11 results
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2. Advancing the Entrepreunerial University: Lessons Learned from 13 HEInnovate Country Reviews. OECD SME and Entrepreneurship Papers. Policy Brief
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Organisation for Economic Cooperation and Development (OECD) (France)
- Abstract
Higher education institutions (HEIs) are more critical than ever to help societies respond to the complex challenges of our times. Recognising that these challenges require HEIs to adopt holistic innovations in teaching, research and collaboration activities, the European Commission (EC) and the OECD have developed the HEInnovate guiding framework. HEInnovate promotes innovation and entrepreneurship in higher education and provides guidance to policy makers and HEIs that want to generate additional societal and economic value. This policy brief distils the main findings and recommendations of 13 HEInnovate Country Reviews that have examined higher education system and institution, identifying factors affecting the delivery of the entrepreneurial and innovation agenda in higher education. Looked at in the round, the country reviews provide HE leaders with peer-learning and best practices, policy makers with tested policy solutions and the European Union and the OECD with a deeper understanding of the state of innovation and entrepreneurship in higher education.
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- 2022
- Full Text
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3. The Changing Nature and Role of Vocational Education and Training in Europe. Volume 5: Education and Labour Market Outcomes for Graduates from Different Types of VET System in Europe. Cedefop Research Paper. No 69
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
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This research paper is the fifth in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). Based on comparative analysis of labour force survey data from 2014, the report analyses the vocational effect on labour market and education outcomes, asking whether any advantages conferred by vocational qualifications in early career would be offset by disadvantages later in life. The report explores the functioning of the safety net and the diversion effects across countries, demonstrating how these vary considerably with the specific institutional structure of schooling and work-based training. The results indicate that VET graduates are potentially sacrificing the longer-term gains associated with further education in favour of short-term benefits. [This research was carried out by a consortium led by 3s Unternehmensberatung GmbH and including the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]
- Published
- 2018
4. International Perspectives on Education. BCES Conference Books, Volume 10
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Leutwyler, Bruno, Hilton, Gillian, Ogunleye, James, Almeida, Patrícia Albergaria, Popov, Nikolay, Wolhuter, Charl, Leutwyler, Bruno, Hilton, Gillian, Ogunleye, James, Almeida, Patrícia Albergaria, and Bulgarian Comparative Education Society (BCES)
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This volume contains papers submitted to the 10th Annual Conference of the Bulgarian Comparative Education Society, held in Kyustendil, Bulgaria, 12-15 June 2012. The overall goal of the 10th BCES conference is to facilitate discussion of different perspectives on international education providing a forum for scientific debate and constructive interaction in a multi cultural social environment such as Bulgaria. This is a jubilee conference. Ten might not mean too much for large scholarly societies in other countries, especially in the Western world. However, for a small society like BCES, ten means a lot. It means trust, international recognition, constant interest, well-developed academic cooperation, and the most important--it means an established conference tradition. The following papers are included in this volume: (1) Foreword: Remembering the Past--Anticipating the Future: Reflections on the BCES's Jubilee Conference (Karen L. Biraimah); (2) Editorial Preface: An Established Conference Tradition (Nikolay Popov, Charl Wolhuter, Bruno Leutwyler, Gillian Hilton, James Ogunleye, and Patrícia Albergaria Almeida; and (3) Introduction: A Framework for Understanding International Perspectives on Education (Alexander W. Wiseman). Part 1: Comparative Education & History of Education: (4) Also a door to the inside of a new house --yet another use for Comparative Education (Charl Wolhuter); (5) Structures of School Systems Worldwide: A Comparative Study (Nikolay Popov); (6) The Role of Comparative Pedagogy in the Training of Pedagogues in Serbia and Slovenia (Vera Spasenovic, Natasa Vujisic Zivkovic, and Klara Skubic