Sustainable assessment?: Critical features of the assessment process in a modularised engineering programme     

Åsa Lindberg-Sand  Thomas Olsson 《International Journal of Educational Research》2008,47(3):165-174

This paper reports a project researching the interplay between a formal assessment system on the one hand and the development of students’ and teachers’ work in the actual assessment process on the other. Applying a social practice perspective, empirical data from the first year of an engineering programme mapped the assessment process through documentary studies and qualitative interviews with students and teachers.  相似文献   

The 9th Symposium of the International Research Society for Children's Literature September 4–8, 1989 Salamanca,Spain     

Cecilia Gordon 《Children‘s Literature in Education》1988,19(4):252-252

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Education,Globalization and International Action     

Braslavsky  Cecilia 《Prospects》2003,33(1):1-2

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Relationship between laboratory-measured variables and heart rate during an ultra-endurance triathlon   总被引：1，自引：1，他引：0  

Laursen PB  Knez WL  Shing CM  Langill RH  Rhodes EC  Jenkins DG 《Journal of sports sciences》2005,23(10):1111-1120

The aim of the present study was to examine the relationship between the performance heart rate during an ultra-endurance triathlon and the heart rate corresponding to several demarcation points measured during laboratory-based progressive cycle ergometry and treadmill running. Less than one month before an ultra-endurance triathlon, 21 well-trained ultra-endurance triathletes (mean +/- s: age 35 +/- 6 years, height 1.77 +/- 0.05 m, mass 74.0 +/- 6.9 kg, = 4.75 +/- 0.42 l x min(-1)) performed progressive exercise tests of cycle ergometry and treadmill running for the determination of peak oxygen uptake (VO2peak), heart rate corresponding to the first and second ventilatory thresholds, as well as the heart rate deflection point. Portable telemetry units recorded heart rate at 60 s increments throughout the ultra-endurance triathlon. Heart rate during the cycle and run phases of the ultra-endurance triathlon (148 +/- 9 and 143 +/- 13 beats x min(-1) respectively) were significantly (P < 0.05) less than the second ventilatory thresholds (160 +/- 13 and 165 +/- 14 beats x min(-1) respectively) and heart rate deflection points (170 +/- 13 and 179 +/- 9 beats x min(-1) respectively). However, mean heart rate during the cycle and run phases of the ultra-endurance triathlon were significantly related to (r = 0.76 and 0.66; P < 0.01), and not significantly different from, the first ventilatory thresholds (146 +/- 12 and 148 +/- 15 beats x min(-1) respectively). Furthermore, the difference between heart rate during the cycle phase of the ultra-endurance triathlon and heart rate at the first ventilatory threshold was related to marathon run time (r = 0.61; P < 0.01) and overall ultra-endurance triathlon time (r = 0.45; P < 0.05). The results suggest that triathletes perform the cycle and run phases of the ultra-endurance triathlon at an exercise intensity near their first ventilatory threshold.  相似文献   

Learning from education to communicate science as a good story   总被引：1，自引：0，他引：1  

Negrete A  Lartigue C 《Endeavour》2004,28(3):120-124

Science communicators must learn from science educators in their crusade to counteract the traditional boring and inefficient approaches to convey science. Educators encounter a need for methods of teaching that portray science as 'hard fun' and resources that encourage students' minds to burst into action. Narratives are considered by several authors as highly valuable resources for science education. However, little research has been undertaken to measure the efficiency of narratives in the context of science communication to the general public. Recent work however, suggests that narratives are indeed an alternative and an important means for science communication to convey information in an accurate, attractive, imaginative and memorable way. To present scientific information through stories, novels, comics and plays should be regarded as an important means to transmit information in the repertoire of both science teachers and science communicators.  相似文献   

Determinants of Research Productivity in Spanish Academia     

Cecilia Albert  María A. Davia  Nuria Legazpe 《European Journal of Education》2016,51(4):535-549

