Empowering Children with Technology: Outstanding Developmental Software for 2002     

Susan W. Haugland  Elma A. Ruíz 《Early Childhood Education Journal》2002,30(2):125-132

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Towards Decentralized and Goal-oriented Models of Institutional Resource Allocation: The Spanish Case     

María José González López 《Higher Education》2006,51(4):589-617

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The influence of aspirations on higher education choice: a telecommunication engineering perspective     

José María Cubillo-Pinilla  Joaquin Sánchez-Herrera  Waldo S. Pérez-Aguir 《European Journal of Engineering Education》2006,31(4):459-469

This paper analyses the influence of external factors that affect the decision-making process in the selection of telecommunications engineering studies. Particularly, we have studied the influence of factors related to the generation of expectations about the studies. A survey was conducted on a sample of 701 male and female telecommunications engineering students. The results show the existence of a direct relationship between the choice of telecommunications studies in non-vocationally oriented students and their expectations of finding a job more easily, getting higher salaries and more prestige. On the other hand, non-vocationally oriented students show similar academic performance to that of vocationally oriented students.  相似文献   

Research self-efficacy sources and research motivation in a foreign language university faculty in Mexico: implications for educational policy     

María del Rosario Reyes-Cruz  Moisés Damián Perales-Escudero 《高等教育研究与发展》2016,35(4):800-814

The research self-efficacy and motivation of foreign language (FL) faculty in periphery countries is under-researched, yet there is a need to understand the impact of public policies that drive such faculty to conduct research. This paper reports a qualitative case study investigating research self-efficacy and research motivation in a group of Mexican FL professors. Interview data show variation in self-efficacy levels connected with academic degree, motivation types and strategic behaviors. Professors with doctorates, intrinsic motivation and use of strategies showed the highest self-efficacy. Professors with master's degrees and low motivation show the lowest self-efficacy. Previous experience and mentoring are influential sources of self-efficacy. Policies such as forced collaboration, financial rewards and the threat of employment termination seem to exert some effect on self-efficacy. It is recommended that policies be enacted to recognize and promote mentoring formally.  相似文献   

Designing a Field Code: Environmental values in primary school     

María Pilar Jiménez Aleixandre  Ramón López Rodríguez 《Environmental Education Research》2001,7(1):5-22

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Education and social change in Spain: from crisis to opportunity     

Pablo Cortés-González  J.Ignacio Rivas-Flores  Analía E. Leite-Méndez 《Ethnography and Education》2016,11(2):204-221

This paper analyses a particular socio-educational experience in a marginalised neighbourhood in Malaga, Spain. This initiative came about as an institutional proposal to combat neoliberal austerity policies and is known as the ‘Casa de la Buena Vida'. It aims to generate new educational practices based on solidarity, dignity and justice. The methodology followed entailed carrying out an ethnography at this institution, participating in the initiative over a period of 4 years. At the same time, life histories of some of its most notable members were drawn up. In the results section we offer an analysis of the particular identities that are created as a consequence of the living conditions, social conflicts, multicultural nature and survival strategies that operate in a welfarist policy system. We also analyse this institution's socio-educational proposal using alternative social practices that enable other subjectivities to develop.  相似文献   

Education for citizenship and reconciliation in Nicaragua     

Terencio García 《Prospects》1996,26(4):757-762

Original language: Spanish  相似文献   

Editor's note     

Francisco Cano  María Cardelle-Elawar 《Educational Psychology Review》1989,1(2):81-81

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Experiences in education innovation: developing tools in support of active learning     

Carlos Vera  Jesús Félez  José Antonio Cobos  María Jesús Sánchez-Naranjo 《European Journal of Engineering Education》2006,31(2):227-236

The paper focuses on educational projects developed in the ETSII (Escuela Técnica Superior de Ingenieros Industriales) of the Polytechnic University of Madrid during the past few years. These projects were developed as new tools for enhancing the active role of students, for improving practical teaching, especially by means of virtual laboratories and different sets of problems and exercises, and for promoting self-learning. The paper analyses the use of ICT in teaching, with the case of a developed e-learning platform as a tracking system for subjects. The paper concludes by discussing the new educational trends in the Centre, devoted to develop an active role of students by activities such as peer mentoring and laboratory monitors programs, and competitions for achieving multidisciplinary engineering challenges.  相似文献   

Group differences in test-taking behaviour: an example from a high-stakes testing program     

Tova Stenlund  Hanna Eklöf  Per-Erik Lyrén 《Assessment in Education: Principles, Policy & Practice》2017,24(1):4-20

This study investigated whether different groups of test-takers vary in their reported test-taking behaviour in a high-stakes test situation. A between-group design (N = 1129) was used to examine whether high and low achievers, as well as females and males, differ in their use of test-taking strategies, and in level of reported test anxiety and motivation. The results showed differences between high and low achievers on a number of test-taking strategies, where high achievers reported using successful strategies to a higher extent. There were also gender differences: females, for example, reported using random guessing to a higher extent than males. Further, low achievers, especially females, reported significantly higher levels of test anxiety than high achievers, and high achievers reported slightly higher levels of motivation when compared to low achievers. To conclude, test-taking behaviour might bring additional variance to test scores, whether or not this is irrelevant variance is discussed.  相似文献