Preschool and Primary Education最新文献_第4页

A linguistic awareness intervention targeting spelling and written expression in a 10-year-old dyslexic child 针对10岁失读症儿童拼写和书面表达的语言意识干预

Preschool and Primary Education Pub Date : 2021-04-17 DOI: 10.12681/PPEJ.22278

Georgia Z. Niolaki, J. Vousden, Aris Terzopoulos, L. Taylor, J. Masterson

引用次数: 1

Four Job Satisfaction’s dimensions of secondary education teachers: An Exploratory Factor Analysis based on a Greek sample 中等教育教师工作满意度的四个维度:基于希腊样本的探索性因素分析

Preschool and Primary Education Pub Date : 2019-10-15 DOI: 10.12681/PPEJ.20412

Konstantinos Lavidas, Mina Dalapa, S. Dimitriadou, S. Athanassopoulos

{"title":"Four Job Satisfaction’s dimensions of secondary education teachers: An Exploratory Factor Analysis based on a Greek sample","authors":"Konstantinos Lavidas, Mina Dalapa, S. Dimitriadou, S. Athanassopoulos","doi":"10.12681/PPEJ.20412","DOIUrl":"https://doi.org/10.12681/PPEJ.20412","url":null,"abstract":"Background Surveying and assessing teachers’ job satisfaction constitutes an evergreen crosscutting issue. It deploys the formation of policies that underpin its’ augmentation aiming for enhanced educational outcomes. Internationally there are not many valid instruments that can be used to assess teachers’ job satisfaction. Especially in Greece, research on the reliability and validity of these instruments when applied on teachers is non-existent. Method The instrument used was JSS. JSS describes nine (9) dimensions of Job Satisfaction. 177 secondary education teachers in Western Greece took part in this research. Exploratory Factor Analyses was conducted. Results Parallel analyses and principal axis factoring revealed a structure of 4 dimensions of the JSS. Confirmatory factor analysis ascertained this structure that features satisfactory reliability and construct validity. Conclusions We could say that the JSS, according to the factorial structure, could be considered an appropriate tool for investigating the JS of teachers in Greece as well. The four -dimensions of the JSS revealed by the answers of Greek secondary education teachers are: teachers’ Payment framework, teachers’ Supervision, Nature of work and teachers’ Communication.","PeriodicalId":157813,"journal":{"name":"Preschool and Primary Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129968184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Ανάπτυξη και ψυχομετρική επικύρωση κλίμακας αυτοαναφοράς στρατηγικών αναγνωστικής κατανόησης για δίγλωσσους μαθητές

Preschool and Primary Education Pub Date : 2019-10-15 DOI: 10.12681/PPEJ.20212

Κωνσταντίνος Μαστροθανάσης

{"title":"Ανάπτυξη και ψυχομετρική επικύρωση κλίμακας αυτοαναφοράς στρατηγικών αναγνωστικής κατανόησης για δίγλωσσους μαθητές","authors":"Κωνσταντίνος Μαστροθανάσης","doi":"10.12681/PPEJ.20212","DOIUrl":"https://doi.org/10.12681/PPEJ.20212","url":null,"abstract":"Η παρούσα εργασία περιγράφει την ανάπτυξη και την ψυχομετρική επικύρωση μιας κλίμακας αυτοαναφοράς για την εκτίμηση της χρήσης στρατηγικών αναγνωστικής κατανόησης από δίγλωσσους μαθητές ηλικίας 9 έως 12 ετών. Ο ψυχομετρικός έλεγχος του εργαλείου που κατασκευάστηκε περιλάμβανε εξέταση της εγκυρότητας της εννοιολογικής του κατασκευής και αξιοπιστίας σε δείγμα 247 δίγλωσσων μαθητών δημοτικού σχολείου με τα Ελληνικά ως δεύτερη γλώσσα. Από τους παραπάνω ελέγχους προέκυψε μια αξιόπιστη και αξιολογήσιμη δομή δεκαεννιά ερωτήσεων και τεσσάρων παραγόντων, η οποία περιλαμβάνει ως συστατικά στοιχεία το κριτήριο των γνωστικών στρατηγικών, των μεταγνωστικών, των κοινωνικών και των συναισθηματικών στρατηγικών αναγνωστικής κατανόησης. Τέλος, παρέχονται οδηγίες για τη βαθμολόγηση του εργαλείου και προτείνονται τρόποι ερμηνείας των αποτελεσμάτων του.","PeriodicalId":157813,"journal":{"name":"Preschool and Primary Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122411114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Η διερεύνηση της δημιουργικότητας των μαθητών Δημοτικού μέσω ψυχομετρικής και συναινετικής αξιολόγησης – Ο ρόλος της ακαδημαϊκής επίδοσης

