scholarly journals Cognitive-linguistic performance of schoolchildren in the literacy cycle in the public school context: universal screening

Revista CEFAC ◽  
2020 ◽  
Vol 22 (3) ◽  
Author(s):  
Angélica Galindo Carneiro Rosal ◽  
Ana Augusta de Andrade Cordeiro ◽  
Antônio Roazzi ◽  
Bianca Arruda Manchester de Queiroga
Keyword(s):  
At Risk ◽  
Public School ◽  
Elementary Education ◽  
School Context ◽  
Learning Disorders ◽  
Children At Risk ◽  
The Public ◽  
Cognitive Linguistic ◽  
Linguistic Skills ◽  
The Individual

ABSTRACT Objective: to characterize the linguistic-cognitive performance of schoolchildren in the literacy cycle, in order to identify children at risk for learning disorders in the public school context. Methods: this study involved 88 children, aged 6 to 8 years, enrolled in the first, second and third year of elementary education I, from two schools in the city of Recife, Pernambuco, Brazil. The procedure used was the Cognitive-Linguistic Skills Evaluation Protocol, which has collective and individual versions, both being applied. The analysis of the groups was performed through the statistical non-parametric Kruskal-Wallis test with p <0.05. Results: all students were submitted to the individual version for presenting poor performance in the collective version of the protocol. Thus, the application of the collective version was not sufficient to identify children at risk for learning disorders, thus, the indication of the individual assessment. In the individual version, students from the 1st year showed a lower performance in most of the subtests that make up the instrument, whereas those from the 2nd and 3rd years had an average performance, which also deserves attention, according to the instrument of evaluation. These results, below the one expected for the age and school year, may be a consequence of poor learning opportunities within and outside school. There were also significant differences as a function of the schooling advance, revealing that the cognitive-linguistic skills, precursors of the reading and writing learning process, are only having a greater leap of development at the end of the literacy cycle, in the third year, which reveals a significant delay in terms of learning. Conclusion: the low performance observed in cognitive-linguistic abilities in schoolchildren hinders the early identification of children at risk for learning disorders and questions the quality of educational opportunities experienced by the students inside and outside the public school. Other factors, such as regional differences in language and linguistic context, need to be considered in the interpretation of tests that evaluate cognitive-linguistic abilities.

scholarly journals Risk-based damage potential and loss estimation of extreme flooding scenarios in the Austrian Federal Province of Tyrol

2010 ◽  
Vol 10 (12) ◽  
pp. 2451-2473 ◽  
Author(s):  
M. Huttenlau ◽  
J. Stötter ◽  
H. Stiefelmeyer
Keyword(s):  
At Risk ◽  
Extreme Event ◽  
Hazard Analysis ◽  
Decision Makers ◽  
Risk Indicators ◽  
Damage Potential ◽  
The Public ◽  
The Individual ◽  
Flooding Events ◽  
Elements At Risk

