Teachers\u27 Perceptions of Manipulatives During Middle School Math Instruction

In a Colorado school district, school personnel and parents were concerned that middle school math proficiency levels were low for 2011-2014 and math teachers were not using manipulatives in their classes to increase math performance. The district\u27s math coordinator did not foresee providing specific professional development (PD) for math manipulative use to address these concerns. Without this PD, math teachers may be ill-quipped to teach math concepts when using manipulatives, which, in turn, could lead to further poor math performance. The purpose of this qualitative bounded collective case study was to explore middle school teachers\u27 perceptions of PD and perceived self-efficacy regading the implementation of manipulatives. Knowles\u27s andragogy and Piaget\u27s cognitive development theories framed this study. A homogeneous sample of 12 voluntary participants with more than 5 years teaching middle school math, both with and without access to manipulatives, volunteered to participate in this study. Data from observations, interviews, and archival documents were analyzed using comparative and inductive analyses and were analytically coded. Participants reported a need for PD that focused on physical and virtual manipulatives (PM and VM) and a low perceived self-efficacy regarding manipulatives use during math instruction. A blended PD using face-to-face and distance learning formats was designed to increase math teachers\u27 knowledge of and perceived self-efficacy with PM and VM for math instruction. This endeavor may contribute to positive social change by reforming PD opportunities to support teachers\u27 practice and self-efficacy using manipulatives during math instruction, ultimately increasing student performance

Covid-19: Barriere comunicative e difficoltà per la comunità sorda

ItL'emergenza Covid-19 e le misure di sicurezza adottate dal governo per ridurre la diffusione del virus hanno rappresentato una vera sfida per bambini e adulti con disabilità specifiche come la sordità. In generale, gli studenti sordi incontrano molti ostacoli nel ricevere una buona istruzione. Durante la crisi pandemica, l'apprendimento a distanza ha amplificato il divario tra studenti sordi e udenti. La mancanza di insegnanti formati, dispositivi tecnologici adeguati, materiali accessibili, lezioni adeguate e supporto a casa durante lo studio sono solo alcune delle difficoltà incontrate dagli studenti con problemi di udito. Questo articolo si propone di delineare una panoramica del fenomeno, identificare le sfide poste da questa nuova modalità di apprendimento ed esplorare possibili modi per rendere l'apprendimento a distanza accessibile agli studenti non udenti.EnThe Covid-19 emergency and the safety measures taken by the government to reduce the spread of the virus represented a real challenge for children and adults with specific impairments such as deafness. In general, deaf students face many obstacles in receiving a good education. During the pandemic crisis, distance learning has amplified the gap between deaf and hearing students. The lack of trained teachers, appropriate technological devices, accessible materials, adequate lessons, and support at home while studying are just some of the difficulties encountered by students with hearing impairments. This paper aims to outline an overview of the phenomenon, identify the challenges posed by this new learning mode, and explore possible ways of making distance learning accessible to deaf students

Influencia del rediseño de las políticas de gestión en la calidad de atención en el Hospital Daniel Alcides Carrión – Huancayo

El presente trabajo tiene como objeto establecer la influencia del rediseño de las políticas públicas en la calidad de atención a los usuarios del hospital regional Daniel Alcides Carrión – Huancayo, en el año 2021. Investigación de tipo explicativo, con diseño un correlacional causal, y se ha utilizado el método cuantitativo. La población estuvo conformada por 42 y trabajadores administrativos del área de admisión y estadística, en este caso se empleó la muestra censal, en otras palabras, se aplicó a toda la población. La técnica de recaudo de información ha sido la encuesta, motivo por el cual se ha confeccionado dos herramientas de recaudo de información, las mismas que fueron aplicados a cada variable, además se realizó la confiabilidad de las variables siendo considerado en un nivel alto. La conclusión al que se ha llegado es que el 88.1% de los trabajadores del área de admisión y estadística, consideran el Rediseño de Políticas Públicas ÓPTIMO. El coeficiente de probabilidad estadista de prueba Tau b de Kendall es T=0.661, con el grado de trascendencia menor al 1% (P<0.01); permitiendo afirmar que el Rediseño de Políticas Públicas coadyuvan relevantemente en la calidad de atención a los pacientes que concurren al hospital de regional Daniel Alcides Carrión

Writing composition ability and spelling competence in deaf subjects: a psycholinguistic analysis of source of difficulties

We studied the compositional written skills and spelling competence of individuals with a severe hearing impairment, examining qualitative and quantitative characteristics of their texts, the psycholinguistic variables modulating their productions, and writing errors following a fine-grained analysis. Sixteen deaf young adults, educated in bilingual settings, were examined and compared to a group of control hearing subjects matched for gender, age, and education. Writing skills were examined through both written composition and written picture-naming tasks. Concerning compositional skills, deaf participants produced shorter and less informative texts, with fewer adjectives and subordinates, and were qualitatively worse with respect to texts produced by hearing controls. Words produced by deaf participants were those acquired earlier and facilitated by a higher lexical neighbourhood. Errors were mainly semantic, morphological, and syntactic errors, reflecting general linguistic weakness. Spelling errors were few, with phonologically nonplausible misspellings relative to controls, and with phonologically plausible ones being quite rare. In the picture-naming task, deaf people had a greater number of all types of errors with respect to their text, including semantic and morphological errors. Their spelling performance featured mainly phonologically nonplausible misspellings, while phonologically plausible ones were relatively few and comparable to controls. Overall, the writing of deaf adults reveal limitations in grammar and lexical-sematic linguistic competence. This was associated with spelling deficits characterized mainly by the poorer use of phonological sublexical spelling procedures. However, in an ecologic context, their spelling deficits appear not so important as has been claimed in the literature

