The Collective that Didn't Quite Collect: Reflections on the IALS     

Sofia Valdivielso Gomez 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,20(2):419-431

The concept and methodology of IALS obviously represent progress for literacy research. Nevertheless, this survey presents serious limitations. It prioritises the handling of data-based information as opposed to experiential and contextualized information, ranking at a higher position those who handle the first kind of information. The survey ignores how people solve problems in their life context. The competence of people cannot be understood merely through outside observation and a questionnaire situation. In the case of Poland, the interpretation of data manifests an ethnocentric Western attitude, tending to reduce cultural differences to a cultural deficit. Two IALS-inspired surveys conducted in Spain and Portugal mixed quantitative and qualitative methods in order to take into account the social relations in their cultural context. This article questions the role of research, which cannot be limited to the objectivation of reality, but should help to transform and improve it. The alternative model proposed is named "investigation action."  相似文献   

Pre-adolescents’ representations of multiple attachment relationships: the role of perceived teacher interpersonal behaviour     

Kyriakos Charalampous  Constantinos M. Kokkinos  Ekaterini Apota  Anastasia Iliadou  Maria Iosifidou  Sofia Moysidou  Ekaterini Vriza 《Learning Environments Research》2016,19(1):63-86

Attachment theory proposes that early parent–child relationships provide the basis for all future close relationships of the individual, through childhood and adolescence into later life. The purpose of the present study was to examine the relationship between parental attachment, peer attachment and students’ perceptions of their teacher’s interpersonal behaviour, in order to shed light on the channels through which these constructs relate. In doing so, we examined three proposed theoretical schemes of pre-adolescents’ representations of multiple relationships. As a side-goal, the psychometric properties of the Greek translations of the Revised Inventory of Parental and Peer Attachment (IPPA-R) and the Questionnaire on Teacher Interaction (QTI-G) were investigated. Two independent samples comprising 270 and 306 pre-adolescents (grades 5–7), respectively participated in the study. Results supported a four-factor structure of the IPPA-R and an elliptical shape for the Interpersonal Teacher Circle measured by the QTI-G. The integrative scheme regarding pre-adolescents’ multiple adult relationships was supported by the data. Parental attachment relationships were found to be an important determinant of students’ perceptions of their teacher interpersonal behaviour, which in turn mediated the relationship between parental and peer attachment relationships. Results are discussed in terms of their theoretical and practical implications.  相似文献   

Pedagogies of being with: Witnessing,testimonio, and critical love in everyday social movement     

Sofia A. Villenas 《International journal of qualitative studies in education》2019,32(2):151-166

This conceptual article explores education and the relational in everyday social movement. I highlight a single, local community event—a Speak Out—and travel with scholarship on public pedagogy, witnessing, and Latina feminist theories of coalition to articulate pedagogies of ‘being with’ in community activism for racial justice. My interpretive vignettes of the Speak Out are part of a larger ethnographic study focusing on a segment of a rural/small city community that moved with intention to teach and learn racial justice. While larger concrete goals were crucial and at the center of the community’s curriculum for justice, the various sites and forms of race-conscious pedagogy in public life—community forums, vigils, celebrations, mural projects—were also enactments of a profound commitment to the relational, to finding common ground in difficult solidarities. With a focus on the testimonios of three women of Color participants in the Speak Out, I show how witnessing and testimonio were at the center of pedagogies of ‘being with.’ In this work of education, the women (1) redefined community, accountability, and ally work, (2) exposed the fissures in social justice organizing across difference, describing commitment to social action with rather than for those most affected by institutional violence, and (3) affirmed the knowledge, histories, and self-determination of people of Color while challenging self-defeating stereotypes. Critical love sustained an ethics of openness to difference and facilitated the intentional work of creating race-conscious learning communities.  相似文献   

Placement,inclusion, law and teachers’ perceptions in Macao’s schools     

Vitor Teixeira  Ana Correia  Elisa Monteiro  Angus C.H. Kuok  Chris Forlin 《International Journal of Inclusive Education》2018,22(9):1014-1032

In Macao, the government has initiated a debate regarding revisions in the Decree Law in order to promote a more inclusive schooling system. In this Special Administrative Region of China, inclusive education is one of three possible types of special education that are likely be legislated in the future. The way the teachers perceive the different aspects related to inclusive education, namely the principles, concepts and law, is essential for its full implementation. The aim of this study is to understand teachers’ perceptions about the proposed amendments in the consultation document for changes in the special education regime. In particular, we focus on teachers’ acceptance of the recommended role of parents, the proposed placement models and expectations for teacher training. A mixed-methods approach with a survey of a sample of 500 teachers in private schools and interviews to a sub-sample of 20 provide the data. While agreeing in principle with the majority of the proposed changes in the Decree Law, there were several reservations made by the teachers, especially regarding the extent of parental choice, placement decisions and teacher training. Recommendations to continue the pathway for a more inclusive education system in Macao and for further research are made.  相似文献   

The effect of curricular activities on learner autonomy: the perspective of undergraduate mechanical engineering students     

