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Sofia Freire Joana Pipa Cecília Aguiar Francisco Vaz da Silva Sérgio Moreira 《British Educational Research Journal》2020,46(3):480-499
Teachers play a key role in creating effective conditions for students to succeed in school. The quality of student–teacher relationships is consistently associated with social, emotional, behavioural and academic adjustment, and this is even more relevant for students with special educational needs (SEN), considering these students’ emotional, social and learning vulnerabilities. This study aimed to examine the associations between students’ externalising and internalising behaviour, social skills and academic performance, and teachers’ perceptions of conflict and closeness in their relationships with students with and without SEN. Data regarding 360 students in Year 3, Year 5 and Year 7 (169 students with SEN) were collected. Teachers (n = 74) reported on the student–teacher relationship and students’ social skills, behaviour problems and academic performance. Special education teachers (n = 38) provided information regarding the diagnosis and profile of functioning of students with SEN. Results showed that teachers’ reports of students’ social skills and externalising problems were the strongest predictors of closeness and conflict. Internalising problems and SEN status also predicted decreased closeness, despite smaller effects. Taken together, findings support the importance of professional development opportunities focusing on facilitating teachers’ relationships with students with perceived challenging behaviour. 相似文献
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In this article we present findings from the evaluation study of a nation-wide school renovation programme in Portugal. The aim is to analyse policy implementation, taking into account school community participation, discussing how the programme requirement to involve users in the renovation was met, examining perceptions of the programme’s pedagogical principles and the impact on teaching and learning models. The analysis shows that the upgrading of schools increased pride in and responsibility for the school. But teaching practices in schools remain set in a traditional mould. Tensions remain between the objectives defined at the political level and effective conditions for learning. 相似文献
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The automation of a library that basically aims at improving the management of the library's resources and increasing access to these same resources by users has caught on so well in the western world that virtually all academic libraries in that part of the world have automated most of their services. In Africa, however, several challenges are making it difficult for academic libraries to do the same, thus depriving them of the numerous touted benefits a library stands to gain from automating its services. The University for Development Studies (UDS) Library in Northern Ghana embarked on an automation project on one of its campuses that has thus far resulted in the full automation of the cataloguing and circulation operations. This article recounts the experiences of the Library in its bid to automate some of its services. The procedures that were followed, as well as the highlights of the automation, are recounted here. Lessons learned and challenges encountered are presented as an example for other academic libraries in Ghana, Africa, and other developing countries that have plans to automate. 相似文献
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The present study examined the quality of teacher–child relationships in a collectivist and individualist country, specifically, Portugal and Belgium. Two relationship dimensions were examined the following: conflict and closeness. Participants were 158 Portuguese and 197 Belgian children and their teachers. In both countries, teachers completed the Student–Teacher Relationship Scale (STRS). Measurement invariance was tested through multiple-group analysis. The results supported configural and metric invariance across countries, but not full scalar equivalence, suggesting that the STRS is robust across countries. Some associations differed between the samples. Specifically, teachers’ perceptions of closeness were negatively related to conflict in Belgium, but not in Portugal. Teachers described boys and girls as having similar levels of both conflict and closeness in Portugal, while in Belgium girls are likely to have closer relationships with their teachers. Moreover, observed emotional climate was positively associated with closeness in Belgium (but not Portugal), indicating that Belgian teachers in classrooms with more warm and positive interactions were likely to have closer individual relationships with their students. 相似文献
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The present work describes an experience of educational innovation in a university context. Its aim was to determine the relationship
between students’ frequency of use of online self-assessment with feedback and their final performance on the course, taking
into account both learners’ motivation and perceived usefulness of these resources for their learning process. Furthermore,
we studied the relationship between metacognitive variables and academic performance and/or execution of activities aimed
at learning the course content. To this end we created self-assessment material with the Hot Potatoes educational program and assessed the degree to which students took advantage of the tool, their satisfaction with it and
their perceived knowledge, using ad hoc questionnaires. The results indicate better academic performance in those students
that use interactive self-assessment. It should be pointed out that even students with low motivation levels made use of this
teaching tool. Finally, a relationship was found between metacognitive variables and students’ effort and performance. We
discuss the need to include self-assessment in the curriculum, with a view to improving students’ metacognitive knowledge. 相似文献
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Nuno Casanova Joana F. Reis João R. Vaz Rita Machado Bruno Mendes Duane C. Button 《Journal of sports sciences》2018,36(1):56-63
Two experiments (n = 10) were conducted to determine the effects of roller massager (RM) on ankle plantar flexor muscle recovery after exercise-induced muscle damage (EIMD). Experiment 1 examined both functional [i.e., ankle plantar flexion maximal isometric contraction and submaximal (30%) sustained force; ankle dorsiflexion maximal range of motion and resistance to stretch; and medial gastrocnemius pain pressure threshold] and morphological [cross-sectional area, thickness, fascicle length, and fascicle angle] variables, before and immediately, 1, 24, 48, and 72 h after an EIMD stimulus. Experiment 2 examined medial gastrocnemius deoxyhaemoglobin concentration kinetics before and 48 h after EIMD. Participants performed both experiments twice: with (RM) and without (no-roller massager; NRM) the application of a RM (6 × 45 s; 20-s rest between sets). RM intervention did not alter the functional impairment after EIMD, as well as the medial gastrocnemius morphology and oxygenation kinetics (P > 0.05). Although, an acute increase of ipsilateral (RM = + 19%, NRM = ?5%, P = 0.032) and a strong tendency for contralateral (P = 0.095) medial gastrocnemius pain pressure threshold were observed. The present results suggest that a RM has no effect on plantar flexors performance, morphology, and oxygenation recovery after EIMD, except for muscle pain pressure threshold (i.e., a soreness). 相似文献
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Miguel Lázaro Joana Acha Saray de la Rosa Seila García Javier Sainz 《Reading and writing》2017,30(1):163-185
This study was designed to examine the developmental course of the suffix frequency effect and its role in the development of automatic morpho-lexical access. In Spanish, a highly transparent language from an orthographic point of view, this effect has been shown to be facilitative in adults, but the evidence with children is still inconclusive. A total of 90 2nd, 4th and 6th grade children performed a go/no go lexical decision task, with words containing either high or low frequency suffixes. Results showed significant main effects for grade and for derivative suffix frequency, with no interaction between both. This finding suggests that the suffix frequency effect emerges very early in reading development and that its role is well established from the beginning of reading experience, suggesting that sensitivity to suffix frequency can be a good predictor of a child’s ability to internalize orthographic regularities at an early stage. These findings are interpreted in the light of previous evidence paying special attention to orthographic transparency and morpheme regularity in Spanish language. 相似文献
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Zentall (2008) challenges Arantes and Grace’s (2008) failure to replicate Clement, Feltus, Kaiser, and Zentall (2000) by suggesting
that our results may have been due to insufficient training or to subjects’ experimental histories, and that our results are
actually consistent with those of Clement et al. when examined closely. On the contrary, our pigeons received more training
than Clement et al.’s did, and when an overall measure of preference on test trials was calculated, independent of the effect
of initiating event that we reported, there was no evidence of preference for the stimulus preceded by the greater response
requirement in our data. Although there have now been two unsuccessful attempts to replicate Clement et al.’s work ethic effect,
there is evidence that in some situations, the value of a stimulus, as assessed by transfer tests, varies inversely with the
context of reinforcement. It is important to look for convergent results using other procedures and transfer tests, such as
resistance to change, to identify the principles that determine when contrast manipulations affect value and when they do
not. 相似文献