The Characteristics of Religious Education Teachers and Respecting Diversity in Religious Education in Croatia     

Ana Thea Filipović  Stanko Rihtar 《Religious education (Chicago, Ill.)》2017,112(4):366-380

The first part of the article deals with the European and, specifically, Croatian sociopolitical and cultural framework of inclusive pedagogy and presents its basic postulates. The second part contains answers to questions linked to the treatment of differences in religious education in Croatia and characteristics of teachers that can be linked to this theme. It presents and interprets the results of a quantitative study conducted in April 2015 among religious education teachers of various religious communities that teach religion in schools (N = 471).  相似文献   

Ecoliteracy Through Imagery: A Close Reading of Two Wordless Picture Books   总被引：1，自引：0，他引：1  

Ana Margarida Ramos  Rui Ramos 《Children‘s Literature in Education》2011,42(4):325-339

The purpose of this paper is to propose some ways of reading two wordless picture storybooks which have recently been published, by Suzy Lee and Bernardo Carvalho respectively. The objective is to analyse the ways in which the visual discourse can create an effective narrative using a variety of pictorial strategies. These works were not idly chosen, however. Both are concerned with ecoliteracy, having narratives that tell a story about a specific relationship between humans and the sea. Depicting maritime scenarios, the two picture books promote a special and symbolic approach to the natural environment. The narratives help to configure the environment as more than merely an undifferentiated space inhabited by living beings, this being the most elementary concept of “environment”; rather, it is seen as an ecological arena involving the interaction between the landscape and the living beings it harbours. As such, the books assume the role of promoting not only habits of proto-literacy, but of ecoliteracy too.  相似文献   

Reading to write an argumentation: the role of epistemological,reading and writing beliefs     

Mar Mateos  Isabel Cuevas  Elena Martín  Ana Martín  Gerardo Echeita  María Luna 《Journal of Research in Reading》2011,34(3):281-297

The general aim of this study was to examine the relations among epistemological, reading and writing beliefs held by psychology undergraduates and the role played by these three types of belief in influencing the degree of perspectivism manifested in a written argumentation task based on reading two texts presenting conflicting perspectives on the same topic. A total of 118 fourth‐year psychology students took part. Only 76 students performed the written argumentation task. The three types of belief were assessed using different questionnaires. The results show that the different types of belief do not occur in isolation, but have an internal coherence. They also indicate that only reading beliefs, together with the degree of perspectivism shown in a prior argumentation task, help to predict the degree of perspectivism in the written task following the reading of the texts.  相似文献   

Primary and secondary teachers’ conceptions of assessment: A qualitative study     

Ana Remesal 《Teaching and Teacher Education》2011,27(2):472-482

A particular framework of teachers’ conceptions about assessment in school is presented. Fifty teachers of primary and secondary school were interviewed. Results of a qualitative analysis allowed building a model of conceptions of assessment. This model comprises four dimensions about the effects of assessment on: teaching, learning, accountability of teachers and schools to different audiences and stakeholders, and the certification of achievement. These conceptions, unequally distributed, show some tendencies that might be linked to the intrinsic tension between the by-default co-occurrence of both pedagogic and societal functions of assessment in school, and to difficulties of implementing assessment for learning practices.  相似文献   

Attentional Processes in Low‐Socioeconomic Status Bilingual Children: Are They Modulated by the Amount of Bilingual Experience?          下载免费PDF全文

Aristea I. Ladas  Daniel J. Carroll  Ana B. Vivas 《Child development》2015,86(2):557-578

Recent research indicates that bilingual children are more proficient in resolving cognitive conflict than monolinguals. However, the replicability of such findings has been questioned, with poor control of participants' socioeconomic status (SES) as a possible confounding factor. Two experiments are reported here, in which the main attentional functions and pragmatic ability of 54 bilingual and 56 monolingual low‐SES children were assessed (Experiment 1: 6‐ to 12‐year‐olds; Experiment 2: 6‐ to 8‐year‐olds). A language‐switching task was also employed, to measure bilingual proficiency. Overall, the monolingual and bilingual groups did not differ significantly in any of the tasks employed, although the ability to resolve conflict was related to children's level of bilingual experience.  相似文献   

Neural Correlates of Face Familiarity in Institutionally Reared Children With Distinctive,Atypical Social Behavior          下载免费PDF全文

