Students’ conscious unknowns about artefacts and natural objects     

Piedade Vaz-Rebelo  Paula Fernandes  Julia Morgado  António Monteiro 《教育心理学》2016,36(1):176-190

This study attempts to characterise what 7th- and 12th-grade students believe they do not know about artefacts and natural objects, as well as the dependence of what is unknown on a knowledge of these objects. The students were asked to make explicit through questioning what they did not know about a sample of objects. The unknowns generated were categorised according to a scheme based on lexical semantics theory. Two of the categories focused specifically on imprecise unknowns expressed through What is X? questions, and on unknowns concerning functions. The results showed, firstly, that a lower grade level and lower knowledge of a certain class of objects was associated with more imprecise unknowns. Secondly, unknowns about the functions of artefacts were significantly more frequent than unknowns about the functions of natural objects at any of the grade levels. Overall, the results were consistent with the hypothesis of a correspondence between knowledge and unknowns.  相似文献   

Is accreditation ‘on the right track’? The views of Portuguese academics     

Rosa  Maria João  Cardoso  Sónia  Videira  Pedro 《Tertiary Education and Management》2020,26(2):185-197

In many countries, quality assurance systems rely on study programme accreditation. As with all quality assurance mechanisms, accreditation should also be continuously improved in order to maintain its relevance as a promoter of study programme quality. A way to move accreditation forward is by taking into account academics’ views, interests and needs about the process, since their support for it is paramount for its success and effectiveness. This paper analyses Portuguese academics’ knowledge and views on accreditation with the aim of understanding if the process is being supported and is on the right route for being effective. It is based on the analysis of 1484 academics’ answers to a questionnaire distributed in 16 higher education institutions. This analysis reveals a moderately positive attitude of academics towards accreditation, reflected in an only moderate knowledge of the process as well as in a mild agreement with its characteristics and implementation features. This suggests that there is room for improvement to bring this quality assurance mechanism closer to academics’ expectations and needs and therefore to improve accreditation’s effectiveness.

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Development and validation of the DIGIGLO,a tool for assessing the digital competence of educators     

Rafael Alarcón  Elena del Pilar Jiménez  María Isabel de Vicente-Yagüe 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2407-2421

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Income and Social Rank Influence UK Children's Behavioral Problems: A Longitudinal Analysis          下载免费PDF全文

Elisabeth A. Garratt  Tarani Chandola  Kingsley Purdam  Alex M. Wood 《Child development》2017,88(4):1302-1320

Children living in low‐income households face elevated risks of behavioral problems, but the impact of absolute and relative income to this risk remains unexplored. Using the U.K. Millennium Cohort Study data, longitudinal associations between Strengths and Difficulties Questionnaire scores and absolute household income, distance from the regional median and mean income, and regional income rank were examined in 3‐ to 12‐year‐olds (n = 16,532). Higher absolute household incomes were associated with lower behavioral problems, while higher income rank was associated with lower behavioral problems only at the highest absolute incomes. Higher absolute household incomes were associated with lower behavioral problems among children in working households, indicating compounding effects of income and socioeconomic advantages. Both absolute and relative incomes therefore appear to influence behavioral problems.  相似文献   

Emotional Intelligence and Education: A critical review     

Neil Humphrey  Andrew Curran  Elisabeth Morris  Peter Farrell  Kevin Woods 《教育心理学》2007,27(2):235-254

In recent years there has been an increased interest in the role of emotional intelligence in both the academic success of students and their emotional adjustment in school. However, promotion of emotional intelligence in schools has proven a controversial pursuit, challenging as it does traditional “rationalist” views of education. Furthermore, research findings in this area have been inconsistent at best. In this article we discuss the following key questions relating to this important debate. What do we mean by emotional “intelligence”? What impact would improved emotional intelligence have on learners’ emotional health and well‐being, academic achievement, and other adaptive outcomes? Can emotional intelligence be taught? It is felt that these are the key issues for consideration in developing policy, practice, and further research in this area.  相似文献   

Exploring the Functionality of Visual and Non-Visual Strategies in Solving Rotation Problems     

