How teachers' perceptions affect the academic and language assessment of immigrant children

Recent research evidences inconsistencies in teachers' practice regarding skills assessment of L2 students. Scientific evidence supports that less experienced teachers have lower orientation toward multiple task-tests for non-native students. Research questions: Whether school teachers as having different teaching training and unequal teaching experience with non-native students perceive differently a four-skills scale. Purpose of the study: This study intends to analyse the importance degree between the four skills/tasks: reading, writing, speaking and listening, in the perspective of school teachers. Method: 77 teachers, aged 32-62, with (and without) experience in teaching and adapting materials for immigrant students, divided into six groups according to their scientific domain. Assessment tools included a scale for judgement of four academic tasks adapted from the original “Inventory of Undergraduate and Graduate Level: Reading, Writing, Speaking and Listening Tasks (Rosenfeld, Leung & Ottman, 2001). Main Findings: 1) different degrees of importance attributed by teachers on tasks that should be included in academic and language test for immigrant students; 2) perceptions of teachers are determined by predictors in this order: scientific domain, experience with multicultural classes and lower prediction from teaching service and age; 3) different results between american and portuguese samples answering the same questionnaire.

Relatório de estágio de qualificação profissional

No âmbito da Unidade Curricular (UC) de Prática Pedagógica Supervisionada (PPS), integrada no 2º ciclo de estudos do Mestrado em Educação Pré-Escolar, foi elaborado o presente relatório de qualificação profissional, com o principal objetivo de ilustrar todo o processo de desenvolvimento das competências profissionais no decorrer do estágio que, por sua vez, foi realizado na XXXXX. Ao longo do relatório serão abordadas as fundamentações teóricas e legais, sobre as quais assentou a formação e a prática da mestranda. Desta forma, importa referir a metodologia investigação-ação usada pela mestranda durante a sua formação, e que permitiu uma prática reflexiva e investigativa, proporcionando o desenvolvimento de capacidades críticas. Assim, a partir dos processos de observação, planificação, ação, avaliação e reflexão, foi possível a construção e desenvolvimento de um perfil de desempenho profissional. Foi, também, no âmbito da prática em contexto de pré-escolar e creche, que a estagiária desenvolveu competências que possibilitaram a articulação entre os saberes teóricos e a ação educativa. Assim, ao longo do ano, a estagiária consolidou de uma forma reflexiva e sempre sustentada as suas competências, profissionais e pessoais, tendo ainda a consciência que a formação é para o resto da vida, na medida em que é essencial e atualização dos conhecimentos valorizando, assim, a aprendizagem ao longo da vida.

The big four skills: Teachers’ assumptions on measurement of non-native students cognition

The four-skills on tests for young native speakers commonly do not generate correlation incongruency concerning the cognitive strategies frequently reported. Considering the non-native speakers there are parse evidence to determine which tasks are important to assess properly the cognitive and academic language proficiency (Cummins, 1980; 2012). Research questions: It is of high probability that young students with origin in immigration significantly differ on their communication strategies and skills in a second language processing context (1); attached to this first assumption, it is supposed that teachers significantly differ depending on their scientific area and previous training (2). Purpose: This study intends to examine whether school teachers (K-12) as having different origin in scientific domain of teaching and training perceive differently an adapted four-skills scale, in European Portuguese. Research methods: 77 teachers of five areas scientific areas, mean of teaching year service = 32 (SD= 2,7), 57 males and 46 females (from basic and high school levels). Main findings: ANOVA (Effect size and Post-hoc Tukey tests) and linear regression analysis (stepwise method) revealed statistically significant differences among teachers of different areas, mainly between language teachers and science teachers. Language teachers perceive more accurately tasks in a multiple manner to the broad skills that require to be measured in non-native students. Conclusion: If teachers perceive differently the importance of the big-four tasks, there would be incongruence on skills measurement that teachers select for immigrant puppils. Non-balanced tasks and the teachers’ perceptions on evaluation and toward competence of students would likely determine limitations for academic and cognitive development of non-native students. Furthermore, results showed sufficient evidence to conclude that tasks are perceived differently by teachers toward importance of specific skills subareas. Reading skills are best considered compared to oral comphreension skills in non-native students.

