Littérature scientifique sur le sujet « Newcomer children »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Newcomer children ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Articles de revues sur le sujet "Newcomer children"
Tarune, Iluta, Svetlana Usca et Janis Dzerviniks. « Inclusion of Newcomer Children in Preschool : The Case of Latvia ». Discourse and Communication for Sustainable Education 14, no 2 (1 décembre 2023) : 161–70. http://dx.doi.org/10.2478/dcse-2023-0024.
Texte intégralLane, Ginny, Christine Nisbet et Hassan Vatanparast. « Food Insecurity and Nutritional Risk among Canadian Newcomer Children in Saskatchewan ». Nutrients 11, no 8 (29 juillet 2019) : 1744. http://dx.doi.org/10.3390/nu11081744.
Texte intégralSimonsson, Maria, et Mia Thorell. « börja på förskolan ». Educare, no 1 (1 mars 2010) : 53–72. http://dx.doi.org/10.24834/educare.2010.1.1241.
Texte intégralLane, Ginny, et Hassan Vatanparast. « Adjusting the Canadian Healthcare System to Meet Newcomer Needs ». International Journal of Environmental Research and Public Health 19, no 7 (22 mars 2022) : 3752. http://dx.doi.org/10.3390/ijerph19073752.
Texte intégralDzerviniks, Janis, Svetlana Ušča, Iluta Tarune et Olga Vindaca. « Intercultural Competence of Teachers to Work with Newcomer Children ». Education Sciences 14, no 8 (23 juillet 2024) : 802. http://dx.doi.org/10.3390/educsci14080802.
Texte intégralLane, Ginny, Christine Nisbet et Hassan Vatanparast. « Dietary habits of newcomer children in Canada ». Public Health Nutrition 22, no 17 (7 août 2019) : 3151–62. http://dx.doi.org/10.1017/s1368980019001964.
Texte intégralTarune, Iluta, et Svetlana Usca. « COMPETENCE OF LATVIAN PRESCHOOL TEACHERS TO INCLUDE NEWCOMERS IN EDUCATION ». SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (22 mai 2024) : 59–74. http://dx.doi.org/10.17770/sie2024vol2.7803.
Texte intégralLane, Ginny, Christine Nisbet, Susan J. Whiting et Hassan Vatanparast. « Canadian newcomer children’s bone health and vitamin D status ». Applied Physiology, Nutrition, and Metabolism 44, no 7 (juillet 2019) : 796–803. http://dx.doi.org/10.1139/apnm-2018-0705.
Texte intégralBrown, Alison, Rebecca Spencer, Jessie-Lee McIsaac et Vivian Howard. « Drawing Out Their Stories : A Scoping Review of Participatory Visual Research Methods With Newcomer Children ». International Journal of Qualitative Methods 19 (1 janvier 2020) : 160940692093339. http://dx.doi.org/10.1177/1609406920933394.
Texte intégralLane, Ginny, Marwa Farag, Judy White, Christine Nisbet et Hassan Vatanparast. « Chronic health disparities among refugee and immigrant children in Canada ». Applied Physiology, Nutrition, and Metabolism 43, no 10 (octobre 2018) : 1043–58. http://dx.doi.org/10.1139/apnm-2017-0407.
Texte intégralThèses sur le sujet "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.
Texte intégralBignon, 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.
Texte intégralThe 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.
Texte intégralBustos, 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.
Texte intégralAnderson, 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.
Texte intégralLivres sur le sujet "Newcomer children"
Custodio, Brenda. How to design and implement a newcomer program. Boston : Pearson, 2011.
Trouver le texte intégralFriedlander, 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.
Trouver le texte intégralERIC Clearinghouse on Languages and Linguistics., dir. Secondary newcomer programs : Helping recent immigrants prepare for school success. [Washington, DC] : ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics, 1998.
Trouver le texte intégralHanning, 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.
