Indigenous languages and intercultural bilingual education in Bolivia     

Xavier Albó  Lucía d'Emilio 《Prospects》1990,20(3):321-329

Cofounder of the Centre for Research into and Promotion of the Peasantry (CIPCA). Author of, among other works, Los mil rostros del quechuaand Lengua y sociedad boliviana,and editor of Raíces de América: el mundo Aymara and Para comprender las culturas rurales en Bolivia.  相似文献   

The influence of university students’ learning beliefs on their intentions to use mobile technologies in learning: a study in China and Spain     

Huang  Fang  Sánchez-Prieto  José Carlos  Teo  Timothy  García-Peñalvo  Francisco J.  Sánchez  Eva María Torrecilla  Zhao  Chen 《Educational technology research and development : ETR & D》2020,68(6):3547-3565

Educational technology research and development - As an emerging learning method, mobile technologies allow students to gain knowledge via both formal and informal learning. In spite of the...  相似文献   

Intergenerational educational and occupational mobility in Spain: does gender matter?     

Laura De Pablos Escobar  María Gil Izquierdo 《British Journal of Sociology of Education》2016,37(5):721-742

This paper explores the changes in intergenerational mobility seen in Spain during the last century. It examines educational and occupational mobility, paying particular attention to the existence of a differentiated gender effect. The magnitude of the historical changes that have taken place in Spain during the twentieth century and the scarcity of studies in this field increase the value of this paper. More specifically, the paper seeks to describe how the situation has changed with the social–economic and education policy developments in democratic Spain, especially with regards to women. The main results show that while educational mobility has improved, there has been no such significant change in occupational mobility.  相似文献   

Significant learning in catholic religious education: the case of Temuco (Chile)     

Jessica Navarrete  Angélica Vásquez  Efraín Montero  Daniel Cantero 《British Journal of Religious Education》2020,42(1):90-102

ABSTRACT

The object of this article is to reveal the teaching strategies used by teachers for religious education in Temuco, Chile. The paradigm used was qualitative and the design was a single interpretative case study. The data were collected by semi-structured interviews with pupils and religious education (RE) teachers. The results show convergences of successful strategies, such as the use of conversations to form opinions related with the pupils’ everyday interests. We conclude that significant learning for catholic religious education in schools (CRES) includes teaching strategies associated with individual and collective reflections and conversations on topical social issues. Thus, religious education may enable us to advance towards a pluralist approach to the teaching of religion.  相似文献   

Temporal discounting of aversive consequences in rats     

William Rodríguez  Arturo Bouzas  Vladimir Orduña 《Learning & behavior》2018,46(1):38-48

Previous research has extensively evaluated the impact of delay on the value of positive reinforcers, but the study of its impact on the value of aversive consequences is scarce. The present study employed a modification of Evenden and Ryan’s procedure (1996, Psychopharmacology, 128(2), 161–170) to obtain data on temporal discounting of an aversive consequence, with rats as experimental subjects. In the first phase of the procedure, rats chose between one-pellet and four-pellet alternatives; when subjects developed preference for the larger-amount alternative, a shock was added to it, resulting in a loss of preference. In the first experimental condition, the delay to shock was progressively increased within each session from zero to 40 s (ascending delays), which resulted in a recovery of the preference for the larger-amount + shock alternative as the delay to shock was increased. In a subsequent condition (descending delays) the delay to shock was progressively decreased within each session, from 40 to 0 s. In both conditions, the preference for the smaller-amount no-shock alternative was well described by a hyperbolic function. The order of presentation of the delays within the session, ascending or descending, did not alter the relationship between preference and delay to shock. The temporal discounting curve obtained in the present study could represent a baseline for analyzing the impact that diverse environmental and pharmacological variables have on the temporal discounting of aversive consequences.  相似文献   

The Impact of Early Social Interactions on Later Language Development in Spanish–English Bilingual Infants          下载免费PDF全文

Nairán Ramírez‐Esparza  Adrián García‐Sierra  Patricia K. Kuhl 《Child development》2017,88(4):1216-1234

This study tested the impact of child‐directed language input on language development in Spanish–English bilingual infants (N = 25, 11‐ and 14‐month‐olds from the Seattle metropolitan area), across languages and independently for each language, controlling for socioeconomic status. Language input was characterized by social interaction variables, defined in terms of speech style (“parentese” vs. standard speech) and social context (one‐on‐one vs. group). Correlations between parentese one‐on‐one and productive vocabulary at 24 months (n = 18) were found across languages and in each language independently. Differences are highlighted between previously published monolingual samples, which used the same methods as the current study of bilingual infants. The results also suggest cultural effects on language input and language development in bilingual and bicultural infants.  相似文献   

Possible reasons for low scientific literacy of Slovak students in some natural science subjects     

Renata Bellová  Danica Melicherčíková  Peter Tomčík 《Research in Science & Technological Education》2018,36(2):226-242

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Giving or receiving feedback: which is more beneficial to students’ learning?     

