Phonological abilities and writing among portuguese preschool children     

Margarida Alves Martins  Cristina Silva 《European Journal of Psychology of Education - EJPE》2006,21(2):163-182

The objective of this study was to identify causal relationships between the development of phonological abilities and progress in writing in preschool children. The participants were 44 children, with an average age of 5 years and 6 months, and whose writing was syllabic with phonetization. The children were divided into three groups. They were subjected to a pre-test and a post-test that were intended to evaluate both their writing and their phonological skills. In between the two tests experimental group 1 underwent a writing training program designed to lead them to produce syllabic-alphabetic/alphabetic writing, while experimental group 2 was subjected to a phonological training program designed to work on phonetic units. The third group served as a control group. The number of letters known and the level of intelligence were controlled. The children in the two experimental groups achieved results that revealed a similar degree of progress (greater than the control group) in both their writing and their phonological abilities.  相似文献   

Knowledge of Traumatic Brain Injury among Educators     

William J. Ernst  Adrienne B. Gallo  Amanda L. Sellers  Jessica Mulrine  Luciana MacNamara  Allison Abrahamson 《Exceptionality》2016,24(2):123-136

The purpose of this study is to determine knowledge of traumatic brain injury among educators. Few studies have examined knowledge of traumatic brain injury in this population and fewer still have included a substantial proportion of general education teachers. Examining knowledge of traumatic brain injury in educators is important as the vast majority of children with traumatic brain injury will return to school and many are likely to require support in the short term and some will require special education services in the long term. The Common Misconceptions of Traumatic Brain Injury questionnaire was completed by 94 educators. Participants demonstrated accurate knowledge on a number of questionnaire items associated with the identification of individuals with traumatic brain injury, common socio-emotional effects, and recovery from traumatic brain injury; however, a considerable degree of uncertainly was indicated on several items relevant to the school setting. In addition, substantial misconception rates were noted on only four items including one pertaining to recovery and another concerning the likelihood of additional brain injuries. Knowing someone with traumatic brain injury, participating in training and having taught a student with traumatic brain injury resulted in greater knowledge. Implications of these findings for educators are discussed.  相似文献   

The Contribution of Ernst Mach to Embodied Cognition and Mathematics Education     

Verena Zudini  Luciana Zuccheri 《Science & Education》2016,25(5-6):651-669

A study of the interactions between mathematics and cognitive science, carried out within a historical perspective, is important for a better understanding of mathematics education in the present. This is evident when analysing the contribution made by the epistemological theories of Ernst Mach. On the basis of such theories, a didactic method was developed, which was used in the teaching of mathematics in Austria at the beginning of the twentieth century and applied to different subjects ranging from simple operations in arithmetic to calculus. Besides the relevance of this method—also named the “Jacob method” after Josef Jacob who proposed it—to teaching practice, it could also be considered interesting in a wider context with reference to the mind-body problem. In particular, the importance that Jacob gives to “muscular activity” in the process of forming and elaborating mathematical concepts, derived from Mach, resounds in the current debate on embodied cognition, where cognitive processes are understood not as expressions of an abstract and merely computational mind but as based on our physicality as human beings, equipped not just with a brain but also a (whole) body. This model has been applied to mathematics in the “theory of embodied mathematics”, the objective of which is to study, with the methods and apparatus of embodied cognitive science, the cognitive mechanisms used in the human creation and conceptualisation of mathematics. The present article shows that the “Jacob method” may be considered a historical example of didactical application of analogous ideas.  相似文献   

Psychometric Properties of the ECERS-R Among an Epidemiological Sample of Preschools     

Marília Mariano  Sheila C. Caetano  Anderson Ribeiro da Silva  Pamela J. Surkan  Silvia S. Martins  Hugo Cogo-Moreira 《Early education and development》2019,30(4):511-521

Research Findings: The Early Childhood Environment Rating Scale–Revised (ECERS-R) is widely used to evaluate the quality of early childhood education and its association with child development. However, the psychometric properties of the ECERS-R are not well established. Consequently, in this study we tested 3 different factor solutions of the ECERS-R using models sourced from the existing literature (featuring 1-, 2-, and 3-correlated-factor solutions) and applying confirmatory factor analysis to data from the epidemiological sample of the Embu Pre-school Mental Health Study (n = 1,292 children). Alternative measures of child education quality (such as teacher-to-child ratio) were also analyzed. The confirmatory factor analysis returned good fit indices for both the unidimensional and 3-correlated-factor solution models. Practice or Policy: This study showcases different applications of the ECERS-R, both the full and shortened versions. These findings are particularly important for improving ECERS-R guidelines for researchers, professionals, and policymakers.  相似文献   