Preliminary assessment of the numerical competencies of children from a public preschool and kindergarten in Cuenca

Existe abundante evidencia de que los niños pequeños son capaces de desarrollar un conocimiento matemático y que las destrezas aritméticas de estos niños son predictores de su desempeño académico futuro. También existe un acuerdo común de que la calidad de la educación matemática inicial tiene una importante influencia en el aprendizaje posterior de los niños. En Ecuador hay escasos estudios sobre las competencias matemáticas tempranas de los niños y sobre su enseñanza. Por ello, se inició un estudio para (1) evaluar las competencias numéricas de los niños de pre-escolar y kindergarten (primero de básica) que asisten a una escuela pública de Cuenca, con el objetivo de analizar críticamente su pensamiento y razonamiento numérico; y (2) examinar las prácticas y creencias de los profesores con relación a la enseñanza de la matemática y a las competencias matemáticas de los niños. La aplicación del Test de Conocimiento Numérico (Griffin, 2005) demostró que la mayoría de los niños participantes no habían desarrollado habilidades numéricas básicas. Adicionalmente, los profesores expresaron una fuerte creencia de que los niños pequeños no son capaces de tener un pensamiento matemático. Como consecuencia, las actividades matemáticas que realizan los niños y profesores son desarrolladas de manera insuficiente. Las implicaciones científicas y prácticas de estos resultados son discutidas.

Relatório de Estágio em Educação Pré-Escolar

O relatório aqui presente foi realizado no âmbito da unidade curricular Prática Pedagógica Supervisionada do Mestrado em Educação Pré-escolar da Escola Superior de Educação do Porto no ano letivo 2014/2015 nas valências de creche e pré-escolar. A prática pedagógica Supervisionada decorreu na XXXX e teve como objetivo permitir o desenvolvimento de competências profissionais da formanda de acordo com o perfil de desempenho definido para o efeito no Decreto - Lei nº241/2001. O presente relatório tem como objetivo efetuar a articulação entre a teoria e a prática, refletindo sobre a mesma. Desta forma, o presente relatório está organizado em três grandes capítulos: o primeiro em que a mestranda fundamenta teoricamente as suas opções pedagógicas, o segundo em que procede à caracterização do grupo e da metodologia de investigação-ação utilizada pela mestranda durante a sua prática e, o terceiro capitulo em que são abordadas algumas das propostas realizadas nos dois contextos de estágio, assim como os resultados obtidos pelas mesmas. É preciso ressalvar que este relatório apresenta o resultado de um trabalho colaborativo entre a mestranda e o seu par pedagógico e as educadoras cooperantes. Apresenta também o trabalho colaborativo com o par pedagógico que realizou a sua prática na XXXX juntamente com a mestranda. Este relatório termina com uma reflexão da formanda sobre as potencialidades e os constrangimentos sentidos no âmbito da prática pedagógica.

Results of a mindfulness-based social-emotional learning program on portuguese elementary students and teachers: a quasi-experimental study

Recently, mindfulness-based social-emotional learning (SEL) approaches have been taught to children in some schools. Due to deficient methodological consistency observed in most studies, their results should be interpreted with caution. Moreover, research on how mindfulness-based SEL approaches benefit teachers is scarce, and the majority of these studies have been conducted in English-speaking countries; therefore, it is uncertain whether these approaches are suited to other cultural backgrounds. The aim of the present study was to evaluate the efficacy of the MindUp curriculum, an SEL program through mindfulness practice for Portuguese students and teachers. Participants included 454 3rd and 4th grade students and 20 teachers from state schools. A quasiexperimental (pre- and post-test) study compared outcomes for an experimental group with a waitlist control group. Data were collected from teachers and children through self-report measures. Results showed that over 50 % of the children who participated in the MindUp program scored above the control group mean in their ability to regulate emotions, to experience more positive affect, and to be more self-compassionate, and over 50 % scored lower in negative affect. In the group of teachers, over 80 % scored above the control group mean in observing, in personal accomplishment, and in self-kindness. Our results contribute to the recent research on the potential added value of mindfulness practices to a SEL program and strengthen the importance for teachers and students of adding to the academic curriculum a SEL program through mindfulness practices.