Georgeta Ion  Angelina Sánchez Martí  Ingrid Agud Morell 《Assessment & Evaluation in Higher Education》2019,44(1):124-138

Assessment is a key component of the education process and strategies involving peer-feedback are considered beneficial to student learning. This study aims to analyse the benefits giving and receiving feedback have for students’ development of cognitive and metacognitive, affective and professional competences. One-hundred and eighty-eight students enrolled in teacher education answered a survey. Results indicate that, after providing feedback, the students perceived a better learning experience and an increased sense of commitment to their own learning and their colleagues’ progress. A key finding from this study was the role of students in their own learning. As most participants recognised, providing feedback helped them improve their learning, which is a clear indicator that students want to adopt an active role in their own learning and consider their involvement critical in the design of teaching and learning experiences. To achieve the greatest advantages, feedback must be accompanied by tutoring and mentoring to ensure positive connections with the task, address doubts and clarify the comments received.  相似文献   

Head teachers’ attitudes towards religious diversity and interreligious dialogue and their implications for secondary schools in Catalonia     

Ruth Vilà Baños  Montserrat Freixa Niella  María José Rubio Hurtado 《British Journal of Religious Education》2020,42(2):180-192

ABSTRACT

This paper explores the attitudes of secondary-school head teachers towards religious diversity, intercultural and interreligious dialogue and the role of education in fostering intercultural and interreligious dialogue. A sample comprising 275 head teachers in Catalan secondary schools answered an online questionnaire. The results revealed attitudes which were moderately favourable towards cultural and religious diversity, more strongly favourable towards interreligious dialogue, and less favourable towards education playing a major role in managing religious and cultural diversity and in fostering interreligious dialogue. We found significant differences in head teachers’ attitudes in line with the specific features of the schools where they worked. Amongst these differences, it was noticeable that heads of religious and private–public schools had more positive attitudes towards managing religious and cultural diversity and towards education playing a leading role in promoting dialogue. Also, we identified three groups of head teachers who showed differing degrees of positivity according to the perceived religious diversity of their schools. The more diverse the school, the less favourable the attitude, and vice-versa; the most moderate favourability was also associated with the most moderate diversity.  相似文献   

A cross-case analysis of three Native Science Field Centers     

Helen J. Augare  Dominique M. Davíd-Chavez  Frederick I. Groenke  Melissa Little Plume-Weatherwax  Lisa Lone Fight  Gene Meier  Helene Quiver-Gaddie  Elvin Returns From Scout  Bonnie Sachatello-Sawyer  Nate St. Pierre  Shelly Valdez  Rachel Wippert 《Cultural Studies of Science Education》2017,12(2):227-253

Native Science Field Centers (NSFCs) were created to engage youth and adults in environmental science activities through the integration of traditional Native ways of knowing (understanding about the natural world based on centuries of observation including philosophy, worldview, cosmology, and belief systems of Indigenous peoples), Native languages, and Western science concepts. This paper focuses on the Blackfeet Native Science Field Center, the Lakota Native Science Field Center, and the Wind River Native Science Field Center. One of the long-term, overarching goals of these NSFCs was to stimulate the interest of Native American students in ways that encouraged them to pursue academic and career paths in science, technology, engineering, and mathematics (STEM) fields. A great deal can be learned from the experiences of the NSFCs in terms of effective educational strategies, as well as advantages and challenges in blending Native ways of knowing and Western scientific knowledge in an informal science education setting. Hopa Mountain—a Bozeman, Montana-based nonprofit—partnered with the Blackfeet Community College on the Blackfeet Reservation, Fremont County School District #21 on the Wind River Reservation, and Oglala Lakota College on the Pine Ridge Reservation to cooperatively establish the Native Science Field Centers. This paper presents a profile of each NSFC and highlights their program components and accomplishments.  相似文献