Trouver le texte intégralChang, Hedy Nai-Lin. Newcomer programs : Innovative efforts to meet the educational challenges of immigrant students. San Francisco, CA : California Tomorrow Immigrant Students Project, 1990.
Trouver le texte intégralL, Hafner Anne, dir. Hosting newcomers : Structuring educational opportunities for immigrant children. New York : Teachers College Press, 1997.
Trouver le texte intégralAnderson, W. W. The new newcomers : Patterns of adjustment of West Indian immigrant children in Metropolitan Toronto schools. Toronto : Canadian Scholars' Press, 1987.
Trouver le texte intégralBeahm, George W. Passport to Narnia : A newcomer's guide. Charlottesville, VA : Hampton Roads Pub. Co., 2005.
Trouver le texte intégralMcDonnell, Lorraine. Newcomers in American schools : Meeting the educational needs of immigrant youths. Santa Monica, CA : Rand, 1993.
Trouver le texte intégralJ, Walker T. Colorado : A newcomer's manual : everything you need to know about living in Colorado. Denver : Millennium Publications, 1995.
Trouver le texte intégralChapitres de livres sur le sujet "Newcomer children"
Vatanparast, Hassan, Christine Nisbet et Rashmi Patil. « Food Security and Nutritional Health of Newcomer Children ». Dans 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.
Texte intégralVatanparast, Hassan, Christine Nisbet et Rashmi Patil. « Food Security and Nutritional Health of Newcomer Children ». Dans 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.
Texte intégralTran, Thi Thuy Hang. « Home Walk and Home Walking Alongside Vietnamese Newcomer Children and Mothers in Canada : The Resonant Threads ». Dans 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.
Texte intégralCrul, Maurice. « Epilogue : Where Did Weak and Strong Ties Go Wrong ? » Dans IMISCOE Research Series, 227–36. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94972-3_11.
Texte intégral« Newcomer ». Dans Mendel's Children, 1–10. University of Calgary Press, 1997. http://dx.doi.org/10.1515/9781552384022-002.
Texte intégralJamison, Nicole, et Anna Kirova. « Navigating Cultural Differences ». Dans Culture, Schooling, and Children's Learning Experiences, 134–62. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/9780191982651.003.0008.
Texte intégralHein, Sascha, Isabell Schuster, Julie Larran, Barış Altındağ, Maria Schriefer et Shanti D‘Sa. « School Transition Expectations of Newcomer Pupils in Germany : A Pilot Evaluation of a Summer Programme ». Dans Children and Youth at Risk in Times of Transition, 295–314. De Gruyter, 2023. http://dx.doi.org/10.1515/9783111010649-013.
Texte intégralHarushimana, Immaculée. « “What Is the Meaning of Of?” ». Dans 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.
Texte intégralHarushimana, Immaculée. « “What Is the Meaning of Of?” ». Dans Immigration and Refugee Policy, 137–54. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8909-9.ch008.
Texte intégralKalkman, Kris, et 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 ». Dans Perspectives from Young Children on the Margins, 120–32. Routledge, 2020. http://dx.doi.org/10.4324/9780429428128-8.
Texte intégralActes de conférences sur le sujet "Newcomer children"
Bani-Taha, Omar, Malek El Kouzi, Ali Arya et Fraser Taylor. « EDUCATIONAL COMPUTER GAMES FOR SOCIAL ADJUSTMENT OF NEWCOMER CHILDREN ». Dans 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0638.
Texte intégralVeldhoen, Karine, et Antonia DeBoer. « Story as Community - Life-wide Literacy to Transform Learning Loss and Isolation to Community Literacy and Joy ». Dans Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1704.
Texte intégralChapple, Julian. « A TENTATIVE PROPOSAL FOR INCLUSIVITY EDUCATION TRAINING FOR JAPANESE SCHOOL TEACHERS BASED ON THE NEEDS OF MIGRANTS AND RETURNEES ». Dans International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end074.
Texte intégral