Spelling suggestions: "subject:"proficiency""
1 |
Strukturerad matematikundervisning bland gymnasiesärskolans elever. : Kan det öka elevernas matematiska förmåga?Bergvall Olsson, Annette January 2016 (has links)
Syftet med detta arbete är att undersöka om de arbetsmetoder som anses vara framgångsrika vid inlärning av elevers taluppfattning hos elever inom den ordinarie grundskolan, även fungerar med elever som har bedömts ha en utvecklingsstörning och då placerats inom särskolan. I detta arbete undersöktes en elev. Olika nationella och internationella styrdokument som styr undervisningen i särskolan inleder litteraturgenomgången. Arbetet ger en översikt av tidigare forskning kring utvecklingsstörning, funktionsnedsättningar och behov av diagnoser. Vidare beskrivs modern matematikundervisning för elever med normal begåvning, vikten av att få en gedigen kunskap inom taluppfattning och att ha en inre tallinje. Att kunna förstå vardagliga matematikord framhålls i arbetet ha en avgörande betydelse för att kunna förstå matematikundervisnig. Många elever har matematiksvårigheter och det är viktigt att sätta in resurser för att undvika livslånga problem som påverkar det vuxna livet. Matematiksvårigheter delas upp i allmänna och specifika svårigheter. Inom särskolan är det främst allmänna matematiksvårigheter som nämns då eleverna har svårigheter på flera områden. Vikten av att lyckas i matematik är stor, för att våga prova olika lösningar. Har misslyckandena varit många under elevens skoltid är risken stor att självförtroendet har fått sig en törn och då kan vägen till att vilja försöka lösa en matematikuppgift vara lång. Här gäller det att utmana lagom mycket så att eleven lyckas.Sist i litteraturdeln presenteras forskning kring matematikundervisning och utvecklingsstörning. De teorier som använts i uppsatsen är dels Vygotskijs teori om den proximala zonen dels den Radikalkonstruktivistiska teorin som anses utarbetad av Ernst von Glasersfeld med Piagets kognitionsteori som influens.Valet av metoden Teaching experiment innehåller metoderna flexibel intervju, videofilmning och transkribering. Enligt denna metod kan läraren enligt Vygotskijs teorier om den proximala zonen, videofilmningoch transkribering, för sin egen del, undersöka elevens kunskapsnivå och förstå var eleven befinner sig samt se vad nästa steg ska vara och genom samtal leda eleven vidare. Detta kräver kunniga och deltagande lärare som har kartlagt elevens kunskaper. Elevens kunskapsnivå undersöktes enskilt med hjälp av test från McIntosh´s (2011) test, ett självuppskattningstest (Adler, 2007), positionsbräde och eget material eftersom McIntosh anser att hans testinte ger en fullgod bild av testdeltagarens kunskapsnivå inom taluppfattning. Eleven träffade författaren under ett tiotal tillfällen ca 30-40 min /gång. Undersökningsperioden avslutades med en återupprepning av samma test som vid uppstarten som jämförelse.
|
2 |
The relationship of language proficiency, general intelligence, and reading achievement with a sample of low performing, limited English proficient studentsJones, Charlotte Kennedy 15 May 2009 (has links)
The present study had three purposes. The first was to examine the score
reliability of instruments purported to be appropriate in the assessment of students with
limited English proficiency (LEP). The second was to investigate the criterion-related
validity of the Universal Nonverbal Intelligence Test (UNIT) with a sample of lowperforming,
Hispanic students. The third purpose was to explore the contribution of
language proficiency in the dominant language (L1) and the language proficiency in the
subordinate language (L2) in the prediction of reading achievement in L1. Participants
included first and third grade students of Hispanic origin who scored below the median
for their district on a state-approved, district-administered measure of literacy in first
grade.