Spelling acquisition in a consistent orthography: The facilitatory effect of syllable frequency in novice spellers

This study investigates the effects of two sublexical variables, syllable frequency, and word length, in the spelling acquisition of novice spellers dealing with a transparent orthography, such as Italian. Two groups of 1 st-grade Italian children were tested respectively after 4 and 8 months of schooling, with a spelling-to-dictation task of single words created ad hoc by manipulating syllable frequency orthogonally (high vs low frequency of the first syllable) and length (short vs long words). The results show that after only four months of schooling, children could offset their difficulty in writing long words by taking advantage of the high frequency of the initial syllable. However, the regularity of Italian spelling makes it easy to capture fine-sized phoneme-to-grapheme units, rendering the syllable effect no longer detectable in more schooled children

Visuo-spatial working memory and mathematical skills in children: a network analysis study

Visuo-spatial working memory is one of the main domain-general cognitive mechanisms underlying mathematical abilities and their development in children. However, if visuo-spatial working memory involves different processes and components, then the term ‘mathematics’ refers to a broad concept that includes multiple domains and skills. The aim of this present study was to investigate the relationship between different visuo-spatial working memory components and several mathematical abilities in a sample of third- to fifth-grade Italian children. To assess the relationships between different visuo-spatial working memory components and different mathematical abilities, we relied on Network Analysis (NA). Results indicate that some but not all visuo-spatial working memory components are associated with some mathematical abilities

Space Systems Development

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Spelling deficits in children with intellectual disabilities: Evidence from a regular orthography

IntroductionIn individuals with intellectual disabilities (ID), efficient reading and writing skills promote social integration, self-autonomy, and independence. However, research has mainly focused on reading skills, while evidence on spelling skills is scarce and mostly on English-speaking subjects. In the present research project, we compared the spelling skills of children with intellectual disabilities (ID) learning in Italian, a regular orthography, to those of typically developing children matched for school level.MethodsIn the first study, the performance on a Passage Dictation Test of forty-four children with ID attending regular classrooms from 4th to 8th grades (mean age = 12.16 years; SD = 1.57) were compared with controls matched for sex and grade. In the second study, a Words and Nonwords Dictation Test was administered (with stimuli varying for lexicality, orthographic complexity, regularity of transcription, and the presence of different types of phonetic-phonological difficulties) to twenty-two children with ID attending regular classrooms from 4th to 8th grades (mean age = 12.2 years; SD = 1.37) and 22 controls matched for sex and grade. In both studies, an error analysis was performed to characterize types of misspellings. Separate ANOVAs were performed on z scores.ResultsChildren with ID generally had a lower performance than controls. In the Passage Dictation Test, they showed a higher number of phonological (and phonetic-phonological) errors than phonologically plausible ones, indicating, as a group, predominant phonological difficulties as compared to lexical-orthographic ones. In the Words and Nonwords Dictation Test, they performed poorly on regular stimuli presenting specific types of phonetic-to-phonological difficulties (geminates, non-continuant consonants) and committed more minimal distance, context-sensitive and simple conversion misspellings. However, deficits in the orthographic-lexical procedure, as indicated by a low performance in words with unpredictable spelling, were present in a high percentage of children.DiscussionIt is concluded that children with ID have significant spelling difficulties not confined to the orthographic process but also in phoneme-to-grapheme mapping that, in a regular orthography like Italian, should be acquired early and easily

Prospectus, February 1, 1984

TOOTH FAIRY PROMOTES DENTAL HEALTH; News Digest; Vote today or tomorrow for StuGo senators; PC Happenings: Parenting programs on TV, Jackson prints donated to Parkland; Letter to the editor; Get involved!!; Experience the uniqueness of people; Letter to the Editor; Student Government candidate platforms; Counseling center; A new look at the library; Story Shop stimulates young writers; Mechanics services at Parkland College; Life Science: largest division at Parkland; Dental hygiene service; Shop around for new phones; Dental clinic accepting new patients; Question: What is a friend? ; Classifieds; Kinks perform in State of Confusion ; Coppola\u27s \u27One from the Heart\u27 worth seeing; Machines star in series; Rodgers is still going strong; The Kinks still have what it takes to sound good; Parkland art collection valid part of education; Formigoni reaches out with color and space; Hubler talks about Champaign; Placement office finds jobs; What Is Art?; Cobras ease to victory; Men edge the Blue Knights; Track--two national qualifiershttps://spark.parkland.edu/prospectus_1984/1033/thumbnail.jp