Career adaptability and associations with personality traits and pathological traits utilizing network analysis     

Gonçalves  André Pereira  Martins  Gustavo Henrique  Salvador  Ana Paula  Machado  Gisele Magarotto  Carvalho  Lucas de Francisco  Ambiel  Rodolfo Augusto Matteo 《International Journal for Educational and Vocational Guidance》2021,21(2):379-394

This study investigated relationships between career adaptability and personality and pathological traits using the network analysis approach. We administered CAAS, BFI-2-S, and IDCP-2 to 630 working adults. We observed positive associations between personality and career adaptability and negative associations between pathological traits and career adaptability. This paper contributes to the understanding of the associations between career adaptability and Big Five personality traits and pathological traits. We found stronger associations between career adaptability and personality traits as compared to pathological traits. Our findings suggest that Neuroticism and Conscientiousness contribute more to adaptation to professional development tasks than do pathological traits.

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The scientometric world of Keith Pavitt: A tribute to his contributions to research policy and patent analysis     

Martin Meyer  Tiago Santos Pereira  Ove Granstrand 《Research Policy》2004,33(9):1405-1417

Keith Pavitt has made pioneering contributions to the study of science, technology and innovation. This paper aims to examine some of them on the basis of a bibliometric analysis of Keith Pavitt's work and the impact that he has had. First the paper follows how Pavitt's publication profile develops over time. Then we trace his most cited works and explore the sets of references in his papers. Author and journal co-citation maps illustrate the intellectual environment associated with Pavitt and the central role Research Policy played in this context. An analysis of the most frequently cited authors in Research Policy and Scientometrics underlines Keith Pavitt's role as both a shaper of, and a bridge between, science and technology policy and bibliometric analysis.  相似文献   

Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study1     

Íris Susana Pires Pereira  Maria Cristina Cristo Parente  Cristina Vieira da Silva 《Teacher Development》2016,20(5):614-630

Language is widely recognized as an inescapable mediating tool for professional learning, and with this text we want to contribute to a better understanding of the particular role that guided writing can play in in-service professional reflective learning. We analysed one pre-school teacher’s written portfolio, the construction of which was guided to scaffold deep thinking about (and the transference of theory into) practice during participation in an in-service program about language education. Our case study shows that the writing process sustained robust learning about professional knowing, doing and learning itself: The teacher elaborated an integrative ethical understanding of the discussed theory, fully experienced newly informed practices and assessed her own learning by using theory to confront her previous knowledge and practices. Throughout the portfolio, the learning stance revealed by her voice varied accordingly. The study illustrates the potential of guided writing to scaffold reflective learning in in-service contexts.  相似文献   

Using Portfolios for External Assessment: An Experiment in Portugal     

Maria Teresa Torres Pereira de Ea 《The International Journal of Art & Design Education》2005,24(2):209-218

This article describes some of the conclusions reached from an experiment using portfolios for art external assessment at the end of secondary education (age 17+) conducted in five Portuguese schools in 2001–2003. Several positive outcomes were found. Students found portfolios to be motivating and fostering constructive learning, dialogue and co‐operation between students and teachers. The new assessment procedures developed communities of assessors enabling some increased consistency of examination results and positive professional development opportunities. However some weaknesses were detected such as potential bias related to the degree of teacher aid and practical problems as, for example, time‐consuming in‐service teacher training.  相似文献   

Mathematics learning and assessment using MathE platform: A case study     

Azevedo  Beatriz Flamia  Pereira  Ana I.  Fernandes  Florbela P.  Pacheco  M. Fatima 《Education and Information Technologies》2022,27(2):1747-1769

Education and Information Technologies - Universities are encouraging the implementation of innovative methodologies and teaching strategies to develop an interactive and appealing educational...  相似文献   

Difficulties in semantically congruent translation of verbally and symbolically represented algebraic statements     

Castro  Encarnación  Cañadas  María C.  Molina  Marta  Rodríguez-Domingo  Susana 《Educational Studies in Mathematics》2022,109(3):593-609

Educational Studies in Mathematics - This paper describes the difficulties faced by a group of middle school students (13- to 15-year-olds) attempting to translate algebraic statements written in...  相似文献   

Dyslexia heterogeneity: cognitive profiling of Portuguese children with dyslexia     

Andreia Pacheco  Alexandra Reis  Susana Araújo  Filomena Inácio  Karl Magnus Petersson  Luís Faísca 《Reading and writing》2014,27(9):1529-1545

