13 Inclusion Strategies for Emergent Bilingual Pupils in Pre-School in France: The Importance of the Home-School Relationship

2021 ◽  
pp. 222-241
Author(s):  
Ann-Birte Krüger ◽  
Nathalie Thamin
Keyword(s):  
Home School ◽  
Emergent Bilingual

Kindling the Spark

2002 ◽  
Author(s):  
Joanne Haroutounian
Keyword(s):  
Musical Training ◽  
Music Educators ◽  
Home School ◽  
Wide Audience ◽  
Specialized Schools ◽  
Additional Information ◽  
Teacher Researcher ◽  
Training And Research ◽  
Private Studio ◽  
Different Levels

Gathering perspectives of musical talent from the psychological, musical, and educational fields, Kindling the Spark is the only single sourcebook that defines musical talent and provides practical strategies for identifying and nurturing it. Joanne Haroutounian uses her experience as teacher, researcher, and parent to clarify central issues concerning talent recognition and development in a way that will easily appeal to a wide audience. The book describes the different stages of development in musical training, including guidelines for finding a suitable teacher at different levels, social and psychological aspects that impact musical training, and research on talent development by ages and stages from infancy and preschool years through the teen years. An important feature of the book are "sparkler exercises" designed to provoke observable talent behavior in home, school, and studio settings. The book also includes an Appendix of Resources which lists books, media, organizations, and specialized schools that offer additional information on musical talent, identification, and development. For music educators in both public school and private studio settings--as well as for parents and their musically inclined children--Kindling the Spark provides an invaluable summary of the research on talent and a wealth of resources for developing it.

scholarly journals Psychosocial health of school-aged children during the initial COVID-19 safer-at-home school mandates in Florida: a cross-sectional study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sarah L. McKune ◽  
Daniel Acosta ◽  
Nick Diaz ◽  
Kaitlin Brittain ◽  
Diana Joyce- Beaulieu ◽  
...  
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
Psychosocial Health ◽  
Cross Sectional Study ◽  
Home School ◽  
Sectional Study ◽  
Cross Sectional ◽  
School Aged Children ◽  
K 12 ◽  
At Home

Abstract Background Given the emerging literature regarding the impacts of lockdown measures on mental health, this study aims to describe the psychosocial health of school-aged children and adolescents during the COVID-19 Safer-at-Home School mandates. Methods A cross-sectional study was conducted in April 2020 (n = 280) among K-12 students at a research school in North Central Florida. Bivariate analysis and logistic and multinomial logistic regression models were used to examine socio-demographic and knowledge, attitude, and practice (KAP) predictors of indicators of anxiety-related, depressive, and obsessive-compulsive disorder(OCD)-related symptoms. Outcomes (anxiety, OCD, and depressive related symptoms) were measured by indices generated based on reported symptoms associated with each psychosocial outcome. Results Loss of household income was associated with increased risk for all three index-based outcomes: depressive symptoms [aOR = 3.130, 95% CI = (1.41–6.97)], anxiety-related symptoms [aOR = 2.531, 95%CI = (1.154–5.551)], and OCD-related symptoms [aOR = 2.90, 95%CI = (1.32–6.36)]. Being female was associated with being at higher risk for depressive symptoms [aOR = 1.72, 95% CI = (1.02–2.93)], anxiety-related symptoms [aOR = 1.75, 95% CI = (1.04–2.97)], and OCD-related symptoms [aOR = 1.764, 95%CI = (1.027–3.028)]. Parental practices protective against COVID-19 were associated with children being at higher risk of depressive symptoms [aOR = 1.55, 95% CI = (1.04–2.31)]. Lower school level was associated with children being at higher risk of anxiety-related and OCD-related symptoms. Conclusions As the COVID-19 pandemic continues, schools should prioritize mental health interventions that target younger, female students, and children of families with income loss. Limiting the spread of COVID-19 through school closure may exacerbate negative psychosocial health outcomes in children, thus school administrators should move quickly to target those at greatest risk.

Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis

2020 ◽  
pp. 002221942098324
Author(s):  
Ana Taboada Barber ◽  
Susan Lutz Klauda ◽  
Weimeng Wang ◽  
Kelly B. Cartwright ◽  
Laurie E. Cutting
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Identification ◽  
Reading Engagement ◽  
Typically Developing ◽  
Inference Making ◽  
Poor Reading ◽  
Emergent Bilingual ◽  
Specific Reading ◽  
Insight Into

This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English Monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral language, word identification, inference making, and reading engagement, but not in executive functioning. Longitudinal analyses indicated that across two academic years S-RCD persisted for 41% of EBs and EMs alike. Altogether, the study extends research on EBs with S-RCD by identifying variables beyond oral language that may account for their reading comprehension difficulties and providing insight into the extent to which their reading comprehension and word identification performance levels evolve during elementary school. Furthermore, the findings point to the importance of early identification and intervention for weaknesses in reading comprehension and its component elements in both EBs and EMS.

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