241 research outputs found

    Sexual violence and children's rights : A mixed methods study of teachers' and students' perceptions of teaching practice in social science education.

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    The purpose of this doctoral dissertation in social science education is to explore teachers' and students' perceptions of teaching practice related to gender, sexuality, harassment, and abuse in upper secondary school in Norway. This is an article-based dissertation consisting of three articles and an extended abstract. Few studies have addressed teachers" and students' perceptions of teaching practice concerning sensitive issues in the mandatory subject for social science in Norwegian upper secondary school. Previous research has indicated that teaching practice on gender, sexuality, harassment and abuse varies greatly, but few studies have thoroughly examined how we can understand this variation by taking into account both teachers' personal characteristics and school culture. Previous research has indicated that social science students are motivated and engaged when learning about issues that concern them directly, involve ethical considerations or evoke emotions. However, relatively little attention has been dedicated to students' perceptions of teaching practice concerning gender, sexuality, harassment and abuse in Norwegian upper secondary school. This research project seeks to fill these knowledge gaps. This PhD project consists of two interrelated phases, including both teachers' and students' voices, based on a mixed methods approach. Phase 1 consists of personal telephone interviews with 64 social science teachers in Norwegian upper secondary schools from February to October 2018. Phase 2 consists of participatory research with leachers and students concerning the development of pedagogical and didactic methods for teaching and learning about harassment.publishedVersio

    Teacher professional learning in the Republic of Ireland policy development to policy enactment

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    This book presents critical perspectives on the professional learning and professional development of educators as interpreted in 14 countries across Europe. Bringing together the comments of European education experts, the book fulfils a need for a better understanding of the changing nature of teacher professional learning in national policy contexts and of the cultural differences existing between various systems. It discusses the new thinking that has emerged in the field of teacher education alongside new models that reflect the changing patterns and policies relating to the ways educational professionals maintain and enhance professional practice. The book highlights that new models of teacher leadership and practitioner inquiry have a strong focus on pedagogy and social justice but are not in place in all countries. It also examines briefly the challenges brought about by the COVID pandemic and the ways in which new approaches to professional learning, specifically the use of new technologies, have begun to transform practice in some countries in Europe. The book gives insights into the ways in which professional learning policy is interpreted and applied in practice. It will be highly relevant for researchers and post-graduate students in the fields of teacher professional learning and development, school leadership, comparative education, and educational policy and planning

    2022-2023 Xavier University Undergraduate and Graduate University Catalog

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    https://www.exhibit.xavier.edu/coursecatalog/1275/thumbnail.jp

    ON THE IMPORTANCE OF TRUE PEER NORMS IN THE ASSESSMENT OF ENGLISH LEARNERS: A VALIDATION STUDY OF THE ORTIZ PICTURE VOCABULARY ACQUISITION TEST

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    Traditional efforts in aiding English learners (ELs) to achieve better test performance such as modifications to the testing process or the use of native language or nonverbal tests are problematic and disregard the unique language developmental experiences of ELs (Ortiz & Wong, 2022). The Ortiz Picture Vocabulary Acquisition Test (Ortiz PVAT; Ortiz, 2018), an assessment of English receptive vocabulary, incorporates ELs’ proportion of lifetime exposure to English (LEE) in test norms to allow for true peer comparison, thus ensuring test fairness in measurement and score interpretation. The current study aimed to add to the existing validity evidence for the test and to provide support for the use of true peer norms which account for LEE when assessing ELs’ English receptive vocabulary development in an archival dataset comprising a sample of ELs from the New York City metropolitan area. Results indicate that performance on the Ortiz PVAT was not affected by gender nor home language spoken, suggesting that the Ortiz PVAT measures receptive vocabulary in English in a fair manner, irrespective of one’s gender or heritage language. LEE significantly correlated with receptive vocabulary, such that higher LEE was associated with better performance on the Ortiz PVAT. Furthermore, significant differences in standard scores based on the English Speaker (ES) norms with a medium effect size was found between the groups of EL with low or medium levels of LEE and the ES sample but not when their test performance was compared to the EL normative sample when LEE is accounted for. Lastly, an additional 18% of the variance in Ortiz PVAT raw scores was accounted for by LEE above and beyond age, and LEE was found to exert more influence on the variance in raw scores compared to age. Results from the current study provide further support for existing validity evidence for the Ortiz PVAT and contribute to the knowledge base regarding test fairness for ELs, specifically in the establishment of the importance of true peer comparison with LEE accounted for in the valid and defensible evaluation of ELs’ language abilities

    Language learning never gets old: learning a new language in later life

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    Is learning a new language when you’re older possible? And if it is, are there health benefits? Late-life language learning (LLLL) has become a hot topic over the last few years. It all started with studies finding cognitive benefits for life-long multilinguals, such as symptoms of Alzheimer’s manifesting up to 5 years later. Researchers then hypothesised that older monolinguals could maybe benefit from similar cognitive advantages by learning a new language later in life. To study this, we set up an online three-month English course for Dutch seniors. We wanted to know if it was possible to learn a new language later in life, what kind of teaching worked best, and if there were additional benefits to language learning. We found older adults to show agency over their language learning process. And to show big individual differences. These are most probably the result of all accumulated life experiences and, together with the language learning agency, make the older language learner unique. It is, however, very much possible for older adults to learn new languages and it is even considered to be a fun activity. Additionally, there are other benefits to LLLL such as cognitive benefits and increased well-being and language attitudes. As most of our results did not show big differences between the two types of language instruction, any form of language learning that is enjoyable for older adults is recommended

    Prejudice, contact and attitude change in South Africa : a study of integrated schools in the Western Cape

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    Drawing on the principles of Social Identity Theory and the Contact Hypothesis, this study investigated the relationship between levels of integration and racial prejudice in former Model C, desegregated schools. The sample consisted of 1119 black African, 'Coloured', Afrikaans speaking white and English-speaking white learners from desegregated high schools in Cape Town. ¡A pilot study was conducted with 29 learners to establish the face validity and any practical problems, such as ambiguity, that might become evident. The independent variables, Socio-Economic Status, Level of Integration, Racial Identification, Contact at School, Contact Outside School and Contact In-And-Outside School were assessed for their effects on the attitudes of the learners. The dependent measure was the extent of racial prejudice displayed in social distance, subtle racism and ethnic attitudes toward each other. The independent and dependent measures were compiled into a questionnaire which was then administered in situ to the learners by the researcher over a period of six months. Only the responses from black African, 'Coloured', Afrikaans-speaking white and English-speaking white learners were required for the study and the data from other groups was discarded. Multiple regression analysis was used as a statistical technique to analyse the data. Statistically significant results were found for all the dependent measures. There were differences between the intergroup attitudes of black African, 'Coloured', Afrikaans speaking white and English-speaking white learners. The variation in intergroup attitudes could be significantly explained by combinations of Socio-Economic Status (Class), Level of Integration, Racial Identification, Contact at School, Contact Outside School and Contact In-And-Outside School premises. Statistically significant results for Level of Integration were not found for all the dependent measures, indicating that the extent to which schools had been desegregated was not as strong a predictor of intergroup attitudes as was expected. Overall, intergroup contact emerged as a strong predictor of social distance and ethnic attitudes for all groups. Partial support was found for Social Identity Theory as well as for the Contact Hypothesis. The findings indicated a relationship between pleasant intergroup contact, increased social contact outside school and more positive attitudes. Methodological problems associated with the research limit the generalizability of the results
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