FORMING LANGUAGE COMPETENCES OF STUDENTS FROM THE SECOND GRADE BY USING INFORMATION TECHNOLOGIES

2019 ◽  
Vol 10 (2) ◽  
pp. 251-257
Author(s):  
Krasimira Dimitrova ◽  
◽  
Diyana Andonova ◽  
Keyword(s):  
Information Technologies ◽  
Second Grade

The Information Technologies’ Education in the Second Grade – Prerequisites for the Formation of Digital Competency

2018 ◽  
Vol 9 (2) ◽  
pp. 370-376
Author(s):  
Krasimira Dimitrova ◽  
◽  
Dimona Georgieva ◽  
Diyana Andonova ◽  
◽  
...  
Keyword(s):  
Information Technologies ◽  
Second Grade ◽  
Digital Competency

scholarly journals Student Protagonism: the Use of Webquest as a Methodological Strategy in Teaching History

2017 ◽  
Vol 6 (2) ◽  
pp. 198
Author(s):  
Luiz Carlos Ferraz Manini ◽  
Alessandra Dedeco Furtado Rossetto
Keyword(s):  
Private School ◽  
Information Technologies ◽  
Instructional Materials ◽  
Second Grade ◽  
Factual Knowledge ◽  
Teaching History ◽  
New Information ◽  
Conducting Research ◽  
Teaching Learning ◽  
Present Case Study

The teaching of history is strongly marked by the concern of building, beyond the factual knowledge, a critical conscience in the students. Alongside this, we live in a reality marked by the intense information flow, available through the new information technologies, particularly the internet. In this way, the following problem arises: how to combine this great amount of information with the construction of a critical conscience, based on reliable information? The present case study searches through the use of WebQuests, a strategy that favors the teaching-learning relationship, to support the development of reflection and criticism of both the teacher and the student. Since it allows the teacher to select the resources available in the world-wide web, being able to make possible the contact with instructional materials to the research group involved in this case, students of the second grade of the High School. I selected those that will in fact contribute to the construction of a trustworthy knowledge that stimulates the critical sense when comparing diverse sources and materials, in the midst of an active learning process. According to this teaching-learning perspective, teachers are no longer the main knowledge depository and become methodological consultants and mediators of knowledge. The research is defined as a descriptive and analytical qualitative study, based on a private school in the city of Londrina (Brazil). As a result, it will be verified if the students, after the use of WebQuests, understand the importance of conducting research in so-called trusted places, in addition to perceiving the contributions of the WebQuest in the classroom, validating it.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis

2020 ◽  
Vol 29 (4) ◽  
pp. 2170-2188
Author(s):  
Lindsey R. Squires ◽  
Sara J. Ohlfest ◽  
Kristen E. Santoro ◽  
Jennifer L. Roberts
Keyword(s):  
Test Validity ◽  
Reaction Times ◽  
Bilingual Children ◽  
Second Grade ◽  
High Quality Research ◽  
Word Level ◽  
Research Questions ◽  
Word Characteristics ◽  
Study Inclusion ◽  
Task Level

Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0–8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose – rosa (English–Spanish) or carrot – carotte (English–French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination of the cognate research in young multilingual children. Method We conducted searches of multiple electronic databases and hand-searched article bibliographies for studies that examined young multilingual children's performance with cognates based on study inclusion criteria aligned to the research questions. Results The review yielded 16 articles. The majority of the studies (12/16, 75%) demonstrated a positive cognate effect for young multilingual children (measured in higher accuracy, faster reaction times, and doublet translation equivalents on cognates as compared to noncognates). However, not all bilingual children demonstrated a cognate effect. Both task-level factors (cognate definition, type of cognate task, word characteristics) and child-level factors (level of bilingualism, age) appear to influence young bilingual children's performance on cognates. Conclusions Contrary to early 1990s research, current researchers suggest that even young multilingual children may demonstrate sensitivity to cognate vocabulary words. Given the limits in study quality, more high-quality research is needed, particularly to address test validity in cognate assessments, to develop appropriate cognate definitions for children, and to refine word-level features. Only one study included a brief instruction prior to assessment, warranting cognate treatment studies as an area of future need. Supplemental Material https://doi.org/10.23641/asha.12753179

Agreeableness, Conflict Resolution Tactics, and School Behavior in Second Graders

2016 ◽  
Vol 37 (3) ◽  
pp. 145-151 ◽  
Author(s):  
Daniel L. Gadke ◽  
Renée M. Tobin ◽  
W. Joel Schneider
Keyword(s):  
Conflict Resolution ◽  
Problem Behaviors ◽  
Second Graders ◽  
Adaptive Behaviors ◽  
Second Grade ◽  
School Behavior ◽  
Multiple Sources ◽  
School Based ◽  
Second Grade Students ◽  
Negotiation Tactics

Abstract. This study examined the association between Agreeableness and children’s selection of conflict resolution tactics and their overt behaviors at school. A total of 157 second graders responded to a series of conflict resolution vignettes and were observed three times during physical education classes at school. We hypothesized that Agreeableness would be inversely related to the endorsement of power assertion tactics and to displays of problem behaviors, and positively related to the endorsement of negotiation tactics and to displays of adaptive behaviors. Consistent with hypotheses, Agreeableness was inversely related to power assertion tactics and to displays of off-task, disruptive, and verbally aggressive behaviors. There was no evidence that Agreeableness was related to more socially sophisticated responses to conflict, such as negotiation, with our sample of second grade students; however, it was related to displays of adaptive behaviors, specifically on-task behaviors. Limitations, including potential reactivity effects and the restriction of observational data collection to one school-based setting, are discussed. Future researchers are encouraged to collect data from multiple sources in more than one setting over time.

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