Attitudes of parents of typically developing children towards school inclusion: the role of personality variables and positive descriptions     

Cristina P. Albuquerque  Inês G. Pinto  Lea Ferrari 《欧洲特需教育杂志》2019,34(3):369-382

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A game for learning history on mobile devices     

Sónia Cruz  Ana Amélia A. Carvalho  Inês Araújo 《Education and Information Technologies》2017,22(2):515-531

This paper presents a game designed to support teaching and learning of Portuguese History to 6th grade students. Firstly, a state of the art of mobile game-based learning for History is presented. Then we describe shortly the research carried out which aimed at the analysis of the games most played by students, followed by the identification of the learning principles proposed by Paul Gee and the game mechanics to propose a game structure. Data was collected from students in the 2nd cycle of the Portuguese Educational System (n = 508) through a questionnaire. Finally, we describe the game, that was developed based on those findings, related to a Portuguese historical event - the Republic Implementation in 1910.  相似文献   

Factor structure and factorial invariance of the Career Adapt-Abilities Scale across Japanese and South Korean college students     

Lee  In Heok  Sovet  Laurent  Banda  Kiyomi  Kang  Dae-Koo  Park  Joo-Ho 《International Journal for Educational and Vocational Guidance》2021,21(2):241-262

International Journal for Educational and Vocational Guidance - The Career Adapt-Abilities Scale (CAAS) has been validated in several East Asian countries, but the measurement equivalence of its...  相似文献   

社会转型时期的高校学生思想政治工作     

张南生 《怀化学院学报》2002,21(4):89-90

在社会转型时期如何做好高校学生思想政治工作是一个全新的课题 ,我们必须迎接挑战 ,更新观念与方法 ,做到现实针对性与实效性结合 ,先进性与广泛性并举 ,教育引导与严格管理相统一  相似文献   

Feminists in search of a postcolonial turn: locating ourselves in the geopolitics of knowledge     

Inés Dussel 《Gender and education》2015,27(2):95-97

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Six elements for technology integration in multicultural classrooms     

Inés Márquez Chisholm 《Technology, Pedagogy and Education》2013,22(2):247-268

Abstract

Although the number of computers in American schools multiplies, educational inequity remains evident in the area of technology. The socio-economically disadvantaged, the physically disabled, and the culturally and linguistically different have limited knowledge of and experiences with technology. Equitable access to technology requires the infusion of effective multicultural teaching strategies into educational technology use. These strategies must be broad enough to be inclusive of diverse learners, yet specific enough to be valuable as a guide to multicultural teaching. Similarly, they should allow for individual creativity and personal differences in teaching and learning. In this paper, the author proposes and defines six elements for integrating technology in culturally diverse classrooms: cultural awareness, cultural relevance, culturally supportive environment, equitable access, instructional flexibility, and instructional integration. These six elements are based on research on effective teaching of diverse students. They are not exhaustive of good instructional practices for technology use with diverse learners. Nevertheless, the author found their application in the evaluation of 32 technology-integrated units both informative and effective in identifying how teachers integrated computers for diverse learners. The author recognizes the need for further validation of these criteria and for research on effective teacher use of technology in multicultural settings.  相似文献   

Standards-based performance assessment for the evaluation of student teachers: a consequential validity study     

Carmen Montecinos  Sylvia Rittershaussen  María Cristina Solís  Inés Contreras  Claudia Contreras 《Asia-Pacific Journal of Teacher Education》2010,38(4):285-300

The instrument Samples of Teaching Performance (STP) was developed to assess student teachers' capacity to plan, deliver and evaluate a unit of instruction. The current study reports consequential validity data collected from supervisors (n?=?20) and student teachers (n?=?62) from three elementary and five secondary teacher preparation programs in Chile that participated in the field-testing of the STP. Student teachers described how this assessment had honed their sense of professionalism and promoted learning of the skills assessed. Supervisors reported enlarging the topics discussed with student teachers and making some changes to the supervisory process. These findings are complemented by an analysis of the STP scores obtained by 24 student teachers, which showed better development of instructional skills when compared to pedagogical reasoning and reflection. These results raise questions about the structure of student teaching to support the implementation of standards-based assessments that entail tasks at different levels of cognitive complexity.  相似文献   

Educational reform in Latin America     

Inés Aguerrondo 《Prospects》1992,22(3):353-365

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Transforming collaborative writing tasks into opportunities for learning: educational assistance and the use of rubrics in Higher Education / Transformando las tareas de escritura colaborativa en oportunidades para aprender: ayuda educativa y uso de rúbricas en la Educación Superior     

Teresa Mauri  Rosa Colomina  Inés de Gispert 《Cultura y Educación》2013,25(2):298-348

Abstract

This study, framed within a socio-cultural perspective of teaching that sees collaborative writing as a learning instrument, presents an innovative teaching experience related to the use of collaborative writing tasks to foster learning, combining face-to-face and online group work sessions. The study was conducted with the participation of 13 students — organised into three different groups — taking a subject of a Master’s degree in Psychology of Education, and the two teachers responsible for delivering the subject. The results of the experience have highlighted the need to provide different learning assistance which is not solely aimed at managing meaning, but also at managing the task itself and the participation in it. The results also show the importance of embedding such assistance in the design as well as the development of the instructional process. Among the different forms of assistance available, the data show the benefits of using rubrics as tools to support the shared understanding of tasks by teachers and students and as a tool to support learning. Finally, results show that the collaborative writing tasks carried out throughout the course have been useful both for learning the content and for developing the abilities required for managing the students’ own joint activity.  相似文献   

Influences of electric field on living cells in a charged water-in-oil droplet under electrophoretic actuation     

Im do J  Noh J  Yi NW  Park J  Kang IS 《Biomicrofluidics》2011,5(4):44112-4411210

We experimentally investigate the effects of high electric field on living cells inside a charged droplet under electrophoretic actuation. When an aqueous droplet suspended in a dielectric liquid contacts with electrified electrode, the droplet acquires charge. This charged droplet undergoes electrophoretic motion under strong electric field (1–3 kV/cm), which can be used as a droplet manipulation method in biomicrofluidic applications. However, because strong electric field and use of dielectric oil can be a harmful environment for living cells, the biological feasibilities have been tested. Trypan blue test and cell growth test have been performed to check the viability and proliferation of cells in a droplet under various electric field strengths and actuation times. We have not observed any noticeable influence of electric field and silicone oil on the viability and proliferation of cells, which indicates that electrophoresis could be safely used as a manipulation method for a droplet containing living biological system.  相似文献