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http://hdl.handle.net/11144/3482
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Campo DC | Valor | Idioma |
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dc.contributor.author | Figueiredo, Sandra | - |
dc.contributor.author | Martins, Maria Margarida Alves d'Orey | - |
dc.contributor.author | Silva, Carlos Fernandes da | - |
dc.contributor.author | Simões, Cristina | - |
dc.date.accessioned | 2018-03-14T18:08:27Z | - |
dc.date.available | 2018-03-14T18:08:27Z | - |
dc.date.issued | 2016 | - |
dc.identifier.citation | Figueiredo, Sandra Deolinda Andrade de Bastos; Maria Margarida Alves d'Orey Martins; Carlos Fernandes da Silva; Cristina Simões. How Teachers' Perceptions Affect the Academic and Language Assessment of Immigrant Children, The European Proceeding of Social & Behavioural Sciences, 8, 89-108, 2016. | por |
dc.identifier.issn | 2357-1330 | - |
dc.identifier.uri | http://hdl.handle.net/11144/3482 | - |
dc.description.abstract | Recent research evidences inconsistencies in teachers' practice regarding skills assessment of L2 students. Scientific evidence supports that less experienced teachers have lower orientation toward multiple task-tests for non-native students. Research questions: Whether school teachers as having different teaching training and unequal teaching experience with non-native students perceive differently a four-skills scale. Purpose of the study: This study intends to analyse the importance degree between the four skills/tasks: reading, writing, speaking and listening, in the perspective of school teachers. Method: 77 teachers, aged 32-62, with (and without) experience in teaching and adapting materials for immigrant students, divided into six groups according to their scientific domain. Assessment tools included a scale for judgement of four academic tasks adapted from the original “Inventory of Undergraduate and Graduate Level: Reading, Writing, Speaking and Listening Tasks (Rosenfeld, Leung & Ottman, 2001). Main Findings: 1) different degrees of importance attributed by teachers on tasks that should be included in academic and language test for immigrant students; 2) perceptions of teachers are determined by predictors in this order: scientific domain, experience with multicultural classes and lower prediction from teaching service and age; 3) different results between american and portuguese samples answering the same questionnaire. | por |
dc.language.iso | eng | por |
dc.publisher | Future Academy | por |
dc.rights | openAccess | por |
dc.subject | teachers’experience | por |
dc.subject | academic language skills | por |
dc.subject | immigrant students | por |
dc.subject | evaluation perceptions | por |
dc.title | How Teachers' Perceptions Affect the Academic and Language Assessment of Immigrant Children | por |
dc.type | article | por |
dc.date.updated | 2018-03-12T23:39:40Z | - |
degois.publication.firstPage | 89 | por |
degois.publication.lastPage | 108 | por |
degois.publication.title | The European Proceeding of Social & Behavioural Sciences | por |
degois.publication.volume | 8 | por |
dc.peerreviewed | yes | por |
dc.relation.publisherversion | http://www.futureacademy.org.uk/publication/EpSBS/ | por |
Aparece nas colecções: | CIP - Artigos/Papers |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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European_Proc_Journal_1.pdf | 232,83 kB | Adobe PDF | Ver/Abrir |
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