Ermenc); (7) Konstantinos G. Karras & Evanthia Synodi Comparative and International Education and the teaching profession. The case of Marc-Antoine Jullien (Konstantinos G. Karras and Evanthia Synodi); (8) Comparing management models of secondary schools in Tamaulipas, Mexico: An exploration with a Delphi method (Marco Aurelio Navarro-Leal, Concepción Niño García, and Ma. Luisa Caballero Saldivar); (9) Classroom and Socialization: a case study through an action-research in Crete, Greece (Pella Calogiannakis and Theodoros Eleftherakis); (10) E-learning, State and Educational System in Middle East Countries (Hamid Rashidi, Abbas Madandar Arani, and Lida Kakia); (11) Approaches to internal testing and assessment of knowledge in relation to the pupils' achievements in national assessment of knowledge (Amalija Žakelj, Milena Ivanuš Grmek, and Franc Cankar); (12) The Stereotypes in Pupil's Self Esteem (Franc Cankar, Amalija Žakelj, and Milena Ivanuš Grmek); (13) Insecure identities: Unaccompanied minors as refugees in Hamburg (Joachim Schroeder); (14) The origins of religion as an historical conundrum: pedagogical and research methodological implications and challenges (Johannes L. van der Walt and Ferdinand J. Potgieter); (15) A brief overview of the history of education in Poland (Katarzyna Charzynska, Marta Anczewska, and Piotr Switaj); (16) "Everybody is given a chance, my boy … everybody who is willing to work for socialism": An Overview of English Textbooks in the Postwar Period in Hungary (Zsolt Dózsa); and (17) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications (Gordon O. Ade-Ojo, Mike Adeyeye, and F. Fagbohun). Part 2: Pre-Service and In-Service Teacher Training: (18) Constructivist Foundations of Intercultural Education: Implications for Research and Teacher Training (Bruno Leutwyler, Danijela S. Petrovic, and Carola Mantel; (19) Theory in Teacher Education: Students' views (Leonie G. Higgs); (20) Policy and practice of pre-service and in-service teacher training programmes and facilities in Nigeria (Stephen Adebanjo Oyebade); (21) Student Perceptions of the Distance Education Mode Compared with Face-to-Face Teaching in the University Distance Education Programme (Claudio Rafael Vásquez Martínez, Graciela Girón, and Antonio Ayón Bañuelos); (22) Environmental Education: From the Perspective of Scientific Knowledge for Constructivist Learning (Graciela Girón, Claudio Rafael Vásquez Martínez, Juan Sánchez López, and Antonio Ayón Bañuelos); (23) The Competencies of the Modern Teacher (Olga Nessipbayeva); and (24) Pre-service teacher action research: Concept, international trends and implications for teacher education in Turkey (Irem Kizilaslan and Bruno Leutwyler). Part 3: Education Policy, Reforms and School Leadership: (25) Changing policies changing times: initiatives in teacher education in England (Gillian L. S. Hilton); (26) Dealing with Change in Hong Kong Schools using Strategic Thinking Skills (Nicholas Sun-Keung Pang and John Pisapia); (27) Institutions' Espoused Values Perceived by Chinese Educational Leaders (Nicholas Sun-Keung Pang and Ting Wang); (28) Social Service Community Education as an area of training and participation for social development (Amelia Molina García); (29) English Language Education Policy in Colombia and Mexico (Ruth Roux); (30) Compensatory Programs in Mexico to Reduce the Educational Gap (Emma Leticia Canales Rodríguez and Tiburcio Moreno Olivos); (31) Changing times, Changing roles: FE Colleges' perceptions of their changing leadership role in contemporary UK politico-economic climate (Aaron A. R. Nwabude and Gordon Ade-Ojo); (32) Role perceptions and job stress among special education school principals: Do they differ from principals of regular schools? (Haim H. Gaziel, Yael Cohen-Azaria, and Klara Skubic Ermenc); (33) Multiculturalism: challenge or reality (Olivera Knezevic Floric and Stefan Ninkovic); (34) Privatization of higher education in Nigeria: Critical Issues (Phillips Olayide Okunola and Simeon Adebayo Oladipo); (35) Policies and initiatives: reforming teacher education in Nigeria (Martha Nkechinyere Amadi); and (36) Leadership in Educational Institutions (Esmeralda Sunko). Part 4: Higher Education, Lifelong Learning and Social Inclusion: (37) Validation of skills, knowledge and experience in lifelong learning in Europe (James Ogunleye); (38) Empowering women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (39) Sixty Five Years of University Education in Nigeria: Some Key Cross Cutting Issues (Aloy Ejiogu and Sheidu Sule); (40) Brain Drain in Higher Education: Lost Hope or Opportunity? (George Odhiambo); (41) Searching for the Dividends of Religious Liberty: Who Benefits and Who Pays? (Donald B. Holsinger); (42) More than Mere Law: Freedom of Religion or Belief (Ellen S. Holsinger); (43) Intergenerational Learning in