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Primary or “Specific” Language Impairment and Children Learning a Second Language

Kohnert, Kathryn; Windsor, Jennifer; Ebert, Kerry Danahy
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
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We review empirical findings from children with primary or “specific” language impairment (PLI) and children who learn a single language from birth (L1) and a second language (L2) beginning in childhood. The PLI profile is presented in terms of both language and nonlinguistic features. The discussion of L2 learners emphasizes variable patterns of growth and skill distribution in L1 and L2 which complicate the identification of PLI in linguistically diverse learners. We then introduce our research program, designed to map out common ground and potential fault lines between typically developing children learning one or two languages, as compared to children with PLI.

Comparative Gene Expression Analysis Among Vocal Learners (Bengalese Finch and Budgerigar) and Non-Learners (Quail and Ring Dove) Reveals Variable Cadherin Expressions in the Vocal System

Matsunaga, Eiji; Okanoya, Kazuo
Fonte: Frontiers Research Foundation Publicador: Frontiers Research Foundation
Tipo: Artigo de Revista Científica
Publicado em 20/04/2011 Português
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Birds use various vocalizations to communicate with one another, and some are acquired through learning. So far, three families of birds (songbirds, parrots, and hummingbirds) have been identified as having vocal learning ability. Previously, we found that cadherins, a large family of cell-adhesion molecules, show vocal control-area-related expression in a songbird, the Bengalese finch. To investigate the molecular basis of evolution in avian species, we conducted comparative analysis of cadherin expressions in the vocal and other neural systems among vocal learners (Bengalese finch and budgerigar) and a non-learner (quail and ring dove). The gene expression analysis revealed that cadherin expressions were more variable in vocal and auditory areas compared to vocally unrelated areas such as the visual areas among these species. Thus, it appears that such diverse cadherin expressions might have been related to generating species diversity in vocal behavior during the evolution of avian vocal learning.

Relation and interactions among reading fluency and competence for adult education learners

Mellard, Daryl F.; Fall, Emily E.; Woods, Kari L.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
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Statistical analyses of data from an academically diverse sample of 276 adult basic and secondary education learners extends understanding of the relation of and interactions between oral reading fluency and reading competence indices. Significant interactions between total word rate and word error rate that differed in relation to two measures of reading competence suggest that adult literacy instructors should emphasize fluency instruction to a greater or lesser degree depending on whether the major goal of instruction is academic reading (e.g., being able to comprehend a textbook) or functional reading (e.g., being able to fill out a job application).

Are Undergraduate Students Adult Learners?

Morrissey, Kathryn
Fonte: Quens University Publicador: Quens University
Tipo: Project
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Providing support services and programs to undergraduate students is well recognized as of critical importance in the United States, where many graduate programs and specialized training opportunities exist for student services professionals to learn about the unique and diverse population known as traditional undergraduate students. In Canada, the academic and professional development opportunities for studying undergraduate education are significantly limited. This project is an exploration of the theoretical perspectives of student development theory and a review of academic literature to determine the unique characteristics, barriers, motivations, and teaching strategies for both traditional undergraduate students and adult learners. The purpose is to consider how adult learning principles can apply to undergraduate students. In considering how to best meet the needs of undergraduate students, a workshop series was created to enhance professional development opportunities for individuals who provide programs and services to undergraduate students at one mid-sized Canadian University. The workshops seek to encourage participants to consider the characteristics, barriers, and motivations of traditional undergraduate students from the theoretical perspective of student development theory and adult learning principles. The workshops incorporate a review of adult learning principles and how they can be applied when providing programs and services to undergraduate students. The workshops have been designed as a four-workshop series to be offered sequentially between October and March. Workshops may be taken individually but are designed as a series where knowledge builds over the course of the workshops.

