discussed their experience of hearing people's attitudes toward them. A 60-item scale was administered to a group of 121 clinical and forensic psychologists during their training. Item analysis was conducted to select items that effectively distinguished participants with a positive attitude from those with a negative attitude toward deaf people. The scale may be used in any context where a professional group comes into contact with people who are deaf. 相似文献
28.
KerryAnn O’Meara Mark Rivera Alexandra Kuvaeva Kristen Corrigan 《Innovative Higher Education》2017,42(4):355-376
This study explored the relationships between faculty scholarly learning, faculty teaching learning, institutional support, faculty demographics, disciplinary groups, working conditions, and career outcomes such as retention, productivity, satisfaction, and career agency. We found that the stronger the scholarly learning faculty members reported, the more institutional and unit support they perceived for learning, the more satisfied they were, the less likely they were to intend to leave their institution, and the more career agency they reported. Similarly, we found that faculty members who reported more learning related to teaching reported a decreased intent to leave the institution and increased career agency. We draw implications for the development of work environments that support scholarly and teaching learning. 相似文献
29.
Alexandra Aylward 《The Educational forum》2017,81(2):217-230
AbstractAlthough there is substantial evidence of the negative effects of being incarcerated or having a father imprisoned, there is little research on the spillover effects created by the concentration of incarceration within disadvantaged communities. This article addresses this limitation by investigating the association between mass incarceration and the educational outcomes of all Black and White children living in a community where many of its members were incarcerated across counties within California from 2009 to 2013. 相似文献
30.
Astrid Wichmann Alexandra Funk Nikol Rummel 《European Journal of Psychology of Education - EJPE》2018,33(1):165-184
The act of revising is an important aspect of academic writing. Although revision is crucial for eliminating writing errors and producing high-quality texts, research on writing expertise shows that novices rarely engage in revision activities. Providing information on writing errors by means of peer feedback has become a popular method in writing instruction. However, despite its popularity, students have difficulties in leveraging the potential of peer feedback: feedback uptake is low and students engage in little revision. Instructional support might help learners to make sense of peer feedback and to reflect on the provided information more deeply. The present study investigated the effect of sense-making support on feedback uptake as well as on revision skills, in particular problem detection and problem correction. In an experimental study, 73 university students were randomly assigned to conditions with or without sense-making support. The results indicate that feedback uptake improved concerning two out of three variables: students in the condition with sense-making support made fewer new errors and rejected more incorrect feedback comments. Students’ revision skills only improved with regard to problem detection. Overall, we were able to show that peer feedback alone might not be sufficient to make successful changes in the text and improve revision skills. Sense-making support proved to be effective to some extent and partially helped to maximize the benefits of peer feedback. 相似文献