Working With Immigrant Children in Schools

2019 ◽  
pp. 229-245
Author(s):  
Emmanuel Adjei-Boateng ◽  
Joseph E. Cobbinah
Keyword(s):  
Formal Education ◽  
Language Skills ◽  
Immigrant Children ◽  
Teaching Skills ◽  
Practical Skills ◽  
Years Of Experience ◽  
Diverse Backgrounds ◽  
Conventional Classroom

Before one gets into a classroom to teach, he or she needs to have acquired some basic teaching skills. Teaching in a conventional classroom seem simple, although may sometimes be difficult. However, teaching children from diverse backgrounds can be challenging. No matter the number of years of experience a teacher may have, teaching immigrant children with limited language skills and in some cases weak foundation in formal education is a challenging task. This chapter critically examines immigrant children and their education, some of the challenges that hamper their learning, and some practical skills that teachers will need to effectively teach them. Teachers need to understand the complexity and diversity of children under their care, appreciate the circumstances in which immigrant children live, make the necessary efforts to retrain or acquire some additional skills to enable them to become competent to effectively support learning of the increasing immigrant children population that continue to flood their classrooms.

A Combination of Non-Formal and Formal Education Systems for the Students Studying Mechatronics Engineering and Improving Practical Skills and Synergistic Abilities

2015 ◽  
Vol 220-221 ◽  
pp. 981-988
Author(s):  
Audrius Jasėnas ◽  
Eligijus Toločka
Keyword(s):  
Formal Education ◽  
Engineering Industry ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Education Systems ◽  
Logical Scheme ◽  
Education Projects

The article analyses the possibilities of and demand for a combination of non-formal and formal education systems for the students studying mechatronics engineering and improving practical skills and synergistic abilities. The paper surveys the sector of Lithuanian engineering industry as well as its competitiveness and non-formal education of young specialists relevant to the sector. The publication also reviews the results of profit and demand for non-formal education projects concerning the students studying mechatronics engineering. The piece of writing provides a model and its logical scheme for improving the theoretical knowledge and practical skills of young mechatronics specialists through non-formal education.

scholarly journals Professional Competencies of Health and Fitness Instructors

Kinesiology ◽  
2018 ◽  
Vol 50 (2) ◽  
pp. 269-276 ◽  
Author(s):  
Rasa Jankauskiene ◽  
Simona Pajaujiene
Keyword(s):  
Formal Education ◽  
Healthcare Providers ◽  
Professional Competencies ◽  
Practical Skills ◽  
Educational Standards ◽  
Core Knowledge ◽  
Specific Knowledge ◽  
Health And Fitness ◽  
Level 3 ◽  
Practical Instruction

The aim of this study was to test professional competencies of the sample of health and fitness instructors (HFIs) according to EuropeActive’s educational standards at level 3 referenced to the European Qualifications Framework (EQF), and to explore the associations between the formal education of HFIs and their current competencies. The core knowledge (CK) of 155 HFIs and the specific knowledge (SK) of 54 fitness instructors (FIs) and 35 group fitness instructors (GFIs) were analysed. In addition, 43 FIs and 35 GFIs underwent an examination of their practical skills. Only 11 (7.1%) of the HFIs met the requirements for the CK. We found no significant differences by age, education, type of employment, or professional experience for the CK test. No FIs passed the test for SK. Only 10 (15.6%) of the GFIs passed the test for SK. However, adequate practical instruction skills were found for the FIs (n=29, 70.7%), as well as for the GFIs (n=31, 91.2%). Only three HFIs passed the overall examination for the educational standards at EQF-level 3. The results highlight the importance of testing the competencies of HFIs in other European countries and of promoting the need for lifelong learning for HFIs. The competencies of HFIs are an important source of trust for healthcare providers and other sector stakeholders implementing the strategy for the prevention of non-communicable diseases.

scholarly journals What's Your Pleasure? Exploring the Predictors of Leisure Reading for Fiction and Nonfiction

2020 ◽  
Author(s):  
Sandra Martin-Chang ◽  
Stephanie Kozak ◽  
Kyle Levesque ◽  
Navona Calarco ◽  
Raymond A. Mar
Keyword(s):  
Young Adults ◽  
Formal Education ◽  
Language Skills ◽  
Scholastic Aptitude Test ◽  
Aptitude Test ◽  
Verbal Abilities ◽  
Scholastic Aptitude ◽  
Path Analyses ◽  
Leisure Reading ◽  
Cognitive Benefits

Leisure reading is associated with several important educational and cognitive benefits, and yet fewer and fewer young adults are reading in their free time. To better study what drives leisure reading in undergraduates, we developed the Predictors of Leisure Reading (PoLR) scale. The PoLR investigates key predictors of leisure reading, namely reading motivations, obstacles, attitudes, and interests. We examined the PoLR’s ability to predict language skills in 200 undergraduates, both directly and indirectly via exposure to fiction and nonfiction texts. Language skills were measured with a diverse battery of tasks, including items from two sections of the Scholastic Aptitude Test. We found that greater intrinsic reading enjoyment predicts better verbal abilities, and this was often explained via exposure to fiction rather than nonfiction. In contrast, participants who reported reading due to extrinsic pressures typically had weaker verbal abilities, often explained by stronger associations with nonfiction. This pattern was observed across the raw correlations and in a series of path analyses. In sum, it was ‘reading enjoyment’ and ‘identifying as a reader’ that uniquely predicted better verbal abilities in our undergraduate sample. The importance of these findings are discussed in relation to fostering intrinsic reading enjoyment throughout the various stages of formal education.

