The IE A preprimary project in Ireland     

Julie O'Flaherty  NóirÍn Hayes 《International Journal of Early Years Education》1997,5(1):47-56

Despite great changes in the level and type of early childhood services in Ireland over the last decade, relatively little research has been carried out on this topic. We know little about the types of services used, the reason for particular choices, the numbers of children attending different settings and the experiences such children are having. In an effort to broaden the research base and learn more about the lives of our young children the authors undertook to take part in an international comparative study investigating the early experiences of children—the IEA Preprimary Project. This article provides an account of the recent developments in early education in Ireland, addresses the question of quality in service provision and describes Ireland's participation in the research project.  相似文献   

Educational TV Consumption and Children’s Interest in Leisure Reading and Writing: A Test of the Validated Curriculum Hypothesis     

Jakob D. Jensen  Nicole Martins  Jeremy Weaver  Chelsea Ratcliff 《广播与电子媒介杂志》2016,60(2):213-230

The relationship between children’s TV consumption and literacy outcomes is currently unclear, as past research has identified both linear and curvilinear trends. One explanation for the contradictory results is the varying content children consume; specifically, researchers have argued that research-based educational TV programming should be positively related to literacy outcomes whereas non research-based programming should be negatively related to literacy outcomes (what we refer to as the validated curriculum hypothesis). To test this hypothesis, students in grades 4 and 5 N = 120) completed a survey assessing educational TV consumption and leisure reading/writing behaviors. The results upheld the validated curriculum hypothesis and revealed several key moderators including composite TV consumption and parents’ reading behavior.  相似文献   

The National Student Survey: validation in Portuguese medical students     

Maria João Martins  Inês Laíns  Inês Leal  Inês Pessanha  Bruno Brochado 《Assessment & Evaluation in Higher Education》2019,44(1):66-79

The UK National Student Survey (NSS) is a sound and widely used instrument for assessing students’ academic experiences. We aimed to translate the NSS for Portuguese students and to validate the instrument in a sample of medical undergraduates. The research team translated and adapted the NSS for Portuguese students (NSS-P). The survey was administered on an online platform to 1,256 final-year students at eight Portuguese medical schools. A total of 329 medical students (69.9% female) replied to the NSS-P, a response rate of 26.2%. Confirmatory factor analysis showed that the original six-factor structure had an adequate fit to the data. Adequate internal consistency was observed for all the subscales. Medium to large correlations were found among all the subscale scores and between the subscale scores and the students’ overall satisfaction. Multiple regression showed that the scores on the Teaching, Organization and Management and Personal Development subscales significantly predicted the students’ overall satisfaction. Approximately 64% of the students reported being satisfied with the quality of their courses. Significant differences among the medical schools in their NSS-P scores were found. The NSS-P is a valid and reliable measure for assessing medical students’ perceptions of academic quality.  相似文献   

Letter names, phonological awareness and the phonetization of writing     

Margarida Alves Martins  Cristina Silva 《European Journal of Psychology of Education - EJPE》2001,16(4):605-617

Following several studies on the relationship between phonological awareness, children’s knowledge of letter names and their understanding of the alphabetic code, we pose the hypothesis that children’s knowledge of letter names may contribute to their analysis of the oral segments of words, thereby enabling them to produce writing in which some of the sounds are represented by appropriate letters. The participants were 80-syllabic 5-year-old kindergarten children, who were assigned to 2 experimental and 2 control groups and submitted to phonological and letter knowledge tests. We asked the children in the experimental groups to write a set of words in which either the initial sound (Exp. G. 1) or the middle sound (Exp. G. 2) coincided with the name of a letter known by the child; the children in the control groups were asked to write a set of control words. The results show that the introduction of facilitating words prompts syllabic children to produce writing in which some of the sounds are represented by appropriate letters; Exp. G. 1 gave better results than Exp. G. 2. Finally, there is a positive relationship between the results achieved by children in phonological and letter name tests and the number of sounds they write phonetically.  相似文献   

Individualism,instrumental reason and policy texts: some considerations from the perspective of contemporary political philosophy     

Rita Vilanova  Isabel Martins 《Cultural Studies of Science Education》2017,12(4):835-841