Promotion of literacy skills in early childhood: a follow-up study from kindergarten to grade 1

Several researchers have shown that invented spelling activities in kindergarten foster preschool children’s early literacy skills. However, few studies have assessed its impact on learning to read and write in the first year of primary school. Our goal was to analyse the impact of an invented spelling programme with kindergarteners on their literacy skills until the end of Grade 1. A follow-up study was conducted with 45 five-year-old Portuguese children attending two classes of two schools in Lisbon. The teaching effect was controlled as children from each class were randomly assigned into two groups (experimental/control) — equivalent on letter knowledge, cognitive abilities and phonological awareness. The participants were assessed in kindergarten with a pre-test, immediate post-test and delayed post-test (spelling; reading; phonemic awareness) and at the end of Grade 1 (spelling; reading). The experimental group participated in invented spelling sessions, while control children participated in storytelling activities. Data analysis revealed statistically significant differences between the two groups. The experimental group scored higher, not only in kindergarten but also in the follow-up year for all literacy measures.

The Effects of Non-Nutritive Sucking and Pre-Feeding Oral Stimulation on Time to Achieve Independent Oral Feeding for Preterm Infants

Background: The survival rates of preterm infants has increased over the last years, but oral feeding difficulties are the most common problems encountered by them Objectives: This study aimed at comparing the effects of non-nutritive sucking (NNS) and pre-feeding oral stimulation on feeding skills, length of hospital stay and weight gain of 26-32 weeks gestational age preterm infants in NICU, to determine the more effective intervention. Patients and Methods: Thirty-two preterm infants were assigned randomly into three groups. One intervention group received pre-feeding oral stimulation program and the other received non-nutritive sucking stimulation, while the control group received a sham intervention. Gestational age of infants was calculated during 1, 4 and 8 oral feeding and discharge time from NICU. The infants’ weights were measured weekly from birth and at discharge time. Results: Mean gestational age on 8 time oral feeding per day, in 3 groups was not significant (P = 0.282). Although NNS and pre-feeding oral stimulation groups has fulfilled this criterion 7.55 and 6.07 days sooner than the control group, respectively (a result which is of great clinical and economic importance), but the difference did not reach statistical significance. Weight gaining at discharge time in NNS group was significantly higher than control and pre-feeding oral stimulation groups (P < 0.05). Conclusions: This study revealed that pre-feeding oral stimulation and NNS programs both were effective on oral feeding skills and weight gaining of the immature newborns. Yet, it seems that NNS program was more effective than pre-feeding oral stimulation on weight gaining.

Factors Contributing to the Academic Performance of BEI Learners

Se analizan los factores que intervienen en el rendimiento académico de los estudiantes del Bachillerato en la Enseñanza del Inglés (BEI) de la Universidad Nacional (Costa Rica). El contexto universitario, el papel de los profesores, la motivación en los estudiantes y los hábitos de estudio son condiciones para fomentar el éxito académico. Según los resultados, los aprendientes necesitan ciertas características personales, motivación y metas para tener éxito en su trabajo académico. Este estudio de caso contribuye a una mejor percepción de los factores que influyen en el mejoramiento de las aptitudes de estudio y aprendizaje, así como los que intervienen en el logro de las metas académicas.This analysis refers to factors contributing to the academic performance of the students majoring in the teaching of English at the Universidad Nacional (Costa Rica). The university context, the professors' role, students' motivation and their study habits are conditions for fostering academic success. The findings indicate that learners need certain personality traits, motivation and goals to succeed in their academic work. This case study provides insight on the factors that influence the enhancement of study skills and leaming, as well as other factors that contribute to the accomplishment of academic goals.

The Effect of a Multi-Component Consultation Intervention on the Pragmatic Language Skills of Students with Symptoms of Attention Deficit Hyperactivity Disorder

The purpose of this research was to determine if a multi-component consultation intervention was effective in improving pragmatic performance in students with ADHD. Participants for this study consisted of 7 children for whom 3 data points were obtained by a parent or 2 data points by a teacher. Changes in pragmatic performance were measured by comparing reports provided by parents or teachers pre- and post- intervention. Descriptive analysis procedures were completed to summarize changes in pragmatic behavior. Results revealed the mean overall change in pragmatic behavior for children in the MCC condition (Χ=1.133) was greater than the change seen in the CAU condition (.334) after 2 months of intervention as per parent reported data. Data indicated improvement in each behavior but incongruence between teachers and parents was found. Results support the hypothesis that the multi-component consultation intervention is effective in improving the pragmatic language performance of children with ADHD.

