Teaching writing to middle school students in Portugal and in Brazil: an exploratory study     

Ana Margarida Veiga Simão  Anabela Abreu Malpique  Lourdes Maria Bragagnolo Frison  André Marques 《Reading and writing》2016,29(5):955-979

Learning how to write is a challenging process, typically developed in schools. Teachers’ practices in teaching writing, however, have been under researched. The aim of this study was to survey a sample of teachers from Portugal (n = 96) and Brazil (n = 99) about their practices for and perceptions about writing instruction. Teachers reported on time devoted to student writing and the teaching of writing, on their practices to promote students’ self-regulated writing, adaptations for less skilled writers, and their perceptions about writing and the teaching of writing. Findings from this survey raised concerns about the quality of writing instruction in both countries. Teachers reported little time devoted for writing and the teaching of writing in their classes. The majority of the teachers rarely used practices to promote students’ self-regulated writing or applied explicit teaching methods for writing instruction. Both Portuguese and Brazilian teachers perceived writing as a shared responsibility. Brazilian teachers, however, agreed with this perception more strongly. Portuguese teachers’ perception of the importance of writing for students’ academic and professional success was higher than the perceptions held by Brazilian teachers. A positive correlation was found between teachers’ preparation to teach writing and their practices to promote students’ self-regulated writing. The implications of these findings are discussed.  相似文献   

Effective practices in leadership for social justice. Evolution of successful secondary school principalship in disadvantaged contexts     

Cristina Moral  Lina Higueras-Rodríguez  Ana Martín-Romera  Estefanía Martínez- Valdivia  Amelia Morales-Ocaña 《International Journal of Leadership in Education》2020,23(2):107-130

ABSTRACT

This paper investigates the evolution of leadership for learning that has occurred in four secondary schools located in disadvantaged contexts in the province of Granada (Spain) over a period of 2 years, performing a comparative analysis on the values, qualities and strategies that characterize their principals during the academic years 2013–2014 and 2015–2016. The investigation uses case studies and conducts interviews with principals, teachers and education administrators. It is supported by the group-case method, as well as the longitudinal prospective method. The results show that only one of these principals has maintained a leadership aimed at learning and achievement of all students in the school, at the same time as students’ academic results have been improving. This paper concludes by providing information on values, qualities and strategies of successful leadership in disadvantaged contexts in Spain that distinguish them from other less successful leaders.  相似文献   

Are frequent users of social network sites good information evaluators? An investigation of adolescents’ sourcing abilities (¿Son los usuarios frecuentes de las redes sociales evaluadores competentes? Un estudio de las habilidades de los adolescentes para identificar,evaluar y hacer uso de las fuentes)     

Mônica Macedo-Rouet  Ladislao Salmerón  Christine Ros  Ana Pérez  Marc Stadtler  Jean-François Rouet 《Infancia y Aprendizaje》2020,43(1):101-138

ABSTRACT

This study investigates the relationship between teenagers’ use of social networking sites (SNS) and their sourcing abilities. Sourcing is defined as students’ ability (1) to discriminate reliable and unreliable links based on source characteristics, (2) to value source criteria as means to select information resources and (3) to select reliable texts based on source characteristics. One hundred and forty-six students (M age = 14.7 years old) completed three sourcing tasks, a questionnaire on SNS use, as well as language and memory skills tests. We found that SNS frequency of use negatively predicted both participants’ ability to select the most reliable source among two conflicting sources on the same topic and their ability to cite source features when justifying their choice. SNS frequency of use was unrelated to students’ assessment of source criteria, but vocabulary level was positively related to performance in this task. We discuss various explanations for the observed relationship between teenagers’ SNS communication and their critical appraisal of information sources, and we propose avenues for instructional interventions aimed at fostering information skills.  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   

Redefining professional identity: the voice of a language teacher in a context of collaborative learning     

Ana Sofia Pinho  Ana Isabel Andrade 《欧洲师范教育杂志》2015,38(1):21-40

Following a narrative and biographic approach, in this study, we present the case of an in-service language teacher and her professional learning trajectory in the context of the project ‘Languages and education: constructing and sharing training’. This project aimed at the construction of a collaborative teacher education context for learning and transformation of experiences, views and practices in language education, and involved teachers, teacher educators and researchers. Based on a single case study, the analysis tries to disclose the teacher’s discursive displacements as hints of professional transformation while she reinterprets the learning taking place in the collaborative education process. The signs of change are visible in the way she constructs meanings regarding her professional identity, re-identifies her mission as a language teacher and reconsiders her professional identity. Finally, we reflect upon how collaborative teacher education scenarios may foster teachers’ personal professional learning and renewed self-images.  相似文献   

Ten years of preanalytical monitoring and control: Synthetic Balanced Score Card Indicator     

Maria Salinas  Maite López-Garrigós  Emilio Flores  Ana Santo-Quiles  Mercedes Gutierrez  Javier Lugo  Rosa Lillo  Carlos Leiva-Salinas 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(1):49-56

Introduction

Preanalytical control and monitoring continue to be an important issue for clinical laboratory professionals. The aim of the study was to evaluate a monitoring system of preanalytical errors regarding not suitable samples for analysis, based on different indicators; to compare such indicators in different phlebotomy centres; and finally to evaluate a single synthetic preanalytical indicator that may be included in the balanced scorecard management system (BSC).

Materials and methods

We collected individual and global preanalytical errors in haematology, coagulation, chemistry, and urine samples analysis. We also analyzed a synthetic indicator that represents the sum of all types of preanalytical errors, expressed in a sigma level. We studied the evolution of those indicators over time and compared indicator results by way of the comparison of proportions and Chi-square.

Results

There was a decrease in the number of errors along the years (P < 0.001). This pattern was confirmed in primary care patients, inpatients and outpatients. In blood samples, fewer errors occurred in outpatients, followed by inpatients.

Conclusion

We present a practical and effective methodology to monitor unsuitable sample preanalytical errors. The synthetic indicator results summarize overall preanalytical sample errors, and can be used as part of BSC management system.Key words: Preanalytical phase, errors in laboratory medicine, balanced scorecard, patient safety  相似文献