Investigating the impact of flexible furniture in the elementary classroom     

Attai  Shanna L.  Reyes  Jorge C.  Davis  John L.  York  Judy  Ranney  Kerri  Hyde  Truell W. 《Learning Environments Research》2021,24(2):153-167

Learning Environments Research - Educators are beginning to consider the physical learning environment as an additional resource in meeting learning outcomes in modern classrooms. In order to...  相似文献   

To Freire or not to Freire: Educational freedom and the populist right-wing ‘Escola sem Partido’ movement in Brazil     

Jorge Knijnik 《British Educational Research Journal》2021,47(2):355-371

This article addresses key topics of academic freedom and critical pedagogy during a time of right-wing populist politics. The rise of the far-right politician Jair Bolsonaro to Brazil’s presidency in 2019 was accompanied by a vow to eradicate any vestige of the ideas of Brazilian educator Paulo Freire from the country’s schools. Bolsonaro’s campaign was supported by ultra-conservative groups that have as their core mission a traditional Christian and anti-Communist educational agenda. At the forefront of these groups is the influential and conspicuous ‘Escola sem Partido’ (ESP) movement that has forcefully campaigned against Freire’s critical pedagogy across the country and promoted physical and online abuse of teachers since 2014. This article asks how Freire’s philosophies can be an ally in the struggle for democratic education in the current political climate in Brazil. It employs a method of dialogical narrative to bring Freire’s theories and critical methodology to life and test their potency against the ESP educational philosophies. It initially employs Freire’s core ideas to examine the ESP policies and parliamentary bills. In the second part, it analyses documents and online content produced by civil society resistance to ESP pressures. The findings show the vitality of Freire’s pedagogical philosophy to empower oppressed communities in their demands for quality education. The narrative concludes by demonstrating the vital role of the critical consciousness process and of Freire’s pedagogy of freedom to support ongoing struggles by teachers and communities to block ESP attempts to abolish critical thinking in Brazilian public education.  相似文献   

A Systematic Approach to Designing,Implementing, and Evaluating Learner-Generated Digital Media (LGDM) Assignments and Its Effect on Self-regulation in Tertiary Science Education     

Reyna  Jorge  Hanham  Jose  Vlachopoulos  Panos  Meier  Peter 《Research in Science Education》2021,51(6):1501-1527

Research in Science Education - This study explored the self-regulation strategies and learning experiences of undergraduate science students completing Learner-Generated Digital Media (LGDM)...  相似文献   

Detection of Invalid Test Scores: The Usefulness of Simple Nonparametric Statistics     

Jorge N. Tendeiro  Rob R. Meijer 《Journal of Educational Measurement》2014,51(3):239-259

In recent guidelines for fair educational testing it is advised to check the validity of individual test scores through the use of person‐fit statistics. For practitioners it is unclear on the basis of the existing literature which statistic to use. An overview of relatively simple existing nonparametric approaches to identify atypical response patterns is provided. A simulation study was conducted to compare the different approaches and on the basis of the literature review and the simulation study guidelines for the use of person‐fit approaches are given.  相似文献   

Using playing cards to differentiate probability interpretations     

Jorge López Puga 《Teaching Statistics》2014,36(3):76-78

The aprioristic (classical, naïve and symmetric) and frequentist interpretations of probability are commonly known. Bayesian or subjective interpretation of probability is receiving increasing attention. This paper describes an activity to help students differentiate between the three types of probability interpretations.  相似文献   

Latino Maternal Literacy Beliefs and Practices Mediating Socioeconomic Status and Maternal Education Effects in Predicting Child Receptive Vocabulary     

Jorge E. Gonzalez  Sandra Acosta  Heather Davis  Sharolyn Pollard-Durodola  Laura Saenz  Denise Soares 《Early education and development》2017,28(1):78-95

