Reading Comprehension in Both Spanish and English as a Foreign Language by High School Spanish Students

Several studies have highlighted that reading comprehension is determined by different linguistic skills: semantics, syntax, and morphology, in addition to one’s own competence in reading fluency (accuracy, speed, and prosody). On the other hand, according to the Linguistic Interdependence Hypothesis, linguistic skills developed in one’s own native language (L1) facilitate the development of these skills in a second one (L2). In this study, we wanted to explore the linguistic abilities that determine reading comprehension in Spanish (L1) and in English (L2) in Secondary Education students. To do this, 73 Secondary Education Students (1st and 3rd year) participated in this study. The students carried out a battery of tasks in English and Spanish, all of them related to reading comprehension (expository text) and different linguistic skills, which included syntactic awareness tasks, synonymy judgment tasks (vocabulary), and morphological awareness tasks. The results indicated a positive correlation between linguistic competencies in both languages (indicating a transfer effect between languages), which were determined by school year, with a lower performance in the 1st year than in the 3rd year. Moreover, we found more skills with correlations in English reading comprehension than in Spanish. Finally, reading comprehension in L1 was mainly explained English reading comprehension, while English reading comprehension was predicted by grade, and syntactic awareness, as well as Spanish reading comprehension. This could be explained by the different levels of exposure to L1 and L2 of sample subjects, as the linguistic variables have different influences on the reading comprehension of both languages.

Is Segregated Language Support Fit for Purpose? Insights From German Language Support Classes in Austria

<p style="text-align: justify;">In Austria, segregated German language support classes (GLSC) were introduced in the school year 2018/19 to intensively support students who had previously little or no contact with German, the official language of instruction. These classes have been widely criticised; however, a formal evaluation of their effects has yet to be published. In absence of this evaluation, this article describes the language support model as it currently exists in Austria and reviews existing evidence about its efficacy. The literature review synthesises findings from educational research undertaken in other contexts that offer insight into features of ‘good practice’ in language support models. The article then explores the extent to which GLSC comply with these features. As such, this review allows insights into ways of ensuring students’ language and socio-emotional development – all central aspects of academic success – in language support models. It therefore allows research-informed understanding of the effects of the newly implemented model of German support classes in Austria and makes recommendations for further development.</p>

Profilaxia Pré-Exposição para o Vírus da Imunodeficiência Humana no Currículo Médico em Portugal: Uma Análise Transversal

Introduction: Pre-exposure prophylaxis (PrEP) has gained relevance as a method of prevention for HIV in certain people and settings. Following the publication of the guideline on PrEP prescribing in Portugal, we aimed to assess the knowledge of Portuguese Medical Students about PrEP.Material and Methods: An online survey was sent to Medical students of Portuguese Medical Schools. We conducted a descriptive analysis of the results and an analytic cross-sectional study to identify factors associated with “knowing about PrEP”, “having had one class about PrEP” and “identifying eligible groups correctly”.Results: Of the 796 students that responded to the survey, 64.6% were aware of what PrEP is. Of these, 34.44% acquired this knowledge during their training. Out of the total amount of respondents, 4.77% could identify correctly and completely the eligible groups for PrEP. As the training years went by, the probability of being aware of PrEP, having had one class about PrEP, and identifying the eligible groups correctly, increased. Of the sixth-year students, 43.48% had had one class about PrEP and among the students that were aware of PrEP, 28% identified what the eligible groups were. After adjusting for the school year, we found differences between Medical Schools regarding the outcomes. The association between the different ways of learning about PrEP and the ability to correctly identify eligible groups for PrEP was not statistically significant.Conclusion: The differences between Medical Schools could be harmonized through changes in the medical curricula that would allow this topic to be addressed more often.

The Impact of a Messaging Intervention on Parents’ School Hesitancy During COVID-19

Throughout the 2020–2021 school year, families’ access to—and desire to participate in—in-person educational experiences was highly unequal. Concerns about “school hesitancy” in light of COVID-19 have continued into the 2021–2022 school year, driven both by concerns about well-being and concerns about safety. Using a nationally representative sample of families, we tested a messaging intervention aimed at reducing school hesitancy. We found that targeted messaging to address well-being and safety concerns substantially improved parent reports of their likelihood of sending their child back for in-person learning for parents who were previously unsure. The findings suggest the importance of careful COVID-related communication from schools.