Ana R. Mesquita  Jay Belsky  Alberto Crego  Inês Fachada  Paula Oliveira  Adriana Sampaio  Isabel Soares 《Child development》2015,86(4):1262-1271

Although the impact of early adverse experience on neural processing of face familiarity has been studied, research has not taken into account disordered child behavior. This work compared the neural processing of familiar versus strangers' faces in 47 institutionalized children with a mean age of 54 months to determine the effects of (a) the presence versus absence of atypical social behavior and (b) inhibited versus indiscriminant atypical behavior. Results revealed a pattern of cortical hypoactivation in institutionalized children manifesting atypical social behavior and that inhibited children displayed larger neural response to a caregiver's face than to the stranger's, while indiscriminant children did not discriminate between stimuli. These findings suggest that neural correlates of face familiarity are associated with social functioning in institutionalized children.  相似文献   

Child Engagement in Inclusive Preschools: Contributions of Classroom Quality and Activity Setting     

Vera Coelho  Joana Cadima  Ana Isabel Pinto 《Early education and development》2013,24(6):800-816

Preschool process quality and activity setting are considered important aspects influencing child engagement. As such, it is important to understand how educational settings can promote engagement, particularly for children with disabilities and/or at risk. This observational study describes process quality and activity setting in inclusive preschools, analyzing its predictive role for child engagement. Participants were 184 children attending 39 preschools. Three groups of children, nested within classrooms, were considered: with disabilities (n = 45), at risk (n = 59), typically developing (n = 80). Child Observation in Preschool assessed engagement and activity setting; Classroom Assessment Scoring System assessed quality of teacher–child interactions. Research Findings: Results from multilevel regressions show that classroom emotional support and organization and more time in free play were positively predicting child engagement, whereas more time in whole group was a negative predictor of engagement. Besides these main effects, an interaction effect between child developmental functioning and activity settings was found. For at-risk children, more time in whole-group activities had greater negative effects on child engagement. For children with disabilities, more time in free-play had greater positive effects on child engagement. Practice or Policy: Results contribute to inform teachers regarding the importance of individualizing interactions and planning activity settings to promote engagement and participation in inclusive preschools.  相似文献   

Multi-Agent Architecture for Intelligent Tutoring Systems     

Ana Lilia Laureano–Cruces  Fernando De Arriaga–Gómez 《Interactive Learning Environments》2013,21(3):225-250

This paper shows a multi-agent architecture based on reactive agents for an intelligent tutoring system (ITS). The global system behavior is modeled taking into account the mental models and the cognitive task analysis. We present the basic characteristics of the reactive system in terms of reactive robotics, where they started. Next we introduce some definitions and schemes in order to characterize the multi-agent architecture. Finally, we present an ITS example called Makatsiná Makatsiná means tutor in TOTONACA, a Mexican pre-Spanish language. which teaches the skills necessary to solve a truss analysis problem by the joint method. This domain is an integration skill.  相似文献   

Pelé, racial discourse and the 1958 World Cup     

Ana Paula da Silva 《Soccer & Society》2014,15(1):36-47

The aim of this essay is to map out the racial discourses of the 1950s, particularly those pertinent to the 1958 Soccer World Cup, in order to better understand the main ideas about race, which were in vogue at the time when Edson Arantes do Nascimento (Pelé) became (inter)nationally famous as a great sports star. The essay argues that Pelé’s statements regarding race and race relations in Brazil were inherently based on the discourses prevalent among academics and Brazil’s black activists during the 1950s. Pelé’s professional asceticism and his belief in individualism, cultivated during his youth in the city of Bauru, were further reinforced by the racial discourses of the 1950s. These views led him to believe that any discrimination he might encounter due to his colour and class could be overcome with a disciplined and professional attitude. Today, this sort of ascetic view of the world has been accused by certain segments of Brazil’s black movements as being insufficient to overcome the supposedly irresolvable inequalities that exist between Brazil’s black and white populations. Pelé, however, has not changed his position regarding anti-black discrimination, choosing to continue to emphasize professionalism and discipline as the two most formidable tools in the fight against racial discrimination and inequality.  相似文献   

Datebook     

Ana Donaldson 《TechTrends》2000,44(2):42-42

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