7. The Philippines     

Maria Luisa Canieso-Doronila 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1996,42(1-3):109-129

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Synchronous and asynchronous interactions of bilingual Hispanic pre‐ and in‐service teachers in distance learning     

Luisa Lara  Richard Howell  Jeronimo Dominguez  José Navarro 《The American journal of distance education》2013,27(3):50-67

Abstract

This study investigated differences in online written interactions of bilingual Hispanic pre‐ and in‐service teachers across two types of online discussion groups: synchronous and asynchronous. Participants were exposed to a shortened version of a wholly online special education course and participated in instructional activities as well as synchronous and asynchronous discussion groups over a six‐week period. The research used both an alternating treatment design to gather quantitative data, and interviews and questionnaires for qualitative data. The results support the contention that synchronous discussion group interactions are an important feature of successful online courses with Hispanic students.  相似文献   

The integration of careers education in the school curriculum     

María Luisa Rodríguez Moreno 《Prospects》1988,18(4):505-513

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La radio,instrumento motivador para el aprendizaje del euskera     

Luisa María Puertas 《Cultura y Educación》2013,25(3-4):53-64

La peculiar situación histórica por la que ha pasado en nuestro país el uso de las lenguas vernáculas de las diferentes comunidades del Estado, ha supuesto un profundo replanteamiento del papel de la escuela en la normalización lingüística subsiguiente al advenimiento de la democracia. En la comunidad vasca el desafío educativo reviste unas características diferenciales sobre el resto de las comunidades lingüísticas en ese proceso normalizador entre las que cabe destacar el origen no latino del euskera, que hace especialmente problemática su adquisición en aquellos sectores de la población que no lo tienen como lengua materna. El uso de medios motivadores para implicar a los alumnos en la utilización de la lengua se plantea como un imperativo acuciante en el diseño del currículum: en este artículo se expone un imaginativo diseño didáctico con la radio como protagonista.  相似文献   

Graphic design： A sustainable solution to manage the contents of teaching materials     

Garcia Izaguirre  Victor Pier  Castello Maria  Luisa Arvizu  Sanchez Eduardo 《美中教育评论》2010,(11):27-35

There is a concern that the teaching of subjects is applied not only with support from a set of technological devices, but largely in the proper use of teaching and new technologies. Taking this idea, the authors develop a research and sustainable design that result in educational materials in solid content and technological innovation, also to have the benefit of learning process of a particular subject. The project is in its stage of development of educational materials, which indicates that only the experiment is missing.  相似文献   

Effort allocation in tournaments: The effect of gender on academic performance in Italian universities     

Carolina Castagnetti  Luisa Rosti 《Economics of Education Review》2009

We consider the academic performance of Italian university graduates and their labor market position 3 years after graduation. Our data confirm the common finding that female students outperform male students in academia but are overcome in the labor market. Assuming that academic competition is fair and that individual talent is equally distributed by gender, we suggest that the gender gap evident in degree scores is endogenously due to the greater effort exerted by female students. We find that females face a greater increase in labor market returns from signalling through academic performance. This higher prize explains the greater effort exerted by females and the higher probability of winning the academic competition.  相似文献   

Helping doctors put patients first: an innovative service from health libraries     

Bruno F  Vercellesi L  Miranda GF 《Health information and libraries journal》2005,22(3):219-223

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Représentations et Significations de Savoirs Scolaires     

Schubauer-Leoni  Maria Luisa  Perret-Clermont  Anne-Nelly 《European Journal of Psychology of Education - EJPE》1988,3(1):55-62

European Journal of Psychology of Education -  相似文献   

Contributions from the Philosophy of Science to the Education of Science Teachers     

Vicente Mellado  Constantino Ruiz  María Luisa Bermejo  Roque Jiménez 《Science & Education》2006,15(5):419-445

One of the most important topics on the international agenda in educational research is to gain an understanding of the processes of educational change in teachers and of the factors that favour or hinder it. Such understanding is, for instance, an essential element in planning and putting into practice initial and ongoing teacher education programs. This article reviews the research on science teachers’ educational change. To organize the information, an analogy is made with the process of scientific change, analyzing and evaluating the contributions of the different models taken from the philosophy of science – positivism, Popper’s principle of falsifiability, Lakatos’ scientific research programs, Laudan’s research traditions, Toulmin’s evolutionism, and Kuhn’s relativism. We conclude the article with the implications for science teacher education.  相似文献   

Negotiating the meaning of questions in didactic and experimental contracts     

Maria Luisa Schubauer-Leoni  Michèle Grossen 《European Journal of Psychology of Education - EJPE》1993,8(4):451-471

In recent years, the notion of communication contract has stimulated a lot of research in social developmental psychology as well as in education. This article presents two series of investigations using different methods for the study of the didactic and experimental contracts. The discussion focuses on some theoretical issues raised by these studies: the risk of sociological vs psychological reductionism, the risk of neglecting the specificity of cognitive activity and the risk of reifying the notion of context. Possible developments for future research will be suggested. The problem of the articulation between social, institutional and interactional contexts in the study of cognitive activity is a central argument.  相似文献