the Family (Sabina Jelenc Krašovec and Sonja Kump); (44) Students' Views on Important Learning Experiences--Challenges Related to Ensuring Quality of Studies (Barbara Šteh and Jana Kalin); (45) Campus life: The impact of external factors on emotional health of students (Dalena Vogel); (46) Education and Lifelong Learning in Romania--Perspectives of the Year 2020 (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (47) Scientific reputation and "the golden standards": quality management system impact and the teaching-research nexus (Luminita Moraru); (48) The implementation of the Validation of Acquired Experience (VAE) in France would be a cultural revolution in higher education training? (Pascal Lafont); (49) Hilary English Transition of students from economically disadvantaged backgrounds to research led Universities (Hilary English); (50) Attitudes of Parents towards Contemporary Female Higher Education (Miss Shamaas Gul Khattak); (51) Structured Peer Mentoring: Enhancing Lifelong Learning in Pakistani Universities (Nosheen Rachel Naseem); (52) The Rise of Private Higher Education in Jamaica: Neo-liberalism at Work? (Chad O. Coates); (53) Educational Developments in the British West Indies: A Historical Overview (Chad O. Coates); (54) Focus Learning Support: Rising to Educational Challenges (Elizabeth Achinewhu-Nworgu, Gertrude Shotte, and Queen Chioma Nworgu); (55) Distance Education in Higher Education in Latvia (Daina Vasilevska); (56) Evidence-based research study of the Russian vocational pedagogy and education motivational potential in the internationalisation projection (Oksana Chigisheva); (57) Healthy lifestyle formation within the extra-curricular activities of students at universities (Saltanat Tazhbayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (58) Management based organisation of school's educational process (Tursynbek Baimoldayev) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (59) Modernization of higher education in the context of the Bologna Process in the Republic of Kazakhstan (Sanim Kozhayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (60) About the problem of self-definition of personality (G. T. Hairullin and G. S. Saudabaeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. Part 5: Learning and Teaching Styles: (61) Learning Styles and Disciplinary Fields: is there a relationship? (Patrícia Albergaria Almeida); (62) ICT competences for teachers in 21st Century--a design framework for science primary teacher education courses (Cecília Guerra, António Moreira, and Rui Marques Vieira); (63) Teacher Education in the context of international cooperation: the case of East Timor (Patrícia Albergaria Almeida, Mariana Martinho, and Betina Lopes); (64) How would Virtual Learning Environment (VLE) Enhance Assessment for Learning Mathematics by the Special Education Needs Students (SENs) in Secondary Education Sector (Aaron A. R. Nwabude); (65) A gender perspective on student questioning upon the transition to Higher Education (Mariana Martinho, Patrícia Albergaria Almeida, and José Teixeira-Dias); (66) Student-Centred Learning: A Dream or Reality (Sandra Ozola); (67) Problems of development of E-Learning content in historical education on the Republic of Kazakhstan (Gabit Kapezovich ?enzhebayev, Saule Hairullovna Baidildina, and Tenlik Toktarbekovna Dalayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (68) The world pedagogical idea in the context of comparison: Confucius--Al Farabi--Ibn Sina--Balasaguni (Aigerim Kosherbayeva, Kulmeskhan Abdreimova, and Asem Anuarbek) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. A list of contributors in included. (Individual papers contain references.)
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- 2012
5. Lifelong Learning: Capabilities and Aspirations
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Ilieva-Trichkova, Petya
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The present paper discusses the potential of the capability approach in conceptualizing and understanding lifelong learning as an agency process, and explores its capacity to guide empirical studies on lifelong learning. It uses data for 20 countries from the Adult Education Survey (2007; 2011) and focuses on aspirations for lifelong learning. The study results show that there are considerable country differences in the level of people's aspirations. They highlight the fact that, despite the growing emphasis on lifelong learning, the level of aspirations has decreased in half of the European countries. However, this decrease occurs to a greater extent among people who did not participate in lifelong learning, but wanted to participate, than among people who had already participated in some form of education or training in the previous 12 months. [For the complete Volume 14, Number 1 proceedings, see ED568088.]
