What do Pre-Service Teachers See as Their Roles in Promoting Positive Social Environments? “I see Myself as a Facilitator of Acceptance”

Teacher educators describe a developmental process they use for preparing pre-service teachers to support preschool-age children with and without disabilities in becoming socially competent. Social competence is crucial in developing the “whole” child and may actually foster other areas of development. Using qualitative data gathered from multiple classes over several years, the authors explain ways they guide future teachers in learning how to provide positive social environments. They describe their observations of changes in students’ beliefs about their roles and responsibilities, which appear to be influenced by the guided experiences they have provided. Activities implemented in early childhood and early childhood special education courses are shared, as well as student work samples that illustrate developing awareness and understanding.     

Peculiaridades de la enseñanza del árabe en España: algunos datos para la reflexión

Estamos habituados a pensar en la enseñanza-aprendizaje de segundas lenguas en términos de una relativa uniformidad cultural. Alemán, inglés, por no hablar de italiano, francés o portugués, son lenguas que de un modo u otro impregnan nuestro universo de significados cotidiano. Las lenguas que, como el árabe, son vehículo de culturas potentes y de peso específico en el mundo de hoy, son tratadas de un modo marginal, por no decir despectivo, en nuestro país. A ese desprecio, los profesores de esa lengua, ven añadirse las dificultades de una tremenda « dialectización» del árabe, lo que dificulta su enseñanza y obliga a alumnos y profesores a plantearse opciones de uso de la lengua que no se dan en otros idiomas, o al menos no con tanta crudeza.     

REMEDIATION BEYOND DEVELOPMENTAL EDUCATION: THE USE OF LEARNING ASSISTANCE CENTERS TO INCREASE ACADEMIC PREPAREDNESS IN COMMUNITY COLLEGES

A qualitative case study in 15 community colleges across the country found that learning assistance centers and specialized skills labs are an important means of increasing students' academic preparedness for postsecondary study. Since these facilities provide instruction or support in reading, writing, and math skills, it appears that they play a valuable remedial role. Most of the assistance occurs in the form of tutoring and computer-assisted instruction, and some of the centers also provide specialized learning workshops and self-paced remedial courses. The majority of colleges have several learning centers and labs, and duplication of services may explain the lower than expected demand for assistance services seen in some of the sites. However, the institutions consider the learning centers to be effective, and report positive outcomes including retention in college English and increase in GPA. Because, in some cases, recipients of learning assistance services display severe learning difficulties, tutors may benefit from professional development in instructional strategies for special-needs students. It is recommended that future research compare the effectiveness of learning assistance services and developmental education courses in boosting students' basic academic skills.     

Influence of gender on ventilatory efficiency during exercise in young children

Abstract

In this study, we assessed the ventilatory response in 84 children (46 males: age 8.1 ± 1.0 years, body mass 34.2 ± 7.9 kg, height 1.32 ± 0.16 m; 38 females: age 8.0 ± 0.8 years, body mass 31.7 ± 8.7 kg, height 1.31 ± 0.08 m) during a cycle ergometer test to determine if there was an influence of gender on ventilatory efficiency. The test commenced at 25 W and increased by 10 W every minute. Expired air was collected through a face mask and analysed breath by breath. The ventilatory anaerobic threshold was determined according to gas exchange methods and we focused our attention on the analysis of carbon dioxide production ([Vdot]CO₂), ventilation ([Vdot] _E), the ratio [Vdot] _E/[Vdot]CO₂ and its slope. Differences between the sexes at maximal power output were strongly significant for [Vdot] _E and [Vdot]CO₂ (P = 0.0001 and P = 0.0004 respectively) and moderately significant for the [Vdot] _E/[Vdot]CO₂ ratio (P = 0.05). The slope of [Vdot] _E versus [Vdot]CO₂ was 30.8 ± 4.2 for males and 29.4 ± 3.2 for females, with no difference between the sexes (P = 0.1). In conclusion, although the peak values of [Vdot] _E and [Vdot]CO₂ were significantly different between the sexes, there were no such differences in ventilatory efficiency during a maximal incremental test expressed as the slope of [Vdot] _E/[Vdot]CO₂, at least in young children.     

Learning and living pedagogies of the home: The mestiza consciousness of Chicana students

This article focuses on how Chicana college students draw from what they learn in their homes and how living a mestiza consciousness may be one way by which they have navigated their way around educational obstacles and into college. More specifically, Delgado Bernal draws on the work of Anzaldua (1987) to define the concept of a mestiza consciousness as the way a student balances, negotiates, and draws from her biculturalism, bilingualism, commitment to communities, and spiritualities in relationship to her education. Using this concept, Delgado Bernal offer a unique way to understand and analyze Chicana's educational experiences. Her analysis of life history and focus-group interviews indicates that the communication, practices, and learning that occur in the home and community - pedagogies of the home - often serve as a cultural knowledge base that helps students survive and succeed within an educational system that often excludes and silences them.     

Teaching statistics in labor,social, juridical or economic studies

Statistics teaching should not be carried out in the same way for all kinds of university students. Instead, teaching statistics should take into account the different fields of study that students have chosen. For example, students of sciences or engineering have different interests and backgrounds compared to students of any social or juridical field. The authors address this latter group of students （social, juridical, labor or even economics）. The authors propose a direct approach： beginning with a real situation or supposition with real data. Questions of interest are explored and put into the language of statistics. To answer the questions, the necessary statistical methods are used. If needed, these methods are presented and explained at that time. Finally, the authors return to the beginning, to give an interpretation of the results. The approach takes into account the students＇ levels and the kind of studies or professional orientation of these students.     

The effect of increasing written approval on Italian students’ academic performance in higher education

Increasing teacher verbal approval has been shown to produce both increased pupil “on-task” behaviour and academic achievement. The present study aimed to address gaps in current knowledge about the effect of different kinds of teacher approval, other than verbal approval, on students’ performance. An exploratory study, followed by an experimental study, was conducted with Italian undergraduate psychology students in order to investigate the effect of written approval on their academic performance. The results indicate that, whilst there is some suggestion that students appreciated receiving increased written approval comments on their work, the receipt of such comments was accompanied by poorer academic performance than that of a control group. Possible explanations are presented.     

Voices from Spanish students with disabilities: willpower and effort to survive university

This article analyses the university experiences of 44 students with disabilities. The voices of Spanish students describe the reasons that lead them to choose a given university degree, their transition in the university, the perception they have of themselves as students and how they evaluate their academic results. This study was done with the biographical-narrative methodology using several different data collection techniques, such as narrative interviews, lifelines and photographs. Data analysis was based on an inductive coding system. The results of this study have enabled us to conclude that most of the students chose their degree course because they had a vocation for it, although their disability also influenced their decision. Some students had such a hard time during their first year that they had to change their course of studies. They thought they had to make a stronger effort than the rest of their fellow students, defined themselves as fighters and survivors, and valued this willpower as their main personal asset, above the outcome achieved.