Abstract. Within the last decades serious flooding events occurred in many parts of Europe and especially in 2005 the Austrian Federal Province of Tyrol was serious affected. These events in general and particularly the 2005 event have sensitised decision makers and the public. Beside discussions pertaining to protection goals and lessons learnt, the issue concerning potential consequences of extreme and severe flooding events has been raised. Additionally to the general interest of the public, decision makers of the insurance industry, public authorities, and responsible politicians are especially confronted with the question of possible consequences of extreme events. Answers thereof are necessary for the implementation of preventive appropriate risk management strategies. Thereby, property and liability losses reflect a large proportion of the direct tangible losses. These are of great interest for the insurance sector and can be understood as main indicators to interpret the severity of potential events. The natural scientific-technical risk analysis concept provides a predefined and structured framework to analyse the quantities of affected elements at risk, their corresponding damage potentials, and the potential losses. Generally, this risk concept framework follows the process steps hazard analysis, exposition analysis, and consequence analysis. Additionally to the conventional hazard analysis, the potential amount of endangered elements and their corresponding damage potentials were analysed and, thereupon, concrete losses were estimated. These took the specific vulnerability of the various individual elements at risk into consideration. The present flood risk analysis estimates firstly the general exposures of the risk indicators in the study area and secondly analyses the specific exposures and consequences of five extreme event scenarios. In order to precisely identify, localize, and characterize the relevant risk indicators of buildings, dwellings and inventory, vehicles, and individuals, a detailed geodatabase of the existing stock of elements and values was established on a single object level. Therefore, the localized and functional differentiated stock of elements was assessed monetarily on the basis of derived representative mean insurance values. Thus, well known difference factors between the analysis of the stock of elements and values on local and on regional scale could be reduced considerably. The spatial join of the results of the hazard analysis with the stock of elements and values enables the identification and quantification of the elements at risk and their corresponding damage potential. Thereupon, Extreme Scenario Losses (ESL) were analysed under consideration of different vulnerability approaches which describe the individual element's specific susceptibility. This results in scenario-specific ranges of ESL rather than in single values. The exposure analysis of the general endangerment in Tyrol identifies (i) 105 330 individuals, (ii) 20 272 buildings and 50 157 dwellings with a corresponding damage potential of approx. EUR 20 bn. and (iii) 62 494 vehicles with a corresponding damage potential of EUR 1 bn. Depending on the individual extreme event scenarios, the ESL solely to buildings and inventory vary between EUR 0.9–1.3 bn. for the scenario with the least ESL and EUR 2.2–2.5 bn. for the most serious scenarios. The correlation of the private property losses to buildings and inventory with further direct tangible loss categories on the basis of investigation after the event in 2005, results in potential direct tangible ESL of up to EUR 7.6 bn. Apart from the specific study results a general finding shows that beside the further development of modelling capabilities and scenario concepts, the key to considerably decrease uncertainties of integral flood risk analyses is the development and implementation of more precise methods. These are to determine the stock of elements and values and to evaluate the vulnerability or susceptibility of affected structures to certain flood characteristics more differentiated.

Combining the Resources of the Education System and Civil Society in Building a Model of Preventive Work with Children at “Risk Group”

2019 ◽  
Vol 16 (3) ◽  
pp. 112-122
Author(s):  
Yu.A. Puchkina ◽  
A.I. Timofeeva
Keyword(s):  
At Risk ◽  
High School Students ◽  
Deviant Behavior ◽  
General Scheme ◽  
Complex Model ◽  
Specific Situation ◽  
Children At Risk ◽  
School Students ◽  
Non Profit ◽  
The Individual

The article analyzes the practice of intersectoral interaction in building a comprehensive model of working with adolescents at risk, in particular, those who are in conflict. The model is based on combining the resources of schools, methodological structures, universities, non(profit organizations and volunteer communities. The article deals with the individual components of the model, which in each specific situation allow you to design your own scenario for working with the case of a teenager. The key components of the model are based on a restorative approach. The experience of conducting community Circles in situations of multidimensional conflicts and their integration into the General scheme of work with teenagers is presented. The article also reflects the practice of adapting the Belgian program of individual teenagers’ support to the system of work of the Russian school and shows its role in the complex model of deviant behavior prevention. Another component of the model is the technology of mentoring children at risk, implemented with the participation of student volunteers or high school students. The article focuses on the translation of this model to schools and providing methodological support to educational organizations in the case of its implementation.

scholarly journals My quest for negotiating meaning. Reflections on my dilemmas about practices of English language teaching in public school context in Turkey

2020 ◽  
Vol 7 ◽  
pp. 36-48
Author(s):  
Huriye Arzu Öztürk
Keyword(s):  
Public School ◽  
Reflective Practice ◽  
Community Of Practice ◽  
Narrative Analysis ◽  
Teacher Identity ◽  
English Language ◽  
Language Teaching ◽  
School Context ◽  
English Language Teaching ◽  
The Public

The autoethnographic study aims to explore the teacher researcher’s dilemmas about the practices of English language teaching in the public school context in Turkey and the reasons behind them.  Narratives were used to depict the experiences which led to the dilemmas; the researcher’s journey of learning, lived experiences and interactions in the community of practice. The narratives, which portrayed the emergence of dilemmas, were analysed through reflections on them. The reflections were also supported by the other mixed methods studies, theoretical and regulatory documents. The results demonstrate that the dilemmas arise from the gap between the theory and practices of English language teaching in the public school context in Turkey. The study is situated in the interpretivist paradigm of research and holistic-content analysis was used as a technique of narrative analysis. Vygotsky’s sociocultural theory of learning, Wenger’s community of practice, Dewey’s reflective practice, and Miller’s teacher identity concepts establish the theoretical framework of the study.

