The role of elevation in moral judgment     

Christoph Klebl  Isabel Dziobek  Rhett Diessner 《Journal of moral education》2020,49(2):158-176

ABSTRACT

Elevation is the emotion elicited by witnessing acts of moral beauty and may be framed as the opposite of disgust. Two studies investigated the role of elevation in moral judgment and its relation to disgust. In Study 1 it was investigated whether elevation can attenuate the effects of disgust on moral transgression judgments. Participants were either induced to experience disgust (by giving them a bitter beverage), or to experience disgust and elevation simultaneously (by video induction). No effects of either emotion on moral transgression judgments were found. In Study 2 the nature of causal connectedness between elevation and moral virtue judgments was investigated by testing whether elevation amplifies moral virtue judgments. It was found that participants judged morally good acts as being more morally good when being elevated, suggesting that there is a bidirectional causal link between elevation and judgments of moral virtue.  相似文献   

Learning with immigrant children,families and communities: the imperative of early childhood teacher education     

Ana Christina da Silva Iddings  Iliana Reyes 《Early Years: An International Journal of Research and Development》2017,37(1):34-46

Abstract

This article reports on a longitudinal study spanning over 5 years, involving the design and implementation of an early childhood teacher education program model that engages a critical-ecological theoretical approach, a funds of knowledge perspective, and design-based methodology. This project aimed to promote equitable education for all children, and especially for young immigrant children encountering situations of oppression within the national and local educational contexts in Arizona. In this teacher education program, families, community members, researchers, pre-service teachers and teachers worked together to develop new modes of curricular activity, new spaces, new relationships, and new forms of movement among participants, as well as new circulations of literacy artefacts.  相似文献   

Datebook     

Ana Donaldson 《TechTrends》2000,44(5):46-46

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Lifelong learning policies supporting young adults in two Portuguese regions     

Mariana Rodrigues  Rita Queiroga  Ana Bela Ribeiro  Natália Alves  Tiago Neves 《International Journal of Lifelong Education》2020,39(1):61-74

ABSTRACT

Precarious jobs and unemployment have become common issues for many young adults due to the unfavourable labour market situation in Portugal. Against this background, lifelong learning (LLL) policies have been called in to play a role in creating economic growth and supporting the social inclusion of young adults in vulnerable educational and economic circumstances. These policies are defined at the national level; however, their implementation depends on the action of local actors who face specific challenges. This paper explores disparities in the definition and implementation of LLL policies targeting young adults in two Portuguese regions. Specifically, we analyse professional courses in Vale do Ave (North) and adult education and training courses in Alentejo Litoral (South). These regions were selected due to their dissimilar economic structure. This study adopted a qualitative approach through interviews with LLL experts and policy roundtables with local stakeholders and decision-makers in both regions. Data were transcribed and analysed using NVivo 10. The study shows that the two regions have different cooperation networks between local stakeholders, and that these impact the opportunities to influence the regional skills formation system differently. Also, the study shows that LLL policies are not designed to address destandardised life courses.  相似文献   

Do the effects of computer-assisted practice differ for children with reading disabilities with and without IQ-achievement discrepancy?     

Jiménez JE  del Rosario Ortiz M  Rodrigo M  Hernández-Valle I  Ramírez G  Estévez A  O'Shanahan I  de la Luz Trabaue M 《Journal of learning disabilities》2003,36(1):34-47

This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, based on a standard score comparison (i.e., the difference between IQ and achievement standard scores). The sample was classified into three groups: (1) a group of 14 children with dyslexia (age M = 103.85 months; SD = 8.45) who received computer-based reading practice; (2) a group of 31 "garden-variety" (GV) poor readers (age M = 107.06 months; SD = 6.75) who received the same type of instruction; and (3) a group of 28 children with low reading performance (age M = 103.33 months; SD = 9.04) who did not receive computer-assisted practice. Children were pre- and posttested in word recognition, reading comprehension, phonological awareness, and visual and phonological tasks. The results indicated that both computer-assisted intervention groups showed improved word recognition compared to the control group. Nevertheless, children with dyslexia had more difficulties than GV poor readers during computer-based word reading under conditions that required extensive phonological computation, because their performance was more affected by low-frequency words and long words. In conclusion, we did not find empirical evidence in favor of the IQ-achievement discrepancy definition of reading disability, because IQ did not differentially predict treatment outcomes.  相似文献   