Preschool and Primary Education Pub Date : 2019-10-15 DOI: 10.12681/PPEJ.20464

Δημήτριος Ζμπάινος, Βασιλική Μπελογιάννη, Παναγιώτης Κατσαμπάνης

{"title":"Η διερεύνηση της δημιουργικότητας των μαθητών Δημοτικού μέσω ψυχομετρικής και συναινετικής αξιολόγησης – Ο ρόλος της ακαδημαϊκής επίδοσης","authors":"Δημήτριος Ζμπάινος, Βασιλική Μπελογιάννη, Παναγιώτης Κατσαμπάνης","doi":"10.12681/PPEJ.20464","DOIUrl":"https://doi.org/10.12681/PPEJ.20464","url":null,"abstract":"Καθώς η δημιουργικότητα αποτελεί μία από τις βασικές δεξιότητες του νέου αιώνα, το σύγχρονο σχολείο καλείται να αναγνωρίσει, να ενθαρρύνει και να καλλιεργήσει τις δημιουργικές ικανότητες των μαθητών. Στην παρούσα εργασία διερευνήθηκε η δημιουργικότητα 202 μαθητών της Ε’ και της Στ’ τάξης από Δημοτικά σχολεία της Αθήνας και η σχέση της με την ακαδημαϊκή τους επίδοση. Ειδικότερα, η δημιουργική ικανότητα αξιολογήθηκε με τη χρήση του ψυχομετρικού Τεστ Δημιουργικής Σκέψης Torrance και μέσω Συναινετικής Τεχνικής Αξιολόγησης, με δασκάλους και εικαστικούς σε ρόλο ειδημόνων. Τα αποτελέσματα έδειξαν ότι οι αξιολογήσεις μεταξύ των εκπαιδευτικών παρουσίαζαν υψηλή, θετική και στατιστικά σημαντική συσχέτιση, αλλά και θετική συσχέτιση με τις ακαδημαϊκές επιδόσεις των παιδιών. Από την άλλη πλευρά, από τις αναλύσεις φάνηκε ότι οι επιδόσεις των μαθητών στο τεστ Torrance εμφάνιζαν μικρή και στατιστικά σημαντική συσχέτιση ανάμεσα με τις αξιολογήσεις των εικαστικών, αλλά μη στατιστικά σημαντική σχέση με τις αξιολογήσεις των δασκάλων και τις ακαδημαϊκές επιδόσεις των παιδιών. Συμπερασματικά διαπιστώθηκε ότι οι δάσκαλοι αξιολογούν τη δημιουργικότητα χρησιμοποιώντας διαφορετικά κριτήρια από εκείνα του ψυχομετρικού εργαλείου. Oι εικαστικοί, αν και τείνουν να μοιράζονται παρόμοια κριτήρια αξιολόγησης με τους δασκάλους τα οποία απαντούν ως ένα βαθμό και στην εκπαιδευτική αξιολόγηση της ακαδημαϊκής επίδοσης, φαίνεται να λαμβάνουν υπόψη σε μικρότερο βαθμό και ορισμένα από τα κριτήρια του τεστ Torrance. Τέλος, οι διαστάσεις της δημιουργικότητας που αξιολογήθηκαν ψυχομετρικά δεν φαίνεται να λαμβάνονται υπόψη κατά την αξιολόγηση της ακαδημαϊκής επίδοσης.","PeriodicalId":157813,"journal":{"name":"Preschool and Primary Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125748603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Interactive Shared Book Reading with a Narrative and an Informational Book: The effect of genre on parent-child reading 叙事性与信息性互动式共享阅读:体裁对亲子阅读的影响

