Auswahl der wissenschaftlichen Literatur zum Thema „Newcomer children“
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Zeitschriftenartikel zum Thema "Newcomer children"
Tarune, Iluta, Svetlana Usca und Janis Dzerviniks. „Inclusion of Newcomer Children in Preschool: The Case of Latvia“. Discourse and Communication for Sustainable Education 14, Nr. 2 (01.12.2023): 161–70. http://dx.doi.org/10.2478/dcse-2023-0024.
Der volle Inhalt der QuelleLane, Ginny, Christine Nisbet und Hassan Vatanparast. „Food Insecurity and Nutritional Risk among Canadian Newcomer Children in Saskatchewan“. Nutrients 11, Nr. 8 (29.07.2019): 1744. http://dx.doi.org/10.3390/nu11081744.
Der volle Inhalt der QuelleSimonsson, Maria, und Mia Thorell. „börja på förskolan“. Educare, Nr. 1 (01.03.2010): 53–72. http://dx.doi.org/10.24834/educare.2010.1.1241.
Der volle Inhalt der QuelleLane, Ginny, und Hassan Vatanparast. „Adjusting the Canadian Healthcare System to Meet Newcomer Needs“. International Journal of Environmental Research and Public Health 19, Nr. 7 (22.03.2022): 3752. http://dx.doi.org/10.3390/ijerph19073752.
Der volle Inhalt der QuelleDzerviniks, Janis, Svetlana Ušča, Iluta Tarune und Olga Vindaca. „Intercultural Competence of Teachers to Work with Newcomer Children“. Education Sciences 14, Nr. 8 (23.07.2024): 802. http://dx.doi.org/10.3390/educsci14080802.
Der volle Inhalt der QuelleLane, Ginny, Christine Nisbet und Hassan Vatanparast. „Dietary habits of newcomer children in Canada“. Public Health Nutrition 22, Nr. 17 (07.08.2019): 3151–62. http://dx.doi.org/10.1017/s1368980019001964.
Der volle Inhalt der QuelleTarune, Iluta, und Svetlana Usca. „COMPETENCE OF LATVIAN PRESCHOOL TEACHERS TO INCLUDE NEWCOMERS IN EDUCATION“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (22.05.2024): 59–74. http://dx.doi.org/10.17770/sie2024vol2.7803.
Der volle Inhalt der QuelleLane, Ginny, Christine Nisbet, Susan J. Whiting und Hassan Vatanparast. „Canadian newcomer children’s bone health and vitamin D status“. Applied Physiology, Nutrition, and Metabolism 44, Nr. 7 (Juli 2019): 796–803. http://dx.doi.org/10.1139/apnm-2018-0705.
Der volle Inhalt der QuelleBrown, Alison, Rebecca Spencer, Jessie-Lee McIsaac und Vivian Howard. „Drawing Out Their Stories: A Scoping Review of Participatory Visual Research Methods With Newcomer Children“. International Journal of Qualitative Methods 19 (01.01.2020): 160940692093339. http://dx.doi.org/10.1177/1609406920933394.
Der volle Inhalt der QuelleLane, Ginny, Marwa Farag, Judy White, Christine Nisbet und Hassan Vatanparast. „Chronic health disparities among refugee and immigrant children in Canada“. Applied Physiology, Nutrition, and Metabolism 43, Nr. 10 (Oktober 2018): 1043–58. http://dx.doi.org/10.1139/apnm-2017-0407.
Der volle Inhalt der QuelleDissertationen zum Thema "Newcomer children"
Amio, Jeannette L. „Implementing school supports for the wellness of newcomer children“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/MQ44812.pdf.
Der volle Inhalt der QuelleBignon, Matthieu. „Predictors of decoding acquisition in newcomer non-francophone children : a focus on visual-verbal paired associate learning“. Electronic Thesis or Diss., Université de Lille (2022-....), 2024. https://pepite-depot.univ-lille.fr/ToutIDP/EDSHS/2024/2024ULILH015.pdf.
