Mexican Educators Survey on Anatomical Sciences Education and a Review of World Tendencies     

Yolanda Salinas-Alvarez  Alejandro Quiroga-Garza  Javier Humberto Martinez-Garza  Guillermo Jacobo-Baca  Pablo Patricio Zarate-Garza  Karla Valeria Rodríguez-Alanís  Santos Guzman-Lopez  Rodrigo Enrique Elizondo-Omaña 《Anatomical sciences education》2021,14(4):471-481

Anatomical sciences curricula have been under constant reform over the years, with many countries having to reduce course hours while trying to preserve laboratory time. In Mexico, schools have historically been autonomous and unregulated, and data regarding structure and methods are still lacking. A national survey was sent by the Mexican Society of Anatomy to 110 anatomical sciences educators. The questionnaire consisted of 50 items (open and multiple choice) for gross anatomy, microscopic anatomy, neuroanatomy, and embryology courses in medical schools across Mexico. A clinical approach was the most common course approach in all disciplines. Contact course hours and laboratory hours were higher in Mexican anatomy education compared to other countries, with the highest reported contact hours for embryology (133.4 ± 44.1) and histology (125 ± 33.2). There were similar contact hours to other countries for gross anatomy (228.5 ± 60.5). Neuroanatomy course hours (43.9 ± 13.1) were less than reported by the United States and similar to Saudi Arabia and higher than the United Kingdom. Dissection and microscopy with histological slides predominate as the most common laboratory activities. Traditional methods prevail in most of the courses in Mexico and only a few educators have implemented innovative and technological tools. Implementation of new methods, approaches, and curricular changes are needed to enhance anatomical sciences education in Mexico.  相似文献   

The place of colleague evaluation in the appraisal of college teaching: A review of the literature   总被引：2，自引：0，他引：2  

Enrique E. Batista 《Research in higher education》1976,4(3):257-271

The present review considers the nature of the problem of evaluating college teaching as well as the means by which this evaluation has been attempted. This review shows that there is little agreement as to what the criteria for evaluating college teaching should be. It is stated that student and administrator evaluation of faculty are, by themselves or combined, limited in scope. A list of 10 activities and faculty behaviors that can be more reliably and validly evaluated by fellow colleagues than by anyone else is presented, as well as 22 different criteria or approaches that could be used for this evaluation. Recommendations for upgrading colleague evaluation of teaching are made in the hope that the present state of affairs can begin to reach high levels of adequacy and objectivity.This research was supported by the Measurement and Research Division of the Office of Instructional Resources, University of Illinois at Urbana-Champaign.  相似文献   

The role of the Internet in teachers’ professional practice: activities and factors associated with teacher use of ICT inside and outside the classroom     

Andrea Ibieta  J. Enrique Hinostroza  Christian Labbé  Magdalena Claro 《Technology, Pedagogy and Education》2017,26(4):425-438

Evidence shows that teachers’ use of information and communication technology (ICT) in the classroom is still limited in variety and frequency. However, their use of ICT outside the classroom, while more frequent, has been less studied. Our research aims to identify personal factors associated with teachers’ ICT use inside and outside the classroom. Data from a questionnaire administered to a nationwide sample of 6932 teachers in Chile was used to characterise their activities and perceptions associated with ICT. Multiple regression analyses were applied to determine relationships between them. The findings show first, that teachers use ICT more frequently outside the classroom for class preparation; second, that their perceptions of ICT impact on professional practice is the main factor associated with their use of ICT inside and outside the classroom; third, that less experienced teachers use communication tools with colleagues and students more often; and finally, that there is a need to examine teachers’ use of (ready-made) Internet resources.  相似文献   

Financing innovation: A bibliometric analysis of the field     

Ana Milena Padilla-Ospina  Javier Enrique Medina-Vásquez  Jorge Alberto Rivera-Godoy 《Journal of Business & Finance Librarianship》2018,23(1):63-102

This article presents a bibliometric analysis of the financing of innovation during the period 2001–2016. Among the most prominent journals in the field are Research Policy, Technovation and Small Business Economics; among the most influential authors are Petersen, Hall, Himmelberg, Lerner and Brown; and the most connected documents are those by Hall (2002) and Brown, Fazzari, and Petersen (2009). The field is fragmented and uses a variety of financial theoretical models. Salient topics in the field are financial constraints, funding sources (internal and external), capital structure, venture capital and financing of technology companies.  相似文献   

On the necessary relation between moral development and worldview     

Susana Frisancho  Guillermo Enrique Delgado 《Journal of moral education》2016,45(3):239-247

In this article we elaborate on the relationship between morality, moral development, moral education and capitalism. Based on Narvaez’s correct critique of the Western way of life, which is destroying the environment and may one day lead to extinction of life on Earth, we argue that this critique should not be stripped of its political side, meaning that it will not be complete if does not explicitly include capitalism as one of its roots. In the remainder of our commentary, we will try to show that in addition to heart, reason has a strong place in indigenous peoples’ life that is frequently misunderstood. Finally, and taking all this into account, we maintain that moral and citizenship education need to be critical and intercultural, and explicitly discuss economic and political issues that underlie and affect human moral development.  相似文献   