Núria Gorgorió 《Educational Studies in Mathematics》1998,35(3):207-231

This article deals with the solving of rotation problems, and shows that there is an alternative to using mental rotations or their encoding into verbal terms: namely using geometrical properties. The idea is consistent with the theory which distinguishes between visual and analytical individuals, but uses the construct strategies instead of the construct preferred processing mode. Moreover, contrary to many researchers who refer to this distinction, but who often use it to classify students, this researcher introduces a new parameter, namely the nature of the task. The article presents the analysis of the functionality and effectiveness of the different kind of strategies as a function of the task's characteristics. The research, dealing not with individual traits but with solving strategies, offers information that could be helpful for the improvement of geometry teaching.  相似文献   

Categorising computer science education research     

Mike Joy  Jane Sinclair  Shanghua Sun  Jirarat Sitthiworachart  Javier López-González 《Education and Information Technologies》2009,14(2):105-126

The interdisciplinary nature of Computer Science Education as a field of study is a complicating factor when authors are choosing appropriate journals and conferences for publishing research results. This paper reports a survey of 42 such publications in order to identify the types of paper frequently accepted for publication in each. We review existing taxonomies developed for the general fields of Computer Science and Education, and from this starting point, we develop a novel faceted taxonomy, specifically aimed to help new researchers in the field understand what types of papers are published and where they appear. Our results confirm previous studies indicating the predominance of practice-based, technology-driven reports. We also observe certain differences in educational themes between those found in publications grounded in the Computer Science Education corpus and those emerging from more general Higher Education literature.  相似文献   

Synthetic hybrid indicators based on scientific collaboration to quantify and evaluate individual research results     

Antonio Perianes-Rodríguez  Zaida Chinchilla-Rodríguez  Benjamín Vargas-Quesada  Carlos Olmeda Gómez  Félix Moya-Anegón 《Journal of Informetrics》2009,3(2):91-101

Governmental initiatives around scientific policy have progressively raised collaboration to priority status. In this context, a need has arisen to broaden the traditional approach to the analysis and study of research results by descending to the group or even the individual scale and supplementing the output-, productivity-, visibility- and impact-based focus with new measures that emphasize collaboration from the vantage of structural analysis. To this end, the present paper proposes new hybrid indicators for the analysis and evaluation of individual research results, popularity and prestige, that combine bibliometric and structural aspects. A case study was conducted of the nine most productive departments in Carlos III University of Madrid. The findings showed hybridization to be a tool sensitive to traditional indicators, but also to the new demands of modern science as a self-organized system of interaction among individuals, furnishing information on researchers’ environments and the behaviour and attitudes adopted within those environments.  相似文献   

Hierarchical Models of Social Competence in Preschool Children: A Multisite,Multinational Study     

Brian E. Vaughn  Nana Shin  Mina Kim  Gabrielle Coppola  Lisa Krzysik  António J. Santos  Inês Peceguina  João R. Daniel  Manuela Veríssimo  Anthon DeVries  Eric Elphick  Xiomara Ballentina  Kelly K. Bost  Wanda Y. Newell  Ellaine B. Miller  J. Blake Snider  Byran Korth 《Child development》2009,80(6):1775-1796

The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5‐group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first‐order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within‐sample levels but not for age within sample. In 2 groups, teachers’ ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers’ ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children.  相似文献   

Tracking students’ progress through the Spanish university school sector     

Gérard Lassibille  Mª Lucía Navarro Gómez 《Higher Education》2009,58(6):821-839

From individual longitudinal data for a full cohort of first-entering students who embarked on short programs in Spain and were observed over a 7-year period ending in 2003, we analyze the probability that an individual will drop out, transfer, or graduate from a university school program. The statistical analysis is carried out in a competing-risks framework. We find that the system’s internal efficiency is low, with dropout and completion rates averaging 50 and 36%, respectively. However, we find considerable variability in the probabilities of withdrawal, transfer, and graduation among students. In this regard, our results show that preenrollment academic ability, age at enrollment, family characteristics, and secondary educational experience are major influences on student progress.  相似文献