Satisfactory internal consistency estimates were achieved with a sample of LEP
students (n=24) on the UNIT, the Woodcock-Muñoz Language Survey (WMLS) in
English and in Spanish, and the Batería Woodcock-Muñoz: Pruebas de
Approvechamiento-Revisada (Batería-R APR). For first grade students, scores from the
UNIT demonstrated satisfactory concurrent validity with those from the Woodcock Johnson III: Tests of Achievement (WJ-III ACH) for a sample of Hispanic, non-LEP
students (n=89). However, the concurrent validity of the UNIT was not upheld for a
sample of Hispanic, LEP students administered the Batería-R APR (n=56). Regarding
predictive validity, results from simple linear regression analyses suggested that
performance on the UNIT in first grade accounted for a negligible portion of the
variance on the Texas high-stakes reading test in third grade for a group of LEP students
(n=51) as well as for a group of non-LEP students (n=77). Language proficiency in L1
emerged as a positive predictor of reading achievement in L1. However, language
proficiency in L2 was not shown to be a statistically significant, independent contributor
to this relationship with reading achievement on the Batería-R APR (n=79), WJ-III ACH
(n=14), TAKS Spanish (n=54), or TAKS English (n=12). Findings are discussed with
respect to the restriction of range due to selection criterion and sample size, the use of
the Abbreviated battery of the UNIT in the prediction of reading achievement, and the
contribution of language proficiency in L2 for low performing, LEP students in the third
grade.
|
3 |
Critical factors associated with the utility of interpreters during psycho-educational evaluations of limited English proficient (LEP) childrenXiong, Mai Kao. January 2007 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.
|
4 |
Transitioning a Lutheran elementary school to meet the needs of English language learners and their families the first two years /Doyle, Sara L. January 2010 (has links)
Thesis (M.Ed.)--Regis University, Denver, Colo., 2010. / Title from PDF title page (viewed on Jun. 24, 2010). Includes bibliographical references.
|
5 |
Bilingual school psychologists' practices with students with limited English proficiency /Lopes, Christopher John. January 2005 (has links)
Thesis (Ph. D.)--University of Rhode Island, 2005. / Typescript. Includes bibliographical references (leaves 120-124).
|
6 |
Investigation of needs, best practices, and challenges in physical education with limited English proficient students in North CarolinaBallard, Kymm D. January 1900 (has links)
Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2008. / Directed by Diane Gill; submitted to the Dept. of Exercise and Sport Science. Title from PDF t.p. (viewed Jan. 28, 2010). Includes bibliographical references (p. 105-111).
|
7 |
Evaluation of structured English immersion and bilingual education on the reading skills of limited English proficient students in California and Texas /Sievert, Jessica. January 2007 (has links)
Thesis (M. P. A.)--Texas State University-San Marcos, 2007. / "Fall 2007." Includes bibliographical references (leaves 58-67).
|
8 |
Promoting academic success for limited English proficient studentsLaib, Nicole A. January 2007 (has links) (PDF)
Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (4/10/2008). Includes bibliographical references (leaves 160-168).
|
9 |
Limited English proficiency, immigrants, refugees, and disability : a Somali perspective /Ruffin, Tiece M.. January 2004 (has links)
Thesis (Ph.D.)--Ohio University, November, 2004. / Includes bibliographical references (leaves 202-217)
|
10 |
Primary Care Provider Knowledge and Interest in Medical Interpretation Training for Bilingual Spanish-Speaking StaffBechtold, Karina Celeste January 2016 (has links)
The population of Hispanic limited-English proficient (LEP) people in the U.S. is growing at a staggering rate. Soon a quarter of the population will be Hispanic, with many of them being LEP. High-quality patient-provider communication is vital to cost-effective healthcare that could improve patient health outcomes. There are not enough Spanish-speaking healthcare providers to serve this growing population. Diversifying the profession is one answer, but will take many years. Professional interpreter services have been proven to be helpful in reducing this language discordance, but they are grossly underused due to barriers such as availability, cost, and quality. These barriers disproportionally affect smaller health clinics, so they instead often rely on the use of bilingual staff members and a patient's bilingual family members for interpretation. This practice diminishes the confidentiality of the visit and can lead to interpretation errors that can negatively impact health outcomes and increase healthcare cost. The possibility of applying formal medical interpreter training (MIT) to qualified bilingual staff members could be a solution to make high-quality interpretation services more readily available to the smaller healthcare clinic. An electronic survey was sent out to Nurse Practitioners through the Coalition of Arizona Nurses in Advance Practice listserv that explored their current interpretation use and their general knowledge and interest in applying MIT to their practice. Of the 29 surveyed, 24% of them spoke Spanish and only 7% "always" used interpretation services to provide care to LEP patients. Bilingual staff members and patients' bilingual family members were often the preferred and most utilized method of interpretation, which seemingly was connected to its ready availability. Although almost all of the providers believed that MIT would improve the interpretive skills of their bilingual staff members, only 62% thought the training would be applicable to their practice, with only 38% believing time and cost would be worth the benefit. Further research is needed to help determine if the cost of MIT implementation actually results in improved interpretation skills and if this benefits the practice and the LEP patient.
|
Page generated in 0.0541 seconds