M. Duarte  C. Leite  A. Mouraz 《European Journal of Engineering Education》2016,41(1):91-104

This study researches how first-year engineering students perceived the influence of curricular activities on their own learning autonomy, measured with an adaptation of the Personal Responsibility Orientation to Self-direction in Learning Scale (PRO-SDLS). Participants were questioned to assess the influence of the teacher's role. The results indicate that learners’ characteristics (motivation and self-efficacy) contribute more to learner autonomy (LA) than the teaching–learning transaction (control and initiative), as in the original PRO-SDLS validation. The most autonomous learners presented higher values in all LA components and dimensions, but the differences were greater in motivation and initiative. The participants with higher LA were not as dependent on the teacher, regarding assessment, the completion of classroom tasks and deadlines. Regardless of the degree of autonomy in learning, all participants viewed teachers as the main source of information. Therefore, LA plays an important role in teaching activities planning. Suggestions for adjustments and more flexible learning scenarios are formulated.  相似文献   

A Comparison of One-Step and Three-Step Approaches for Including Covariates in the Shared Parameter Growth Mixture Model     

Dee D. Cetin-Berber  Walter L. Leite 《Structural equation modeling》2018,25(4):588-599

The shared parameter growth mixture model (SPGMM) has been proposed as a method to handle missing not at random (MNAR) data in longitudinal studies. This Monte Carlo simulation study compared the one-step approach with a three-step approach for adding covariates into the SPGMM. The results showed that performances of one-step and three-step approaches did not differ, but the estimate of the coefficient of the covariate was biased in most conditions with MNAR data. However, means, variances, and covariance of the intercept and slope as well as their standard errors were estimated without bias in most conditions, except for some combinations of small class distances and MNAR dropout missingness that was not related to the underlying growth trajectory. Classification accuracy was similar with both one-step and three-step SPGMM.  相似文献   

Here,There, and Back Again with the Social Foundations of Education: Tracing Conocimientos In/Toward Coalitional Journeys     

Sofia A. Villenas 《Educational Studies A Journal of the American Educational Studies Association》2018,54(1):109-113

This article narrates a parallel personal and professional journey of scholarly engagement with the field of the social foundations of education and its home in the American Educational Studies Association. It draws on Gloria Anzaldúa's (2000 Anzaldúa, G. E. (2000). Interviews/Entrevistas (A. Keating, ed.). New York, NY: Routledge. [Google Scholar]) notion of conocimiento as multileveled and connective knowings, and María Lugones's (2008 Lugones, M. (2008). From within germinative stasis: Creating active subjectivity,resistant agency. In A. Keating (Ed.), Entremundos/Among worlds: New perspectives on Gloria Anzaldúa (pp. 85–99). New York, NY: Palgrave Macmillan. [Google Scholar]) idea of coalitional journeys to describe the histories and possibilities for the field.  相似文献   

Propensity Score Analysis of Complex Survey Data with Structural Equation Modeling: A Tutorial with Mplus     

Walter L. Leite  Laura M. Stapleton  Elizabeth F. Bettini 《Structural equation modeling》2019,26(3):448-469

Propensity score (PS) analysis aims to reduce bias in treatment effect estimates obtained from observational studies, which may occur due to non-random differences between treated and untreated groups with respect to covariates related to the outcome. We demonstrate how to use structural equation modeling (SEM) for PS analysis to remove selection bias due to latent covariates and estimate treatment effects on latent outcomes. Following the discussion of the design and analysis stages of PS analysis with SEM, an example is presented which uses the Mplus software to analyze data from the 1999 School and Staffing Survey (SASS) and 2000 Teacher Follow-up Survey (TFS) to estimate the effects teacher’s participation in a network of teachers on the teacher’s perception of workload manageability.  相似文献   

«Repetência» by Portuguese school children in relation to their self-perception and self-evaluation     

William Peter Robinson  Carol Ann Tayler  Maria da Luz Correia 《European Journal of Psychology of Education - EJPE》1990,5(3):327-335

Primary school pupils in Portugal who have had to repeat two years of schooling were compared with a control group of normally progressing pupils. Harter’s scales were used to measure components of self-concept and of self-worth. There was no evidence that repeating years was associated with differences in mean scores other than those for perception of personal scholastic competence. However, correlations between components of the self-concept and global self-worth in four sub-samples of pupils differing in gender and repetência yielded patterns that could be used to suggest a more complex interpretation.  相似文献   

Verbal Short‐Term Memory Underlies Typical Development of “Thought Organization” Measured as Speech Connectedness     

Natlia B. Mota  Renata Callipo  Lígia Leite  Ana R. Torres  Janaína Weissheimer  Silvia A. Bunge  Mauro Copelli  Sidarta Ribeiro 《Mind, Brain, and Education》2020,14(1):51-60

Formal thought organization obtained from free speech, a key feature for psychiatric evaluations, has been poorly investigated during typical development. Computational tools such as speech graph connectedness (LSC) currently allow for an accurate quantification in naturalistic settings. LSC's typical development is better predicted by years of education than by age. Among beginning readers, the LSC of stories composed of short‐term memory predicted reading independently from IQ. Here we set out to test a longitudinal sample (6–8 years old, n = 45, followed for 2 years) to verify whether the LSC is predictive of various memory measures, and whether such relations can explain the correlation with reading. The LSC was specifically correlated with verbal short‐term memory performance. The results support the notion that the short‐term storage of verbal information is necessary to plan a story. Given the limited sample size, the relationship of this interaction with reading remains inconclusive.  相似文献