The Promotion of Social Cohesion Through Education in Sri Lanka

World Bank
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
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The social dimensions and benefits of education are being increasingly appreciated in developed and middle-income countries. Among the many social benefits of education, promoting social cohesion in countries has become extremely important in the modern world, as global mobility of culturally diverse populations has posed challenges to the shared values, ethics and identities of societies. The instantaneous transfer of diverse and varied information through modern communications technologies has further increased the importance of social cohesion. Cohesive societies are more effective in achieving collective economic and social goals, since such societies are better at including and uniting diverse groups and forging synergy (OECD, 2001; Greaney, 2006). Five dimensions of social cohesion, belonging, inclusion, participation, recognition and legitimacy, are especially important for multi-ethnic, multi-cultural and multi-religious societies such as Sri Lanka. The education system is of central importance in promoting national unity and solidarity among the different social groups in a country. Education is a key instrument in the promotion of social cohesion through the transmission of knowledge and the shaping of attitudes of individuals towards diversity and change. Sri Lanka has initiated measures to promote social cohesion through the school curriculum...

A Longitudinal Exploration of the Relationship Between Oral Reading Fluency and Reading Comprehension Achievement Among a Sample of Diverse Young Learners

Acquavita, Teri L.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
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Exploring the relationship between early oral reading fluency ability and reading comprehension achievement among an ethnically and racially diverse sample of young learners from low-income families, attending elementary school within a large public school district in southeast Florida is the purpose of this longitudinal study. Although many studies have been conducted to address the relationship between oral reading fluency ability and reading comprehension achievement, most of the existing research failed either to disaggregate the data by demographic subgroups or secure a large enough sample of students to adequately represent the diverse subgroups. The research questions that guided this study were: (a) To what extent does early oral reading fluency ability measured in first, second, or third grade correlate with reading comprehension achievement in third grade? (b) To what extent does the relationship of early oral reading fluency ability and reading comprehension achievement vary by demographic subgroup membership (i.e., gender, race/ethnicity, socioeconomic status) among a diverse sample of students? A predictive research design using archived secondary data was employed in this nonexperimental quantitative methods study of 1...

A longitudinal exploration of the relationship between oral reading fluency and reading comprehension achievement among a sample of diverse young learners

Acquavita, Teri L
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
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Exploring the relationship between early oral reading fluency ability and reading comprehension achievement among an ethnically and racially diverse sample of young learners from low-income families, attending elementary school within a large public school district in southeast Florida is the purpose of this longitudinal study. Although many studies have been conducted to address the relationship between oral reading fluency ability and reading comprehension achievement, most of the existing research failed either to disaggregate the data by demographic subgroups or secure a large enough sample of students to adequately represent the diverse subgroups. ^ The research questions that guided this study were: (a) To what extent does early oral reading fluency ability measured in first, second, or third grade correlate with reading comprehension achievement in third grade? (b) To what extent does the relationship of early oral reading fluency ability and reading comprehension achievement vary by demographic subgroup membership (i.e., gender, race/ethnicity, socioeconomic status) among a diverse sample of students? ^ A predictive research design using archived secondary data was employed in this nonexperimental quantitative methods study of 1...

The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders

Mandel, Peggy Lee
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
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Changing demographics impact our schools as children come from more linguistically and culturally diverse backgrounds. The various social, cultural, and economic backgrounds of the students affect their early language learning experiences which expose them to the academic language needed to succeed in school. Teachers can help students acquire academic language by introducing words that are within their Zone of Proximal Development and increasing exposure to and use of academic language. This study investigated the effects of increasing structured activities for students to orally interact with informational text on their scientific academic language development and comprehension of expository text. The Academic Text Talk activities, designed to scaffold verbalization of new words and ideas, included discussion, retelling, games, and sentence walls. This study also evaluated if there were differences in scientific language proficiency and comprehension between boys and girls, and between English language learners and native English speakers. A quasi-experimental design was used to determine the relationship between increasing students’ oral practice with academic language and their academic language proficiency. Second graders (n = 91) from an urban public school participated in two science units over an 8 week period and were pre and post tested using the Woodcock Muñoz Language Survey-Revised and vocabulary tests from the National Energy Education Project. Analysis of covariance was performed on the pre to post scores by treatment group to determine differences in academic language proficiency for students taught using Academic Text Talk compared to students taught using a text-centered method...

