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41.
Lourdes Arce Espinoza 《Assessment & Evaluation in Higher Education》2015,40(8):1070-1078
The presentation of the intellectual work of others as their own by students is believed to be common worldwide. Punishments and detection software have failed to solve the problem and have important limitations themselves. To go to the root of the problem, we applied an online questionnaire to 344 university students and their 13 teachers. Our objective was to compare their views on plagiarism and to test nine hypotheses about causation. We found that both students and teachers know what plagiarism is and that each group blames itself to some extent. Students blamed their own attitude but also mentioned their need to cope with an unnecessarily heavy workload imposed by teachers. Teachers blamed impunity and their own failure in providing meaningful and creative student work. Only 8% of the students admitted to plagiarising contents and admission was independent of need for higher scores, years in the university, sex, age, occupation, career or living in a small city where educational resources are more limited. We found that Spanish language literature has given more attention to the students’ point of view than much of its English counterparts, and conclude that plagiarism can be prevented by an approach based mainly on a workload defined by teacher teams instead of isolated teachers; reduction of rote learning (associated with texts that are easy to copy and paste); assignment of individualised work that cannot be plagiarised (workshops, exhibitions, forums, portfolios, solving real cases, applying concepts to the student’s personal experience); and accompanying students along the whole process of producing the written work. 相似文献
42.
Özlem Özkanlı Maria de Lourdes Machado Kate White Pat O'Connor Sarah Riordan Jenny Neale 《Tertiary Education and Management》2013,19(3):241-257
This paper reports on the second phase of a multi‐country study examining cross cultural perspectives of gender and management in Higher Education Institutions (HEIs). It examines the broader labour market context and legislative frameworks for higher education in each country and then analyses the literature on women in university management. The paper presents the findings of research with male and female senior managers about their perceptions of women as HEI managers within changing organisational and management structures. It concludes that although HEI’s are now largely aware of barriers to women getting into and on in senior management, they have not addressed the organisational structures and cultures that perpetuate this inequity. 相似文献
43.
Heidi Y. Lawrence Lourdes Fernandez Rachael Graham Lussos Bonnie Stabile Melissa Broeckelman-Post 《Technical Communication Quarterly》2013,22(4):299-316
ABSTRACTThis article reports on a mixed methods rhetorical analysis of a data set of news reports on campus sexual assault. A macro-level qualitative analysis of narratives combined with micro-level quantitative content analysis of verb voice offers insight into how news media shapes perceptions of power, blame, and agency in reporting. These findings offer implications for how public actors discuss campus sexual assault and implications for the teaching and practice of research methods in technical communication. 相似文献
44.
Francisco Peixoto Cristina Sanches Lourdes Mata Vera Monteiro 《European Journal of Psychology of Education - EJPE》2017,32(3):385-405
This study analyzes the relationships between cognitive appraisals, classroom and test emotions, and math achievement in a sample of 1219 Portuguese students from the 6th and 8th grades. Participants completed measures of perceived value, perceived competence, and seven math achievement emotions (boredom, hopelessness, anger, anxiety, enjoyment, pride, and relief) experienced in two different settings: classroom and tests. Math achievement was obtained from school records. Results showed significant associations between student competence and value appraisals, their emotional experiences in test and classroom situations, and their math achievement. However, when emotions were considered simultaneously in structural equation modeling, only anger in test situations and hopelessness were significant negative predictors of students’ math achievement. Hopelessness appears to play a particular role in the interplay between cognitive appraisals, emotions, and academic achievement as it is the only emotion that relates to math achievement both in test and classroom situations. Furthermore, findings also support the existence of differences in the relationships between cognitive appraisals and the achievement emotions students experience in these two settings. 相似文献
45.
Conventional assessment analysis of student results, referred to as rubric-based assessments (RBA), has emphasized numeric scores as the primary way of communicating information to teachers about their students’ learning. In this light, rethinking and reflecting on not only how scores are generated but also what analyses are done with them to inform classroom practices is of utmost importance. Informed by Systemic Functional Linguistics and Latent Dirichlet Allocation analyses, this study utilizes an innovative bilingual (Spanish–English) constructed response assessment of science and language practices for middle and high school students to perform a multilayered analysis of student responses. We explore multiple ways of looking at students’ performance through their written assessments and discuss features of student responses that are made visible through these analyses. Findings from this study suggest that science educators would benefit from a multidimensional model which deploys complementary ways in which we can interpret student performance. This understanding leads us to think that researchers and developers in the field of assessment need to promote approaches that analyze student science performance as a multilayered phenomenon. 相似文献
46.