PENGARUH MINAT BELAJAR DENGAN HASIL BELAJAR TEKNOLOGI DASAR OTOMOTIF SISWA KELAS X TSM DI SMK NEGERI 1 SINONSAYANG

ARTIKEL PENGARUH MINAT BELAJAR DENGAN HASIL BELAJAR TEKNOLOGI DASAR OTOMOTIF SISWA KELAS X TSM DI SMK NEGERI 1 SINONSAYANG Dr. H. M. Sumual, ST, M, Eng, David O. Mapaliey, ST, M. Eng. Arlan Hendra Mabel Pangaribuan ABSTRAK Pendidikan merupakan salah satu proses kegiatan pembentukan sikap kepribadian, keterampilan dan meningkatkan potensi diri setiap orang untuk menghadapi masa depan. Pada umumnya sikap kepribadian siswa ditentukan oleh pendidikan, pengalaman, dan latihan-latihan yang dilalui sejak kecil. Keadaan di SMK Negeri 1 Sinonsayang bahwa, minat belajar siswa masih rendah dalam pembelajaran Teknologi dasar otomotif (PDO) terlihat dari aktifitas didalam kelas, kurang antusias dalam belajar dan mengerjakan soal saat diberikan guru, tidak mengerti apa yang akan dipelajari, dan tidak memahami mengapa sesuatu itu perlu dipelajari yang akhirnya kegiatan belajar-mengajar kurang efisien, siswa tidak kondusif pada saat guru menjelaskan. Dengan demikian tujuan yang hendak dicapai dalam penelitian ini yaitu Mengetahui pengaruh minat belajar dengan hasil mengajar teknologi dasar otomotif Siswa Jurusan TSM SMK Negeri 1 Sinonsayang Tahun Pembelajaran 2019/2020. Metode penelitian yang digunakan adalah metode penelitian kualitatif. Dan hasil penelitian: diperoleh hasil Tingkat minat belajar siswa bernilai 4,02 dengan nilai rata-rata perasaan senang 4,23, nilai rata-rata terendah berada pada keterlibatan siswa 3,71. Hal ini menunjukkan bahwa minat belajar siswa di SMK Negeri 1 Sinonsayang dikategorikan baik. “Kata kunci: Pengaruh minat dengan hasil belajar teknologi dasar otomotif ARTICLE The effects of interest learn from the basic automotive technology of the x TSM class in SMK NEGERI 1 SINONSAYANG Dr. H. M. Sumual, ST, M, Eng, David O. Mapaliey, ST, M. Eng. Arlan Hendra Mabel Pangaribuan ABSTRACT Education is one of the processes of shaping personality attitudes, skills and improving each person's potential for what lies ahead. A student's personality attitude is generally determined by schooling, experiences, and exercises passed through from infancy. The circumstances in SMK Negeri 1 Sinonsayang are cumulative that students' interest in learning is low in basic automotive technology (pdo) are reflected in activities within the classroom, lack of enthusiasm for learning and working on the problem when given by the teacher, do not understand what to learn, and do not understand why something should be studied which is less efficient. The objective of this study is to see how the interest in learning results from teaching basic automotive technology for TSM SMK Negeri 1 Sinonsayang students of the 2019/2020 school year. The research method used is qualitative research. And research results: obtained results of the level of interest studying students are worth 4.02 with an average value of feeling 4.23, the lowest average value being on student involvement 3.71. This indicates that the studying interest of students in SMK Negeri1 Sinonsayang is categorized as good. "Keywords: the effects of interest in learning basic automotive technology"

Gut microbiome development in early childhood is affected by day care attendance

The human gut microbiome develops during the first years of life, followed by a relatively stable adult microbiome. Day care attendance is a drastic change that exposes children to a large group of peers in a diverse environment for prolonged periods, at this critical time of microbial development, and therefore has the potential to affect microbial composition. We characterize the effect of day care on the gut microbial development throughout a single school year in 61 children from 4 different day care facilities, and in additional 24 age-matched home care children (n = 268 samples, median age of entering the study was 12 months). We show that day care attendance is a significant and impactful factor in shaping the microbial composition of the growing child, the specific daycare facility and class influence the gut microbiome, and each child becomes more similar to others in their day care. Furthermore, in comparison to home care children, day care children have a different gut microbial composition, with enrichment of taxa more frequently observed in older populations. Our results provide evidence that daycare may be an external factor that contributes to gut microbiome maturation and make-up in early childhood.