Research Findings: This study investigated the association between Mexican American maternal education and socioeconomic status (SES) and child vocabulary as mediated by parental reading beliefs, home literacy environment (HLE), and parent–child shared reading frequency. As part of a larger study, maternal reports of education level, SES, HLE, and reading beliefs along with child expressive and receptive vocabulary were collected for 252 mothers and their preschool children from 2 demographically similar school districts in 1 county. Correlations were moderate and positive, with higher levels of maternal education related to family income, HLE, book availability, and children’s expressive and receptive vocabulary. Consistent with long-standing evidence, maternal education and SES were predictors of children’s vocabulary, albeit indirectly through maternal reading beliefs, HLE, and reading frequency. Practice or Policy: Findings extend current knowledge about specific pathways through which social class variables impact children’s language. Policy implications, directions for future research, and study limitations are noted.  相似文献   

Combination of logical conditions and arithmetic operations to assign a mark to a course based on multidimensional learning outcomes     

Guillaume Sérandour  Alfredo Illanes  Jorge Maturana  Janet Cádiz 《Assessment & Evaluation in Higher Education》2016,41(8):1129-1143

Assessment is a notorious source of preoccupation for faculty and university governing bodies, especially when an institution initiates curricular reforms which shift the programme learning outcomes for knowledge to competencies. One obstacle to acceptance arises from a culture of quantitative assessment (often represented by a single mark), which is at odds with the concept of outcome assessment which is by essence subjective, qualitative and multidimensional. The method presented here is specifically concerned with learning activities where students need to demonstrate competency in learning outcomes of different natures. It describes a methodological framework that can be used in any programme that aims at developing multidimensional learners, but operates in a context where the final assessment product is a single quantitative grade. This method follows a classical approach to the evaluation of each learning outcome. It then proposes an innovative way of ranking students by categorising their overall performance based on conditions that reflect the integral nature of the learning process, to allow teaching staff to assign a range of marks for each student. Finally, a last step allows a quantitative ranking of students within each category, yielding a single quantitative mark for the course while remaining coherent with the learning goals.  相似文献   

Native Mexican Parents’ Beliefs About Children’s Literacy and Language Development: A Mixed-Methods Study     

Jorge E. Gonzalez  Alain Bengochea  Laura Justice  Gloria Yeomans-Maldonado  Anita McCormick 《Early education and development》2019,30(2):259-279

Research Findings. This study examined Mexican caretaker roles, beliefs, and practices around their child’s language and literacy development. Twenty-six parents in three preschools representing three socioeconomic strata located in Querétaro City, México completed questionnaires and participated in focus groups. We used convergent parallel mixed methods to analyze and compare parent questionnaire quantitative data and qualitative focus group data with a grounded theory approach to identify focus group discussion themes. Four themes were emerged: (a) Goals and expectations regarding reading and socioemotional development, (b) Perceptions and beliefs about children’s oral and written language, (c) Caretaker’s perceived role in children’s language and literacy development, and (d) Home and community learning-related resources and practices. Findings highlighted that Mexican parents highly value supporting their children’s education both socioemotionally and through engagement in literacy routines—evidence of duality in the educacíón value among native Mexican families. These literacy routines were complementary and responsive to teacher classroom instruction. Practice or Policy. Understanding how Latino families instantiate literacy practices to respond to American schooling expectations may be a way to address home-school discontinuities that often reflect lack of familiarity with the U.S. educational system.  相似文献   

如你所知     

Jorge Luis Borges 《海外英语》2007,(7):68

After a while you learn the subtle difference Between holding a hand and chaining a soul, And you leam that love doesn't mean leaning And company doesn't mean security.  相似文献   

The Interaction of Functional and Dysfunctional Emotions During Balance Beam Performance     

Jorge Cottyn  Dirk De Clercq  Geert Crombez  Matthieu Lenoir 《Research quarterly for exercise and sport》2013,84(2):300-307

The interaction between functional and dysfunctional emotions, as one of the major tenets of the Individual Zones of Optimal Functioning (IZOF) model (Hanin, 2000), was studied in a sport specific setting. Fourteen female gymnasts performed three attempts of a compulsory balance beam routine at three different heights. Heart rate and self-report of functional and dysfunctional emotions were measured during each routine. These data revealed the effectiveness of inducting emotions by manipulating height. Also, performance decreased on the most challenging condition, (i.e., the first attempt on the highest height). Moderated hierarchical regression analysis revealed a significant interaction between functional and dysfunctional emotions only when the dysfunctional emotion level was low.  相似文献