scholarly journals TECHNOLOGY OF FORMATION OF TEACHING SKILLS OF FUTURE COACHES

2018 ◽  
pp. 218-223
Author(s):  
A. YUSHKO ◽  
N. BOREYKO ◽  
L. AZARENKOVA
Keyword(s):  
Professional Development ◽  
Academic Disciplines ◽  
Physical Culture ◽  
Teaching Skills ◽  
Practical Skills ◽  
Pedagogical Skills ◽  
High Level ◽  
Experimental Group

The article analyzes the concept of "pedagogical skill" and defines the components of pedagogical skills of the coach. The peculiarities of the formation of pedagogical skills of future trainers in NTU "KhPI" are revealed. The criteria have been developed and the level of formation among the students of the 1st and 4th courses has been determined. The influence of educational disciplines on the formation of components of the pedagogical skills of future coaches has been studied. The results of the study showed that the mastering of the theoretical material of the academic disciplines of the professional block of the curriculum of the specialty "Physical Culture and Sport" and the formation of practical skills of sports and professional development makes it possible to form a high level of pedagogical skills. According to the research, the introduction of technology significantly increased the indicators of the formation of components of pedagogical skill students experimental group. Students became more active, showed creativity in practical classes, performed self-analysis of their results.

scholarly journals Synergyzing Tertiary Education Islamic Studies Curriculum for A Sustainable Tomorrow

2015 ◽  
Vol 15 ◽  
pp. 91-109
Author(s):  
Salako Taofiki Ajani
Keyword(s):  
Formal Education ◽  
Tertiary Education ◽  
Job Security ◽  
Religious Studies ◽  
Practical Skills ◽  
Beliefs And Practices ◽  
Islamic Studies ◽  
Religious Background ◽  
Education Today ◽  
The Subject

Islamic Studies is a subject taught at all the levels of formal education today without prejudice to religious background, belief inclinations or geographical boundries. Its study concentrates on the teaching of some subjects like religious studies in addition to other secular subjects like Languages, Law, Mathematics, Science, History, Philosophy etc. This subject has religious and secular topics in its curriculum content. However in the recent times, the number of students studying this subject in the universities has contniued to decrease across the globe and particularly in Nigeria. This decrease has been a sort of concern to teachers teaching the subject, concerned Muslims and Islamic lecturers in the universities whose jobs are being threatened for lack of students to enroll for the subject in the universities. This study therefore attempted to look into the reasons why students do no longer wish to study the subject in the universities. It was observed that students these days would want to study a course which would gaurantee them future job security and incomes. This study confirmed that Islamic Studies might not be able to guarantee this presently because of the content of the curriculum in use. The study concentrated on lecturers who had been in service for over a decade and analysis of the findings further confirmed that the present curriculum of Islamic Studies needed to be synergized to accommodate practical oriented skills, computer appreciation and Islamic financial courses to make Islamic Studies adequate and worthwhile for study to sustain its tomorrow’s future. This would make the subject more attractive and enable the students acquire practical skills which would make them function more effectively in the society without jeopardising their religious beliefs and practices.

Dynamic Assessment: Whys and Hows

2010 ◽  
Vol 11 (3) ◽  
pp. 80-87
Author(s):  
Lynette Austin
Keyword(s):  
Language Skills ◽  
Dynamic Assessment ◽  
Strong Support ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Relevant Research ◽  
Speech Language Pathologists ◽  
School Based ◽  
Diverse Backgrounds

Recent research indicates that speech-language pathologists (SLPs) typically do not implement dynamic assessment (DA) in evaluating the language skills of children from culturally and linguistically diverse backgrounds, despite recommendations from the American Speeh-Lanugage-Hearing Association (ASHA) and strong support in the literature. This article reviews different dynamic assessment formats and relevant research while making a case for DA implementation in school-based practices. Steps in designing dynamic assessments are outlined, and sample dynamic assessment write-ups from actual cases are provided.

Interactive Storybook-Based Intervention Effects on Kindergartners’ Language Development

2016 ◽  
Vol 38 (4) ◽  
pp. 212-229 ◽  
Author(s):  
Loes van Druten-Frietman ◽  
Heleen Strating ◽  
Eddie Denessen ◽  
Ludo Verhoeven
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Formal Education ◽  
Language Use ◽  
Language Skills ◽  
Receptive Vocabulary ◽  
Expressive Vocabulary ◽  
Childhood Education ◽  
Quasi Experimental ◽  
Experimental Study Design

A dialogic storybook-based intervention integrating dialogic storybook reading with early literacy activities is studied with a longitudinal quasi-experimental study design. The effects of this intervention, in addition to a regular early childhood education (ECE) program, on kindergartners’ vocabulary and phonological awareness development are analyzed for children from different backgrounds. Results indicated that the intervention may be effective in stimulating expressive vocabulary development. With regard to receptive vocabulary and phonological awareness measures, the intervention seems to have a similar effect to using a regular ECE program. The intervention had a similar effect for all children. Findings suggest that an active participation, in which the children are encouraged to talk about language, seems to be beneficial to enhance children’s language use; this aspect might be elaborated in existing or future ECE programs. The intervention can be used to help children from underprivileged families to gain language skills to ensure an optimal start of formal education in Grade 1.

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