- Published
- 2016
6. Methodology of the health economic evaluation of the Feel4Diabetes-study.
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Willems, Ruben, Pil, Lore, Lambrinou, Christina-Paulina, Kivelä, Jemina, Wikström, Katja, Gonzalez-Gil, Esther M., De Miguel-Etayo, Pilar, Nánási, Anna, Semánová, Csilla, Van Stappen, Vicky, Cardon, Greet, Tsochev, Kaloyan, Iotova, Violeta, Chakarova, Nevena, Makrilakis, Konstantinos, Dafoulas, George, Timpel, Patrick, Schwarz, Peter, Manios, Yannis, and Annemans, Lieven
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TYPE 2 diabetes prevention ,BEHAVIOR modification ,COST effectiveness ,HEALTH behavior ,MEDICAL care costs ,HEALTH policy ,TYPE 2 diabetes ,WEIGHT gain ,SOCIOECONOMIC factors ,PHYSICAL activity ,DATA analysis software - Abstract
Background: The clinical and economic burden of type 2 diabetes mellitus on society is rising. Effective and efficient preventive measures may stop the increasing prevalence, given that type 2 diabetes mellitus is mainly a lifestyle-driven disease. The Feel4Diabetes-study aimed to tackle unhealthy lifestyle (unhealthy diet, lack of physical activity, sedentary behaviour, and excess weight) of families with a child in the first grades of elementary school. These schools were located in regions with a relatively low socio-economic status in Belgium, Bulgaria, Finland, Greece, Hungary and Spain. Special attention was paid to families with a high risk of developing type 2 diabetes mellitus. Methods: The aim of this paper is to describe the detailed methodology of the intervention's cost-effectiveness analysis. Based on the health economic evaluation of the Toybox-study, both a decision analytic part and a Markov model have been designed to assess the long-term (time horizon of 70 year with one-year cycles) intervention's value for money. Data sources used for the calculation of health state incidences, transition probabilities between health states, health state costs, and health state utilities are listed. Intervention-related costs were collected by questionnaires and diaries, and attributed to either all families or high risk families only. Conclusions: The optimal use of limited resources is pivotal. The future results of the health economic evaluation of the Feel4Diabetes-study will contribute to the efficient use of those resources. [ABSTRACT FROM AUTHOR]
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- 2020
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7. Improving poverty reduction in Europe: What works best where?
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Leventi, Chrysa, Sutherland, Holly, and Tasseva, Iva Valentinova
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POVERTY reduction ,BUDGET ,CHILD welfare ,INCOME ,UNEMPLOYMENT insurance ,MATHEMATICAL models ,POLICY sciences ,PUBLIC welfare ,RESEARCH funding ,TAXATION ,THEORY ,GOVERNMENT policy ,DATA analysis software - Abstract
This article examines how income poverty is affected by changes to the scale of tax-benefit policies and which are the most cost-effective policies in reducing poverty or limiting its increase in seven diverse EU countries. We do that by measuring the implications of increasing/reducing the scale of each policy instrument, using microsimulation methods while holding constant the policy design and national context. We consider commonly applied policy instruments with a direct effect on household income: child benefits, social assistance, income tax lower thresholds and a benchmark case of rescaling the whole tax-benefit system. We find that the assessment of the most cost-effective instrument may depend on the measure of poverty used and the direction and scale of the change. Nevertheless, our results indicate that the options that reduce poverty most cost-effectively in most countries are increasing child benefits and social assistance, while reducing the former is a particularly poverty-increasing way of making budgetary cuts. [ABSTRACT FROM AUTHOR]
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- 2019
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8. Differences in Anthropometric Parameters of Children in Six European Countries.
