The new challenge: An ethnically integrated enrichment program for gifted students     

Mary Jean Goertz  Linda Phemister  Ernesto M. Bernal 《Roeper Review》2013,35(4):298-300

The New Challenge Program was established at the University of Texas‐Pan American's School of Education to provide enrichment experience for gifted children in the Lower Rio Grande Valley of South Texas. Over 125 students in grades K‐12 participate each spring in a course of their choosing designed to explore creativity or foster specialized interests, such as Videography, Engineering in the Real World, Discovering the Art in You, Blood and Guts, and Rocketry and Aviation. The majority of the gifted students in this program are Mexican Americans and are classified as economically disadvantaged. The New Challenge Program staff developed an informal system for selecting and preparing the experts who teach these courses to provide a learning environment that works for all gifted children and a curriculum that is thematic and expands upon the academic content that they learn in school.  相似文献   

A descriptive review and meta-analysis of family-based emergent literacy interventions: To what extent is the research applicable to low-income,ethnic-minority or linguistically-diverse young children?     

Patricia H. Manz  Cheyenne Hughes  Ernesto Barnabas  Catherine Bracaliello  Marika Ginsburg-Block 《Early childhood research quarterly》2010,25(4):409-431

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Associazione Italiana per la prevenzione dell'abuso all'infanzia     

Ernesto Caffo 《Child abuse & neglect》1980,4(4):289-290

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Differing perspectives of non-native speaker students’ linguistic experiences on higher degree courses     

Mairin Hennebry  Yuen Yi Lo  Ernesto Macaro 《牛津教育评论》2013,39(2):209-230

We report a small-scale study investigating the perceptions of postgraduate students who are non-native speakers of English and those of academic staff with regard to those students. Previous research has focused only on the former and identified a number of linguistic and cultural challenges these students face in adapting to Anglophone institution environments. A sample of 43 students in one department at a Russell Group university were surveyed and a sub-sample interviewed. Six members of academic staff were interviewed and some observed in their teaching. Findings suggest that, despite the high linguistic admission requirements set by the university, this group of students faced a range of difficulties in all four language skills but particularly in skills needed for oral interaction in seminars. Students and staff provided differing accounts of the source of these difficulties and students expressed a desire for better integration with native speaker students. There were also differing accounts regarding the amount of linguistic support students should receive, particularly with regard to proofreading written work. The study suggests a need for further research of this comparative kind potentially leading to recommendations for additional support for students and staff development.  相似文献   

Imposing a pause between the eccentric and concentric phases increases the reliability of isoinertial strength assessments     

Jesús G. Pallarés  Luis Sánchez-Medina  Carlos Esteban Pérez  Ernesto De La Cruz-Sánchez  Ricardo Mora-Rodriguez 《Journal of sports sciences》2013,31(12):1165-1175

Abstract

This study analysed the effect of imposing a pause between the eccentric and concentric phases on the biological within-subject variation of velocity- and power–load isoinertial assessments. Seventeen resistance-trained athletes undertook a progressive loading test in the bench press (BP) and squat (SQ) exercises. Two trials at each load up to the one-repetition maximum (1RM) were performed using 2 techniques executed in random order: with (stop) and without (standard) a 2-s pause between the eccentric and concentric phases of each repetition. The stop technique resulted in a significantly lower coefficient of variation for the whole load–velocity relationship compared to the standard one, in both BP (2.9% vs. 4.1%; P = 0.02) and SQ (2.9% vs. 3.9%; P = 0.01). Test–retest intraclass correlation coefficients (ICCs) were r = 0.61–0.98 for the standard and r = 0.76–0.98 for the stop technique. Bland–Altman analysis showed that the error associated with the standard technique was 37.9% (BP) and 57.5% higher (SQ) than that associated with the stop technique. The biological within-subject variation is significantly reduced when a pause is imposed between the eccentric and concentric phases. Other relevant variables associated to the load–velocity and load–power relationships such as the contribution of the propulsive phase and the load that maximises power output remained basically unchanged.  相似文献   

The Elder Pliny, Posidonius and Surfaces   总被引：1，自引：0，他引：1  

Paparazzo  Ernesto 《The British journal for the philosophy of science》2005,56(2):363-376

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Teachers’ reasons for using peer assessment: positive experience predicts use     

Ernesto Panadero  Gavin T. L. Brown 《European Journal of Psychology of Education - EJPE》2017,32(1):133-156

Peer assessment (PA) is one of the central principles of formative assessment and assessment for learning (AfL) fields. There is ample empirical evidence as to the benefits for students’ learning when AfL principles are implemented. However, teachers play a critical role in mediating the implementation of intended policies. Hence, their experiences, beliefs, and attitudes towards PA are important factors in determining whether the policy is actually carried out. A survey of over 1500 primary, secondary, and higher education teachers in Spain elicited their beliefs and values around PA as well as other aspects of formative assessment; only 751 teachers provided complete responses to all PA items. Teachers reported occasional use of PA in their classrooms but with positive experience of it. The vast majority did not use anonymous forms of PA and half of the teachers considered the students were accurate when assessing peers. Confirmatory factor analysis and structural equation modeling were used to examine relationships of attitudes and beliefs to self-reported frequency of using of PA. The self-reported frequency of using PA was strongly predicted by teacher experience of PA which included positive reasons for using PA, rather than negative obstacles for avoiding, prior use, and beliefs that students should participate in assessment, and willingness to include PA in grading.  相似文献   

An assumption for the organization of the social and sanitary services for the prevention and the management of ill-treatment of children in Italy     

Dott.Ernesto Caffo  prof G.P. Guaraldi 《Child abuse & neglect》1979,3(3-4)

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Developing evaluative judgement: enabling students to make decisions about the quality of work     

Joanna Tai  Rola Ajjawi  David Boud  Phillip Dawson  Ernesto Panadero 《Higher Education》2018,76(3):467-481

Evaluative judgement is the capability to make decisions about the quality of work of oneself and others. In this paper, we propose that developing students’ evaluative judgement should be a goal of higher education, to enable students to improve their work and to meet their future learning needs: a necessary capability of graduates. We explore evaluative judgement within a discourse of pedagogy rather than primarily within an assessment discourse, as a way of encompassing and integrating a range of pedagogical practices. We trace the origins and development of the term ‘evaluative judgement’ to form a concise definition then recommend refinements to existing higher education practices of self-assessment, peer assessment, feedback, rubrics, and use of exemplars to contribute to the development of evaluative judgement. Considering pedagogical practices in light of evaluative judgement may lead to fruitful methods of engendering the skills learners require both within and beyond higher education settings.  相似文献   

THE POLITICS OF DECENTRALISATION IN LATIN AMERICA     

Ernesto Schiefelbein 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,9(4):359-378

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