The integration of students with special needs in Latin America and the Caribbean: Present situation and outlook     

Rosa Blanco  Cynthia Duk 《Prospects》1995,25(2):219-228

Degree in educational sciences. Technical adviser to the Centre for Curriculum Development of the Spanish Ministry of Education and Science. Regional expert in special education at UNESCO's Regional Office for Education in Latin America and the Caribbean, Santiago, Chile.  相似文献   

Creating a Virtuous Circle of Student Engagement with the Tech Corner     

Brian Schuck  Jennifer Church-Duran  Darcy Del Bosque 《图书馆管理杂志》2017,57(5):517-547

While many academic libraries have followed the public library lead in developing makerspaces, not all libraries have the money or space to dedicate to such large-scale operations. This case study explores a different approach to engaging users with new technology and investigates how to support their creativity without a costly investment in space and staffing. It demonstrates not only how students can be provided a virtual space to explore technology equipment, but also how their opinions can be leveraged for growing the collection and creating training materials.  相似文献   

Decoding multi-click search behavior based on marginal utility     

Hai-Tao?YuEmail author  Adam ?Jatowt  Roi?Blanco  Hideo?Joho  Joemon?M.?Jose 《Information Retrieval》2017,20(1):25-52

  相似文献   

Influence of football match time–motion parameters on recovery time course of muscle damage and jump ability     

Moisés de Hoyo  Daniel Dylan Cohen  Borja Sañudo  Luis Carrasco  Alejandro Álvarez-Mesa  Juan José del Ojo 《Journal of sports sciences》2016,34(14):1363-1370

ABSTRACT

We analysed the time course of recovery of creatine kinase (CK) and countermovement jump (CMJ) parameters after a football match, and correlations between changes in these variables and match time–motion parameters (GPS-accelerometry) in 15 U-19 elite male players. Plasma CK and CMJ height (CMJ_H), average concentric force (CMJ_CON) and average eccentric force (CMJ_ECC) were assessed 2 h before and 30 min, 24 h and 48 h post-match. There were substantially higher CK levels 30 min, 24 h and 48 h (ES: 0.43, 0.62, 0.40, respectively), post-match. CMJ_ECC (ES: ?0.38), CMJ_H (ES: ?0.35) decreased 30 min post, CMJ_CON (ES: ?0.35), CMJ_ECC (ES: ?0.35) and CMJ_H (ES: ?1.35) decreased 24 h post, and CMJ_CON (ES: ?0.41) and CMJ_H (ES: ?0.53) decreased 48 h post. We found correlations between distance covered at velocities ≤21 km · h^?1 and changes in CK at 24 h (r = 0.56) and at 48 h (r = 0.54) and correlations between CK and distance covered >14 km · h^?1 (r = 0.50), accelerations (r = 0.48), and decelerations (r = 0.58) at 48 h. Changes in CMJ_CON 30 min and 24 h post (both r = ?0.68) correlated with impacts >7.1·G. Decelerations >2 m · s^?2 correlated with changes CMJ_CON (r = ?0.49) at 48 h and CMJ_ECC (r = ?0.47) at 30 min. Our results suggest that match GPS-accelerometry parameters may predict muscle damage and changes in components of neuromuscular performance immediately and 24–48 h post-match.  相似文献   

Independent Olympic Athletes and the Legitimacy of the International Olympic Committee in Resolving International Conflicts     

Tiago Del Tedesco Guioti  Mauro Cardoso Simões  Eliana de Toledo 《国际体育史杂志》2016,33(12):1304-1320

Abstract

Over the last three centuries (nineteenth, twentieth, and twenty-first) humanity has been facing huge political and ideological conflicts, especially wars. For these reasons, it was seen how necessary it was to create global institutions that aimed to promote peace and reduce or stop conflicts of this magnitude. Therefore, an international institution had already brought on its premises the principles of international peace and reconciliation through sport: the International Olympic Committee (IOC). However, despite bringing together nations around peaceful ties in an international competition, the IOC and the Olympic Games event have always been affected by constant conflicts along their path in the twentieth century, emphasizing issues involving nationalities. Thereby, in a mediator posture of international conflicts and in an effort to reduce the subversions that surrounded it, the IOC, in the 1990s, created the delegation of Independent Olympic Athletes. Such a delegation consists of athletes who cannot represent their respective nationalities at the Olympics due to political factors and/or armament conflicts. This proposal of the IOC demonstrates its posture to avoid, minimize, and even cease ideological and political events that might interfere with the Olympics Games or the athletes participating in them.  相似文献   

