Your search found 3486 results.

Descriptors:
Foreign Countries; Student Surveys; Qualitative Research; Statistical Analysis; Expectation; Elementary School Students; School Choice; Parent Attitudes; Intergroup Relations; Student Diversity; Learning Problems; Learning Processes; Friendship; Peer Relationship; Language of Instruction; Developing Nations; Outcomes of Education; Chinese; Code Switching (Language); Ethnic Diversity; Religious Cultural Groups; Religious Factors

Abstract:
This study surveys 200 Malay students enrolled in three Chinese primary schools in relation to three issues, i.e., parental choice of schooling, learning processes and inter-ethnic friendship patterns. The three issues are explored through a combination of quantitative and qualitative research methodologies. Parental expectations for their children's learning and academic outcomes emerge as the dominant factor influencing Malay enrollment in Chinese primary schools. Unfortunately, the Malay students are unable to meet these high expectations due to learning difficulties that stem from the lack of proficiency in the Chinese-medium of instruction, despite intervening measures by the school authorities. Their learning difficulties are also compounded by the lack of parental inputs as well as the limited use of code-switching by teachers. Meanwhile, the fostering of inter-ethnic friendships is impeded by ethnic differences, the rise of Islamic awareness and the increased numerical size of Malay students. However, there is a willingness among the Malay students to interact with the Chinese students through task-related activities, indicating that the fostering of inter-ethnic friendships needs to be guided by a convergence of interests. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Problems; Learning Disabilities; Evaluation Criteria; Elementary School Students; Foreign Countries; Incidence; Clinical Diagnosis; Mathematics Education; Gender Differences; Mathematics Tests; Reading Tests; Mathematics Achievement

Abstract:
Developmental dyscalculia (DD) is a learning difficulty specific to mathematics learning. The prevalence of DD may be equivalent to that of dyslexia, posing an important challenge for effective educational provision. Nevertheless, there is no agreed definition of DD and there are controversies surrounding cutoff decisions, specificity and gender differences. In the current study, 1004 British primary school children completed mathematics and reading assessments. The prevalence of DD and gender ratio were estimated in this sample using different criteria. When using absolute thresholds, the prevalence of DD was the same for both genders regardless of the cutoff criteria applied, however gender differences emerged when using a mathematics-reading discrepancy definition. Correlations between mathematics performance and the control measures selected to identify a specific learning difficulty affect both prevalence estimates and whether a gender difference is in fact identified. Educational implications are discussed. (Contains 5 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Problems; Learning Disabilities; Adult Education; Disability Discrimination; Foreign Countries; Administrators; Interviews; Dyslexia; Employees; Employment

Abstract:
The article explores the professionalism and the standards debate as it relates to teachers with specific learning difficulties in the context of Further Education in England. There is a tension between the government's policy of defining teachers more tightly in terms of entry qualifications and standards whilst espousing a policy of creating a more inclusive profession as promoted by the Equalities and Disability Discrimination legislation. How prepared are leaders and managers in Further Education to address this policy tension and what insights might be drawn from the Further Education context? Interviews with key leaders and managers in a Further Education college and the analysis of college policy documents are used to illuminate the issues surrounding the inclusion of teachers with specific learning difficulties. Suggestions are offered which may provide a way forward to address the policy tension. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Dropouts; Behavior Problems; Early Intervention; Grade 1; Gender Differences; Grade 12; Longitudinal Studies; Learning Problems; African American Students; Elementary School Students; Risk; Special Education; Student Placement; Mental Health; Health Services; Low Achievement; Prevention; Educational Practices

Abstract:
The aim of the current study was to evaluate the eleven year longitudinal association between students identified in first grade as having academic and behavior problems and distal outcomes in twelfth grade. The study extends prior research that identified latent classes of academic and behavior problems in a longitudinal community sample of 678 predominately African American first-grade students. The type and number of classes identified in first grade differed by gender, but results indicated that students within the classes of behavior and academic problems had long-term negative outcomes in the twelfth grade. The class with co-occurring academic and behavior problems in first grade had the greatest risk for negative distal outcomes for both boys and girls including higher likelihood of special education placement, mental health service use, poor academic achievement, and school dropout. Implications for prevention, early intervention, and current practices in schools are discussed. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Education; Educational Strategies; Action Research; Research Projects; Immersion Programs; French; Information Technology; Inclusion; Teaching Methods; Second Language Learning; Second Language Instruction; Student Needs; Electronic Learning; Foreign Countries; Elementary School Students; Learning Problems

Abstract:
This paper presents a 2-year collaborative action research project that investigated the use of digital technologies to support inclusive practices in Early French Immersion (EFI) classrooms. The findings reveal that the collaborative action research project contributed to empowering teachers in using digital technologies to support the implementation of new inclusive instructional strategies. The use of digital technologies allows for the implementation of inclusive instructional strategies by providing multiple means of representation, action and expression, and engagement, based on the Universal Design Learning (UDL) framework. The findings also support the adoption of an e-inclusion approach in EFI classrooms to meet the needs of all learners. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Problems; Ethnography; Foreign Countries; Ideology; Multilingualism; Language Planning; Language Minorities; Language of Instruction; Educational Policy; Cultural Capital; Indigenous Populations; Second Language Learning; Second Language Instruction; English (Second Language); Socioeconomic Status; Educational Practices; Native Language

