Does teacher homework feedback matter to 6th graders’ school engagement?: a mixed methods study     

Cunha  Jennifer  Rosário  Pedro  Núñez  José Carlos  Vallejo  Guilherme  Martins  Juliana  Högemann  Julia 《Metacognition and Learning》2019,14(2):89-129

Metacognition and Learning - The effectiveness of homework on improving student academic achievement depends on several factors; for example, feedback provided by the teacher (i.e. grading) and...  相似文献   

Reinforcement of schedule-induced drinking in rats by lick-contingent shortening of food delivery     

Beatriz Álvarez  Javier Íbias  Ricardo Pellón 《Learning & behavior》2016,44(4):329-339

  相似文献   

Predicting Student Persistence and Performance in the First Year of a Tertiary Nursing Programme: A Pilot Study     

Michel Burgum  Audrey C. Martins  Kristine Northey 《高等教育研究与发展》1993,12(2):157-169

  相似文献   

Invented spelling activities in small groups and early spelling and reading     

Margarida Alves Martins  Liliana Salvador  Ana Albuquerque  Cristina Silva 《教育心理学》2016,36(4):738-752

Our aim was to assess the impact of an invented spelling programme conducted in small groups on children’s written language acquisition in Portuguese. We expected the experimental group to have better post-test results than the control group in spelling and reading. Participants were 160 preschool-age children who were randomly divided into an experimental and a control group. Their age, cognitive ability, knowledge of letters and phonological abilities were controlled. Children’s spelling and reading were evaluated in a pre- and a post-test. In-between, experimental group participated in an invented spelling programme in small groups and the control group in story readings. The experimental group showed better results in spelling and reading in the post-test than the control one. Different dynamics occurred in the small groups which had different impacts on children’s acquisitions. These results provide empirical support for the proposal that invented spelling should be incorporated into early literacy instruction.  相似文献   

Dialectical dividends: fostering hybridity of new pedagogical practices and partnerships in science education and outreach     

Diogo Martins Gomes  Veronica McCauley 《International Journal of Science Education》2016,38(14):2259-2283

Science literacy has become socially and economically very important. European countries stress that science graduates are fundamental for economic growth. Nevertheless, there is a declining student participation in science. In response, there has been a call to change the way science is taught in schools, which focuses on inquiry methods rooted in constructivism. Universities and other organisations have responded by developing outreach programmes to improve student engagement in science. Given this context, there is a necessity for research to ascertain if this new relationship between outreach and education is worthwhile. This study examines and compares primary teachers and outreach practitioners understanding and perceptions of constructivist science pedagogy, in an effort to understand the potential of a teacher-outreach partnership. For this, qualitative and quantitative methods were employed, taking a dialectic pragmatic stance. Contradicting the recurrent view, teachers and outreach providers revealed favourable views in relation to constructivism, despite recognising barriers to its implementation. These results support a partnership between teachers and outreach practitioners and the realisation of the hybrid role of each participant. The results also reveal an important dynamic in outreach access to schools. Specifically, the outreach connected teachers acted as gatekeepers by negotiating access into their colleagues classrooms.  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(4):327-327

  相似文献   

Learning the principles of simulation using the birthday problem          下载免费PDF全文

Rui Manuel da Costa Martins 《Teaching Statistics》2018,40(3):108-111

Using the famous Birthday problem, we present here a practical activity that allows students to perceive the basic reasoning behind simulation and explore its potential. Through a playful approach with probabilities, students are led along a path that illustrates difficulties with intuition and introduces them to theoretical results for sample proportions.  相似文献   

Attitudes towards inclusion in higher education in a Portuguese university     

Maria Helena Martins  Maria Leonor Borges  Teresa Gonçalves 《International Journal of Inclusive Education》2018,22(5):527-542

In this article, we present data concerning the inclusion of students with disabilities in higher education (HE) at a Portuguese university. This research is part of a wider project designed to understand the trajectories and experiences of students with disabilities at the University of Algarve. This exploratory study raises questions about inclusion and discusses this concept based on the perspectives of academic and non-academic staff. A qualitative approach was used to provide an informative exploration of attitudes towards inclusive education and recommendations for promoting best practices therein. Data were collected using semi-structured interviews. We found positive perceptions of university staff members about the inclusion of the students with disabilities. However, more effort is needed to provide these students with opportunities to continue their academic career in HE and to promote inclusion, personal development and participation in social and economic life. Although inclusive education is on political and educational agendas, the perception of disabilities as deficits prevails. The findings of this study, therefore, reveal that changes must be implemented to effectively adopt the social and educational model of disability.  相似文献   

Exploring the perspectives of physically active and inactive adolescents: how does physical education influence their lifestyles?     

João Martins  Adilson Marques  António Rodrigues  Hugo Sarmento  Marcos Onofre  Francisco Carreiro da Costa 《Sport, Education and Society》2018,23(5):505-519

Based on a socio-ecological framework for physical education (PE), this study explored and analysed the perspectives of physically active and inactive adolescent boys and girls with different socioeconomic status (SES), regarding the meanings that PE had on their physical activity (PA) lifestyles throughout childhood and adolescence. An interpretative and qualitative design was adopted and operationalised through an individual two-hours in-depth interview. Thematic analysis identified five main themes that distinguish active from inactive adolescents: ‘Early experiences of PE at primary school’; ‘PE experiences in middle and secondary school’; ‘Friendly, professional and pedagogue. That’s what I want from my PE teacher’; ‘Friends in PE and PA’; ‘Active lifestyles? Are schools and PE ready for making a difference?…’. Regardless of the lifestyle, girls revealed more PE negative experiences, related to uninteresting and competitive activities, groups’ constitution and logistic factors. SES played a major role on their PA and PE experiences, with low SES adolescents having limited opportunities inclusively within the primary school PE context. This study provides evidence for the importance of promoting positive PE and PA experiences in early years. Based on adolescents’ voices, several recommendations are discussed that can be considered for improving PE professionals’ effectiveness in promoting active lifestyles.  相似文献   

Cognitive reality of multidimensional information processing in knowledge assessment by experts     

Jean -Paul Caverni  Jean -Luc Péris 《European Journal of Psychology of Education - EJPE》1992,7(2):109-122

Two experiments were designed in order to examine the knowledge assessment task accomplished by French teachers assessing essays written by French native secondary school students. The focus of the study bears on the potentially multidimensional nature of the processing of evaluation cues. In the experimental conditions conventionally designed to test multidimensional evaluation models or techniques, information about each object to be evaluated (and hence, the dimensions along which objects are compared with each other) are explicitly provided to the subject from some external source. The experiments presented here were aimed at studying information processing by experts performing an evaluation task in which the experts themselves are required to: (i) define the relevant dimensions to be used in the evaluation and (ii) elaborate the necessary information about each of those dimensions for each object (in this case, native language essays). The question is to find out whether or not the information processing carried out by such subjects is multidimensional. If evaluators do in fact perform multidimensional processing of information, this implies not only that evaluation cues belong to differentiated classes (Experiment 1), but also that cues belonging to the same class are processed with respect to each other before being processed with respect to cues of another class (Experiment 2). The results obtained here support that conclusion. Both experiments used the self-paced display paradigm. Subjects were presented with segments of text on a computer screen, and the display time for each segment was recorded. Random coloration of errors belonging to three evaluator-defined classes was found to increase display time on the corresponding segments.  相似文献