Motivación y aprendizaje de inglés en España : búsqueda del yo ideal o deóntico = The ideal and ought-to L2 selves of spanish learners of english

Brady, Imelda K.
Fonte: Universidade de Múrcia Publicador: Universidade de Múrcia
Tipo: Tese de Doutorado Formato: application/pdf
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En esta tesis doctoral fundamentamos y detallamos un estudio empírico llevado a cabo en la Región de Murcia, España sobre el perfil de motivación en el aprendizaje de la lengua inglesa (L2) de estudiantes universitarios. Dicho estudio es el primero en este contexto geopolítico en proponer un análisis de actitudes y comportamiento en cuanto al aprendizaje de inglés desde la perspectiva del Sistema Motivacional del Yo L2 (SMY L2) de Dórnyei, (2005, 2009). Este novedoso constructo motivacional se fundamenta en el concepto de los Yoes Posibles (Markus y Nurius, 1986), de la cual se vale Dörnyei (2005) para conceptualizar el Ideal del Yo L2 y su contrapartida el Yo L2 Deóntico o de obligación. El trabajo pretende proporciona un perfil de los estudiantes universitarios hoy en día que se encuentran ante el reto de mejorar y, en algunos casos, certificar su competencia lingüística en lengua inglesa para un mercado laboral cada vez más exigente,, en especial aquellos estudiantes que pretenden entrar en la profesión de la enseñanza obligatoria. El trabajo de investigación de métodos mixtos (QUAL- QUAN – QUAL) que detallamos constituye una réplica parcial de dos estudios previos, por tanto, la metodología seguida se basa fundamentalmente en la de dos estudios llevados a cabo en Japón(a) (Ryan...

The Use of Visualization, Onset-and-Rime, Story Read-Alouds, and Discussion to Improve Diverse First Graders' Vocabulary and Comprehension

Holderness, Virginia Lynn Shoup
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
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It has long been known that vocabulary is essential in the development of reading. Because vocabulary leading to increased comprehension is important, it necessary to determine strategies for ensuring that the best methods of teaching vocabulary are used to help students make gains in vocabulary leading to reading comprehension. According to the National Reading Panel, multiple strategies that involve active engagement on the part of the student are more effective than the use of just one strategy. The purpose of this study was to determine if students’ use of visualization, student-generated pictures of onset-and-rime-patterned vocabulary, and story read-alouds with discussion, would enable diverse first-grade students to increase their vocabulary and comprehension. In addition, this study examined the effect of the multimodal framework of strategies on English learners (ELs). This quasi-experimental study (N=69) was conducted in four first-grade classrooms in a low socio-economic school. Two treatment classes used a multimodal framework of strategies to learn weekly vocabulary words and comprehension. Two comparison classrooms used the traditional method of teaching weekly vocabulary and comprehension. Data sources included Florida Assessments for Instruction in Reading (FAIR)...

The relationship between the use of Academic Text Talk and the comprehension of scientific academic language for diverse second graders

Mandel, Peggy Lee
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
27.49179%
Changing demographics impact our schools as children come from more linguistically and culturally diverse backgrounds. The various social, cultural, and economic backgrounds of the students affect their early language learning experiences which expose them to the academic language needed to succeed in school. Teachers can help students acquire academic language by introducing words that are within their Zone of Proximal Development and increasing exposure to and use of academic language. This study investigated the effects of increasing structured activities for students to orally interact with informational text on their scientific academic language development and comprehension of expository text. ^ The Academic Text Talk activities, designed to scaffold verbalization of new words and ideas, included discussion, retelling, games, and sentence walls. This study also evaluated if there were differences in scientific language proficiency and comprehension between boys and girls, and between English language learners and native English speakers. ^ A quasi-experimental design was used to determine the relationship between increasing students' oral practice with academic language and their academic language proficiency. Second graders (n = 91) from an urban public school participated in two science units over an 8 week period and were pre and post tested using the Woodcock Muñoz Language Survey-Revised and vocabulary tests from the National Energy Education Project. Analysis of covariance was performed on the pre to post scores by treatment group to determine differences in academic language proficiency for students taught using Academic Text Talk compared to students taught using a text-centered method...

