Covariation between variables in a modelling process: The ACODESA (collaborative learning,scientific debate and self-reflection) method     

Fernando Hitt  Alejandro S. González-Martín 《Educational Studies in Mathematics》2015,88(2):201-219

  相似文献   

Family dynamics and cochlear implant: a case study / Dinámica familiar e implante coclear: estudio de casos     

José Mª Fernández-Batanero  Gema Blanco 《Infancia y Aprendizaje》2015,38(1):30-66

  相似文献   

Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique,Chile, Portugal,and Spain     

Pedro Rosário  José Carlos Núñez  Luisa Trigo  Carina Guimarães  Estrella Fernández  Rebeca Cerezo 《高等教育研究与发展》2015,34(1):173-187

The current investigation aims at assessing the effectiveness of an intervention program designed to enhance self-regulated learning (SRL) strategies at the university level, with students from different cultural, linguistic, and educational backgrounds. The central tool of the program is a set of letters in which a fictional first-year student describes his experiences as an SRL student. The program was implemented in four universities in different countries and continents (Portugal, Spain, Chile, and Mozambique), with an experimental group and a comparison group at each university (263 students from experimental groups and 247 from comparison groups). Findings display the effectiveness of the program in enhancing a set of motivational variables related to the study process and the use of SRL strategies. Data were consistent across the different cultural and academic contexts in which the program was implemented. The implications of these findings for university administrators and faculty are discussed.  相似文献   

Professionalisation policies in the ECEC field: trends and tensions in the Italian context     

Arianna Lazzari  Mariacristina Picchio  Lucia Balduzzi 《International Journal of Early Years Education》2015,23(3):274-287

In recent times, a growing consensus has emerged, among researchers and policy-makers, that a well-educated, competent and adequately supported workforce is crucial for the quality of early childhood education and care (ECEC). Despite governmental initiatives aimed to enhance the professional preparation and continuing development of early years practitioners being high on the political agenda of many EU member states, very few studies are analysing professionalisation policy developments and their implications within the national contexts of ECEC. Against this background, the article describes the key features of ECEC policies in Italy and their current trends by focussing specifically on the professionalisation of early childhood practitioners working across 0–3 and 3–6 services. Drawing on the data collected from documentary sources and interviews with key informants, this paper will critically review policy discourses as well as recurring themes and tensions arising from the academic and political debate. The findings from our analysis highlight that the increasing discontinuity characterising professionalisation initiatives across the 0–3 and 3–6 sector might lead to widening the gap among professionals working in such services. The risks that are associated with this trend are, on the one side, to devalue the educational role of 0–3 services and, on the other, to produce the schoolification of educational practices in 3–6 services. In addition, our analysis identified inconsistencies between initial and continuing professional development policies, which are progressively creating a dichotomy between initial and in-service training. The consequences of this process might produce, on the long term, the fragmentation of the ECEC system across public and private not-for-profit provision with the subsequent risk of impoverishing the local culture of childhood on which the Italian ECEC system has traditionally built its strength.  相似文献   

Revisiting the Collective in Critical Consciousness: Diverse Sociopolitical Wisdoms and Ontological Healing in Sociopolitical Development     

Sonia Abigail Sánchez Carmen  Michael Domínguez  Andrew Cory Greene  Elizabeth Mendoza  Michelle Fine  Helen A. Neville  Kris D. Gutiérrez 《The Urban Review》2015,47(5):824-846

  相似文献   

Development of students’ conceptual thinking by means of video analysis and interactive simulations at technical universities     

Peter Hockicko  L′uboš Krišt′ák  Miroslav Němec 《European Journal of Engineering Education》2015,40(2):145-166

Video analysis, using the program Tracker (Open Source Physics), in the educational process introduces a new creative method of teaching physics and makes natural sciences more interesting for students. This way of exploring the laws of nature can amaze students because this illustrative and interactive educational software inspires them to think creatively, improves their performance and helps them in studying physics. This paper deals with increasing the key competencies in engineering by analysing real-life situation videos – physical problems – by means of video analysis and the modelling tools using the program Tracker and simulations of physical phenomena from The Physics Education Technology (PhET?) Project (VAS method of problem tasks). The statistical testing using the t-test confirmed the significance of the differences in the knowledge of the experimental and control groups, which were the result of interactive method application.  相似文献   

Editorial     

Julio González Bello 《International Journal for Educational and Vocational Guidance》2015,15(3):191-192

  相似文献   

Do men and women perform academic work differently?     

González Ramos  Ana M.  Fernández Palacín  Fernando  Muñoz Márquez  Manuel 《Tertiary Education and Management》2015,21(4):263-276

Tertiary Education and Management - Why is the gender gap so large in researchers’ career progression? Do men and women have different priorities in their academic careers? This study...  相似文献   

Why has there been a decrease in the job satisfaction of faculty at Spanish universities?     

Olaskoaga-Larrauri  Jon  González-Laskibar  Xabier  Díaz-De-Basurto-Uraga  Pablo  Ignacio-Gómez  Patricia 《Tertiary Education and Management》2015,21(4):293-305

  相似文献   

The Process of Stress Assignment in Reading Aloud: Critical Issues From Studies on Italian     

Simone Sulpizio  Cristina Burani  Lucia Colombo 《Scientific Studies of Reading》2015,19(1):5-20

In polysyllabic languages the assignment of stress is crucial for understanding the reading process. Here we review empirical evidence, drawn mainly from studies on Italian, and discuss critical issues in understanding reading. We first discuss the lexical and sublexical mechanisms responsible for stress assignment and propose that the former is based on item-specific knowledge and the latter on the statistical-distributional knowledge that readers have acquired about their language. Then we examine the idea that stress and phonemes pertain to two dimensions of the word, which can be placed at two different representational levels. Finally, we analyze the effects of stress assignment on word articulation, a promising field for future investigation. These issues are addressed by reviewing the studies conducted in adult and young readers to outline the developmental trajectory of stress assignment and discuss how it operates in the reading system.  相似文献