This article aims to widen the empirical evidence about the determinants of Spanish academics’ publication productivity across fields of study. We use the Spanish Survey on Human Resources in Science and Technology addressed to Spanish resident PhDs employed in Spanish universities as academics. Productivity is measured as the total number of publications in a three‐year period. We show how personal and academic variables explain differences in productivity within universities and fields of studies and across fields of research. Female workers report lower productivity than their male counterparts, but family responsibilities do not explain this gender gap. The type of contract and tenure or rank do not seem to have any influence on productivity. Researchers seeking professional promotion rather than altruism or personal satisfaction are more productive and young scholars publish more than their older counterparts. Additionally, we find a certain research‐teaching trade‐off and some nuances in the predictors of publication productivity across birth cohorts and fields of study. Finally, international cooperation is one of the most relevant determinants of the number of publications, regardless of the birth cohort. The institutional context in the Spanish research system as regards requirements for promotion and the assessment of research outcomes may contribute to the understanding and interpretation of our results.  相似文献   

The Contribution of Reasoning to the Utilization of Feedback from Software When Solving Mathematical Problems     

Jan Olsson 《International Journal of Science and Mathematics Education》2018,16(4):715-735

This study investigates how students’ reasoning contributes to their utilization of computer-generated feedback. Sixteen 16-year-old students solved a linear function task designed to present a challenge to them using dynamic software, GeoGebra, for assistance. The data were analysed with respect both to character of reasoning and to the use of feedback generated through activities in GeoGebra. The results showed that students who successfully solved the task were engaged in creative reasoning and used feedback extensively.  相似文献   

Cross-lagged cross-subject bidirectional predictions among achievements in mathematics,English language and Chinese language of school children     

Magdalena Mo Ching Mok  Jinxin Zhu  Cecilia Lai Kwan Law 《教育心理学》2017,37(10):1259-1280

This study aimed to explore the cross-lagged association of achievements in mathematics and languages. While the effect of language on achievements in mathematics is well-documented, few studies have examined the reciprocal relationships among mathematics, the Chinese language and the English language in the same study. This study conducted a secondary analysis of longitudinal achievement data collected through the Territory-wide System Assessment (TSA) in Hong Kong. The sample comprised 48,547 third-grade, unbalanced bilingual students who were measured three times over six years: in 2007 (in Grade 3), 2010 (Grade 6) and 2013 (Grade 9). Multilevel cross-lagged analysis found prior achievement in a subject was the strongest predictor of achievement in that subject three years later. Furthermore, cross-subject bidirectional prediction was found among achievements in mathematics, Chinese language and English language for students from Grade 3 to Grade 6 and from Grade 6 to Grade 9.  相似文献   

Reforming education in post-partition Northern Ireland: state control and churches’ interference     

Cecilia Biaggi 《History of education》2020,49(3):379-397

ABSTRACT

After the partition of Ireland, the newly established parliament in Belfast was given control over education. The unionist government, mainly representing the majoritarian Protestant population, embarked on a reform of the pre-existing denominational education system and tried to persuade all the churches to transfer their schools to state control in exchange for public funding. Despite the sincere efforts of the first Minister of Education, the Catholic Church rejected interference in education from a government that its followers perceived as hostile, while the Protestant churches became increasingly intransigent in their demands for more control over state schools. In order to ensure their support, the government met their requests, ignoring the instances of teachers and principals who called for independence from clerical managers. The result was a segregated education system that contributed to maintain the deep divisions of the Northern Irish society.  相似文献   

Academic motivations of Yi youths in China: Classmate support and ethnic identity     

Angel Hor Yan Lai  Kin-Yu Wong  Cecilia Lai Wan Chan 《The Journal of educational research》2019,112(4):550-563

To enhance the academic achievements of Yi ethnic minority youths in rural school settings, the authors examined the effect of classmate support and the meditating role of ethnic identity in promoting their academic motivation. Cross-sectional survey data were collected from Yi youths sponsored by a philanthropic organization to attend local schools in Liangshan, rural China (n?=?657; 7–12 years old; 52% boys). Results of structural equation modelling showed that classmate support positively affected ethnic identity-commitment and ethnic identity-exploration, which then had positive impacts on three academic motivation outcomes: intrinsic motivation, extrinsic motivation-external and identified regulation, and extrinsic motivation-introjected regulation. The mediating effects of ethnic identity-exploration and ethnic identity-commitment were statistically significant, except for the pathway from classmate support to extrinsic motivation-introjected regulation via ethnic identity-commitment. The authors found that ethnic identity can be facilitated through building supportive classroom environment for positive academic motivations in Yi youths. Cross-cultural significance of this study is also discussed.  相似文献