Self-rated wellbeing and physical activity associations in European older adults     

Miguel Peralta  João Martins  Francisco Gómez Chávez  Paola Cortés Almanzar  Adilson Marques 《European Journal of Sport Science》2018,18(7):1038-1044

Background: Physical activity and self-rated wellbeing have important benefits to health. However, scientific knowledge regarding their relationship among older adults is scarce. Thus, the aim of this study was to examine the associations between physical activity frequency and several dimensions of self-rated wellbeing, in a representative sample of European older adults from 28 countries. Methods: This study is based on the European Social Survey round 6, 2012. It had a total sample size of 12,341 older adults (5100 men, 7241 women) with mean age 73.8?±?6.6 years. Information was collected through a questionnaire, filled-in during an hour-long face-to-face interview. Physical activity was accessed using the question “On how many of the last 7 days you were physically active continuously for 20 minutes or longer?” and six dimensions of self-rated wellbeing were used. Results: Physical activity in the last 7 days was linearly related with all dimension of the self-rated wellbeing and with wellbeing total score for both sexes (men, β?=?0.09, 95% CI: 0.07 to 0.10, p?β?=?0.10, 95% CI: 0.09 to 0.11, p?Conclusions: Physical activity promotion should be stressed as a meaningful strategy to improve people's wellbeing overall. This strategy has special importance when considering the older adult population.  相似文献   

New ways of building,showcasing, and measuring scholarly reputation          下载免费PDF全文

David NICHOLAS  Eti HERMAN  Hamid JAMALI  Blanca RODRÍGUEZ‐BRAVO  Cherifa BOUKACEM‐ZEGHMOURI  Tom DOBROWOLSKI  Stephanie POUCHOT 《Learned Publishing》2015,28(3):169-183

The article reports on a study of the views and actions of nearly a hundred scholars – mostly academic researchers from four European countries and four disciplines – in regard to scholarly reputation in the Science 2.0 age. It specifically looks at the role that 'emerging reputational mechanisms and platforms are playing in building, maintaining, and showcasing scholarly reputation in the digital age. Popular examples of such platforms are ResearchGate and Academia.edu . Data were obtained through one‐to‐one interviews and focus groups, supported by desk research. The main findings were: (a) it is early days and uptake is light and patchy with platforms largely used for non‐reputational purposes, such as sharing documents; (b) most users were passive and did not fully engage with the social aspects of the platforms; (c) the reputational focus was very much on just one scholarly activity (research), on just two outputs of that activity (publications and conferences) and one measurement of that activity (citations), but there are the stirrings of change; (d) young researchers are set to profit most from the emerging platforms.  相似文献   

The interplay between structure and agency in the enactment of STEM policy     

Isabel Martins  Francine Pinhão  Rita Vilanova 《Cultural Studies of Science Education》2017,12(4):863-871

In their paper, Hoeg and Bencze argue that current STEM curriculum guidelines prioritise the training of a workforce in detriment of a democratically grounded education for citizenship. We agree that there is an insufficient questioning about which type of citizenship STEM curricula would favour and wish to contribute to this debate by (1) problematising different meanings and aspects of citizenship in different models of democracy and (2) exploring the dialectical nature of structure and agency in the discursive construction of educational (policy) discourse. We also discuss results from recent empirical research about teachers’ ideas on citizenship education in order to challenge views that assume a linearity between educational policy and its enactment.  相似文献   

Teacher perceived difficulty in implementing differentiated instructional strategies in primary school     

Sérgio Gaitas  Margarida Alves Martins 《International Journal of Inclusive Education》2017,21(5):544-556

This study analyses teacher perceived difficulty in implementing differentiated instructional strategies in regular classes. The participants were 273 Portuguese primary school teachers with teaching experience ranging from 1 to 33 years. A 39-item questionnaire was used to evaluate teacher perceived difficulty in relation to different instructional strategies. Teacher responses were factor analysed and five different domains were identified: (1) activities and materials; (2) assessment; (3) management; (4) planning and preparation; and (5) classroom environment. Results showed that with the exception of the classroom environment domain, all the instruction practices in the remaining domains were considered to be difficult. In particular, the most difficult practices were under the domain of activities and materials and were associated with the adaptation of curricular elements (content, process, and product) based on student characteristics (readiness, interest, and learning profiles). The results also revealed a strong association between the activities and materials domain and the assessment domain. Some implications of these findings for initial teacher training and teacher professional development programmes are discussed.  相似文献   