The use of visualization, onset-and-rime, story read-alouds, and discussion to improve diverse first graders' vocabulary and comprehension

Shoup Holderness, Virginia Lynn
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
27.21326%
It has long been known that vocabulary is essential in the development of reading. Because vocabulary leading to increased comprehension is important, it necessary to determine strategies for ensuring that the best methods of teaching vocabulary are used to help students make gains in vocabulary leading to reading comprehension. According to the National Reading Panel, multiple strategies that involve active engagement on the part of the student are more effective than the use of just one strategy. ^ The purpose of this study was to determine if students' use of visualization, student-generated pictures of onset-and-rime-patterned vocabulary, and story read-alouds with discussion, would enable diverse first-grade students to increase their vocabulary and comprehension. In addition, this study examined the effect of the multimodal framework of strategies on English learners (ELs). ^ This quasi-experimental study (N=69) was conducted in four first-grade classrooms in a low socio-economic school. Two treatment classes used a multimodal framework of strategies to learn weekly vocabulary words and comprehension. Two comparison classrooms used the traditional method of teaching weekly vocabulary and comprehension. Data sources included Florida Assessments for Instruction in Reading (FAIR)...

Inclusion of English Language Learners in a Mainstream Classroom: A Case Study of the Beliefs and Practices of One Elementary Teacher

Fox, Carol
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 726002 bytes; application/pdf
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The purpose of this study was to describe the ways in which one elementary teacher included English language learners (ELLs) in her mainstream classroom. A case study design was chosen to obtain an in-depth understanding of this teacher’s beliefs and practices about ELLs and their inclusion. Descriptive data were collected from teacher interviews, classroom observations, and various artefacts. Data from these three sources were found to be highly consistent, indicating a close relationship between the teacher’s beliefs and practices. Two main themes emerged relating to the teacher’s ways of supporting and including young ELLs. The first theme was concerned with the teacher’s beliefs in and employment of broad-based instructional strategies such as differentiating instruction and assessment; emphasizing engagement through the use of a variety of meaningful activities and materials; focusing on oral language; stressing problem solving and cooperative learning; and encouraging students to take the lead. While the literature endorsed these general practices, it also stressed the need for teachers to address ELLs’ distinct language and cultural needs. Appreciating and incorporating diversity to facilitate ELLs’ inclusion was the second theme. Here...

Instructional Technology and Education of the Deaf: Supporting Learners, K- College: An International Symposium (2005); E-Learning Across Cultures: Is It Possible?; TabletPC - The New New Thing - Demonstration, and Implications in Deaf Education; Digital Video Conferencing in Deaf and Hard-of-Hearing Instructional Environments; Administrative Support Technology (AST) Sign Vocabulary CD-ROM Project: A Self-Instructional Sign Language Resource for Faculty, Staff, & Students; Use of Instructional Technologies to Train International Teachers of English to Deaf Students; American Sign Language Video Dictionary and Inflection Guide; Career and Technology Learning Outcomes with Deaf and Hard-of-Hearing High School Students from a Single Activity; How NTID's Office of Admissions Reaches Prospective Students Using Available Technology; Teleconferencing: Meeting the Needs of Prospective Students; Interactive CD-ROM for Speechreading: The new DAVID; What's New with C-Print?; Assessing the Effectiveness of a Web-Supported Course for Deaf College-Aged Students; Technology in the College Search Process; Faculty-Driven Technology Transfer: How NTID's Instructional Technololgy Consortium Brings Technology to the Classroom; Roles and Goals: The Impact of Role Models and Expectations on the Success of Individuals Who are Deaf and Hard of Hearing. NETAC introduces a Career Web site and Video Series!; Online Design: Access for Deaf Students; Using NTID IdeaTools website for teaching about Deaf Art and Deaf Artists; Using Online Courses to Create an Electronic Environment to Support Art and Graphic Instruction in the Classroom; The Use of Web-Based Technology in Teaching Reading and Writing to Deaf Students

