Legitimating the world-class university concept through the discourse of elite universities’ presidents†     

Jesus Rodriguez-Pomeda  Fernando Casani 《高等教育研究与发展》2016,35(6):1269-1283

Although well-renowned universities attempt to differentiate themselves from other universities, little research has been undertaken on the principal themes involved in the concept of the world-class university (WCU) as presented in speeches by members of WCUs. These discourses are a key tool in universities’ attempt to shape the competitive framework of higher education through legitimacy. We study the presidents’ discourses from 100 leading universities to identify the themes and emergent discourse of these universities’ communities. Applying topic modeling methodology to the speeches’ corpus, we find seven communities (Worldwide-the four regions, American-from different states, Flagship, Education concerned, Some Chinese universities, Central European universities and Challengers) and four main themes arising from WCUs’ discourses (Research universities within international rankings, Stakeholders and leadership, Mission and values, and Education). Our preliminary findings suggest that leading universities are working to adopt the WCU label based on their salient characteristics.  相似文献   

The influence of lexical and sublexical variables in normal and poor Spanish readers     

Sylvia Defior  Fernando Justicia  Francisco J. Martos 《Reading and writing》1996,8(6):487-497

The main aim of our study was to find out the effect of several lexical and sublexical variables (lexical category, lexical frequency, syllabic structure, and word length) in the acquisition of reading in a transparent language such as Spanish. The second goal of our study was the comparison of the effect of these variables in normal and poor Spanish readers. One hundred and forty children (aged between 6 and 12), twenty of whom were poor readers, were tested using a reading test of 306 items in which we balanced all the variables. The dependent variable was the percentage of correct responses in a decontextualized word reading test. Our results showed that all the above mentioned variables produced a significant effect on the number of errors made by the children. This pattern of results suggests no difference between the processes involved in the reading acquisition of Spanish and those implicated in deep orthographies such as English. Our results also showed no qualitative differences between normal and poor readers. The four variables studied showed the same behaviour in their effect on reading performance for both normal and poor readers, indicating that poor readers also use both the lexical and the phonological route. Our data suggest the universality of the dual route model, independent of the transparency or opaqueness of the different alphabetical languages.  相似文献   

Performance of goldfish trained in allocentric and egocentric maze procedures suggests the presence of a cognitive mapping system in fishes     

Fernando Rodriguez  Emilio Duran  Juan P. Vargas  Blas Torres  Cosme Salas 《Learning & behavior》1994,22(4):409-420

Goldfish were trained to obtain food in a four-arm maze placed in a room with relevant spatial cues. Four experimental conditions were run: allocentric, egocentric, egocentric + allocentric, and control. Relative to controls, all groups were able to solve the different tasks with high accuracy after 1 week of training. Subsequent transfer tests revealed place and response strategies for allocentric and egocentric groups, respectively, and both types of strategies for the ego-allocentric group. Moreover, the allocentric group showed the capacity to choose the appropriate trajectory toward the goal, even from novel starting points, presumably by using the distal cues as a whole. The results suggest that, in addition to using egocentric strategies, goldfish are able to solve spatial tasks on the basis of allocentric frames of reference and to build complex spatial cognitive representations of their environment.  相似文献   

Incommensurability and Multiple Models: Representations of the Structure of Matter in Undergraduate Chemistry Students     

Fernando Flores-Camacho  Leticia Gallegos-Cázares  Andoni Garritz  Alejandra García-Franco 《Science & Education》2007,16(7-8):775-800

The notion of incommensurability has provided a rationality criterion for the development of scientific theories, as well as some insight into theories developed by students while learning science. However, the relationship between the multiple models held by students and incommensurability requires further discussion. We present the results of empirical work that investigated the multiple models of the structure of the matter held by university students and we analyze these results using the notion of incommensurability. We also point out implications in the construction of students’ scientific models as they move forward in their careers.  相似文献   

Separated by Removal: The Impact of Parental Deportation on Latina/o Children’s Postsecondary Educational Goals     

Luis Fernando Macías  Bruce Anthony Collet 《Diaspora, Indigenous, and Minority Education》2016,10(3):169-181