Academic analytics: Anatomy of an exploratory essay     

Sérgio André Ferreira  António Andrade 《Education and Information Technologies》2016,21(1):229-243

Investment in technological subsystems to support the activity of teaching and learning and the various areas of the life of Higher Education Institutions (HEI) is of increasing importance in the implementation of the policy and strategy of these organizations. Each of these subsystems collects a huge amount of data that, if properly organized, can provide useful information for decision making and informed action, which results in the need to articulate the strategic vision with Information Systems. This study aims to identify the technological requirements and understand the technical difficulties in accessing data sources of different technological subsystems in order to facilitate dialogue between the departments which hold the data to build a future Academic Analytics in a HEI. To achieve these goals a prototype was conceived which involved the aggregation, cleansing and standardization of data sources and resulted in a database that integrates records from three data sources—the LCMS (Learning Content Management System), academic management services and quality management services. This prototype allows reports and analysis to be made. Future studies for the development and implementation of Academic Analytics that can produce information to support decision making and control of the HEI’s activity are also possible.  相似文献   

Uncovering a hidden professional agenda for teacher educators: A mixed method study on Flemish teacher educators and their professional development     

Hanne Tack  Martin Valcke  Isabel Rots  Katrien Struyven  Ruben Vanderlinde 《欧洲师范教育杂志》2018,41(1):86-104

Taking into account the pressing need to understand more about what teacher educators’ professional development characterises, this article adopts a mixed method approach to explore Flemish (Dutch-speaking part of Belgium) teacher educators’ professional development needs and opportunities. Analysis results of a large-scale survey study with 611 teacher educators and analysis of five qualitative focus groups (with 24 teacher educators) are presented. The results confirm the lack of attention for teacher educators’ professional development in the Flemish teacher education system. Moreover, the findings indicate a structural need for participation in professional development activities that are linked to teacher educators’ own practices, organised as long-term sustainable professional development trajectories, and formally recognised. To conclude, a professional development agenda for research, policy and practices related to teacher educators’ professional development is discussed.  相似文献   

The Bookmark Standard-Setting Method: A Literature Review   总被引：1，自引：0，他引：1  

Ana Karantonis  Stephen G. Sireci 《Educational Measurement》2006,25(1):4-12

The Bookmark method for setting standards on educational tests is currently one of the most popular standard-setting methods. However, research to support the method is scarce. In this report, we review the published and unpublished literature on this method as well as some seminal work in the area of evaluating standard-setting studies. Our review highlights both strengths and limitations of the method. Strengths include its wide acceptance and panelist confidence in the method. Limitations include a potential bias to produce lower-than-intended standards and problems in selecting the most appropriate response probability value for ordering the items presented to panelists. It is clear that more research on this method is needed to support its wide use. Several areas for future research to better understand the validity of the Bookmark method for setting standards on educational tests are presented.  相似文献   

The Nature of the Gift: Accountability and the Professor-Student Relationship     

Ana M.  Martínez-Alemán 《Educational Philosophy and Theory》2007,39(6):574-591

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The pedagogical benefits of enacting positive psychology practices through a student–faculty partnership approach to academic development     

Alison Cook-Sather  Joel Alden Schlosser  Abigail Sweeney  Laurel M. Peterson  Kimberly Wright Cassidy  Ana Colón García 《International Journal for Academic Development》2018,23(2):123-134

Academic development that supports the enactment of positive psychology practices through student–faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and self-authoring can be accelerated. This article presents a student–faculty pedagogical partnership program and positive psychology practices that focus on faculty strengths and capacities as the foundation for reinforcing and revising existing pedagogical strategies and for sustaining energy for continued development. It combines collaborative autoethnographic and comparative case study approaches to investigate the pedagogical benefits of these practices.  相似文献