Facilitating Intercultural Communication in Parent–Teacher Conferences: Lessons From Child Translators

In this article Abraham Lincoln is considered as an alternative to the usual type of patriot's hero. He reminds us of our great historical failings. He remains a figure of controversy, a national hero in only some corners of society. He is the heroic President who serves as the first compassionate defender of the downtrodden, and he is a hero in those subcultures as well. Lincoln's treatment in the movies is discussed, focusing particularly on the recent movie Lincoln. Lincoln is seen as a match for the usual movie hero. His famous immunity to casual treatment in popular culture is discussed as well.     

The relationship between motivation to read and reading comprehension in chilean elementary students

This study examined the role of reading motivation in reading comprehension achievement of 1070 Chilean third, fourth, and fifth-grade students enrolled in public and private schools. Students were assessed in Spanish reading comprehension and were administered the Motivation to Read Profile from Gambrell, Palmer, Codling and Mazzoni (1996), at the beginning and end of the school year. Results showed that motivation to read at the beginning of the school year was significantly associated with gains in reading comprehension skills. When disaggregating motivation into self-concept and value of reading, only self-concept of reading significantly predicted gains in reading comprehension. Moderation analyses showed that students that started the year with lower reading comprehension and higher motivation to read, had significantly better reading comprehension at the end of the school year, than their peers who started with lower reading motivation. The pedagogical implications are discussed.

     

Motivation to read in grades K – 2: a cross-cultural perspective

ABSTRACT

We examined early elementary children’s reading motivation in four different countries. Results revealed that reading motivation is a stable construct in countries like Chile, Finland, Greece, and the United States. Motivation to read followed similar patterns across the countries, with increased scores at the end of the school year. This trend differs from what has been reported in the literature for older students. Significant gender differences were observed mainly for Finnish and Greek students. Understanding early reading motivation from a cross-cultural perspective can help identify commonalities in the initial development of reading motivation, and deepen our understanding about how it may differ in different cultural contexts.     

Exploring urban print environments: a comparative study across San Antonio and Santiago and implications for early childhood literacy practices

In this study, we compared the types of texts found in two metropolitan areas (Santiago, Chile, and San Antonio, TX, USA) as a way of documenting the sponsorship of literacy within these two communities. We found (roughly) equal number of texts across the sites but interesting patterns within each. San Antonio's texts were primarily sponsored by industry and the military and Santiago's texts by political and religious sponsors. Similarly, there were statistically significant differences in the types of texts across neighbourhoods based on how well they were historically resourced. Our findings have implications for teaching early literacy through environmental print.     

The influence of using ICT in high-skills competences and ICT competences. A structural model

Education and Information Technologies - University students have to master new competences to be able to completely form part of Knowledge Society, which are known as 21st-century competences....     

Achievement in mathematics and language is linked to regular physical activity: a population study in Chilean youth

Abstract

We examined the association between the allocation of time to regular physical activity (PA) and achievement in mathematics and language in Chilean adolescents after controlling for confounders. In a random sample of 620 ninth graders (15.6 ± 0.7 years old), we measured regular PA, including physical education and sports extracurricular activities, and academic performance, using national standardised tests. Bivariate and multivariate regression analyses modelled the relation between academic and health-related behaviours. Sufficiency and proficiency in mathematics and language were used as outcome variables. Only 18% of adolescents had >4 h·week^–1 of regular PA. Devoting >4 h?·?week^–1 to regular PA significantly increased the odds of sufficiency and proficiency in both domains. After full adjustment, the odds of sufficiency and proficiency in mathematics increased by 1.9 (95% CI: 1.1–3.5) and 2.7 (95% CI: 1.7–4.3), respectively. Similarly, the odds of sufficiency and proficiency in language increased by 3.3 (95% CI: 1.7–9.7) and 2.6 (95% CI: 1.6–4.1), respectively. Adolescents with the highest allocation of time to regular PA performed much better in mathematics and language than inactive students. The academic benefits associated with PA can help to promote sustained behaviour changes regarding lifestyles. They can be more easily perceived as gains than health benefits alone.     

A basic model of integration of ICT by teachers: competence and use

The process to integrate information and communication technologies (ICT), where teachers play a decisive role, is complex. The objective of this study is to build a basic model that connects teachers’ ICT technological and pedagogical competences with the use of these technological resources by teachers (both personal-professional use and use with students). The model also considers how personal and contextual factors influence this relationship. A secondary analysis study was used, whose sample included 1095 male and female Primary, Secondary and Higher Education teachers from the Valencian Community (east Spain). Information was collected with a questionnaire from two survey design studies. Using an MIMIC model, teachers’ integration of ICT was optimally modeled. This model shows a complex relation between competence and use. Technological competences influence pedagogical competences and personal-professional use, while pedagogical competences influence personal-professional use and use in class. Use in class is influenced by both pedagogical competences and personal-professional use. Personal and contextual factors influenced the four dimensions of use and competence. This basic model of the relationship between teachers’ ICT competences and using these educational resources helps us to understand the complex process of integrating ICT into classrooms. Therefore, this model is a key element to guide teacher training in ICT.