Preschool and Primary Education Pub Date : 2019-10-15 DOI: 10.12681/PPEJ.20909

Charles G. Baldwin, L. Morrow

{"title":"Interactive Shared Book Reading with a Narrative and an Informational Book: The effect of genre on parent-child reading","authors":"Charles G. Baldwin, L. Morrow","doi":"10.12681/PPEJ.20909","DOIUrl":"https://doi.org/10.12681/PPEJ.20909","url":null,"abstract":"Introduction : Previous studies indicate the dominance of narrative fiction in shared book reading. Theory and research suggests this may contribute to reading difficulties. Purpose of the Study : This study contrasted the impact of two genres on shared book reading based on factors known to maximize children’s literacy development. It also examined the participants’ perspectives regarding their interactive reading behaviors. Methods : Eight parent-child dyads, with children four- and five-years-old, read a non-narrative informational book and a narrative fictional book. The study controlled for the books’ reading levels, Rockets and Spaceships (Guided Reading K, Lexile 520) and A Penguin Pup for Pinkerton (Guided Reading K, Lexile 510). Results : Analysis showed that informational book features such as captions, predictable text, and a glossary supported interactive reading behaviors. Children engaged more with concrete, factual concepts, and answered and asked more questions with the informational book. Implications and Conclusions : Analysis showed that the non-narrative informational text encouraged more children's interactive reading behaviors known to develop emergent literacy skills. The informational text was more engaging for children because of 1) book features/characteristics, and 2) the information presented. Parents were generally unaware of the benefits of reading multiple genres to their children.","PeriodicalId":157813,"journal":{"name":"Preschool and Primary Education","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123569204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

‘Do women know how to drive?’ A research on how theatre pedagogy contributes to dealing with gender stereotypes “女人会开车吗?”“一项关于戏剧教学法如何有助于处理性别刻板印象的研究

Preschool and Primary Education Pub Date : 2019-04-16 DOI: 10.12681/PPEJ.19347

Antonis Lenakakis, Dimitra Kousi, Ioannis Panges

引用次数: 2

Οι πεποιθήσεις των παιδιών για τη μετά θάνατον ζωή: Επισκόπηση της σύγχρονης έρευνας

Preschool and Primary Education Pub Date : 2019-04-16 DOI: 10.12681/PPEJ.18604

Ekaterina N. Kornilaki, Plousia Misailidi

引用次数: 0

What aspects of the home literacy environment differentiate Chinese children at risk for reading difficulties from their not at risk controls? 家庭读写环境的哪些方面将有阅读困难风险的中国儿童与没有阅读困难风险的中国儿童区分开来?

