‘We are more than EFL teachers – we are educators’: emancipating EFL student-teachers through photovoice     

Luis S. Villacañas de Castro 《Educational Action Research》2017,25(4):610-629

The prevailing pedagogical orientations of English as a foreign language (EFL) education in Spain oppress learners intellectually in ways that are counterproductive to their learning. As a reaction to this, 129 EFL student-teachers (STs) took part during the 2013/14, 2014/15, and 2015/16 academic years in a workshop which drew on the methodology of participatory action research and on photovoice as a data-creating strategy, in order to emancipate these STs intellectually, boost their EFL development, and offer an alternative critical model for their future EFL teaching. The research was assessed collectively through a variety of qualitative strategies. Results showed that the photovoice workshop created a rich and meaningful context for EFL learning, one which enabled the STs to fully actualize their intellectual potential by producing knowledge collectively, thereby setting a memorable educational example for their own future teaching.  相似文献   

Self-protection profiles of worth and academic goals in university students     

Ferradás  María del Mar  Freire  Carlos  Núñez  José Carlos 《European Journal of Psychology of Education - EJPE》2017,32(4):669-686

European Journal of Psychology of Education - This work analyzes the possible existence of self-protection profiles based on a combination of self-handicapping (behavioral and claimed) strategies...  相似文献   

Influence of firm size on the competencies required to management engineers in the Jordanian telecommunications sector     

Andrea Conchado Peiró  Khaled M. Gharaibeh  Hazem Kaylani 《European Journal of Engineering Education》2017,42(5):547-560

The objective of this study is to identify the competencies required to achieve success in the transition from higher education to the labour market based on the perceptions of employers. This paper analyses the assessments made by a group of engineering company employers. An item-battery of 20 competencies was grouped into 3 dimensions by using factor analysis. Subsequently, respondents’ scores were also clustered into three groups and characterised through contingency tables. The competencies demanded by employers were grouped into business and finance, problem-solving and strategic planning. Significant differences were found between responses from employers working in medium and small companies, who placed more importance on competencies related to problem-solving and strategic planning, and employers in big companies, who were more concerned about the difficulties of finding well-trained graduates. The findings from this paper have important implications for research in the areas of higher education and organisations that usually employ graduate engineers.  相似文献   

If I experience formative assessment whilst studying at university,will I put it into practice later as a teacher? Formative and shared assessment in Initial Teacher Education (ITE)     

Carolina Hamodi  Víctor Manuel López-Pastor  Ana Teresa López-Pastor 《欧洲师范教育杂志》2017,40(2):171-190

The aim of this article is to analyse whether having experience of formative assessment during their initial teacher education courses (ITE) influences graduates’ subsequent practice as teachers. That is, if the assessment methods that university students are subject to during their learning process are then actually employed by them during their professional practice as schoolteachers. To address this issue, questionnaires were issued and focus groups were held with a sample of ITE graduates. The main results of the study are that: (1) formative and shared assessment (FSA) is not used a great deal during ITE, but is highly valued; (2) some graduates have implemented FSA in their practice as teachers, following their experience on their ITE course; and (3) significant variables are found regarding the implementation of FSA in schools (possible resistance from colleagues and/or pupils’ parents, etc.).  相似文献   

Educating for an Inclusive World: Lessons Learned From A Globally Networked Human Rights and Disability Course for Social Work and Law Students     

Filomena Critelli  Laura Lewis  Adalberto Méndez-López 《Journal of Teaching in Social Work》2017,37(2):121-137

This article examines an innovative model of online international education regarding disability through a human rights perspective piloted through a collaboration between Universidad LaSalle, Mexico, and University at Buffalo, United States. The course is organized around a pressing global human rights and development issue. Its objective is to promote effective practice with persons with disabilities through cross-national, cross-disciplinary, human-rights based education; strengthen students’ sense of global engagement; and foster cross-cultural expertise and competence with diversity. The implications for effective professional education in law and social work are discussed. The article also examines pedagogical strategies and presents case study materials, identifies key disability rights themes common to both nations and cultures, and explores how distance learning technology is implemented in the course. A preliminary assessment of this newly piloted approach is also presented, based on data from students, as well as the implications for teaching and practice.  相似文献   

