Results 151 to 160 of about 146,510 (332)

Assessing Vocabulary of Children: Investigating the Evaluation and Instruction of Basic Concepts [PDF]

, 2015
Vocabulary knowledge of preschool children is a key factor in predicting literacy success in elementary school (Hammer, Farkas, & Maczuga, 2010). However, few deliberate attempts to teach basic concept vocabulary have been studied (Bowers & Schwarz, 2013;
Smith, Rebecca Elizabeth
core   +2 more sources

Exploring personality traits and mental toughness in early career teachers in England

British Educational Research Journal, EarlyView.
Abstract While some teachers thrive, in similar circumstances other teachers encounter considerable difficulties. This is particularly concerning in England, where high numbers of teachers with five or fewer years' experience leave the profession to take another job outside of teaching, and pupil numbers are outpacing teacher numbers (Bryan & Price ...
Joanne E. Taberner, Sarah MacQuarrie
wiley   +1 more source

Test of adolescent semantic knowledge : a pilot study [PDF]

, 2014
The present study investigated the feasibility of a beta version of Test of Adolescent Semantic Knowledge (TASK) in assessing lexical-semantic development of Cantonese-speaking adolescents with or without specific language impairment in Hong Kong.
Law, Pui-yin, 羅佩賢
core  

Impact of a Structured Shared Book Reading Intervention on the Vocabulary Knowledge of Preschool-Age Children: An Exploratory Study

Early Childhood Education Journal
The present study sought to examine the use of a structured, shared book reading intervention on preschool-aged children’s vocabulary knowledge using a multiple-probe across stimuli (book) single-case design.
Lisa B. Cipolletti, Amy Murdoch, Jennifer Keelor   +2 more
semanticscholar   +1 more source

Exploring language learning motivation and age in receptive vocabulary knowledge

, 2010
Most studies on vocabulary knowledge have pointed out its importance in L2 learning (Nation 1990; Meara 1996; Laufer 1989, 1998; Read 1988). Further, size of vocabulary knowledge, either receptive or productive, has also been proved to be crucial in language performance (Laufer 1997; Qian 2002; Schmitt 2002, Nation 2006, Staehr 2008, Agustín Llach and ...
Almudena Fernández Fontecha [0000-0002-6557-0296], Melania Terrazas Gallego [0000-0001-6760-4368]   +1 more
openaire   +2 more sources

‘They just want the perfect kids on show’: The illegal exclusion of children with special educational needs and disabilities from primary schools

British Educational Research Journal, EarlyView.
Abstract Guidance from the Department for Education stipulates that permanent exclusions should only be used as a last resort and where there is potential for harm to come to anyone in the school setting. Suspensions are positioned as a tool to communicate to a pupil that their behaviour is in breach of the school's behaviour policy.
Megan Whitehouse
wiley   +1 more source

‘Fish in simulated water’? A Bourdieusian analysis of Chinese doctoral students' learning experiences in Southeast Asian developing countries

British Educational Research Journal, EarlyView.
Abstract International student mobility (ISM) has historically followed a pattern of movement from developing regions to developed countries. However, in recent years, there has been a noticeable increase in the number of Chinese students pursuing doctoral studies in Southeast Asian developing countries, an area that has received relatively little ...
Yueyang Zheng, Kun Dai, Alan C. K. Cheung   +2 more
wiley   +1 more source

The dynamics of L2 vocabulary development: A case study of receptive and productive knowledge A dinâmica do desenvolvimento do vocabulário L2: Um estudo de caso do conhecimento receptivo e produtivo

Revista Brasileira de Linguística Aplicada, 2013
Many studies have shown that the transfer of receptive L2 vocabulary into production is far from linear, whether production is elicited by a task or spontaneous. The nature and causes of this gap between receptive and productive vocabulary knowledge have
Tal Caspi, Wander Lowie
doaj  

The Teaching and Learning of Lexical Chunks: A Comparison of Observe Hypothesise Experiment and Presentation Practice Production. [PDF]

The focus of this study is the comparison of two teaching frameworks: Presentation Practice Production (PPP) and Observe Hypothesise Experiment (OHE) in the context of teaching twelve lexical chunks to two groups of twenty-one EAP students.
Golebiewska, Patrycja, Jones, C
core  

Relationships between working memory, expressive vocabulary and arithmetical reasoning in children with and without intellectual disabilities. [PDF]

, 2003
This experiment examined the relationships between working memory and two measures of achievement, namely expressive vocabulary and arithmetical reasoning, in children with and without intellectual disabilities (ID).
Henry, Dr Lucy, MacLean, Ms Morag
core