Der volle Inhalt der QuelleThe strategic aim of this research was to lay the foundations for the creation of tools for the early detection of reading difficulties in newcomer non-francophone children (EANA) of primary school age. To this end, we recruited 179 EANA children and 259 French children. The two groups were matched on the duration of attendance at primary school. They completed a series of cognitive and linguistic tests, and parents answered questionnaires on languages spoken and previous schooling. We observed that EANA children's decoding scores were lower than those of French children and showed considerable heterogeneity. Children who had started to learn to read in another language, especially if it was a Latin orthography, obtained higher scores than others. Younger children had lower scores than older children, probably due to greater experience of reading in their first language. Whether the children had attended school before arriving in France and the language family of the languages spoken (other than French) had no effect on word reading skills. Then, we observed that the main cognitive-linguistic predictors (phonological awareness, rapid automatized naming, phonological short-term memory and vocabulary) explained much of the variance in decoding skills among EANA children. In line with previous literature on oral language assessment of second language learners, we stressed the importance of managing the typological distance between first languages and French, as well as the degree of exposure to French. With this in mind, we examined the predictive power of a visual-verbal paired associate learning task (PAL), arguing that it should not be biased by the amount of exposure to French, and that it is possible to create items that are independent of the typological properties of French. Visual-verbal PAL scores were strongly correlated with decoding skills and showed a unique contribution comparable to other cognitive and linguistic predictors in EANA children. In French children, they showed a moderate simple correlation with decoding skills and a low unique contribution. We further investigated the mechanisms that explain the relationship between visual-verbal PAL and decoding skills by conducting a systematic review. Previous literature has shown that the verbal learning mechanisms of visual-verbal PAL are central to its relationship with decoding skills, at least in alphabetic orthographies, and that cross-modal association learning may also be involved, although the results are inconsistent. We tested these components in the French subsample of our first study and showed that verbal learning best explained the relationship between visual-verbal PAL and decoding skills. According to the literature, this relationship may be stronger with the reading of complex words (words with contextual graphemes and irregular words) than with the reading of simple words. We therefore conducted a second study of 186 first-grade children as part of a second data collection but were unable to confirm this hypothesis. This suggests either that there is no causal relationship between visual-verbal PAL and decoding skills, or that verbal learning is important for word and nonword decoding in general, regardless of grapheme complexity or word regularity. Future longitudinal studies controlling for all cognitive-linguistic predictors of decoding skills are needed to determine whether visual-verbal PAL has a causal contribution to decoding skills in French and may represent a sensitive tool for detecting children at risk of reading failure (particularly among EANA children) in combination with other measures
Essex, Elizabeth Carol. „A Preliminary Comparison of Two ESL School Models for Newcomer Students“. PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5075.
Der volle Inhalt der QuelleBustos, Ramirez Jacqueline Alejandra. „Teachers’ Perspectives on Recently Arrived Pupils and English Teaching“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35612.
Der volle Inhalt der QuelleAnderson, Laura. „The Immigrant Experience, Child Feeding and Care: An Examination of the Determinants of Children's Health and Nutrition in Newcomer Families“. Thesis, 2014. http://hdl.handle.net/1807/65633.
Der volle Inhalt der QuelleBücher zum Thema "Newcomer children"
Custodio, Brenda. How to design and implement a newcomer program. Boston: Pearson, 2011.
Den vollen Inhalt der Quelle findenFriedlander, Monica. The newcomer program: Helping immigrant students succeed in U.S. schools. Washington, DC (1118 22nd Street, NW, Washington 20037): National Clearinghouse for Bilingual Education, 1991.
Den vollen Inhalt der Quelle findenERIC Clearinghouse on Languages and Linguistics., Hrsg. Secondary newcomer programs: Helping recent immigrants prepare for school success. [Washington, DC]: ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics, 1998.
Den vollen Inhalt der Quelle findenHanning, Denise. One child, two cultures: A manual for facilitating the integration of newcomer children in educational settings. Winnipeg: Manitoba Dept. of Employment Services and Economic Security, Immigration and Settlement Branch, 1987.
Den vollen Inhalt der Quelle findenChang, Hedy Nai-Lin. Newcomer programs: Innovative efforts to meet the educational challenges of immigrant students. San Francisco, CA: California Tomorrow Immigrant Students Project, 1990.
Den vollen Inhalt der Quelle findenL, Hafner Anne, Hrsg. Hosting newcomers: Structuring educational opportunities for immigrant children. New York: Teachers College Press, 1997.