Berent, Gerald; Egelston-Dodd, Judy; Glenn, Chance; Grosshans, Raymond; Kavin, Denise; Gottermeier, Linda; Beil, Donald; Billies, Pat; Elliot, Lisa; Fugate, James; Robinson, Vicki; Schull, Jonathan; Toscano, Rose; Poor, Geoffrey; Rahalewicz, Patricia; Mal
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
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Symposium held June 27-29, 2005 ~ workshops; June 29-30, 2005 ~ Symposium at National Technical Institute for the Deaf, Rochester Institute of Technology , Rochester, NY. See Symposium website at http://www.rit.edu/~techsym/2005/. The objective of the Symposium is to provide a forum for the educators supporting deaf and hard of hearing learners to disseminate information relative to current and future innovations and developments in the use of educational media and technology in the teaching/learning process. Additionally, pre-conference workshops will provide participants with sophisticated, hands-on training on the use of instructional technology in deaf education. The symposium will offer a diverse program with a good mix of K-12, postsecondary and international representation on the program and in participation. Symposium materials are available at the Symposium website: http://www.rit.edu/~techsym; Sponsored by National Technical Institute for the Deaf at Rochester Institute of Technology, The Nippon Foundation of Japan and PEN-International

Instructional Technology and Education of the Deaf: Supporting Learners, K- College: An International Symposium (2001); Technology used Support Sign and Spoken Language Development; How are Teachers for the Deaf Using the Internet to Educate K-12 Deaf and Hard of Hearing Students?; NTID's High Technology Center: A model of a centralized, industry funded, cross circular, multipurpose graphic media and publishing facility; A Web-Based Initiative to Infuse English Across the Curriculum for Deaf and Hard-of-Hearing Students; Clearinghouse on Mathematics, Engineering, Technology and Science(COMETS): A Web-based Resource for Inservice and Preservice Teacher Education; Postsecondary Education Network International Project; Popular Electronic Conferencing Use and Comparison; Implementing Video Streamed Instruction for Deaf and Hard-of-Hearing Online Learners; Adequate Testing and Evaluation of On-line Learners; Digital Video Conferencing for Remote Tutoring/Teaching of Deaf Students; Microsoft Office ASL Project: An Interactive Resource for Teaching Deaf Students Technical Information; Technology to Support Visually-Impaired Deaf; NTID Learning Consortium; Using C-Print to Support Learning in Secondary nd Postsecondary Settings; A Web-Supported Course for Deaf College-Aged Students; The Design and Use of a Language Facility for the Instruction of Sign Language Interpreters; NTID's Educational Technology Resource Room A Supportive Environment for Acquisition and Application of Instructional Technologies; Distance Learning Pilot: Physics and Mathematics Part I;Part II to Continue at 11:00; Distance Learning Pilot: Physics and Mathematics Part II A Continuation of a 10:00 Session; Project Inclusion; Web-based Guide Practice to Improve Math Word Problem Solving; New Accomplishments Using Voice Recognition for Captioning of Chemistry Videotapes Made During Regular F2F Courses; Integrating Technology into Literacy : Digital Video Dictionary; Idea Tools:Rapid Development Tools for Creating Interactive Multimedia- Enabled Courses on the Web; Supporting ASL Learning through Interactive CD Rom Technology The American Sign Language Vocabulary CD

