Identification of Child Pedestrian Training Objectives: the role of task analysis and empirical research     

Hugo H van der  Molen 《British journal of educational technology : journal of the Council for Educational Technology》1984,15(2):125-150

The aim of this study is to demonstrate that child pedestrian training objectives may be identified systematically and that this can be done through various task analysis methods, making use of different types of empirical information.
Some early approaches to the analysis of pedestrian tasks are reviewed in the framework of several theoretical approaches to task analysis. We present an outline of the Traffic Research Centre's pedestrian task analysis and of its use in the specification of the concrete objectives for an experimental child pedestrian training programme.
Selections of the objectives for pre-school children were made on the basis of importance and feasibility. Importance was assessed on the basis of various ways of analysing actual task performance, including studies on exposure, behaviour and accidents. Feasibility of objectives was assessed by using a model for the analysis of psychological ability requirements. The objectives selected are presented in the form of concrete teaching routines. These are operationalized in terms of the conditions under which the behaviour trained should be displayed. Validation of the objectives arrived at is considered feasible through further empirical research.  相似文献   

Innovative Training of In-service Teachers for Active Learning: A Short Teacher Development Course Based on Physics Education Research     

Genaro Zavala  Hugo Alarcón  Julio Benegas 《Journal of Science Teacher Education》2007,18(4):559-572

In this contribution we describe a short development course for in-service physics teachers. The course structure and materials are based on the results of educational research, and its main objective is to provide in-service teachers with a first contact with the active learning strategy “Tutorials in Introductory Physics,” developed by the Physics Education Research Group at the University of Washington. The course was organized in a constructivist, active learning environment, so that teachers have first to experience, as regular students, the whole Tutorial sequence of activities: Tutorial pre-test, Tutorial, and Tutorial Homework. After each Tutorial, teachers reflect on, and recognize their own students’ learning difficulties, discussing their teaching experiences with their colleagues in small collaborative groups first and the whole class later. Finally they read and discuss specific Physics Education Research literature, where these learning difficulties have been extensively studied by researchers. At the beginning and at the end of the course the participants were given the conceptual multiple-choice test Force Concept Inventory (FCI). The pre-/post-instruction FCI data were presented as a practical example of the use of a research-based test widely used in educational research and in formative assessment processes designed to improve instruction.  相似文献   

Performance management and diversity in higher education: an introduction     

Melo  Ana I.  Figueiredo  Hugo 《Tertiary Education and Management》2020,26(3):247-254

Tertiary Education and Management -  相似文献   

Inclusion through Folk High School courses for senior citizens     

Joel Hedegaard  Martin Hugo 《Educational gerontology》2020,46(2):84-94

  相似文献   

The research agenda setting of higher education researchers     

João M. Santos  Hugo Horta 《Higher Education》2018,76(4):649-668

Research agenda setting is a critical dimension in the creation of knowledge since it represents the starting point of a process that embeds individual researchers’ (and the communities that they identify themselves with) interest for shedding light on topical unknowns, intrinsic and extrinsic factors underpinning that motivation, and the ambition and scope of what a research endeavor can bring. This article aims to better understand the setting of individual research agendas in the field of higher education. It does so by means of a recently developed framework on research agenda setting that uses cluster analysis and linear modeling. The findings identify two main clusters defining individual research agenda setting—cohesive and trailblazing—each with a different set of determining characteristics. Further analysis by cross-validation through means of sub-sampling shows that these clusters are consistent for both new and established researchers, and for frequent and “part-time” contributors to the field of higher education. Implications for the field of higher education research are discussed, including the relevance that each research agendas cluster has for the advancement of knowledge in the field.  相似文献   

Education in prison: A basic right and an essential tool     

Rangel Torrijo  Hugo  De Maeyer  Marc 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(5):671-685

International Review of Education -  相似文献   

Faculty-exchange programs promoting change: motivations,experiences, and influence of participants in the Carnegie Mellon University-Portugal Faculty Exchange Program     

Patrício  Maria Teresa  Santos  Patrícia  Loureiro  Paulo Maia  Horta  Hugo 《Tertiary Education and Management》2018,24(1):1-18

The international mobility of faculty is increasing worldwide. Although studies have considered the experiences of academics abroad, less is known about faculty-exchange programs with policy objectives. This study helps to fill this gap by analyzing a nationwide structured faculty exchange program established by Carnegie Mellon University and Portuguese universities to bring change to Portuguese higher education. The findings are based on interviews with Portuguese program participants, whose motivation to participate and experiences with the program, in addition to the influence of their experience abroad on their home institution, were explored. We find that, although the alignment of individual motivations with institutional interests is important to such programs, the complex transposition of individual experiences to the institutional level may be impeded by cultural resistance as well as resource and organizational constraints. Our exploration of the features that determine the success or failure of these experiences provides insights for policymakers seeking to implement faculty-mobility programs in the future.  相似文献   

Contentious dialogue: University presidential response and the 2016 U.S. presidential election     

Jon McNaughtan  Hugo Garcia  Ian Lértora  Sarah Louis  Xinyang Li  Alexis L. Croffie 《Journal of Higher Education Policy & Management》2018,40(6):533-549

ABSTRACT

In recent years, technology has made it possible, and at times critical, for college and university presidents to increase their campus-wide public communication. However, there is little research that analyses these frequent and timely presidential communications. Using grounded theory, this study took steps to fill this gap by analysing the unprecedented response campuses had to the 2016 United States presidential election of Donald Trump. The analysis focused on the responses of presidents from the fifty state flagship universities and found emergent themes of unity, contentious election, negative event, university values, civil dialogue, services offered, and emotional rhetoric, while also finding significance in whether the letters were sent proactively or reactively.  相似文献   

Cooperation and education in prison: A policy against the tide in the Latin American penitentiary crisis     

Rangel Torrijo  Hugo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(5):785-809

International Review of Education - Prison education is a fundamental human right and contributes to democratisation processes in Latin American countries. However, due to the current penitentiary...  相似文献   

Psychometric Properties of the ECERS-R Among an Epidemiological Sample of Preschools     

Marília Mariano  Sheila C. Caetano  Anderson Ribeiro da Silva  Pamela J. Surkan  Silvia S. Martins  Hugo Cogo-Moreira 《Early education and development》2019,30(4):511-521

Research Findings: The Early Childhood Environment Rating Scale–Revised (ECERS-R) is widely used to evaluate the quality of early childhood education and its association with child development. However, the psychometric properties of the ECERS-R are not well established. Consequently, in this study we tested 3 different factor solutions of the ECERS-R using models sourced from the existing literature (featuring 1-, 2-, and 3-correlated-factor solutions) and applying confirmatory factor analysis to data from the epidemiological sample of the Embu Pre-school Mental Health Study (n = 1,292 children). Alternative measures of child education quality (such as teacher-to-child ratio) were also analyzed. The confirmatory factor analysis returned good fit indices for both the unidimensional and 3-correlated-factor solution models. Practice or Policy: This study showcases different applications of the ECERS-R, both the full and shortened versions. These findings are particularly important for improving ECERS-R guidelines for researchers, professionals, and policymakers.  相似文献