Pedagogy of a Latin American Festival     

Murillo  Enrique G. 《The Urban Review》1997,29(4):263-281

Engaging and investigating the cultural production and practice of social groups and organizations that make claims of collective knowledge, democratic values, and social memories around the coordinates of difference, diversity, and representation are consistent with an expansion of postmodern scholarship on public pedagogies and citizen participation. These social groups and organizations often negotiate, carve out, and rework cultural spaces that create and sustain ritual performances of community and identity. This article is an ethnographic exploration of one such organization, which in light of recent and increasing demographic and socioeconomic shifts of Latino immigrants fleeing to resettle in the American South, has organized an annual Latin American festival. The researcher-author traces and interrogates not only the cultural images and knowledge produced by the organization in the process of planning and performing the Latin American festival, but also the complexity, dilemmas, and complicity that arise in subsequent ethnographic portrayal and academic text-making practice.  相似文献   

“I wanted to go here”: Adolescents’ perspectives on school choice     

Sandra Mandic  Susan Sandretto  Debbie Hopkins  Gordon Wilson  Antoni Moore  Enrique García Bengoechea 《Journal of School Choice》2018,12(1):98-122

New Zealand legislation removing school zones radically reshaped school choice, resulting in increased school stratification from parental choice frequently driven by social factors such as ethnic makeup of the school community. This article considers school choice through the eyes of 1,465 adolescents from 12 secondary schools in Dunedin (New Zealand). The most common reasons for school choice included: preference for a coeducational school, school’s facilities, positive comments from parents/students, and friends’ enrollment. Reasons for school choice differed by who was making the decision. Social factors and school programs/facilities, rather than proximity to home, influenced school choice decisions in Dunedin.  相似文献   

Activity profile of top-class association football referees in relation to performance in selected physical tests     

Mallo J  Navarro E  García-Aranda JM  Gilis B  Helsen W 《Journal of sports sciences》2007,25(7):805-813

The aims of the present study were (1) to analyse the physical demands of top-class referees and (2) to compare their official FIFA fitness test results with physical performance during a match. The work rate profiles of 11 international referees were assessed during 12 competitive matches at the 2003 FIFA Under-17 World Cup and then analysed using a bi-dimensional photogrammetric video analysis system based on direct lineal transformation (DLT) algorithms. In the first 15 min of matches, the referees were more active, performing more high-intensity exercise (P < 0.01) than in the first 15 min of the second half. During the second half of matches, the referees covered a shorter distance (P < 0.01), spent more time standing still (P < 0.05), and covered less ground cruising (P < 0.05), sprinting (P < 0.05), and moving backwards (P < 0.001) than in the first half. Also in the second 45 min, the distance of referees from infringements increased (P < 0.05) in the left attacking zone of the filed. There was also a decrease (P < 0.05) in performance in the period following the most high-intensity activity, compared with the mean for the 90 min. Time spent performing high-intensity activities during a match was not related to performance in the 12-min run (r(2) = 0.30; P < 0.05), the 200-m sprint (r(2) = 0.05; P < 0.05), or the 50-m sprint (r(2) = 0.001; P < 0.05). The results of this study show that: (1) top-class referees experienced fatigue at different stages of the match, and (2) the typical field tests used by FIFA (two 50-m and 200-m sprints, followed by a 12-min run) are not correlated with match activities.  相似文献   

Assessing practice-based influences on adolescent psychosocial development in sport: the activity context in youth sport questionnaire     

Enrique García Bengoechea  Catherine M. Sabiston  Philip M. Wilson 《Journal of sports sciences》2017,35(1):56-64

The aim of this study was to provide initial evidence of validity and reliability of scores derived from the Activity Context in Youth Sport Questionnaire (ACYSQ), an instrument designed to offer a comprehensive assessment of the activities adolescents take part in during sport practices. Two studies were designed for the purposes of item development and selection, and to provide evidence of structural and criterion validity of ACYSQ scores, respectively (N = 334; M age = 14.93, SD = 1.76 years). Confirmatory factor analysis (CFA) supported the adequacy of a 20-item ACYSQ measurement model, which was invariant across gender, and comprised the following dimensions: (1) stimulation; (2) usefulness-value; (3) authenticity; (4) repetition-boredom; and (5) ineffectiveness. Internal consistency reliability estimates and composite reliability estimates for ACYSQ subscale scores ranged from 0.72 to 0.91. In regression analyses, stimulation predicted enjoyment and perceived competence, ineffectiveness was significantly associated with perceived competence and authenticity emerged as a predictor of commitment in sport. These findings indicate that the ACYSQ displays adequate psychometric properties and the use of the instrument may be useful for studying selected activity-based features of the practice environment and their motivational consequences in youth sport.  相似文献   

Are phonological processes the same or different in low literacy adults and children with or without reading disabilities?     

Juan E. Jiménez  Eduardo García  Enrique Venegas 《Reading and writing》2010,23(1):1-18

The primary purpose of the study reported here was to examine whether phonological processes are the same or different in low literacy adults and children with or without reading disabilities in a consistent orthography. A sample of 150 subjects was selected and organized into four different groups: 53 low literacy adults, 29 reading disabled children, 27 younger normal readers at the same reading level as those with reading disabilities and low literacy adults, and 41 normal readers matched in age with the reading disabled group. We administered phonological awareness tasks which included items with different complexity of syllable structure. The results showed that the complexity of syllable structure had not a particularly marked effect on low literacy adults. Rather, the deletion task revealed the phonological deficit in low literacy adults across all syllable structures.  相似文献