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Artykuły w czasopismach na temat "Newcomer children"
Tarune, Iluta, Svetlana Usca i Janis Dzerviniks. "Inclusion of Newcomer Children in Preschool: The Case of Latvia". Discourse and Communication for Sustainable Education 14, nr 2 (1.12.2023): 161–70. http://dx.doi.org/10.2478/dcse-2023-0024.
Pełny tekst źródłaLane, Ginny, Christine Nisbet i 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.
Pełny tekst źródłaSimonsson, Maria, i Mia Thorell. "börja på förskolan". Educare, nr 1 (1.03.2010): 53–72. http://dx.doi.org/10.24834/educare.2010.1.1241.
Pełny tekst źródłaLane, Ginny, i 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.
Pełny tekst źródłaDzerviniks, Janis, Svetlana Ušča, Iluta Tarune i 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.
Pełny tekst źródłaLane, Ginny, Christine Nisbet i Hassan Vatanparast. "Dietary habits of newcomer children in Canada". Public Health Nutrition 22, nr 17 (7.08.2019): 3151–62. http://dx.doi.org/10.1017/s1368980019001964.
Pełny tekst źródłaTarune, Iluta, i 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.
Pełny tekst źródłaLane, Ginny, Christine Nisbet, Susan J. Whiting i Hassan Vatanparast. "Canadian newcomer children’s bone health and vitamin D status". Applied Physiology, Nutrition, and Metabolism 44, nr 7 (lipiec 2019): 796–803. http://dx.doi.org/10.1139/apnm-2018-0705.
Pełny tekst źródłaBrown, Alison, Rebecca Spencer, Jessie-Lee McIsaac i Vivian Howard. "Drawing Out Their Stories: A Scoping Review of Participatory Visual Research Methods With Newcomer Children". International Journal of Qualitative Methods 19 (1.01.2020): 160940692093339. http://dx.doi.org/10.1177/1609406920933394.
Pełny tekst źródłaLane, Ginny, Marwa Farag, Judy White, Christine Nisbet i Hassan Vatanparast. "Chronic health disparities among refugee and immigrant children in Canada". Applied Physiology, Nutrition, and Metabolism 43, nr 10 (październik 2018): 1043–58. http://dx.doi.org/10.1139/apnm-2017-0407.
Pełny tekst źródłaRozprawy doktorskie na temat "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.
Pełny tekst źródłaBignon, 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.
Pełny tekst źródłaThe 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.
Pełny tekst źródłaBustos, 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.
Pełny tekst źródłaAnderson, 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.
Pełny tekst źródłaKsiążki na temat "Newcomer children"
Custodio, Brenda. How to design and implement a newcomer program. Boston: Pearson, 2011.
Znajdź pełny tekst źródłaFriedlander, 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.
Znajdź pełny tekst źródłaERIC Clearinghouse on Languages and Linguistics., red. Secondary newcomer programs: Helping recent immigrants prepare for school success. [Washington, DC]: ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics, 1998.
Znajdź pełny tekst źródłaHanning, 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.
Znajdź pełny tekst źródłaChang, Hedy Nai-Lin. Newcomer programs: Innovative efforts to meet the educational challenges of immigrant students. San Francisco, CA: California Tomorrow Immigrant Students Project, 1990.
Znajdź pełny tekst źródłaL, Hafner Anne, red. Hosting newcomers: Structuring educational opportunities for immigrant children. New York: Teachers College Press, 1997.
Znajdź pełny tekst źródłaAnderson, W. W. The new newcomers: Patterns of adjustment of West Indian immigrant children in Metropolitan Toronto schools. Toronto: Canadian Scholars' Press, 1987.
Znajdź pełny tekst źródłaBeahm, George W. Passport to Narnia: A newcomer's guide. Charlottesville, VA: Hampton Roads Pub. Co., 2005.
Znajdź pełny tekst źródłaMcDonnell, Lorraine. Newcomers in American schools: Meeting the educational needs of immigrant youths. Santa Monica, CA: Rand, 1993.
Znajdź pełny tekst źródłaJ, Walker T. Colorado: A newcomer's manual : everything you need to know about living in Colorado. Denver: Millennium Publications, 1995.
Znajdź pełny tekst źródłaCzęści książek na temat "Newcomer children"
Vatanparast, Hassan, Christine Nisbet i Rashmi Patil. "Food Security and Nutritional Health of Newcomer Children". W 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.
Pełny tekst źródłaVatanparast, Hassan, Christine Nisbet i Rashmi Patil. "Food Security and Nutritional Health of Newcomer Children". W 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.
Pełny tekst źródłaTran, Thi Thuy Hang. "Home Walk and Home Walking Alongside Vietnamese Newcomer Children and Mothers in Canada: The Resonant Threads". W 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.
Pełny tekst źródłaCrul, Maurice. "Epilogue: Where Did Weak and Strong Ties Go Wrong?" W IMISCOE Research Series, 227–36. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94972-3_11.
Pełny tekst źródła"Newcomer". W Mendel's Children, 1–10. University of Calgary Press, 1997. http://dx.doi.org/10.1515/9781552384022-002.
Pełny tekst źródłaJamison, Nicole, i Anna Kirova. "Navigating Cultural Differences". W Culture, Schooling, and Children's Learning Experiences, 134–62. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/9780191982651.003.0008.
Pełny tekst źródłaHein, Sascha, Isabell Schuster, Julie Larran, Barış Altındağ, Maria Schriefer i Shanti D‘Sa. "School Transition Expectations of Newcomer Pupils in Germany: A Pilot Evaluation of a Summer Programme". W Children and Youth at Risk in Times of Transition, 295–314. De Gruyter, 2023. http://dx.doi.org/10.1515/9783111010649-013.
Pełny tekst źródłaHarushimana, Immaculée. "“What Is the Meaning of Of?”". W 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.
Pełny tekst źródłaHarushimana, Immaculée. "“What Is the Meaning of Of?”". W Immigration and Refugee Policy, 137–54. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8909-9.ch008.
Pełny tekst źródłaKalkman, Kris, i 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". W Perspectives from Young Children on the Margins, 120–32. Routledge, 2020. http://dx.doi.org/10.4324/9780429428128-8.
Pełny tekst źródłaStreszczenia konferencji na temat "Newcomer children"
Bani-Taha, Omar, Malek El Kouzi, Ali Arya i Fraser Taylor. "EDUCATIONAL COMPUTER GAMES FOR SOCIAL ADJUSTMENT OF NEWCOMER CHILDREN". W 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0638.
Pełny tekst źródłaVeldhoen, Karine, i Antonia DeBoer. "Story as Community - Life-wide Literacy to Transform Learning Loss and Isolation to Community Literacy and Joy". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1704.
Pełny tekst źródłaChapple, Julian. "A TENTATIVE PROPOSAL FOR INCLUSIVITY EDUCATION TRAINING FOR JAPANESE SCHOOL TEACHERS BASED ON THE NEEDS OF MIGRANTS AND RETURNEES". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end074.
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