Writing week-journals to improve the writing quality of fourth-graders’ compositions     

Pedro Rosário  Julia Högemann  José Carlos Núñez  Guillermo Vallejo  Jennifer Cunha  Vera Oliveira  Sonia Fuentes  Celestino Rodrigues 《Reading and writing》2017,30(5):1009-1032

Students’ writing problems are a global educational concern and is in need of particular attention. This study aims to examine the impact of providing extra writing opportunities (i.e., writing journals) on the quality of writing compositions. A longitudinal cluster-randomized controlled design using a multilevel modeling analysis with 182 fourth grade students was conducted. We examined whether students’ writing quality differed when writing journals on a weekly basis for 12 weeks, compared with a control group. Three covariates were analyzed, namely: (i) the students’ attitudes towards writing; (ii) their self-efficacy in writing; (iii) and their use of self-regulation (SRL) strategies while writing. Findings have shown that students who wrote week-journals significantly improved the writing quality of their compositions and reported a higher use of SRL strategies in writing. Nevertheless, self-efficacy and attitude towards writing were found to not be related to the quality of the compositions. Moreover, data indicated that the writing quality of compositions improved along with the writing quality of the week-journals. Findings suggest the use of week-journals in class to promote writing.  相似文献   

Teaching Criminal Justice Online: Current Status and Important Considerations     

Alicia H. Sitren  Hayden P. Smith 《Journal of Criminal Justice Education》2017,28(3):352-367

The most significant change to impact the pedagogy of criminal justice students in recent years has been the development of online classes. Online coursework is now a commonly accepted method of accessing criminal justice students and the sustained growth in online classes is expected to continue in the future. However, there is currently a lack of research that focuses on online classes in criminal justice. In response, we present and assess the modest literature regarding criminal justice online classes and highlight important themes. This leads into a presentation of important considerations along the following pedagogical continuum: Planning the online course (i.e. asynchronous timing, technological developments), implementing the online course (i.e. maintaining an online presence, managing student interactions and expectations), and identifying effective means to measure learning outcomes (i.e. measuring success, quality matters). Policy implications for online coursework that are likely to impact future criminal justice educational practices are then discussed.  相似文献   

The Diagonal Method and Hypercomputation     

Ord  Toby; Kieu  Tien D. 《The British journal for the philosophy of science》2005,56(1):147-156

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Influence of intellectual capital upon knowledge creation in Spanish subsidiaries: an empirical study     

Patrocinio Zaragoza-Sáez  Enrique Claver-Cortés  Bartolomé Marco-Lajara  Mercedes Úbeda-García 《知识管理研究与实践》2016,14(4):489-501

Knowledge creation is one of the most important dynamic capabilities that firms can use to develop new assets, which can represent the basis for future innovations. Within a context of growing globalisation, the acquisition and creation of knowledge is one of the main objectives sought with international expansion. The consideration of intellectual capital within the knowledge creation process in subsidiaries offers an innovative way to undertake knowledge management practices in multinationals. Theoretical and empirical works can be found in the literature about intellectual capital. However, very few studies link intellectual capital to knowledge creation in multinationals. Seeking to fill this gap, the purpose of this paper is to develop and test a model that includes the main intangibles belonging to structural and relational capital that can influence knowledge creation in Spanish subsidiaries of foreign multinational firms belonging to high-technology and knowledge-intensive sectors. Theoretical, empirical and managerial contributions result from this paper.  相似文献   

Contextual predictive factors of child sexual abuse: the role of parent-child interaction     

Ramírez C  Pinzón-Rondón AM  Botero JC 《Child abuse & neglect》2011,35(12):1022-1031

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