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Semánová, Csilla, Szőllősi, Gergő J., Ilyés, István, Cardon, Greet, Latomme, Julie, Iotova, Violeta, Bazdarska, Yuliya, Lindström, Jaana, Wikström, Katja, Herrmann, Sandra, Schwarz, Peter, Karaglani, Eva, Manios, Yannis, Makrilakis, Konsantinos, Moreno, Luis, González-Gil, Esther M., and Rurik, Imre
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STATURE ,BODY weight ,MIDDLE-income countries ,DEVELOPED countries ,CONFIDENCE intervals ,ANTHROPOMETRY ,CHILDHOOD obesity ,TYPE 2 diabetes ,DESCRIPTIVE statistics ,LOW-income countries ,RESEARCH funding ,BODY mass index ,CHILDREN - Abstract
Background: The databases of children's anthropometric parameters are often outdated, rarely representative and are not always available at an international level. Objectives: To present children's anthropometric parameters in six European countries that contributed to the Feel4Diabetes project and find country-specific differences. Design/Setting: The Feel4Diabetes study was performed between 2016 and 2018, targeting children in Belgium, Bulgaria, Finland, Greece, Hungary and Spain. The current study presents data from the baseline and the yearly follow-up anthropometric measurements. Subjects: In total, 20,832 measurements of children (48.7% boys) between 6 and 10 years of age were conducted. Main outcome measure: weight, height, BMI. Results: Belgian boys had the lowest body weight and height, while Greek boys had the highest body weight, and Finnish had the highest body height. The highest proportion of overweight (percentile above 85%) and obese boys (percentile above 95%) was in Greece, followed by Hungarian, Spanish, Bulgarian and Finnish boys. In contrast, Belgian boys had the lowest ratio in both categories. Among girls, Greece had the highest; Belgium had the lowest body weight; Finland was the highest in all age categories. The ratio in the overweight range was the highest in Greece, followed by Spanish, Bulgarian and Hungarian girls, who were second in the obese category. Finnish girls had lower and Belgian girls had the lowest ratio in both BMI categories. All the detailed data are presented in tables, and the trends are figures. Conclusions: Our study presents fresh and comparable anthropometric data of children between 6 and 10 years of age in six European countries, supporting the need for appropriate obesity prevention. [ABSTRACT FROM AUTHOR]
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- 2023
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9. Bilingual Street Signs Policy in EU Member States: A Comparison
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Raos, Višeslav
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This paper explores linguistic landscapes and the enactment of public visibility and presence of non-majority linguistic groups in EU member states. Non-majority linguistic groups gain power, visibility and presence through the introduction of bilingual or multilingual signposts on roads, streets, squares, and public buildings in towns and cities where a given linguistic group represents a significant population share. The article offers a comparative analysis of language policies of EU member states regarding enactment of official bilingual or multilingual signs in public space. Twenty EU member states have signed the "European Charter for Regional or Minority Languages," while 17 members have ratified it. In addition, the Charter of Fundamental Rights, an integral party of the Lisbon Treaty, stipulates that language diversity is one of the fundamental values respected by the EU. Hence, this comparative research assesses various practices employed by member states in relation to the proclaimed values of multilingualism. Consequently, the paper depicts and compares different language policies that produce linguistic landscapes in EU member states. Finally, it tries to determine whether there is a convergence towards a common EU policy on bilingual and multilingual signs in public space.
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- 2018
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10. Comparative Analysis of ICT in Education between China and Central and Eastern European Countries. Lecture Notes in Educational Technology
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Liu, Dejian, Huang, Ronghuai, Lalic, Bojan, Zeng, Haijun, Zivlak, Nikola, Liu, Dejian, Huang, Ronghuai, Lalic, Bojan, Zeng, Haijun, and Zivlak, Nikola
- Abstract
This book presents the status quo of Information and Communication Technology (ICT) in Education, with a focus on China and the 17 Central and Eastern European Countries (CEECs), including Albania, Bosnia and Herzegovina, Bulgaria, Croatia, the Czech Republic, Estonia, Greece, Hungary, Latvia, Lithuania, Macedonia, Montenegro, Poland, Romania, Serbia, Slovakia and Slovenia (the "17+1" cooperation mechanism, as an incubator for pragmatic trans-regions cooperation platform, created by China and the 17 CEECs). With recent advances in ICT in China and the CEECs, it has assumed increasingly important roles in education, including the improvement of the quality of teaching and learning, as well as the promotion of equity in education. The significant contribution of ICT in education is an enabler to achieving the goals of the "17+1 cooperation" mechanism between China and the CEECs, which has attracted considerable attention worldwide, given fresh impetus to cooperation between the two parties, and opened a new chapter in China-CEEC cooperation. The contributors, all of whom hail from these 18 countries, describe the state-of-the-art of ICT in education in their respective country, and focus on three major aspects, namely: the country profile, general status of education development, and ICT in education. In turn, leading experts in educational informatization research compare the situations in different countries. Taken together, the papers offer valuable insights for policymakers and educators on how to integrate ICT into educational processes, and on inter-regional cooperation with regard to ICT in education.
- Published
- 2020
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11. Reading, Writing, Thinking: Proceedings of the 13th European Conference on Reading
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International Reading Association, Newark, DE., Pandis, Meeli, Ward, Angela, Mathews, Samuel R., Pandis, Meeli, Ward, Angela, Mathews, Samuel R., and International Reading Association, Newark, DE.