PENINGKATAN AKTIVITAS BELAJAR DAN HASIL BELAJAR QUR’AN HADITS MELALUI PEMBELAJARAN INTERPRETATIF BERBASIS ICT

This study aims to: (1) Increase student learning activities with ICT-based learning in Qur'an Hadith learning in class IX A MTs NU Banat Kudus. (2) Improving the learning outcomes of the Qur'an Hadith on legal material reading Mad Common Mukhaffaf kilmi, Mad Common Mutsaqqal Kilmi, Mad Common Mukhaffaf Harfi and Mad Common Mutsaqqal Harfi through ICT-based interpretive learning for class IX A MTs NU Banat Kudus. To assist students in improving learning outcomes, so that learning objectives can be achieved, media tools are needed, one of which is the use of ICT media in learning. The research subjects were students of class IX A MTs NU Banat Kudus in the 2019/2020 school year totaling 42 students. The research procedure includes 3 stages, namely: the preparation stage (learning design), the implementation stage (Pre-test, Cycle I, and Cycle II) and the stage of preparing reports. The implementation of Cycles I and II, includes: planning, implementing actions (teacher and student activities), observation and reflection. Completeness of student learning (those who get the KKM score and above or who get 77 and above that is from 20 students (47.62%) before action, became 28 students (66.67%) after Cycle I and increased to 37 students or (85.71%) after Cycle II. Student interaction in group discussions also increased with the best category in Cycle I as much as 11.1% in Cycle II it increased to 55.6%, good category in Cycle I was 22.2% in Cycle II it rose to 33.3%, good enough category in Cycle I was 44.5% in Cycle II it was reduced to 11.1 %, and in Cycle I for the unfavorable category as much as 22.2% in Cycle II there is no (0 %). both student activity in groups and student learning outcomes, so it can be concluded that ICT-based learning is able to increase student activity and learning outcomes at MTs NU Banat Kudus. ABSTRAKPenelitian ini bertujuan untuk: (1) Meningkatkan aktivitas belajar siswa dengan pembelajaran yang berbasis ICT pada pembelajaran Qur’an Hadits pada siswa kelas IX A MTs NU Banat Kudus. (2) Meningkatkan hasil belajar Qur’an Hadits pada materi hukum bacaan mad lazim mukhaffaf kilmi, mad lazim mutsaqqal kilmi, mad lazim mukhaffaf harfi dan mad lazim mutsaqqal harfi melalui pembelajaran interpretatif berbasis ICT siswa kelas IX A MTs NU Banat Kudus. Untuk membantu siswa dalam meningkatkan hasil belajar, sehingga tujuan pembelajaran dapat tercapai, maka diperlukan alat media yang salah satunya adalah penggunaan media ICT dalam pembelajaran. Subyek penelitian adalah siswa kelas IX A MTs NU Banat Kudustahun pelajaran 2019/2020sejumlah 42 siswa. Prosedur penelitian meliputi 3 tahap, yaitu: tahap persiapan (mendesain pembelajaran), tahap pelaksanaan (Pre-test, Siklus I, dan Siklus II) dan tahap penyusunan laporan. Pelaksanaan Siklus I dan II, meliputi: perencanaan, pelaksanaan tindakan (kegiatan guru dan siswa), observasi dan reflleksi.Ketuntasan belajar siswa (yang mendapat nilai KKM ke atas atau yang memperoleh 77 ke atas yaitu dari 20 siswa (47,62 %) sebelum tindakan, menjadi 28 siswa (66,67 %) setelah Siklus I dan mengalami peningkatan menjadi 37 siswa atau (85,71 %) setelah Siklus II. Interaksi siswa dalam diskusi kelompok juga mengalami peningkatan dengan kategori terbaik pada Siklus I sebanyak 11,1 % pada Siklus II mengalami peningkatan menjadi 55,6 %, kategori baik pada Siklus I sebanyak 22,2 % pada Siklus II naik menjadi 33,3 %, kategori cukup baik pada Siklus I sebanyak 44,5 % pada Siklus II berkurang menjadi 11,1 %, dan pada Siklus I untuk kategori kurang baik sebanyak 22,2 % pada Siklus II tidak ada (0 %). Berdasarkan hasil analisis aktivitas siswa dalam kelompoknya serta hasil belajar siswa dalam pemberian tindakan dengan menggunakan pembelajaran berbasis ICT diperioleh peningkatan baik aktivitas siswa dalam kelompok maupun hasil belajar siswa, sehingga dapat disimpulkan bahwa pembelajaran berbasis ICT mampu meningkatkan aktivitas maupun hasil belajar siswa MTs NU Banat Kudus.