This research examines the impact of parental deportation on Latino/a adolescents’ postsecondary aspirations. Based on interviews with students, their families, and site observations, the study finds that for some adolescents who held college aspirations prior to the deportation, this type of abrupt parental removal negatively affects their perception of safety and stability in their home and school environments (i.e., microsystem) (Bronfenbrenner, 2005). Where this vulnerability is not countered with emotional, economic, and institutional support, it can hinder their development of the social capital (Coleman, 1988; Stanton-Salazar, 2001) that would be conducive to their higher educational aspirations.  相似文献   

The curriculum of the plague     

Murillo  Fernando 《Prospects》2021,51(1-3):63-74

PROSPECTS - The Covid-19 pandemic can be read as an eruption of the Real: a traumatic event that overwhelms our capacity for symbolization and exposes the fragility of the imaginary. Albert Camus...  相似文献   

Accountability compliance,and student learning as competing rationales for assessment: a case study of us tuning in practice     

Colina  Fernando E.  Blanco  Gerardo L. 《Tertiary Education and Management》2021,27(2):129-142

Tertiary Education and Management - Despite the long presence of assessment and quality assurance in US higher education, questions and concerns about higher education quality in this higher...  相似文献   

Literacy practices of primary education children in Andalusia (Spain): A family-based perspective     

Celia Moreno-Morilla  Fernando Guzmán-Simón  Eduardo García-Jiménez 《British Educational Research Journal》2019,45(1):117-136

Primary school children develop literacy practices in various domains and situations in everyday life. This study focused on the analysis of literacy practices of children aged 8–12 years from the perspective of their families. 1,843 families participated in the non-experimental explanatory study. The children in these families speak Spanish as a first language and are schooled in this language. The instrument used was a self-report questionnaire about children's home-literacy practices. The data obtained were analysed using categorical principal components analysis (CATPCA) and analysis of variance (ANOVA). The results show the complex relationship between literacy practices developed by children in the domains of home and school and the limited development of a literacy-promoting ‘third space’. In conclusion, the families in our study had limited awareness of their role as literacy-promoting agents and thought of literacy learning as restricted to formal or academic spaces.  相似文献   

Communicative functions during the pre-grammatical stage: a case study / Las funciones comunicativas durante la etapa pregramatical: un estudio de caso     

Fernando G. Rodríguez  Silvia Español 《Infancia y Aprendizaje》2019,42(2):413-458

This study contributes empirical evidence regarding communicative functions in the pre-grammatical period. The aim was to explore these functions in child-adult dyadic interactions during what in language acquisition research has been called the two-word period. The study draws from the data corpus of a child 19–29 months old and the system of sign categories (gestures, non-verbal vocalizations, verbal vocalizations, uni- and bimodal compositions) developed by Rodríguez & Español. In order to study the communicative functions in this period, an observational code was developed in accordance with Strauss and Corbin’s Constant Comparative Method, which is suitable for encompassing the entire repertoire of a child’s sign use. The study in general allowed some functions absent in adult communication to be identified, and the qualitative analysis in particular revealed a use of semiotic resources that supports the idea of a cognitive processing structure common to gesture and word.  相似文献   

Collaborative Effort to Develop Middle School Preservice Teachers’ Mathematical Knowledge     

Ruthmae Sears  Gladis Kersaint  Fernando Burgos  Rebecca Wooten 《PRIMUS》2019,29(9):965-981

Abstract

This article describes reflections of two mathematicians and a mathematics teacher educator who collaborated on the development and implementation of courses (probability and statistics connections, number concept connections, and middle school mathematics methods) for middle school mathematics preservice teachers. The instructors of the courses, two in mathematics and one in mathematics education, worked together to more explicitly link course materials, assignments, and the pedagogical approaches. Collectively, the courses were designed to address the five components of preservice teachers’ mathematical knowledge for teaching (PT-MKT), and to model effective teaching practices. Using their collective experiences co-planning and implementing these course adjustments were made in the subsequent year. The instructors were pleased by their implementation and student outcomes in all three courses.

We describe how each component of the PT-MKT framework was approached in these courses and discuss challenges experienced by the instructors, who were part of a larger effort to develop and implement a middle school teacher preparation program. The information shared is based on data collected as part of a program evaluation effort, and is bolstered by the instructors’ recollection of events. Overall, the instructors enhanced the curricula and their instructional practices and found that the attention placed on developing PT-MKT support the mathematical development of middle school mathematics preservice teachers.  相似文献