Medical academic libraries in Romania – breaking with the past and turning towards the future     

Octavia‐Luciana Madge  Ioana Robu 《Health information and libraries journal》2019,36(1):96-100

This article is part of a series in this regular feature which looks at new directions in health science libraries. This article provides an updated overview of medical libraries in Romania, with a focus on the academic libraries which function under the patronage of medical schools. Information was collected through a survey questionnaire sent out to Romanian academic medical libraries in March 2017. The responses provide an overall picture of the state of Romanian medical libraries, highlighting the main trends and areas in which progress is evident, as well as the problems confronting these libraries. J.M.  相似文献   

Crafting the virtual prototype: how firms integrate knowledge and capabilities across organisational boundaries   总被引：1，自引：0，他引：1  

Luciana D&#x;Adderio 《Research Policy》2001,30(9)

This paper examines the introduction of Integrated Software Technologies in Product Development focusing on their influence on organisational Experimentation and Prototyping practices. In particular, it explores the role of ‘virtual prototyping’ techniques, concepts and models in facilitating multi-functional processes coordination and multi-disciplinary knowledge integration. It argues that the role of software in supporting inter-functional cooperation and the coordination of knowledge and activities depends on the organisation’s ability to nurture integrating routines which support two-directional translation flows between ‘local’ (function-based) and ‘global’ (computer-embedded) knowledge and activity levels. These mechanisms also lie at the heart of dynamic capabilities’ creation and maintenance.  相似文献   

A place for arguing in engineering education: a study on students’ assessments     

Carlinda Leite  Rui Trindade  José M. Martins Ferreira  Ana Faustino  Jaime E. Villate 《European Journal of Engineering Education》2011,36(6):607-616

This paper focuses on the issue of how engineering programmes demand and/or promote argumentative reasoning, which is a subsequent aspect of curricular development. This was the main objective of the project on which this paper reports. This is to say that the focus is on assessment as a way to establish to what extent argumentative reasoning is demanded and mobilised in teaching and learning processes. This aim was achieved using a sample of assignments developed in courses in different Bologna undergraduate programmes at the Engineering School at the University of Porto, during the first semester of the academic year 2009/2010. Whereas problem solving in engineering constitutes a structural element in the curricular organisation of the engineering programmes and is strongly related to argumentative skills, it was possible to conclude that students demonstrate and explain extensively, but do not argue, possibly because their teachers do not invite them to do so in assessment situations.  相似文献   

The origin of dimensional analysis     

Roberto De A. Martins 《Journal of The Franklin Institute》1981,311(5):331-337

A paper by Macagno (3) in this Journal is discussed. The origin of the concept of physical dimensions is traced back to ideas previously used in analytic geometry. Descartes' use of the word “dimension” in the study of physical magnitudes is shown to have properties completely different from Fourier's dimensions, being therefore unimportant to the evolution of dimensional analysis. It is also shown that the principle of homogeneity was used in the derivation of physical equations sixty years prior to the publication of Fourier's work, and that the latter was aware of this paper, that may be considered the earliest publication on dimensional analysis.  相似文献   

Empowering teachers to implement innovative content in physical education through continuous professional development     

Luciana Braga  Emily Jones  Sean Bulger  Eloise Elliott 《Teacher Development》2017,21(2):288-306

The purpose of this study was to examine teacher perceptions regarding their experiences in a research-informed continuous professional development (CPD) initiative and its influence on their professional readiness to implement innovative content in physical education (PE). Participants included four PE teachers who engaged in a series of hands-on workshops and collaborative activities related to the design and implementation of a mountain biking unit in two middle schools. Qualitative data were collected through post-workshop surveys, semi-structured interviews, and a focus group. Data were analyzed using inductive content analysis, and results revealed four themes: (a) igniting change, (b) transferring to the classroom, (c) student response, and (d) sustaining beyond a single unit. Findings from this study reinforce the need for research-informed CPD efforts in PE and highlight its role in generating a sense of teacher empowerment and promoting systemic change within school-based PE.  相似文献   

Coordination analysis of players’ distribution in football using cross-correlation and vector coding techniques     

Felipe Arruda Moura  Richard E. A. van Emmerik  Juliana Exel Santana  Luiz Eduardo Barreto Martins  Ricardo Machado Leite de Barros  Sergio Augusto Cunha 《Journal of sports sciences》2016,34(24):2224-2232

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