The Big Four Skills: Teachers’ Assumptions on Measurement of Cognition and Academic Skills for Non-Native Students.
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/11144/3485 |
Resumo: | The four-skills on tests for young native speakers commonly do not generate correlation incongruency concerning the cognitive strategies frequently reported. Considering the non-native speakers there are parse evidence to determine which tasks are important to assess properly the cognitive and academic language proficiency (Cummins, 1980; 2012). Research questions: It is of high probability that young students with origin in immigration significantly differ on their communication strategies and skills in a second language processing context (1); attached to this first assumption, it is supposed that teachers significantly differ depending on their scientific area and previous training (2). Purpose:This study intends to examine whether school teachers (K-12) as having different origin in scientific domain of teaching and training perceive differently an adapted four-skills scale, in European Portuguese. Research methods: 77 teachers of five areas scientific areas, mean of teaching year service = 32 (SD= 2,7), 57 males and 46 females (from basic and high school levels). Main findings: ANOVA (Effect size and Post-hoc Tukey tests) and linear regression analysis (stepwise method) revealed statistically significant differences among teachers of differentareas, mainly between language teachers and science teachers. Language teachers perceive more accurately tasks in a multiple manner to the broad skills that require to be measured in non-native students. Conclusion: If teachers perceive differently the importance of the big-four tasks, there would be incongruence on skills measurement that teachers select for immigrant puppils. Non-balanced tasks and the teachers’ perceptions on evaluation and toward competence of students would likely determine limitations for academic and cognitive development of non-native students. Furthermore, results showed sufficient evidence to conclude that tasks are perceived differently byteachers toward importance of specific skills subareas. Reading skills are best considered compared to oral comphreension skills in non-native students. |
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The Big Four Skills: Teachers’ Assumptions on Measurement of Cognition and Academic Skills for Non-Native Students.scientific domainteachers’trainingfour-skillsevaluation perceptionsThe four-skills on tests for young native speakers commonly do not generate correlation incongruency concerning the cognitive strategies frequently reported. Considering the non-native speakers there are parse evidence to determine which tasks are important to assess properly the cognitive and academic language proficiency (Cummins, 1980; 2012). Research questions: It is of high probability that young students with origin in immigration significantly differ on their communication strategies and skills in a second language processing context (1); attached to this first assumption, it is supposed that teachers significantly differ depending on their scientific area and previous training (2). Purpose:This study intends to examine whether school teachers (K-12) as having different origin in scientific domain of teaching and training perceive differently an adapted four-skills scale, in European Portuguese. Research methods: 77 teachers of five areas scientific areas, mean of teaching year service = 32 (SD= 2,7), 57 males and 46 females (from basic and high school levels). Main findings: ANOVA (Effect size and Post-hoc Tukey tests) and linear regression analysis (stepwise method) revealed statistically significant differences among teachers of differentareas, mainly between language teachers and science teachers. Language teachers perceive more accurately tasks in a multiple manner to the broad skills that require to be measured in non-native students. Conclusion: If teachers perceive differently the importance of the big-four tasks, there would be incongruence on skills measurement that teachers select for immigrant puppils. Non-balanced tasks and the teachers’ perceptions on evaluation and toward competence of students would likely determine limitations for academic and cognitive development of non-native students. Furthermore, results showed sufficient evidence to conclude that tasks are perceived differently byteachers toward importance of specific skills subareas. Reading skills are best considered compared to oral comphreension skills in non-native students.Future Academy2018-03-15T10:46:19Z2016-01-01T00:00:00Z20162018-03-12T23:45:36Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/11144/3485eng2357-133010.15405/epsbs.2016.05.11Figueiredo, SandraSilva, Carlos Fernandes daNunes, OdeteMartins, Maria Margarida Alves d'Oreyinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-11T02:08:21Zoai:repositorio.ual.pt:11144/3485Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:31:33.977145Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The Big Four Skills: Teachers’ Assumptions on Measurement of Cognition and Academic Skills for Non-Native Students. |
title |
The Big Four Skills: Teachers’ Assumptions on Measurement of Cognition and Academic Skills for Non-Native Students. |
spellingShingle |
The Big Four Skills: Teachers’ Assumptions on Measurement of Cognition and Academic Skills for Non-Native Students. Figueiredo, Sandra scientific domain teachers’training four-skills evaluation perceptions |
title_short |
The Big Four Skills: Teachers’ Assumptions on Measurement of Cognition and Academic Skills for Non-Native Students. |
title_full |
The Big Four Skills: Teachers’ Assumptions on Measurement of Cognition and Academic Skills for Non-Native Students. |
title_fullStr |
The Big Four Skills: Teachers’ Assumptions on Measurement of Cognition and Academic Skills for Non-Native Students. |
title_full_unstemmed |
The Big Four Skills: Teachers’ Assumptions on Measurement of Cognition and Academic Skills for Non-Native Students. |
title_sort |
The Big Four Skills: Teachers’ Assumptions on Measurement of Cognition and Academic Skills for Non-Native Students. |
author |
Figueiredo, Sandra |
author_facet |
Figueiredo, Sandra Silva, Carlos Fernandes da Nunes, Odete Martins, Maria Margarida Alves d'Orey |
author_role |
author |
author2 |
Silva, Carlos Fernandes da Nunes, Odete Martins, Maria Margarida Alves d'Orey |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Figueiredo, Sandra Silva, Carlos Fernandes da Nunes, Odete Martins, Maria Margarida Alves d'Orey |
dc.subject.por.fl_str_mv |
scientific domain teachers’training four-skills evaluation perceptions |
topic |
scientific domain teachers’training four-skills evaluation perceptions |
description |
The four-skills on tests for young native speakers commonly do not generate correlation incongruency concerning the cognitive strategies frequently reported. Considering the non-native speakers there are parse evidence to determine which tasks are important to assess properly the cognitive and academic language proficiency (Cummins, 1980; 2012). Research questions: It is of high probability that young students with origin in immigration significantly differ on their communication strategies and skills in a second language processing context (1); attached to this first assumption, it is supposed that teachers significantly differ depending on their scientific area and previous training (2). Purpose:This study intends to examine whether school teachers (K-12) as having different origin in scientific domain of teaching and training perceive differently an adapted four-skills scale, in European Portuguese. Research methods: 77 teachers of five areas scientific areas, mean of teaching year service = 32 (SD= 2,7), 57 males and 46 females (from basic and high school levels). Main findings: ANOVA (Effect size and Post-hoc Tukey tests) and linear regression analysis (stepwise method) revealed statistically significant differences among teachers of differentareas, mainly between language teachers and science teachers. Language teachers perceive more accurately tasks in a multiple manner to the broad skills that require to be measured in non-native students. Conclusion: If teachers perceive differently the importance of the big-four tasks, there would be incongruence on skills measurement that teachers select for immigrant puppils. Non-balanced tasks and the teachers’ perceptions on evaluation and toward competence of students would likely determine limitations for academic and cognitive development of non-native students. Furthermore, results showed sufficient evidence to conclude that tasks are perceived differently byteachers toward importance of specific skills subareas. Reading skills are best considered compared to oral comphreension skills in non-native students. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-01-01T00:00:00Z 2016 2018-03-15T10:46:19Z 2018-03-12T23:45:36Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/11144/3485 |
url |
http://hdl.handle.net/11144/3485 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2357-1330 10.15405/epsbs.2016.05.11 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Future Academy |
publisher.none.fl_str_mv |
Future Academy |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799136797280698368 |