000 03927nam a22005775i 4500
001 978-3-319-55819-6
003 DE-He213
005 20210118125319.0
007 cr nn 008mamaa
008 170424s2017 gw | s |||| 0|eng d
020 _a9783319558196
_9978-3-319-55819-6
024 7 _a10.1007/978-3-319-55819-6
_2doi
050 4 _aLC8-6691
072 7 _aCJ
_2bicssc
072 7 _aEDU018000
_2bisacsh
072 7 _aCJ
_2thema
082 0 4 _a407.1
_223
100 1 _aFigueiredo, Sandra.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aLearning Portuguese as a Second Language
_h[electronic resource] /
_cby Sandra Figueiredo.
250 _a1st ed. 2017.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2017.
300 _aIX, 58 p. 13 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringerBriefs in Education,
_x2211-1921
505 0 _aIntroduction -- Chapter 1. School type and resources: predictor and moderator effects for non-native students’ achievement -- Chapter 2. Evidence Research-Study: a methodology for L2 research -- Chapter 3. Understand variables and influence for L2 learners’ achievement -- Chapter 4. Schools and resources as the direct effect that explains the performance of non-native students the best. .
520 _aThis volume examines the specific effects that schools have on the performance of immigrant students and linguistic minority groups. Especially in the European context this study fills a gap in examining the effects that schools have on these students’ performance and performance differentiation, taking into account school related factors such as resources and teachers, and the influence of other variables like mother tongue and socioeconomic status. This report on an ongoing research project in Portugal examines state schools within the same district, in the same tests over the same assessment period. The study is based on the following set of relationships: between schools that administer proficiency tests to their non-native students; schools that do not use such tests; and schools with verifiable support programs (including physical and digital materials); and between the effect of the school and the predictive values of the nationality, mother tongue and socioeconomic status variables on the performance of non-native students of Portuguese. .
650 0 _aLanguage and education.
650 0 _aAssessment.
650 0 _aBilingualism.
650 1 4 _aLanguage Education.
_0http://scigraph.springernature.com/things/product-market-codes/O23000
650 2 4 _aAssessment, Testing and Evaluation.
_0http://scigraph.springernature.com/things/product-market-codes/O33000
650 2 4 _aBilingualism.
_0http://scigraph.springernature.com/things/product-market-codes/N65000
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9783319558189
776 0 8 _iPrinted edition:
_z9783319558202
830 0 _aSpringerBriefs in Education,
_x2211-1921
856 4 0 _uhttps://doi.org/10.1007/978-3-319-55819-6
912 _aZDB-2-EDA
999 _c446921
_d446921
942 _cEB
506 _aAvailable to subscribing member institutions only. Доступно лише організаціям членам підписки.
506 _fOnline access from local network of NaUOA.
506 _fOnline access with authorization at https://link.springer.com/
506 _fОнлайн-доступ з локальної мережі НаУОА.
506 _fОнлайн доступ з авторизацією на https://link.springer.com/