Mumford, Bonnie; Lauria, Dino; Mineck, Edward; Berent, Gerald; Lang, Harry; DeCaro, James; Mallory, James; Reeves, June; Wallber, Josara; Finton, Ken; Elliot, Lisa; Gottermeier, Linda; Siple, Linda; Young, Marsha; DeCaro, Patricia; Kelly, Ronald; Paine, R
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
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Symposium held June 25-27, 2001 ~ workshops; June 28-29, 2001 ~ Symposium at National Technical Institute for the Deaf, Rochester Institute of Technology , Rochester, NY. See Symposium website at: http://www.rit.edu/~techsym/2001/ . The objective of the Symposium is to provide a forum for the educators supporting deaf and hard of hearing learners to disseminate information relative to current and future innovations and developments in the use of educational media and technology in the teaching/learning process. Additionally, post-conference workshops will provide participants with sophisticated, hands-on training on the use of instructional technology in deaf education. The symposium will offer a diverse program with a good mix of K-12, postsecondary and international representation on the program and in participation. Symposium materials are available at the Symposium website: http://www.rit.edu/~techsym

Instructional Technology and Education of the Deaf: Supporting Learners, K- College: An International Symposium (2003); E-Learning Across Cultures: Is It Possible?; TabletPC - The New New Thing - Demonstration, and Implications in Deaf Education; Digital Video Conferencing in Deaf and Hard-of-Hearing Instructional Environments; Administrative Support Technology (AST) Sign Vocabulary CD-ROM Project: A Self-Instructional Sign Language Resource for Faculty, Staff, & Students; Use of Instructional Technologies to Train International Teachers of English to Deaf Students; American Sign Language Video Dictionary and Inflection Guide; Career and Technology Learning Outcomes with Deaf and Hard-of-Hearing High School Students from a Single Activity; How NTID's Office of Admissions Reaches Prospective Students Using Available Technology; Teleconferencing: Meeting the Needs of Prospective Students; Interactive CD-ROM for Speechreading: The new DAVID; What's New with C-Print?; Assessing the Effectiveness of a Web-Supported Course for Deaf College-Aged Students; Technology in the College Search Process; Faculty-Driven Technology Transfer: How NTID's Instructional Technololgy Consortium Brings Technology to the Classroom; Roles and Goals: The Impact of Role Models and Expectations on the Success of Individuals Who are Deaf and Hard of Hearing. NETAC introduces a Career Web site and Video Series!; Online Design: Access for Deaf Students; Using NTID IdeaTools website for teaching about Deaf Art and Deaf Artists; Using Online Courses to Create an Electronic Environment to Support Art and Graphic Instruction in the Classroom; The Use of Web-Based Technology in Teaching Reading and Writing to Deaf Students; Using Interactive Physics Software With Deaf College Students

National Technical Institute for the Deaf; Rochester Institute Of Technology; Nippon Foundation of Japan, The; PEN-International; Heschke, Corinne; Beil, Donald; MacKenzie, Douglas; Caccamise, Frank; Berent, Gerald; Poor, Geoffrey; Mallory, James; Sinclai
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
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Symposium held June 23-24, 2003 ~ workshops; June 25-27, 2003 ~ Symposium at National Technical Institute for the Deaf, Rochester Institute of Technology , Rochester, NY. See Symposium website at http://www.rit.edu/~techsym/2003/. The objective of the Symposium is to provide a forum for the educators supporting deaf and hard of hearing learners to disseminate information relative to current and future innovations and developments in the use of educational media and technology in the teaching/learning process. Additionally, pre-conference workshops will provide participants with sophisticated, hands-on training on the use of instructional technology in deaf education. The symposium will offer a diverse program with a good mix of K-12, postsecondary and international representation on the program and in participation. Symposium materials are available at the Symposium website: http://www.rit.edu/~techsym; Sponsored by National Technical Institute for the Deaf at Rochester Institute of Technology, The Nippon Foundation of Japan and PEN-International