scholarly journals Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia

2017 ◽  
Vol 27 (2) ◽  
pp. 198 ◽  
Author(s):  
Cláudia Da Silva ◽  
Simone Aparecida Capellini
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Random Order ◽  
Superior Performance ◽  
Students At Risk ◽  
Cognitive Linguistic ◽  
The Mean ◽  
Linguistic Skills ◽  
Letter Sound ◽  
Initial Literacy

Introduction: Studies on students at risk for dyslexia have increased  as well as the interest in verifying whether tasks involving a phonological basis can favor the performance of these students in the initial literacy process.Objective:Evaluate the performance of students with and without risk of dyslexia in metalinguistic tasks.Methods: Participants of this study were 40 students, aged between 5-6 years, enrolled in the 1st year of elementary school, divided into two groups, GI: composed of 20 students without risk of dyslexia and GII: composed of 20 students at risk of dyslexia, both groups were submitted to the Evaluation Cognitive Linguistic Skills Protocol - collective and individual version (adapted), and phonological intervention composed of tasks of relation letter/sound alphabet in sequence and in random order, rhyme, identification and manipulation of words, identification and production of syllables, syllabic segmentation and analysis, identification and phonemic segmentation, substitution, synthesis, analysis and phonemic discrimination. Results: Indicated that the students from GI and GII showed statistically superior performance in the post testing compared to the performance obtained in the pre testing.Conclusion: The students at risk of dyslexia showed an increase in the mean of performance after the intervention, however, when compared with the performance of the students without risk for dyslexia, they presented inferior performance, indicating that, even after have underwent  to the intervention, they did not reach the mean of performance of students without risk for dyslexia in metalinguistic tests.

scholarly journals Aprender a dibujar los contornos del país: Vínculos entre la enseñanza del dibujo escolar y los conocimientos geográficos en el Buenos Aires finisecular (1880-1900) /Learning to Draw the Contours of the Country (...)

2014 ◽  
Vol 24 (42) ◽  
pp. 90-104
Author(s):  
Patricia Andrea Dosio
Keyword(s):  
Elementary School ◽  
Public School ◽  
Elementary Education ◽  
School System ◽  
Buenos Aires ◽  
Public School System ◽  
School Subject ◽  
The Public ◽  
Transmission Of Knowledge ◽  
Palabras Clave

En este artículo se indagará la contribución de la materia Dibujo a la transmisión de saberes sobre el espacio en la escuela elemental finisecular argentina a partir de la enseñanza del dibujo geográfico, tópico que, en los inicios del sistema de instrucción pública, fue parte de los contenidos de esta asignatura. Palabras clave: Dibujo - enseñanza - geografía - escuela primaria - Argentina AbstractThis article discusses the contribution of Drawing to the transmission of knowledge about space in argentine elementary education through the geographic drawing, topic that, at the beginning of the public school system, was part of the school subject Drawing.Keywords: Drawing - education - Geographic - elementary school – Argentina 

scholarly journals (Re)conceptualising Risk: What (Seems to) Work for At-Risk Students

2016 ◽  
Author(s):  
David Zyngier
Keyword(s):  
At Risk ◽  
Social Justice ◽  
Young People ◽  
At Risk Students ◽  
School Context ◽  
Social Constructivist ◽  
Students At Risk ◽  
Improved Outcomes ◽  
The Individual

This review of current research into at-risk programs serves to categorise and characterise existing programs and to evaluate the contribution of these programs to assisting students at-risk from marginalised backgrounds. This characterisation questions the (sometimes) implicit assumptions and the consequences of those assumptions inherent in and behind these various accounts. This involves a synthesis and reformulation, based on epistemological standpoints, both explicit and implied, of the various researchers. Using as a lens the (various and varied) understandings of social justice and the goals of education (Gale &amp; Densmore, 2000; 2003) I identify three sometimes overlapping and sometimes contesting standpoints in relation to at-risk students, characterised as instrumentalist or rational technical, social constructivist or individualist and critical transformative or empowering. I argue that programs &lsquo;which simply seek to achieve change in the individual young people are doomed to failure&rsquo; (Stewart, 1998, 4) and that a critical transformative understanding of at-risk may deliver improved outcomes for young people by challenging &lsquo;the school context in which the young people are located&rsquo; (Stewart, 1998, 4).

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