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3 results

  • 17 - Oral Language Skills as a Foundation for Learning to Learn

  • from Part Three - Impact, Intervention and Equity
  • Edited by James Law, University of Newcastle upon Tyne, Sheena Reilly, Griffith University, Queensland, Cristina McKean, University of Newcastle upon Tyne
  • Book:
    Language Development
    Published online:
    11 August 2022
    Print publication:
    25 August 2022, pp 397-419

  • Summary

    Language skills are fundamental to children’s achievement as they are both a predictor of future academic success and school engagement and the conduit by which learning takes place. Language difficulties have well-documented consequences on virtually all areas of children’s development. This chapter addresses how early language system weaknesses impact on the academic outcomes and quality of life of children and their capacity to participate in activities with their peers. Understanding the impact of language weakness on the emergence of literacy skills and academic abilities can inform universal and targeted interventions within education settings, in early childhood and the early years of school. These educational interventions are described and the evidence for their short-term, mid-term and long-term impact is reviewed. The chapter concludes with a discussion about what is required to harness the potential of educational settings to provide rich language learning experiences in classrooms which can reduce inequities, enable positive engagement in school and foster social-emotional well-being. If classrooms are to be harnessed in this way, schools and early childhood settings need to focus on the fundamentals of high-quality teaching practices to improve all children’s language and literacy outcomes.

  • ‘Spending all this time stressing and worrying and calculating’: marginal food security and student life at a Diverse Urban University

  • Ryan J Gamba, Michael T Schmeltz, Nancy Ortiz, Alina Engelman, Juleen Lam, Adianez Ampil, Maria M Pritchard, Joshua Kier Adrian Santillan, Esteban S Rivera, Lana Mariko Wood, Darice Ingram, Kate Cheyne, Sarah Taylor
  • Journal:
    Public Health Nutrition / Volume 24 / Issue 10 / July 2021
    Published online by Cambridge University Press:
    26 March 2021, pp. 2788-2797
    • Article
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  • Objective:

    Food security status is a continuum ranging from high to very low food security. While marginal food security falls next to high food security on the spectrum, new quantitative research indicates marginal food security status is associated with negative health outcomes and poor academic performance among college students. Qualitative research focusing on college students experiencing marginal food security has not been conducted. The current study aims to qualitatively explore experiences of college students with marginal food security and to identify themes to better understand and provide context regarding how marginal food security impacts students.

    Design:

    Students were recruited for semi-structured interviews with questions designed to study the challenges associated with students’ food situations. All interviews were recorded and transcribed with themes identified via an inductive approach.

    Setting:

    A large public university on the US west coast.

    Participants:

    Thirty college students.

    Results:

    Key themes that emerged: purchasing cheap unhealthy foods, insufficient time to prepare and eat meals on a regular basis, stress and anxiety around the inability to eat healthy food and future health issues, self-perception of health when eating poorly along with physical symptoms and low academic motivation by not fully participating in their courses due to few healthy food options or missing meals.

    Conclusion:

    Marginal food security can potentially diminish students’ health and their capacity to learn and succeed in their coursework. The results emphasise that students experiencing marginal food security should not be grouped with students experiencing high food security.

  • Grit and Determination: A Review of Literature With Implications for Theory and Research

  • Jesus Alfonso D. Datu, Mantak Yuen, Gaowei Chen
  • Journal:
    Journal of Psychologists and Counsellors in Schools / Volume 27 / Issue 2 / December 2017
    Published online by Cambridge University Press:
    22 February 2016, pp. 168-176
    Print publication:
    December 2017

  • This article examines the potential benefits of possessing the personality traits of determination and perseverance (often referred to as ‘grit’) in an academic setting. Previous studies in Western individualistic societies have emphasised the advantages of possessing this attribute of grit; but, to date, very few investigations have been conducted in collectivist cultures, such as those in the Asian contexts. This article provides a brief review of literature on this topic, reflecting perspectives from various socio-cultural milieus. From this knowledge base, several themes emerge, with implications for improving grit-related theory. Possible lines for future research are also suggested.