Practicum experiences as sources of pre-service teachers’ self-efficacy     

Maria Martins  João Costa  Marcos Onofre 《欧洲师范教育杂志》2015,38(2):263-279

This study examines physical education pre-service teachers’ (PTs) self-efficacy and practicum experiences as self-efficacy sources through a mixed-method approach. For the quantitative phase, a self-efficacy questionnaire was applied to 141 PTs. Results showed a stronger self-efficacy in the relationship with students and discipline promotion. Lower self-efficacy was linked to instructional strategies. Concerning the qualitative phase, eight PTs were interviewed. PTs with higher self-efficacy reported professional experiences before practicum as mastery experiences. During the practicum they highlighted as mastery experiences: classes’ characteristics, planning and teaching practice; lesson observation as vicarious experiences; and post-lesson conversations as verbal persuasion. PTs with lower self-efficacy reported classes’ characteristics and teaching practice as failure experiences. Lesson observation was linked to negative vicarious experiences and post-lesson conversations were associated to negative emotions and the absence of verbal persuasion. This study’s results have implications inasmuch as they confirm the role of the practicum in teacher education programmes and the importance of training supervisors in the implementation and management of the training experience, thus contributing to PTs’ self-efficacy development.  相似文献   

Newton and Colour: the Complex Interplay of Theory and Experiment     

Martins  Roberto De Andrade  Celestino  Cibelle 《Science & Education》2001,10(3):287-305

The general aim of this paper is to elucidate some aspects of Newton's theory of light and colours, specially as presented in his first optical paper of 1672. This study analyzes Newton's main experiments intended to show that light is a mixture of rays with different refrangibilities. Although this theory is nowadays accepted and taught without discussion it is not as simple as it seems and many questions may arise in a critical study. Newton's theory of light and colour can be used as an example of the great care that must be taken when History of Science is applied to science teaching. An inadequate use of History of Science in education may convey to the students a wrong conception of scientific method and a mythical idea of science.  相似文献   

Virtual Teaching Dispositions in an Open Distance Learning Environment: Origins,Measurement and Impact     

Nico Martins  Leona M. Ungerer 《Africa Education Review》2017,14(2):156-173

An understanding of the key characteristics and implicit competencies underlying online teaching is essential to distance education institutions that embark on the assertive use of technology in their tuition development and delivery. The Virtual Teaching Dispositions Scale (VTDS) assists in investigating professional teaching dispositions associated with effective online instruction. It was initially validated among academic staff members at a residential university in the United States of America (USA). Strong support was found for the construct's cognitive, pedagogical and social presence that served as the conceptual foundation for developing the scale. The aim of this study was to validate the VTDS among academic staff members of an open distance learning (ODL) institution and to make suggestions for improving online teaching in this environment. This study highlights the need for interventions aimed at enhancing academic staff members’ experienced level of virtual/technological presence.  相似文献   

ED-Elas2D: An Educational Program for Computer-aided Training in Structural Analysis Using the Finite Element Method     

BENJAMIacute;N SUÁREZ  ELENA BLANCO  LLUÍS GIL  PERE ZAPATA  EUGENIO OÑATE 《European Journal of Engineering Education》1998,23(2):243-254

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William Peter Robinson: 1933–2021     

Alves Martins  Margarida  Perret-Clermont  Anne-Nelly 《European Journal of Psychology of Education - EJPE》2021,36(4):1243-1245

European Journal of Psychology of Education -  相似文献   

Letter names and sounds: their implications for the phonetisation process     

Cristina Silva  Tiago Almeida  Margarida Alves Martins 《Reading and writing》2010,23(2):147-172

Our aim was to analyse the impact of the characteristics of words used in spelling programmes and the nature of instructional guidelines on the evolution from grapho-perceptive writing to phonetic writing in preschool children. The participants were 50 5-year-old children, divided in five equivalent groups in intelligence, phonological skills and spelling. All the children knew the vowels and the consonants B, D, P, R, T, V, F, M and C, but didn’t use them on spelling. Their spelling was evaluated in a pre and post-test with 36 words beginning with the consonants known. In-between they underwent a writing programme designed to lead them to use the letters P and T to represent the initial phonemes of words. The groups differed on the kind of words used on training (words whose initial syllable matches the name of the initial letter—Exp. G1 and Exp. G2—versus words whose initial syllable is similar to the sound of the initial letter—Exp. G3 and Exp. G4). They also differed on the instruction used in order to lead them to think about the relations between the initial phoneme of words and the initial consonant (instructions designed to make the children think about letter names—Exp. G1 and Exp. G3—versus instructions designed to make the children think about letter sounds—Exp. G2 and Exp. G4). The 5th was a control group. All the children evolved to syllabic phonetisations spellings. There are no differences between groups at the number of total phonetisations but we found some differences between groups at the quality of the phonetisations.  相似文献