Del diseño curricular de lengua a las unidades didácticas. Ejes sobre los que articular el área de Lengua y Literatura     

José Calero  Carmen Nicolás 《Cultura y Educación》2013,25(10):3-9

En el actual plan de estudios son los contenidos gramaticales el núcleo vertebrador de los programas de Lengua desde el Ciclo Medio de EGB a COU. El empleo de un metalenguaje que no está al alcance de los alumnos y su monótona repetición año tras año sin apenas variaciones desestimula claramente el aprendizaje. Hay otras fórmulas, más aptas para cada etapa o ciclo, que se exponen en este artículo: la globalización en la Educación Primaria; la organización en torno a ejes temáticos en el ciclo 12–14 y en torno a la tipología del texto o las formas de expresión y los géneros literarios en el ciclo 14–16. Además de dar más variedad a la asignatura de Lengua a lo largo de toda la etapa escolar, el uso de estos ejes permitiría adaptar la enseñanza de la Lengua al nivel de madurez de los alumnos en cada uno de los ciclos  相似文献   

Sobre «Evaluación de procesos cognitivos y optimización instruccional»     

Carmen Gómez Granell 《Infancia y Aprendizaje》2013,36(59-60):153-154

  相似文献   

The Third EAR Mechanical Device: A Supervision Alternative     

Carmen R. Giebelhaus  Josue Cruz 《Journal of Early Childhood Teacher Education》2013,34(3):8-22

  相似文献   

Predicting bullying: maladjustment,social skills and popularity     

Silvia Postigo  Carmen Mateu  Inmaculada Montoya 《教育心理学》2012,32(5):627-639

In order to prevent bullying, research has characterised the adolescents involved in terms of their social skills, maladjustment and popularity. However, there is a lack of knowledge concerning the relationships between these variables and how these relationships predict bullying involvement. Moreover, the literature has focused on pure bullies and victims, despite the fact that bully-victims are known to be the most troubled. The aim of this work is to study the relationships between these variables and their predictive value, focusing on the bully-victim role. The sample (N?=?641) is made up of adolescents aged between 12 and 17?years. The results mainly indicate that the level of maladjustment and social skills predicts sociometric popularity, which is a significant predictor of bullying involvement. Differences in the social roles were observed, suggesting that social skills and maladjustment serve a different purpose for bully-victims than for the other roles involved.  相似文献   

Effects of modularity,certification session and re-sits on examination performance     

Carmen L. Vidal Rodeiro  Rita Nádas 《Assessment in Education: Principles, Policy & Practice》2012,19(4):411-430

General Certificates of Secondary Education, known as GCSEs, are organised into modules which can be assessed at the end of the course (linear route) or at different points throughout the course (modular route). This research investigates students’ performance in English and mathematics in each assessment route and the effects of certification session and re-sits on examination outcomes using data from one English awarding body.

In mathematics, modular students performed better than linear students once prior attainment was accounted for. In contrast, modular assessment in English did not always lead to better performance. In the modular routes of English, students certificating early in the course were at a disadvantage compared to those certificating at the end. However, modular mathematics students obtained significantly better results in early sessions than at the end of the course. The benefits of re-sitting seemed clear, as most students performed better on their second attempt at a module than on their first. However, this did not often lead to an improvement on the module grade.  相似文献   

Media as nexus of practice: remaking identities in What Not to Wear   总被引：1，自引：0，他引：1  

Karen E. Wohlwend  Carmen L. Medina 《Discourse: Studies in the Cultural Politics of Education》2012,33(4):545-560

In this conceptual piece, we examine media as a nexus of a traditional schooling pedagogy and performance pedagogy to make visible how their overlapping elements produce media's pervasive educative force but also to gain a deeper understanding of the complexities of using media in educational contexts. Nexus analysis examines a fashion makeover television program – What Not to Wear (WNTW) – as an embodied lesson that produces identity revision but also disjunctures and slippages that enable critical responses and productive remakings. WNTW is a dramatization of remediation of one woman's (portrayed) lived practices and clothing choices which are read on her body as personal expression of fashion trends. These globalized lessons with body texts require new ways of reading and responding that allow learners/viewers to see the power relations that construct particular identity performances as errors and cultural practices and ethnicities as unacceptable.  相似文献   

Predictors of Hispanic School Teachers' Self-efficacy in the Pedagogical Uses of Technology     

Jaime Curts  Jesus Tanguma  Carmen M. Peña 《学校用计算机》2013,30(1-2):48-63

A study to predict teachers' self-efficacy in using technology for pedagogical purposes was conducted in a predominantly Hispanic school district in south Texas; 438 elementary teachers completed a 32-item survey aligned to the National Educational Technology Standards for Teachers. Findings suggested that the instrument is highly reliable in measuring Hispanic school teachers' self-efficacy when they are asked to rate their confidence in their ability to perform technology tasks for educational purposes. An exploratory factor analysis (orthogonal and nonorthogonal) allowed the derivation of composite measures. Three subscales regarding issues of pedagogy composed the dependent variable. Regression analyses (OLS and 2SLS) revealed that two derived composite measures and two contrast variables listed in the general information of the survey strongly predicted the response variable.  相似文献   

Social competence in internationally adopted and institutionalized children     

Jesús Palacios  Carmen Moreno  Maite Román 《Early childhood research quarterly》2013

A growing, sizable proportion of school children do not live in conventional family environments. Among these, internationally adopted children have gained increasing visibility in recent years. While other areas of their behavior have been widely explored, little is known about adopted children's social competence and their integration into peer groups. This study, involving 148 children between 4 and 8 years of age, compared 40 internationally adopted children with 50 children who were residing in institutions for children and 58 community comparison children. Social competence, problems with peers and friendship relationships were assessed using SSRS and SDQ, with both parents/caretakers and teachers as the informants. The sociometric status of the children and their friendship relationships were obtained through their teachers’ reports. The results showed statistically significant differences between children living in institutions (more problems with peers, poorer social skills and sociometric status) and those in family environments, whether adopted and non-adopted. Also, the results suggest some minor differences between the adopted and the comparison children, the former with greater visibility and the latter with higher sociometric status in the peer group.  相似文献   

Sobre «Al pie de la letra»     

Carmen Gómez Granell 《Infancia y Aprendizaje》2013,36(59-60):131-133

  相似文献   

Lo individual y lo social en la construcción del conocimiento     

Carmen Gómez-Granell  Pilar Moreno 《Infancia y Aprendizaje》2013,36(59-60):159-183

Resumen

En este trabajo se explican los principales principios y teóricos y metodologicos de una línea de investigación que tiene como objetivo el estudio del papel del contexto en la adquisición de ciertos contenidos específicos.

Para ilustrar dicha opción se presentan dos tipos de trabajos. En primer lugar se describe la trayectoria seguida en los trabajos sobre adquisición del lenguaje matemático que hemos venido realizando en los últimos años. En segundo lugar se presentan algunos datos de un trabajo realizado recientemente y orientado a analizar el discurso y la práctica en el aula.  相似文献