Abstract:
This paper analyzes the ideologies and practices of local languages as the medium-of-instruction (MOI) policy in a multilingual school in Nepal. Grounded on the notion of language policy as a locally situated social practice, this critical ethnographic study investigates challenges--both ideological and implementational--that local languages MOI policies face in a socio-politically stratified multilingual country, Nepal. This study shows that a well-intended language policy aiming at promoting linguistic diversity and addressing linguistic minority children's learning difficulties may face ideological and implementational resistance. As cultural and linguistic capital of linguistic minorities are not recognized in the wider educational market, indigenous communities are found ambivalent with regard to the relevance of their own languages in school. The fragile socio-economic, political, and educational position of the minority groups due to long history of monolingual top-down policy and the covert or implicit language policy that promotes teaching of English from the early grades are the major intransigent forces affecting the use of local languages in school. I argue that it is important to look at the ideological and implementational challenges of local languages as the MOI from the local actors' perspectives to understand the gap between policy and practice. (Contains 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Problems; Well Being; Student Adjustment; Educational Needs; Secondary School Students; Secondary Education; High School Students; Special Education; Disabilities; Learning Disabilities; Comparative Analysis; Children; Self Esteem; Literature Reviews; Foreign Countries; Risk

Abstract:
Successful transition from primary to secondary school is important for psychosocial well-being. Children with special educational needs (SEN) may face additional complexities at transition, although the impact of this process on children's psychosocial adjustment has been underexplored. The article aims to review systematically the literature exploring the impact of transition on the concerns and psychosocial adjustment of children with SEN in comparison to typically developing children. Published studies were identified through a systematic search of six electronic databases. Articles fulfilling inclusion criteria were reviewed and a quality criteria system was developed to rank studies. Children with specific learning difficulties perceive lower levels of social support and more peer victimisation after transition than typically developing children, but methodological limitations and the modest number of studies restricted the conclusions that could be drawn. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Dyslexia; Foreign Countries; Parent Attitudes; Semi Structured Interviews; Students; Parents; Tutors; Tutoring; Comparative Analysis; Interviews; Inclusion; Disabilities; Educational Improvement; Special Education; Educational Needs; Learning Problems; Age

Abstract:
This article reports on research that was carried out with parents in order to understand the education system in England from their viewpoint through in-depth, semi-structured interviews with seven parents, who were largely sourced through a local dyslexia specialist tutor. The data were analysed by using cross-sectional analysis in order to consider the participants' choice of words and their comparative responses to questions. The interviews probed parents for information on their experience from the initial point of concern about the child's difficulties with words, through to assessment and concerns for the future. The findings suggest that, while we live in an age of purported inclusion and equality, there are still children who experience exclusion and prejudice in education. Their experience does not match the ideal and, as a result, their parents are suffering too. The findings help to support recent research and could encourage continued improvements in the education system. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Problems; Parents; Students; Semi Structured Interviews; Severe Mental Retardation; Educational Needs; Mainstreaming; Behavior Disorders; Emotional Disturbances; Special Education; Special Needs Students; Social Problems; Disabilities

Abstract:
This study explored the perceptions of parents and teachers regarding the differential treatment or stigma experienced by pupils with challenging behaviour--more specifically, those with behavioural, emotional and social difficulties (BESD), as well as children with visible special educational needs (Down's syndrome and/or profound and multiple learning difficulties) who frequently displayed challenging behaviour as a characteristic of their SEN. Semi-structured interviews were conducted with ten parents of children with challenging behaviour, together with 15 educational practitioners employed in mainstream and BESD schools. Findings revealed how several parents, and staff employed in BESD schools, viewed pupils with challenging behaviour as "unwanted" in mainstream schools. The remaining parents, as well as mainstream practitioners, reported the opposite and indicated that these pupils received treatment deemed to be "preferential" in the mainstream. This has direct implications for those concerned with supporting pupils with challenging behaviour in mainstream settings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Problems; Speech Therapy; Phonology; Bilingualism; Monolingualism; English (Second Language); Second Language Learning; Sentence Structure; Preschool Children; Cues; Phonemes; Language Proficiency; Referral; Language Impairments; Vocabulary Development; Word Recognition; Expressive Language; Error Analysis (Language); Control Groups; Qualitative Research; Measures (Individuals); Language Skills

Abstract:
The DAPPLE (Dynamic Assessment of Preschoolers' Proficiency in Learning English) is currently being developed in response to a clinical need. Children exposed to English as an additional language may be referred to speech and language therapy because their proficiency in English is not the same as their monolingual peers. Some, but not all, of these children are likely to have a core language learning difficulty. Clinicians need to be able to distinguish disorder from difference due to a child's language learning context. The assessment used a test-teach-test format to examine children's ability to learn vocabulary, sentence structure and phonology. The assessment, which takes less than 60 minutes to administer, was given to 26 children who were bilingual: 12 currently on a speech and language therapy caseload and 14 children matched for age and socio-economic status who had never been referred to speech and language therapy. The DAPPLE data clearly discriminated the two groups. The caseload group required a greater amount of prompting to identify targeted words in the receptive vocabulary assessment and performed less well in the post-teaching expressive component. For sentence structure, the caseload group required more cues to acquire the targeted clause elements in the teaching phase. The caseload group made more phoneme errors at the initial and final assessments than the controls, and the type of errors made differed. Teaching resulted in greater positive change in percent phonemes correct for the caseload participants. Qualitative analyses of individual children's performance on the DAPPLE suggested that it has the potential to discriminate core language deficits from difference due to a bilingual language learning context. Future directions for development of the test are considered. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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