Research collaboration and productivity: is there correlation?     

Giovanni Abramo  Ciriaco Andrea D’Angelo  Flavia Di Costa 《Higher Education》2009,57(2):155-171

The incidence of extramural collaboration in academic research activities is increasing as a result of various factors. These factors include policy measures aimed at fostering partnership and networking among the various components of the research system, policies which are in turn justified by the idea that knowledge sharing could increase the effectiveness of the system. Over the last two decades, the scientific community has also stepped up activities to assess the actual impact of collaboration intensity on the performance of research systems. This study draws on a number of empirical analyses, with the intention of measuring the effects of extramural collaboration on research performance and, indirectly, verifying the legitimacy of policies that support this type of collaboration. The analysis focuses on the Italian academic research system. The aim of the work is to assess the level of correlation, at institutional level, between scientific productivity and collaboration intensity as a whole, both internationally and with private organizations. This will be carried out using a bibliometric type of approach, which equates collaboration with the co-authorship of scientific publications.

Giovanni AbramoEmail:

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The Contribution of Ethnobiology to the Construction of a Dialogue Between Ways of Knowing: A Case Study in a Brazilian Public High School     

Geilsa Costa Santos Baptista  Charbel Niño El-Hani 《Science & Education》2009,18(3-4):503-520

This paper reports results obtained in pedagogical interventions in a Brazilian public high school which aimed at promoting a dialogue between scientific and traditional knowledge in the context of biology teaching. The interventions were based on the use of a didactic material and teaching sequence elaborated on the grounds of school knowledge about botany, as presented in biology textbooks, and interviews with students who were also farmers, so as to gather data about their ethnobiological knowledge. Our goal was to develop and test resources that can offer support for teachers who wish to build a dialogue between different ways of knowing in multicultural settings. Our results indicate that the use of the didactic material and teaching sequence indeed created possibilities for a dialogue between the students’ ethnobiological knowledge and biology school knowledge. We observed some shortcomings in classroom practice, partly reflecting our very choice of subject matter to develop the teaching sequence. But the interventions also revealed important limitations that we regard as representative of problems that may generally make multicultural science teaching a hard goal to achieve. It was clear that important shortcomings were related to teachers’ difficulties to conduct a dialogue between ways of knowing in a science classroom, and, thus, called attention to the importance of introducing a multicultural dimension into teacher education. We also observed that the fact that students did not show much sensitivity towards dealing with cultural diversity was a factor constraining the success of the interventions. These results highlight the importance of proposing and testing teacher education initiatives aiming at preparing them to teach science in a culturally sensitive manner, and also managing classroom tensions and conflicts so as to make it possible an effective dialogue between different ways of knowing in a multicultural setting.  相似文献   

Item response theory and the measurement of motor behavior   总被引：2，自引：0，他引：2  

M J Safrit  A S Cohen  M G Costa 《Research quarterly for exercise and sport》1989,60(4):325-335

Item response theory (IRT) has been the focus of intense research and development activity in educational and psychological measurement during the past decade. Because this theory can provide more precise information about test items than other theories usually used in measuring motor behavior, the application of IRT in physical education and exercise science merits investigation. In IRT, the difficulty level of each item (e.g., trial or task) can be estimated and placed on the same scale as the ability of the examinee. Using this information, the test developer can determine the ability levels at which the test functions best. Equating the scores of individuals on two or more items or tests can be handled efficiently by applying IRT. The precision of the identification of performance standards in a mastery test context can be enhanced, as can adaptive testing procedures. In this tutorial, several potential benefits of applying IRT to the measurement of motor behavior were described. An example is provided using bowling data and applying the graded-response form of the Rasch IRT model. The data were calibrated and the goodness of fit was examined. This analysis is described in a step-by-step approach. Limitations to using an IRT model with a test consisting of repeated measures were noted.  相似文献   

An ideology critique of global citizenship education     

Alexandre Pais  Marta Costa 《Critical Studies in Education》2020,61(1):1-16

ABSTRACT

In the last two decades, global citizenship education (GCE) has become a catchphrase used by international and national educational agencies, as well as researchers, to delineate the increasing internationalisation of education, framed as an answer to the growing globalisation and the high values of citizenship. These developments, however, have created issues, due to the presence of two conflicting discourses. While the discourse of critical democracy highlights the importance of ethical values, social responsibility and active citizenry, a neoliberal discourse privileges instead a market-rationale, focused on self-investment and enhanced profits. These two discourses are not separated; they rather appear side by side, causing a confusing effect. This article aims to analyse GCE as an ideology, unveiling not only its hidden (discursive) content but also the role played by non-discursive elements in guaranteeing the coexistence of antagonistic discourses. It will be argued that not only the critical democratic discourse does not offer any resistance or threat to the neoliberal structuring of higher education, but also this discourse can function as an apologetic narrative that exculpates all of us who still want to work in universities, notwithstanding our dissatisfaction with their current commodification.  相似文献   

Popular education in solidarity economy     

José Francisco de Melo Neto  Francisco Xavier Pereira da Costa 《International Journal of Lifelong Education》2015,34(1):47-58

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Learning the principles of simulation using the birthday problem          下载免费PDF全文

Rui Manuel da Costa Martins 《Teaching Statistics》2018,40(3):108-111

Using the famous Birthday problem, we present here a practical activity that allows students to perceive the basic reasoning behind simulation and explore its potential. Through a playful approach with probabilities, students are led along a path that illustrates difficulties with intuition and introduces them to theoretical results for sample proportions.  相似文献   

Exploring the perspectives of physically active and inactive adolescents: how does physical education influence their lifestyles?     

João Martins  Adilson Marques  António Rodrigues  Hugo Sarmento  Marcos Onofre  Francisco Carreiro da Costa 《Sport, Education and Society》2018,23(5):505-519

Based on a socio-ecological framework for physical education (PE), this study explored and analysed the perspectives of physically active and inactive adolescent boys and girls with different socioeconomic status (SES), regarding the meanings that PE had on their physical activity (PA) lifestyles throughout childhood and adolescence. An interpretative and qualitative design was adopted and operationalised through an individual two-hours in-depth interview. Thematic analysis identified five main themes that distinguish active from inactive adolescents: ‘Early experiences of PE at primary school’; ‘PE experiences in middle and secondary school’; ‘Friendly, professional and pedagogue. That’s what I want from my PE teacher’; ‘Friends in PE and PA’; ‘Active lifestyles? Are schools and PE ready for making a difference?…’. Regardless of the lifestyle, girls revealed more PE negative experiences, related to uninteresting and competitive activities, groups’ constitution and logistic factors. SES played a major role on their PA and PE experiences, with low SES adolescents having limited opportunities inclusively within the primary school PE context. This study provides evidence for the importance of promoting positive PE and PA experiences in early years. Based on adolescents’ voices, several recommendations are discussed that can be considered for improving PE professionals’ effectiveness in promoting active lifestyles.  相似文献   

Four-component instructional design (4C/ID) model: a meta-analysis on use and effect     

Costa  Joana Martinho  Miranda  Guilhermina Lobato  Melo  M&#;rio 《Learning Environments Research》2022,25(2):445-463

Learning Environments Research - The four-component instructional design model (4C/ID) has been increasingly used in face-to-face and online learning environments. We present a meta-analysis on the...  相似文献