This article dialogues with Matthew Weinstein’s paper named “NGSS, disposability, and the ambivalence of Science in/under neoliberalism”, in which he explores the argument that at the same time the NGSS framework is largely identified with neoliberal discourse, it presents points of ambivalence and resistance within. In this dialogue, we focused on two topics that we believe are important for the discussion of the ambivalences highlighted in the author’s argument, namely: the the social production of indifference as a consequence of the neoliberal ideology and the production of a version of science streamlined for the neoliberal technoscientific job market within the ‘neoliberal ecosystem’. Based on the thesis of the Canadian philosopher Charles Taylor on ethics and on the concept of hybridism, we linked Weinsteins’ analysis to issues related to individualism and instrumental reason, pointing out that it is possible that the ambivalences highlighted by Weinstein are, in fact, a component of neoliberal discourse. Nevertheless we agree that this kind of text presents loopholes that allows practices oriented for social change and for the improvement of democracies in progress. We conclude that for those who dedicate themselves to reflect upon educational strategies to cope with the hegemonic model remains the challenge of finding spaces and times in the curriculum in order to explore the gaps in policy texts and, more important, to promote the experience of democratic practices throughout the school communities.  相似文献   

The origin of dimensional analysis     

Roberto De A. Martins 《Journal of The Franklin Institute》1981,311(5):331-337

A paper by Macagno (3) in this Journal is discussed. The origin of the concept of physical dimensions is traced back to ideas previously used in analytic geometry. Descartes' use of the word “dimension” in the study of physical magnitudes is shown to have properties completely different from Fourier's dimensions, being therefore unimportant to the evolution of dimensional analysis. It is also shown that the principle of homogeneity was used in the derivation of physical equations sixty years prior to the publication of Fourier's work, and that the latter was aware of this paper, that may be considered the earliest publication on dimensional analysis.  相似文献   

Some Internet Applications for Language Teaching: a Web-Assisted Course of English for Construction     

José MarÍa Perez Fernandez 《Educational Media International》2013,50(2-3):119-125

The web expands the possibilities of language teaching, particularly in the field of specific areas, like engineering, architecture or the construction industry. It facilitates easy, instantaneous access to sources of information, specialized texts and data that were either unavailable in the past or took a considerable amount of time to access. In addition to providing these specific texts that can be used as teaching and practise material, and serving as an electronic board with information on classes, deadlines, contents, syllabus, etc., the web should also affect the way languages are taught, as well as the learning styles of the students. As many of us start using the web as a teaching resource, we should move from a phase of simply using the new media with the old content, on to developing not only new contents but also new teaching procedures and strategies based on these new media. By showing some of the web pages (http://www.ugr.es/~jmperez/Aparejadores1.html) developed for an English for Construction course at the English Department at the University of Granada, I will comment and reflect on how the Internet is beginning to affect our ways of teaching and learning. Quelques applications d’Internet À l’enseignement des langues. Un cours Web d’anglais pour la

construction. Le Web offre de nouvelles possibilités pour l'enseignement des langues, en particulier dans les domaines particuliers tels que l'ingénierie, l'architecture, ou l'industrie du bÂtiment. Il rend l'accès aux sources d'information facile et instantané notamment pour les données jadis difficilement accessibles voire totalement inaccessibles. Le Web met À disposition des matériaux de cours mais aussi des informations relatives À la gestion de ceux-ci (horaire, programmes, contenus, etc.). Il devrait de plus affecter les faÇons d'apprendre les langues autant que les styles d'apprentissage des étudiants. Comme notre propre pratique d'enseignant nous le montre, nous avons tendance À " faire du vieux avec du neuf ". Nous devrions progressivement arriver À développer de nouveaux contenus mais aussi de nouvelles procédures et stratégies d'apprentissage adaptées aux caractéristiques de ces nouveaux médias. Sur la base de l'analyse de certaines des pages d'un cours d'anglais pour la construction développé au Département d'anglais de l'Université de Grenade, (http://www.ugr.es/~jmperez/Aparejadores1.html), nous tenterons de montrer comment Internet progressivement modifie nos faÇons d'enseigner et d'apprendre. Quelques applications d’Internet à l’enseignement des langues. Un cours Web d’anglais pour la

construction. Einige Internet-Applikationen für den Sprachunterricht. Ein Web-unterstützter Englischkurs für den