Den vollen Inhalt der Quelle findenAnderson, W. W. The new newcomers: Patterns of adjustment of West Indian immigrant children in Metropolitan Toronto schools. Toronto: Canadian Scholars' Press, 1987.
Den vollen Inhalt der Quelle findenBeahm, George W. Passport to Narnia: A newcomer's guide. Charlottesville, VA: Hampton Roads Pub. Co., 2005.
Den vollen Inhalt der Quelle findenMcDonnell, Lorraine. Newcomers in American schools: Meeting the educational needs of immigrant youths. Santa Monica, CA: Rand, 1993.
Den vollen Inhalt der Quelle findenJ, Walker T. Colorado: A newcomer's manual : everything you need to know about living in Colorado. Denver: Millennium Publications, 1995.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Newcomer children"
Vatanparast, Hassan, Christine Nisbet und Rashmi Patil. „Food Security and Nutritional Health of Newcomer Children“. In Handbook of Famine, Starvation, and Nutrient Deprivation, 1–19. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-40007-5_48-1.
Der volle Inhalt der QuelleVatanparast, Hassan, Christine Nisbet und Rashmi Patil. „Food Security and Nutritional Health of Newcomer Children“. In Handbook of Famine, Starvation, and Nutrient Deprivation, 215–33. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-55387-0_48.
Der volle Inhalt der QuelleTran, Thi Thuy Hang. „Home Walk and Home Walking Alongside Vietnamese Newcomer Children and Mothers in Canada: The Resonant Threads“. In A Narrative Inquiry into the Experiences of Vietnamese Children and Mothers in Canada, 135–54. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-5818-4_7.
Der volle Inhalt der QuelleCrul, Maurice. „Epilogue: Where Did Weak and Strong Ties Go Wrong?“ In IMISCOE Research Series, 227–36. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94972-3_11.
Der volle Inhalt der Quelle„Newcomer“. In Mendel's Children, 1–10. University of Calgary Press, 1997. http://dx.doi.org/10.1515/9781552384022-002.
Der volle Inhalt der QuelleJamison, Nicole, und Anna Kirova. „Navigating Cultural Differences“. In Culture, Schooling, and Children's Learning Experiences, 134–62. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/9780191982651.003.0008.
Der volle Inhalt der QuelleHein, Sascha, Isabell Schuster, Julie Larran, Barış Altındağ, Maria Schriefer und Shanti D‘Sa. „School Transition Expectations of Newcomer Pupils in Germany: A Pilot Evaluation of a Summer Programme“. In Children and Youth at Risk in Times of Transition, 295–314. De Gruyter, 2023. http://dx.doi.org/10.1515/9783111010649-013.
Der volle Inhalt der QuelleHarushimana, Immaculée. „“What Is the Meaning of Of?”“. In Advances in Early Childhood and K-12 Education, 360–76. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3955-1.ch018.
Der volle Inhalt der QuelleHarushimana, Immaculée. „“What Is the Meaning of Of?”“. In Immigration and Refugee Policy, 137–54. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8909-9.ch008.
Der volle Inhalt der QuelleKalkman, Kris, und Alison Clark. „Here we like playing princesses – newcomer migrant children’s transitions within day care: exploring role play as an indication of suitability and home and belonging“. In Perspectives from Young Children on the Margins, 120–32. Routledge, 2020. http://dx.doi.org/10.4324/9780429428128-8.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Newcomer children"
Bani-Taha, Omar, Malek El Kouzi, Ali Arya und Fraser Taylor. „EDUCATIONAL COMPUTER GAMES FOR SOCIAL ADJUSTMENT OF NEWCOMER CHILDREN“. In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0638.
Der volle Inhalt der QuelleVeldhoen, Karine, und Antonia DeBoer. „Story as Community - Life-wide Literacy to Transform Learning Loss and Isolation to Community Literacy and Joy“. In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1704.
Der volle Inhalt der QuelleChapple, Julian. „A TENTATIVE PROPOSAL FOR INCLUSIVITY EDUCATION TRAINING FOR JAPANESE SCHOOL TEACHERS BASED ON THE NEEDS OF MIGRANTS AND RETURNEES“. In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end074.
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