Preschool and Primary Education Pub Date : 2019-04-16 DOI: 10.12681/PPEJ.18868

S. Zhang, George K. Georgiou, H. Shu

{"title":"What aspects of the home literacy environment differentiate Chinese children at risk for reading difficulties from their not at risk controls?","authors":"S. Zhang, George K. Georgiou, H. Shu","doi":"10.12681/PPEJ.18868","DOIUrl":"https://doi.org/10.12681/PPEJ.18868","url":null,"abstract":"We examined what aspects of the home literacy environment (formal home literacy activities, informal home literacy activities, access to literacy resources, age of onset of literacy instruction, child’s interest in reading, and parents’ expectations) differentiate Chinese children at risk for reading difficulties from their not-at-risk controls. Eighteen children from Jining, China, who were at risk for reading difficulties and 32 not-at-risk controls participated in the study. Their parents also participated in the study by filling out a home literacy questionnaire, by recording the daily parent-child reading activities (diary), and by completing the Children’s Title Recognition Checklist. Group comparisons revealed significant differences only in items measuring children’s access to literacy resources and reading interest. Results of discriminant function analyses further showed that the home literacy environment variables could discriminate well between the children at risk for reading difficulties and their controls. Taken together, our findings suggest that to the extent environment plays a role in reading difficulties in Chinese, this should be traced to factors such as child’s interest in reading and access to literacy resources. ","PeriodicalId":157813,"journal":{"name":"Preschool and Primary Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115257680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Η επίδραση του οικογενειακού περιβάλλοντος στην εκπαιδευτική προσαρμογή νηπίων ινδικής καταγωγής

Preschool and Primary Education Pub Date : 2019-04-16 DOI: 10.12681/PPEJ.18487

Dionisia Kontogianni

{"title":"Η επίδραση του οικογενειακού περιβάλλοντος στην εκπαιδευτική προσαρμογή νηπίων ινδικής καταγωγής","authors":"Dionisia Kontogianni","doi":"10.12681/PPEJ.18487","DOIUrl":"https://doi.org/10.12681/PPEJ.18487","url":null,"abstract":"The present study focuses on families of Indian immigrants. The subjects in question come from the state of Panjab and have a Sikh religion. Purpose of the study is to show the linguistic and sociocultural conditions that the Indian preschoolers experience in their family life in Greece. As long as the family is the basic area of the children’ socialization, the culture that the children experience in their family environment specifies the linguistic and cultural background when they start attending the Greek preschool. The data of the case-study in question were gathered through the interviews given by eleven parents of the preschoolers and three kindergarten teachers. What the data analysis has shown is a tendency of linguistic and sociocultural separation of the families from the dominant language and culture. This separation has a direct impact on the children’ adaptation at school. The tendency that the analysis has shown is related to the desire of the family to preserve the ethnocultural and religious identity of their country and is increased due to the restricted role of the woman inside the family and the community. It is also supported by the social role that the temple built by the Indian community at Rethymno plays.","PeriodicalId":157813,"journal":{"name":"Preschool and Primary Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114527310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Does theatrical play promote social skills development in students with autism? A systematic review of the methods and measures employed in the literature 戏剧表演能促进自闭症学生的社交技能发展吗?对文献中采用的方法和措施进行系统的回顾

Preschool and Primary Education Pub Date : 2018-11-20 DOI: 10.12681/ppej.16135

Maria Mpella, C. Evaggelinou

{"title":"Does theatrical play promote social skills development in students with autism? A systematic review of the methods and measures employed in the literature","authors":"Maria Mpella, C. Evaggelinou","doi":"10.12681/ppej.16135","DOIUrl":"https://doi.org/10.12681/ppej.16135","url":null,"abstract":"This systematic review cites a number of programs and critically analyzes methods and measures used to develop social skills in young students with Autism Spectrum Disorders (ASD). Social skills are interpreted through a ToM theory lens, emphasizing interactions such as understanding, explaining, predicting, and manipulating the behavior of themselves and the others. The aim of this review is to study the role of the theatrical play programs and its effect on social interactions and social skills on students with ASD. An online search through Proquest and First Search resulted in twelve studies of diverse methodologies. All these studies support the value of theatrical play as a means of social skill development. More specifically, the qualitative, as well as the quantitative data, indicate the benefits of these programs on ASD students’ social skills such as cooperation, communication, and social awareness. More longitudinal studies are needed to develop and test pedagogical strategies for social skills development of ASD students in light of theatrical play activities. In addition, studies should be geared towards the teacher’s ability to teach theatrical play and thus promote social interaction between students with and without ASD in integrated school environments. Synchronizing theory with art and cooperative play seems to be the key to answer such assumptions positively.","PeriodicalId":157813,"journal":{"name":"Preschool and Primary Education","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121393513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4