Konstruktionsbau. Das Web erweitert die Möglichkeiten des Sprachunterrichtes, insbesondere in spezifischen Bereichen wie denen der Ingenieurwissenschaften, Architektur, oder Konstruktionsbau. Es ermöglicht den einfachen und schnellen Zugang zu Informationsquellen, speziellen Texten und Daten. Diese waren vorher nicht verfügbar, oder ihr Zugang war nur mit grossem Zeitaufwand verbunden. Das Web stellt nicht nur Kursmaterial zur Verfügung, sondern auch Informationen bezüglich deren Verwaltung (Stundenplan, Programme, Inhalt, etc.). Das Web kann auch die Art beeinflussen, wie Sprachen gelehrt werden, und hat somit auch Einfluss auf den Lernstil der Studenten. Wie die eigene Praxis uns zeigt, tendieren wir zum Einsatz der neuen Medien, allerdings mit altem Inhalt. Wir sollten daher nicht nur progressiv neuen Inhalt entwickeln, sondern auch neue Unterrichtsformen und-strategien, die auf den neuen Medien bauen. Anhand von einigen Web-Seiten (http://www.ugr.es/ ~jmperez/Aparejadores1.html), die für einen Englischkurs im Konstruktionsbau vom English Department der Universität von Grenada entwickelt wurde, werde ich kommentieren bzw. reflektieren wie das Internet die Art und Weise wie wir lehren und lernen, uns bereits beeinflusst.  相似文献   

Coordination analysis of players’ distribution in football using cross-correlation and vector coding techniques     

Felipe Arruda Moura  Richard E. A. van Emmerik  Juliana Exel Santana  Luiz Eduardo Barreto Martins  Ricardo Machado Leite de Barros  Sergio Augusto Cunha 《Journal of sports sciences》2016,34(24):2224-2232

  相似文献   

Schooling,Sexuality and Male Power: towards an emancipatory curriculum     

MaÍrtÍn MAC AN Ghaill 《Gender and education》1991,3(3):291-309

In England economic and political imperatives are forcing sociology to retreat from the educational map, which is overladen with the ubiquitous rhetoric of managing the 1988 Education Reform Act. Progressive local education authority curriculum policies are under continuing threat from central government. Against this background, this qualitative study sets out to explore the interrelationship between masculinity and schooling. The particular focus is a group of young male gay students’ experience of schooling and sexuality. They provide a critique of most conventional theoretical work on education and gay sexuality, which is informed by models of social pathology that construct ‘blame the victim’ accounts. In reconceptualising young gays’ schooling, the students point to current repressive conditions that underpin all young people's lives in the 1990s. In so doing, they provide fresh evidence to support feminist analysis that sexual/gender systems, which are class and ‘race’ specific, are of fundamental importance in structuring curriculum. In response, the young men explain how schools are a strategically significant site on which to develop an alternative politics of schooling and sexuality. At the same time they argue that being gay is both a positive and creative experience.  相似文献   

An instrument for analysing students’ argumentative reasoning when participating in debates     

Marina Martins 《International Journal of Science Education》2019,41(6):713-738

The aims of this paper are twofold. First, we present, justify, and characterise an instrument for analysing students’ argumentative reasoning developed from Walton’s ideas. Then, from the analysis of students’ argumentative discussion about a socio-scientific controversy, we identify the advantages and disadvantages of using the instrument. The results show that the analysis of students’ argumentative reasoning require nine stages, which have logical and pragmatic criteria that should be used in order to decrease the subjectivity of the analysis. The analysis sheds light on the characterisation of students’ argumentative reasoning by supporting the understanding of the move of students’ argumentative clusters, since it enables us to understand that: the argumentative quality depends on the relations between arguments and other statements; and an argumentative cluster can be developed according to the frequency of refutations or attacks by means of questions involving its constituents. This is because when arguments, questions, and/or claims are evaluated, the individuals have the possibility of bringing other reasons and/or arguments that support them in the discussion. Therefore, the main contribution of this study is the development of an instrument, based on dialectical principles, that contributes to analyse students’ argumentative discuss and to support discussions of their argumentative quality.  相似文献