35,090 research outputs found

    The acquisition of spanish perfective aspect : A study on children's production and comprehension

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    This paper presents the acquisition of Spanish perfective aspect in production and comprehension. It argues that, although young children use perfective aspect to talk about completed events, young children have difficulty in assessing perfective meaning from perfective morphology. This paper proposes that in the process of acquiring aspectual meaning, children use local strategies to decode aspectual meaning from form: when analyzing a completed situation, young children depend on certain learnability factors to correctly assess the entailment of completion of the perfective, namely, their ability to determine if the object of the event measures out the event as a whole or not, and their ability to read the agent’s intentions. When those factors are removed from the situation, young children had difficulty determining the entailment of completion of perfective aspect. This study also suggests that the manner in which aspectual information is conveyed in a language, may play a role on the readiness of the acquisition of the semantic morphology of the language (e.g., verb+object vs. verb+affixes). The results of this study indicate that successful performance on the semantics of Spanish perfective aspect develops around the age of 5-6

    Using audio visuals to illustrate concepts

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    This short pedagogic paper investigates the use of audio visual presentation techniques to enhance teaching and learning in the classroom. It looks at the current 'MTV' generation of students who find it difficult to concentrate for long periods of time

    Expanding Higher Education in the UK: From 'System Slowdown' to 'System Acceleration'

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    This paper sets out to explore the implications of current patterns of participation and attainment, particularly among 16-19 year olds, for the further expansion of higher education in the UK. It uses a range of recent statistics on participation and attainment to describe what is termed ‘system slowdown’. It then goes on to explore a basis for ‘system acceleration’ through the development of five possible routes into higher education both for 16-19 year olds and for adults. We conclude the paper by looking briefly at a number of inter-related strategies the Government could adopt to encourage ‘system acceleration’. We suggest that unless the Government is prepared to consider policy changes of this type, it is unlikely to reach the higher education participation target it has set itself and may also jeopardise the basis for a sustainable lifelong learning system for the 21st century

    Educating 14- to 19-year olds in England: a UK lens on possible futures

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    Here we draw on recent research and on earlier contributions on convergence and divergence across Great Britain to consider possible future trajectories for 14-19 education and training in England. We use a UK-wide lens to reflect on 14-19 strategies in England by showing how common issues can be tackled in different ways in Scotland, Wales and Northern Ireland. The article identifies what could be seen as three models of upper secondary education - Type 1 (England); Type 2 (Scotland and Wales); and Type 3 (Northern Ireland) - that have been part of the picture of divergence. We conclude that the process of divergence is likely to continue in the short-term but, in the longer term, wider political factors could produce post-devolution convergence. © 2011 Institute of Education, University of London

    Part-time work and full-time education in the UK: the emergence of a curriculum and policy issue

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    The 1990s have seen a burgeoning international, national and local literature on the significance of part-time work for those in full-time education. In this article, we trace the development of different strands of research in this area over the last decade. In common with other writers, we attribute the increased interest in the phenomenon of part-time work among full-time learners to changes in the youth labour market allied to rising levels of post-16 participation. Using evidence from three recent studies, we suggest that the scale and intensity of participation in part-time work amongst full-time 16-19 year olds appears to have increased significantly towards the end of the 1990s and that a growing commitment to part-time work is become the norm for learners in full-time 16-19 courses. Our research suggests, however, that learners in advanced level courses have related study and paid work in different ways and we develop a number of learner typologies to reflect this. In the final section we explore how the 'Qualifying for Success' qualification reforms (often referred to as 'Curriculum 2000'), which seek to expand study programmes for advanced level 16-19 year olds, might affect the relationship between earning and learning. We conclude by identifying a number of issues around earning and learning that we feel deserve further research and public debate

    Creating 'political space' for policy learning in 14-19 education and training in England

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