Digital literacies: tracing the implications for learners and learning

Livingstone, Sonia
Fonte: London School of Economics and Political Science Research Publicador: London School of Economics and Political Science Research
Tipo: Conference or Workshop Item; NonPeerReviewed Formato: application/pdf
Publicado em //2008 Português
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This is a report on the third of our series of seminars, funded by the Economic and Social Research Council, to examine ‘The educational and social impact of new technologies on young people in Britain’. Its purpose is to bring together academics, policy makers and practitioners from many different backgrounds in order to consider the contexts and consequences of use of new information and communication technologies for children and young people, with a particular focus on the implications of technological change of formal and informal education. The first seminar scoped key theoretical frameworks, focusing on questions of age and development, on social approaches to technological change, and to diverse notions of learning. The report, titled ‘Theorising the benefits of new technology for youth: Controversies of learning and development’, can be freely downloaded from http://www.education.ox.ac.uk/ esrcseries/home/index.php. Seminar 2 concerned questions of space: we were interested in learning environments, seeking to understand how changing spatio-technical arrangements are affecting the learning environment in the classroom, school, home and community. The report, titled ‘Changing spaces: Young people...

Sense of belonging and social cohesion in a desegregated former House of Delegates school

Tabane,Ramodungoane; Human-Vogel,Salome
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2010 Português
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The ideal of creating a non-racial and equitable school environment is embedded in the South African Constitution. This ideal is informed by a desire to overcome the divisions of the apartheid past by pursuing policies and strategies that will promote the achievement of social cohesion, without denying space for various identities. Schools are seen as important vehicles for driving social cohesion amongst learners and it is therefore important that all learners, irrespective of their race, experience a sense of belonging in the school. Using a case study and an interactive qualitative analysis research methodology, we explored the experiences of black and Indian learners in a desegregated former House of Delegates school to determine the successes and possible challenges of ensuring racial integration at the school level and therefore its contribution to social cohesion. The study demonstrates the importance of eight concepts (namely, the school as a welcoming space; belonging; respect; security; equality in the way we socialise; tender loving care; motivation; and freedom) to the study of racial integration and social cohesion. This article focuses on the contribution that sense of belonging has on creating a school environment that is enabling...

The mediation of Representative Council of Learners policy in Western Cape schools: 1997 to 2003

Carr,Ivan; Williams,Clarence
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/02/2009 Português
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We investigated how education policy was mediated at a representative number of Western Cape schools, from 1997 to 2003, using the structure, symbolic, human resource and political frames of Bolman and Deal (1997) as the basis of the investigation. The investigation produced diverse research findings. At the one end there were a majority of representative councils of learners that received the full support of the main role players. These councils were fully functional and were making a significant contribution to the effective governance of their schools. At the other end there were significant numbers of representative councils of learners that were not receiving the requisite support, and which were merely tolerated to ensure legal compliance. The factors responsible for preventing the development of education policy into praxis, at these schools, are divided into three categories: technical challenges, cultural challenges and political challenges. In conclusion suggestions are made as to how these varied and complex challenges can be met in the interests of furthering the democratic goals that underpin RPL policy.

Collaborative co-teaching of Numeracy and Literacy as a key to inclusion in an independent school

Krüger,Deirdré; Yorke,Claire
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2010 Português
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Inclusion of learners with diverse needs implies a shift from a medical deficit model of disability to a social systems model. The latter does not view these learners as a problem; instead the environment or society's response to these individuals is viewed as a barrier to learning. I focus on collaborative coteaching as a key to inclusion. Collaborative co-teaching requires the learning support teacher and the general education teacher to partner in all aspects of instruction. The outcome of collaborative co-teaching includes effective instruction, a cohesive, accepting class community, positive learner development and the professional and personal growth of the learning support teacher and the general education teacher. A literature review provided the background to an empirical inquiry using a qualitative approach. Data were collected from a small group of participants by interviews, observations and documents and inductively analysed. The study shows that if the learning support teacher responds to learners' behaviour within the framework of inclusive practices, the positive effects of the teacher's work and interactions may be far-reaching. Learning support teachers have an important role to play in accommodating and ensuring the integration of learners with diverse needs.