- Abstract
This collection of papers presented at the 13th European Conference on Reading brings together a vast range of knowledge, research, and perspectives about literacy and its complex processes. The book explores topics including: (1) Literacy and critical thinking; (2) Working with learners at all levels, from young children to adolescents to preservice teachers; (3) Multiculturalism and language learning Literature and libraries; and (4) The power of writing Assessment. The reader will gain a better understanding of the processes involved in language and literacy and learn how to apply this knowledge in practical and policy-oriented contexts at all levels. Following a foreword and a preface, this book is divided into eight sections. Section 1, Literacy and Critical Thinking, contains: (1) Teaching and Learning in a Global Society: Examining Changing Definitions of Literacy (MaryEllen Vogt and Maureen McLaughlin); (2) Inquiry as an Instrument of Understanding (Irina Nizovskaya); and (3) Dialogue and Creativity within a Command Curriculum (George Hunt). Section 2, Multiculturalism and Language Learning, consists of: (4) Teaching Finnish as a Second Language (Heini-Marja Jarvinen); (5) Reading Strategies Used by Teachers of Immigrant Children (Vuokko Kaartinen); and (6) Changing Bulgarian Language Learning in Bulgarian Secondary Schools (Tatyana Angelova). Section 3, Literature and Libraries, contains: (7) Changes in Estonian Book Publishing and Distribution during the Last Decade (Aile Moldre); (8) Motivating Slovenian Students through the Reading Badge Program (Tilka Jamnik); and (9) Book Discussions Improve Reading, Writing, Speaking, and ICT Skills in Netlibris Literature Circles (Teresia Volotinen and Kaarina Kolu). Section 4, Beginning Reading and Writing, consists of: (10) Family Literacy Programs: Fostering Early Literacy (Margie I. Mayfield); (11) Encouraging Young Children's Language Development (Maili Vesiko); (12) The Two R's: A Study of Current Early Reading and Writing Practice in Irish Primary Schools (Brian Murphy); (13) Greek Kindergarteners' Concepts About Print (Eufimia Tafa); (14) Phonemic Awareness: Teaching Segmenting and Blending (Priscilla L. Griffith and Judy A. Leavell); and (15) Strategic Reading: Helping Children Understand Text (Mary W. Spor and Barbara Kane Schneider). Section 5, Adolescent Literacy, contains: (16) Trends in the Reading Culture of 15- to 17-Year-Old Students in Hungary (Attila Nagy); (17) Seventh-Grade Students' Competence in Reading Expository Texts (Joaquim Agostinho de Oliveira Guerra); and (18) Helping Struggling Readers and Writers in Middle School (Catherine M. O'Callaghan). Section 6, Working with Teacher Educators and Preservice Teachers, contains: (19) Reading, Writing, and Knowledge Acquisition in Secondary, Post-Compulsory Secondary, and Higher Education in Spain (Mariana Miras, Marta Gracia, and Nuria Castells); (20) Reading Literary Texts in Portuguese Schools: Considering Teacher Roles and Perspectives (Angelina Rodrigues); (21) Improving Literary Understanding through Conversation (Ester Salasoo and Eija Rougle); (22) Can Case Studies Help Student Teachers to Learn How to Teach Literacy and Numeracy in Primary School? (Ulla-Britt Persson, Marie Karlsson, and Anna Pettersson); and (23) The Power of Reflective Writing for Students and Teachers (Penny L. Beed, Victoria Gentry Ridgeway, Faye Brownlie, and Sandra Kalnina). Section 7, The Power of Writing, contains: (24) Creative Writing on Computers: 6- to 10-Year-Olds Writing to Read (Arne Trageton); (25) Spelling Acquisition: A Developmental Pathway across Two Cultures (Neva Viise, Meeli Pandis, Herbert Richards, and Klaire Sinisalu); and (26) Writing as a Learning Tool: A New Conception of Writing in the Portuguese Curriculum (Jose Brandao Carvalho). Section 8, Assessment of Language and Literacy Development, contains: (27) Associations between Attributes of Self-Regulated Learning and Reading Literacy in PISA 2000 (Gerry Shiel); (28) Concepts of Difficulty: A Child's Eye View (Martin Johnson); (29) Reading and Behavioral Difficulties: Overlap and Assessment Practice (Christopher J. Rees, Peter Farrell, and Paul G. Rees); and (30) The Accuracy of Tester Listening in Oral Reading Assessment (Carol S. Christy).
- Published
- 2005
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