What counts as science? Expansive learning actions for teaching and learning science with bilingual children     

Martínez-Álvarez  Patricia 《Cultural Studies of Science Education》2019,14(4):799-837

Cultural Studies of Science Education - Science education should help children acquire sophisticated understandings about science, how it is done, and how they can be scientists. Consequently,...  相似文献   

Moral Education and Literature: On Cora Diamond and Eimear McBride          下载免费PDF全文

ÁINE MAHON 《Journal of Philosophy of Education》2017,51(1):102-113

I argue in this paper for the rich and subtle connections between moral philosophy and literature as they are articulated and explored in the work of the contemporary American philosopher, Cora Diamond. In its significance for broader educational debates—specifically, debates regarding the value of the arts and humanities in a context of global economic collapse—Diamond's work is strikingly original. I argue that it offers much more to educators than the related work of her Anglo‐American contemporaries, among them Martha Nussbaum and Richard Rorty. In development of my position, I read Diamond's 2008 essay, The Difficulty of Reality and the Difficulty of Philosophy, withA Girl is a Half‐formed Thing, the debut novel of Irish writer Eimear McBride.  相似文献   

Reviewing the functions of local education committees     

Áine Hyland 《Irish Educational Studies》2013,32(1):292-295

  相似文献   

Action research through lesson study for the reconstruction of teachers’ practical knowledge. A review of research at Málaga University (Spain)     

Encarnación Soto Gómez  María José Serván Núñez  Noemí Peña Trapero  Ángel Ignacio Pérez Gómez 《Educational Action Research》2019,27(4):527-542

ABSTRACT

This article aims to set out our discussions, reflections and research at Málaga University (Spain) in relation to Lesson Study (LS), as a cooperative action research process. The paper aims to summarise the main findings of ten years of research, addressing the concepts and dilemmas found both in forming teachers’ practical thinking and in the complex processes of reconstruction through LS. The results of our research provide evidence that it is a useful way to deal with the reconstruction of teachers’ practical knowledge in teacher training. Teachers’ practical knowledge should be more broadly seen as an active combination of theoretical knowledge, procedural knowledge and skills, attitudes, emotions, believes, and values: i.e. teachers’ practical thinking. Most of these personal and professional resources are unconscious, or rather sub-conscious. Changes in teachers’ practical thinking require more practical experience and reflexion: a dialectical process based around two key components: theorisation of practice and experimentation of reconstructed theory. The results of our research show that these dialectical process could be developed with LS as a particular way of developing AR, adding a complex, systematic, flexible and cooperative way of dealing with specific and contextual curricular innovation projects. We therefore conclude that LS could be a very useful path to follow in reconstructing teachers’ practical thinking from within, strengthening the professional teaching community.  相似文献   

El desarrollo de la explicación de procesos biológicos: cómo entienden los niños la causa de una enfermedad y su curación     

Cristina Del Barrio 《Infancia y Aprendizaje》2013,36(42):81-95

Resumen

Partiendo de un interés por los aspectos cognitivos de la representación infantil de la enfermedad, se examinan los tipos de explicación causal acerca del origen, evolución y curación de la enfermedad, en 100 niños entre 4 y 13 años. Se observan diferencias estadísticamente significativas en el tipo de explicación causal encontrado en los distintos grupos de edad, desde una concepción de la relación causa-efecto estática, mágica y dominada por los índices perceptivos, hasta una concepción de la misma como un proceso dinámico en el que intervienen factores externos e internos al organismo. Sólo un 50% de los sujetos mayores (11–13 años) son capaces de dar una explicación fisiológica o psicofisiológica que refleje un razonamiento formal. Se discuten las implicaciones prácticas de este tipo de estudios, tanto en el campo de la clínica como en el de la educación para la salud.  相似文献