The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies

Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students. Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year. Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models. Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology.

Nurses’ clinical communication skills

Abstract Background: Providing nursing care involves an interpersonal relationship between the nurse and the patient which is created through communication. The importance of clinical communication skills is a current priority when it comes to health care workers’ education and training and has been attracting more and more attention. As a consequence clinical communication skills are now present in more and more academic programmes. Objectives: To assess nurses’ clinical communication skills; to identify the variables that might inluence the clinical communication skills; to analyse nurses’ perspective regarding the training in the clinical communication ield. Material and methods: Quantitative, non-experimental, descriptive and correlational and crosssectional study. We used the questionnaire to collect socio-demographic and professional data, and the Clinical Communication Skills Scale based on the Kalamazoo Consensus Statement (KCS)1,2 and which had already been used in Portugal.3 The sample was formed by 275 practitioner nurses who have been working in health care institutions located in the center of Portugal. Results: The Scale we used presents 5 factors that explain 64.33% of the total variation: To in‑ volve the patient; To facilitate dialogue; To understand concerns; To communicate in an asser‑ tive way; To carry out the interview. The majority of the nurses consider that the training they had in the communication skills ield during their nursing course was good or very good, however we could see that 23.3% think it was mediocre. Almost all of them (98.9%) agree that there should be a better and more speciic training in the ield of clinical communication skills as far, as nurses as concerned. Nurses who had training in this area, older nurses, those who work directly with patients and those who have been working for a longer period of time show better communication skills. Conclusion: Although they think that the training they has was good, we could conirm that there was a deicit in nurses’ clinical communication skills and that nurses themselves refer they need more training in this area. Data point out to a more signiicant investment in clinical communication as far as nurses’ training is concerned and they suggest the promotion of lifelong learning opportunities in this area.

Clinical skills and communication in nursing students

Abstract Background: Communication is a basic tool in nursing, a crucial element of care. The quality of the interactions that take place between the nurse and the user/family influence their satisfaction and security felt with the care received. Objectives: To identify the communication skills and interpersonal relationship of nursing students in health care; identify the sociodemographic and academic variables influencing communication skills and interpersonal relationship of nursing students in health care. Methodology: Quantitative study, cross-sectional, descriptive and correlational. The data collection instrument was a questionnaire with questions concerning the socio-demographic and academic characterization; basic skills of interview and clinical communication in health care; learning of clinical communication skills and range of communication skills and interpersonal relationship. The sample consisted of 374 nursing students from two Portuguese schools. Results: The majority were female (80.5%), in the age group of 18-21 years. The students recognize the importance of clinical communication skills and interpersonal relations in nursing practice (82.4%); agreed on the teaching methods of communicational skills (54.3%). Evaluated their training in the area as good (71.7%). Age, semester and school influenced communication skills and interpersonal relationship of students (p <0.5) Conclusion: The results obtained allow us to state that the education / training of nursing student in the relational context is of fundamental importance in building capacity for competent professional practice.

Sleep and academic performance of Portuguese teenagers

Abstract: Sleep has numerous important functions in the body, such as consolidation of memory, concentration and learning. Changes in sleep cycles in adolescents lead to sleep deprivation with consequences to academic performance. Our research question was What are the sleep habits that influence school performance (study environment, study planning, study method, reading skills, motivation to study, overall school performance) in adolescents? We aimed to identify sleep habits predictors of the quality of school performance in adolescents. Research Methods: Crosssectional analytical study. Data were collected through a self-administered questionnaire with socio-demographic questions, sleep habits and school performance scale. The sample consisted of 380 students between 7th and 9th grade, with an average age of 13.56 ± 1.23 years in the school year 2011/2012, from a 2nd and 3rd Cycle Basic School of the municipality of Viseu, Portugal. Findings: School performance in adolescents was associated with better subjective quality of sleep (p=0.000), with longer sleep duration (p=0.000), with watching tv/video before sleep (p=0.000), with the habit of studying before bedtime (p=0.012), with no computer use (p=0.013) and with reading habits before bed (p=0.000). School performance was also associated with adolescents who reported not feeling sleepy during class. The teenagers who sleep more and better, and who watch tv/video, study, do not use computers, and who read before going to bed, have a better school performance.