Skilled Students and Effective Schools: Reading Achievement in Denmark,Sweden, and France     

Patrícia Costa  Luísa Araújo 《Scandinavian Journal of Educational Research》2018,62(6):850-864

This study investigates how reading achievement relates to student and school characteristics in countries with different reading scores at the fourth grade level. Data comes from the Progress in International Reading Literacy Study (PIRLS) 2011 for Denmark, Sweden, and France and the multilevel analysis includes two levels: student/home and schools. The school effectiveness and the home literacy models informed the selection of the independent variables. Results show that students’ early literacy skills, home literacy practices and resources, and reading behavior are associated with reading scores in all countries. Furthermore, across different countries there are student/home universals and school particulars that explain variation in reading achievement. Educational policies should address home and school literacy skills and practices, school climate, and school composition to improve students’ reading ability.  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   

Effective practices in leadership for social justice. Evolution of successful secondary school principalship in disadvantaged contexts     

Cristina Moral  Lina Higueras-Rodríguez  Ana Martín-Romera  Estefanía Martínez- Valdivia  Amelia Morales-Ocaña 《International Journal of Leadership in Education》2020,23(2):107-130

ABSTRACT

This paper investigates the evolution of leadership for learning that has occurred in four secondary schools located in disadvantaged contexts in the province of Granada (Spain) over a period of 2 years, performing a comparative analysis on the values, qualities and strategies that characterize their principals during the academic years 2013–2014 and 2015–2016. The investigation uses case studies and conducts interviews with principals, teachers and education administrators. It is supported by the group-case method, as well as the longitudinal prospective method. The results show that only one of these principals has maintained a leadership aimed at learning and achievement of all students in the school, at the same time as students’ academic results have been improving. This paper concludes by providing information on values, qualities and strategies of successful leadership in disadvantaged contexts in Spain that distinguish them from other less successful leaders.  相似文献   

Who benefits from mastery-approach and performance-approach goals in college? Students’ social class as a moderator of the link between goals and grade     

Céline Darnon  Mickaël Jury  Cristina Aelenei 《European Journal of Psychology of Education - EJPE》2018,33(4):713-726

Although approach forms of achievement goals (mastery and performance goals) have been shown to predict academic achievement in college, recent research underscores that these associations are rather weak and not consistently observed. The present study tests students’ social class (in the present research, generational status) as a moderator of the relationships between both mastery-approach goals and performance-approach goals and final grade. One hundred students (45 first-generation students and 55 continuing-generation students, M _age = 18.9, SD = 1.52) answered an achievement goal scale related to one of their classes at the beginning of the year. Their final grade for this class was obtained three months later. As expected, performance-approach goals positively predicted final grade only for upper-class students, while mastery-approach goals tend to do so for lower-class students, supporting the idea that different kinds of motivation could predict students’ achievement depending on their social class.  相似文献   

Gender ratio and cognitive profiles in dyslexia: a cross-national study     

Juan E. Jim��nez  Claudia Garc��a de la Cadena  Linda S. Siegel  Isabel O��Shanahan  Eduardo Garc��a  Cristina Rodr��guez 《Reading and writing》2011,24(7):729-747

The purpose of this study was to analyze possible gender-related differences in the prevalence of dyslexia. A cross-national comparison of Spain and Guatemala was conducted. Both countries speak the same language but have a different standard of living and educational level. A second purpose of this study was to analyze the cognitive profile of Guatemalan and Spanish males and females children with dyslexia. The log-linear analysis indicated that the number of dyslexics detected was different across the countries but there were no differences as a function of gender. Similarly, there were no significant or meaningful differences between dyslexic males and females in the cognitive processes involved in reading. Therefore, gender differences do not appear to be characteristic of developmental dyslexia.  相似文献   

The quality of teaching staff: higher education institutions’ compliance with the European Standards and Guidelines for Quality Assurance—the case of Portugal     

Sónia Cardoso  Orlanda Tavares  Cristina Sin 《Educational Assessment, Evaluation and Accountability》2015,27(3):205-222

In recent years, initiatives for the improvement of teaching quality have been pursued both at European and national levels. Such is the case of the European Standards and Guidelines for Quality Assurance (ESG) and of legislation passed by several European countries, including Portugal, in response to European policy developments driven by the Lisbon Strategy and the Bologna Process. This paper is concerned with the institutional level implementation of European and national policies which target the quality of teaching staff. It reports on the findings of a study conducted in order to analyse if Portuguese higher education institutions are taking measures to improve and assure the quality of teaching staff in compliance particularly with the ESG. Findings suggest that this compliance is only partial. Although mechanisms exist for the selection, recruitment and appraisal of academics, other instruments and measures meant to continuously improve teaching staff quality, such as institutional support for skills development, pedagogic training, material infrastructure and motivation strategies, such as awards and recognition, are still incipient.  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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Physicians’ willingness to share: a TPB-based analysis     

Giovanni?RadaelliEmail author  Emanuele?Lettieri  Cristina?Masella 《知识管理研究与实践》2015,13(1):91-104

Physicians’ willingness to share knowledge is a central antecedent of effective knowledge sharing within hospitals. This paper aims at supporting the micro-foundation of knowledge sharing with the identification of the factors that affect willingness to share and their classification according to a behavioural model grounded in the Theory of Planned Behaviour (TPB). The identification of antecedents and their classification is based on the review of the major contributions published on top tier and specialist journals. This study identifies 22 factors that affect physicians’ willingness to share. These factors are classified according to the TPB framework, which identifies three behavioural antecedents: attitude, subjective norm and perceived behaviour control. The organization of the factors allows appreciating the diffusion of knowledge-sharing behaviours as the result of three concurring perspectives: raising attention to the benefits of knowledge sharing, building up social pressures from relevant actors and designing appropriate organizational contingencies.  相似文献   

Volatile and Flavonoid Composition of the Peel of Citrus medica L. var. Corsican Fruit for Quality Assessment of Its Liqueur     

Nicolas Venturini  Toussaint Barboni  Franck Curk  Jean Costa  Julien Paolini 《Food Technology and Biotechnology》2014,52(4):403-410

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READING MATHEMATICS REPRESENTATIONS: AN EYE-TRACKING STUDY     

Andr&#;  Chiara  Lindstr&#;m  Paulina  Arzarello  Ferdinando  Holmqvist  Kenneth  Robutti  Ornella  Sabena  Cristina 《International Journal of Science and Mathematics Education》2013,13(2):237-259

We use eye tracking as a method to examine how different mathematical representations of the same mathematical object are attended to by students. The results of this study show that there is a meaningful difference in the eye movements between formulas and graphs. This difference can be understood in terms of the cultural and social shaping of human perception, as well as in terms of differences between the symbolic and graphical registers.

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