Recent studies have emphasized that developmental dyslexia is a multiple-deficit disorder, in contrast to the traditional single-deficit view. In this context, cognitive profiling of children with dyslexia may be a relevant contribution to this unresolved discussion. The aim of this study was to profile 36 Portuguese children with dyslexia from the 2nd to 5th grade. Hierarchical cluster analysis was used to group participants according to their phonological awareness, rapid automatized naming, verbal short-term memory, vocabulary, and nonverbal intelligence abilities. The results suggested a two-cluster solution: a group with poorer performance on phoneme deletion and rapid automatized naming compared with the remaining variables (Cluster 1) and a group characterized by underperforming on the variables most related to phonological processing (phoneme deletion and digit span), but not on rapid automatized naming (Cluster 2). Overall, the results seem more consistent with a hybrid perspective, such as that proposed by Pennington and colleagues (2012), for understanding the heterogeneity of dyslexia. The importance of characterizing the profiles of individuals with dyslexia becomes clear within the context of constructing remediation programs that are specifically targeted and are more effective in terms of intervention outcome.  相似文献   

EFFECTIVENESS OF THE FRIENDS FOR LIFE PROGRAM IN PORTUGUESE SCHOOLS: STUDY WITH A SAMPLE OF HIGHLY ANXIOUS CHILDREN     

Ana Isabel Pereira  Teresa Marques  Vanessa Russo  Luísa Barros  P. Barrett 《Psychology in the schools》2014,51(6):647-657

The FRIENDS for Life program is a cognitive–behavioral group program that targets anxiety in children. The main purpose of this study was to analyze the effectiveness of the Portuguese version of the FRIENDS for Life Program, which was implemented in schools to reduce anxiety problems in a group of highly anxious children. The study used a quasi‐experimental research design with two groups of children, an intervention (n = 17) and a wait‐list control group (n = 21), aged 8 to 12 years old. The impact of the program in reducing anxiety symptoms as assessed by children and mothers was analyzed through the Screen for Child Anxiety Related Emotional Disorders‐Revised (SCARED‐R). The results show a statistically significant post intervention effect on anxiety symptoms evaluated by the child, but not by the mother. The implications of these results for the prevention of anxiety disorders in Portuguese schools are discussed.  相似文献   

Unpacking Legality Through La Facultad and Cultural Citizenship: Critical and Legal Consciousness Formation for Politicized Latinx Undocumented Youth Activists     

Susana M. Muñoz 《Equity & Excellence in Education》2018,51(1):78-91

Over the last ten years, there has been an increasingly growing body of scholarship devoted to undocumented college students in higher education. Prior scholarship has focused on how undocumented students negotiate their political and civic identity within the undocumented youth movement. However, immigration research within higher education has not addressed how undocumented students come to understand their legal consciousness. I intersect legal consciousness with Anzaldúa's (1987 Anzaldúa, G. (1987). Borderlands/La frontera: The new mestiza. San Francisco, CA: Aunt Lute Books. [Google Scholar]) la facultad/nepantla and cultural citizenship theory (Rosaldo, 1987 Rosaldo, R. (1987). Cultural citizenship concept paper, IUP Latino cultural studies working group. Stanford: Stanford University. [Google Scholar]) to frame the process of how politicized Latinx¹1. I use Latinx as an attempt to decolonize the Spanish language, center indigeneity and the African roots of Latinx peoples, and neutralize gender (Villalobos, 2015 Villalobos, J. (2015). Applying White followership in campus organizing: A leadership tool for Latinx students working for racial justice. In A. Lozano (Ed.), Latina/o College Student Leadership: Emerging theory, promising practices. Lanham, Maryland: Rowman &; Littlefield. [Google Scholar]). undocumented students come to hone their critical legal consciousness within the context of higher education and social activism. Using data from 39 individual interviews with 13 undocumented student activists who self-identified as “undocumented and unafraid,” the findings reveal four forms of navigation for how undocumented students come to understand their legal consciousness as they negotiate colonized spaces: (a) reconfiguring legality though migration and family experiences; (b) negotiating contexts and disclosure; (c) critical enactment of cultural citizenship; and (d) disrupting and reclaiming colonized spaces.  相似文献   

Changes in involvement in homework throughout compulsory secondary education / Cambios en la implicación en los deberes escolares a lo largo de la Educación Secundaria Obligatoria     

Bibiana Regueiro  José C. Núñez  Pedro Rosário  Susana Rodríguez  Natalia Suárez 《Cultura y Educación》2017,29(2):254-278

This paper analyses the changes found in students’ involvement in homework throughout the four grade levels of compulsory secondary education in Spain (ages 12–15). It also analyses the relationship between the changes in students’ involvement in homework throughout schooling and motivational and emotional variables related to homework. Findings indicated that: (a) the amount of homework completed and homework time management diminished slightly throughout the grade levels researched; however, this result is clearer in terms of the amount of homework completed; (b) prior academic achievement is significantly related to the variables associated with students’ involvement in homework; (c) the motivational and affective variables researched explained statistically significant variance related to two of the three dependent variables associated with involvement in homework; and (d) the association between the motivational and affective variables and involvement in homework is lower.  相似文献