Pengaruh Perhatian Orang Tua Terhadap Motivasi Belajar Peserta Didik Kelas Tinggi Pada Pembelajaran Tematik di SD Muhammadiyah Gisting

This study aims to determine the significant influence of parental attention in the learning motivation of high-grade students in thematic learning at SD Muhammadiyah Gisting in the academic year 2020/2021 school year. This study uses a quantitative approach. The population was 205 students with a sample of 66 students. The study used probability sampling technique, namely proportionate stratified random sampling. The data collection techniques were questionnaire and document study. The instrument was tested for the validity and reliability. The data analysis technique used was simple regression test. Results of the study show a positive and significant influence parents' attention in the learning motivation of high-grade students in thematic learning at SD Muhammadiyah Gisting in the academic year 2020/2021.

Changes in Teacher Burnout and Self-Efficacy During the COVID-19 Pandemic: Interrelations and e-Learning Variables Related to Change

Although the reciprocal relationship of teacher burnout and teacher self-efficacy (TSE) is well documented, the literature still lacks studies investigating their (latent) changes and interrelations of change over time. By applying a latent change regression model in our study, we aimed to contribute to this research gap by examining changes in burnout and their relations to changes in TSE during the COVID-19 pandemic—a very challenging time for teachers. As the implementation of digital learning material played a major role during the pandemic, we were also interested if attitudes and self-efficacy toward e-Learning were related to changes in burnout and TSE. Our sample consisted of 92 German in-service teachers who completed a questionnaire twice during the 2019–2020 school year. Our main findings are that the burnout components depersonalization and lack of accomplishment significantly increased from the pre- to post-COVID-19 outbreak, whereas emotional exhaustion did not. Changes in burnout were negatively correlated to changes in TSE, but we found little evidence for relations of change in burnout and TSE with variables concerning e-Learning. Our findings indicate that the challenge was not the work overload but rather a lack of resources. Implications for research and practice are discussed.

Oral language of school-aged children born pretermaturely: a population-based analysis from Madeira Island, Portugal

Premature birth and low birth weight are very important factors in neurodevelopment. Current research in this population focuses on children born prematurely, with no underlying complications in the post-natal period, who are likely to develop specific disorders with their language development and consequently with their learning capabilities too. This study aims to analyse the oral language skills of prematurely born children in comparison to their school-aged peers. The children were assessed in the respective schools, 27 preterm children (16 under 32 weeks and 11 with 32 or more weeks of gestation) and 49 term paired by gender, age, and school year. Tests including simple and complex structures for assessing semantics, morphosyntax, and phonology were used, as well as a test of verbal memory. Preterm born children, regardless of their prematurity grade, showed significantly lower results than their peers, and more than a half of them, 52%, presented low scores in all language tests simultaneously, showing an important language deficit. In contrast, in the term born children group only 14% showed low scores simultaneously in all tests. Verbal memory ability proved to be lower than that of their term peers, regardless of the gestational age and birth weight of preterm children. As a result of this analysis we consider that the evaluation of the linguistic development of these children, even in cases of moderate to late prematurity, should be monitored in order to identify earlier the existence of deficits and prevent psychosocial and learning problems.