Lourdes Meroño Antonio Calderón José L. Arias-Estero Antonio Méndez-Giménez 《Cultura y Educación》2017,29(2):279-323
The purpose of this study was to design and validate an assessment tool to find out how primary school students perceive their competency-based learning. By examining the content validity (n = 35 experts), comprehension (n = 173 students) and construct (n = 523 students) of the instrument, the results showed correct psychometric quality, internal consistency, reliability and adequacy of the structural model: χ2/df = 2.08, TLI = 0.88, CFI = 0.90, GFI = 0.90, RMSEA = 0.04, and SRMR = 0.04. The final version of the Questionnaire on Perceived Competency-based Learning of primary school students (#ICOMpri1) includes eight dimensions and 27 items. The results showed a high perceived competency-based learning of primary school students. This is therefore a valid and reliable instrument that provides a more subjective and real vision of primary students’ academic performance. Nevertheless, future studies should analyse the criterion-related validity by comparing perception results with those of international academic achievement. 相似文献
47.
Maria de Lourdes Machado Rui Brites António Magalhães Maria José Sá 《European Journal of Education》2011,46(3):415-432
Higher education is a mainstay in the development and support of the economic, social and cultural development of the global society. Throughout history, academic institutions have sought to respond to the demands of endlessly changing and evolving environmental conditions. However, in the 21st century, a number of significant factors are changing the higher education landscape and challenging higher education institutions (HEIs) to interpret the vital needs of contemporary society to stimulate and enhance student development. Student development is an all-embracing concept that involves research focusing on students from recruitment to placement. Assuming that meeting student needs and stimulating and enhancing their development are crucial challenges for higher education institutions worldwide, the article focuses on a national study in Portugal designed to measure students’ expectations and satisfaction with their experience. On the basis of a nationwide survey, it examines these in the various types of higher education institutions in Portugal. 相似文献
48.
Lourdes D. Follins Lisa K. Paler Jose E. Nanin 《Community College Journal of Research & Practice》2013,37(9):839-851
This article describes the creation and implementation of a faculty interest group for historically underrepresented faculty at a large, urban community college in the Northeast. Faculty interest groups provide opportunities for faculty across disciplines to meet to explore common interests and share concerns and best practices. The faculty interest group described in this article was designed to explore and address the challenges faced by historically underrepresented faculty and facilitate the process of attaining reappointment, promotion, and tenure. Nationwide, nearly half of community college students come from populations that are also historically underrepresented, and community colleges are challenged to recruit and retain faculty that mirror the student body. Research demonstrates that historically underrepresented faculty members enrich the overall education of all students, and yet a significant number of those faculty members describe their college campuses as unwelcoming. Factors that make campuses unwelcoming for these faculty include, but are not limited to, the following: isolation and marginalization; salary disparities; microaggressions based on race, gender, and sexual identity; heightened visibility; and additional role demands. Community college administrators ought to be concerned with historically underrepresented faculty members’ satisfaction and persistence on campus because these faculty members are vital members of the academy. Faculty interest groups for historically underrepresented faculty may provide the support and professional development opportunities that will ensure their retention and success in academia. 相似文献
49.
The alternation of Tagalog and English in informal discourse is a feature of the linguistic repertoire of educated, middle-
and upper-class Filipinos. This paper describes the linguistic structure and sociolinguistic functions of Tagalog-English
code switching (Taglish) as provided by various researchers through the years. It shows that the analysis of Taglish began
with a linguistic focus, segmenting individual utterances into sentences and studying the switch points within the sentence.
Other studies were more sociolinguistic in nature and investigated the functions of code switching. Recently, Taglish has
been viewed as a mode of discourse and a linguistic resource in the bilingual’s repertoire. New theoreticians working within
a Critical Discourse Analysis framework are seeing Taglish as a reaction to the hegemonizing tendencies of Philippine society
and modern life. 相似文献
50.