Children’s rights in educational relationships     

Luisa Molinari  Giannino Melotti  Francesca Emiliani 《European Journal of Psychology of Education - EJPE》2002,17(2):139-155

The aim of this study is that of reaching a better comprehension of the topic of children’s rights within educational relationships. In a first stage, we analysed the representational field of children’s rights produced through free associations by the two partners who are in conflict in everyday life, namely adults (n=267) and adolescents (n=143). In a second stage, we chose a sample of 690 adult subjects that were all parents, half of whom were also teachers; through a structured questionnaire we investigated the role of several aspects (responsibility, respect, values, conditions influencing children’s growth and sense of justice) in the organisation of social representations of children’s rights. The results outlined different contrasts in the organisation of the representational scenario. The first opposes adults and adolescents, in the sense that adults emphasise their duties of offering protection and care, while the youngsters describe rights in terms of autonomous field of experience. Within the group of adults, several differences emerged between teachers and parents: the first seem more doubtful about the positive outcomes of personal involvement, while parents are moved by a general feeling of optimism, anchored in the faith in the family’s strength and integrity.  相似文献   

Not just racial quotas: affirmative action in Brazilian higher education 10 years later     

Luisa Farah Schwartzman  Angela Randolpho Paiva 《British Journal of Sociology of Education》2016,37(4):548-566

This paper examines how affirmative action in Brazilian public universities has evolved from the start of the new millennium up to recent years. After an overview of the existing policies in public universities, we explain these patterns based on an analysis of the processes internal and external to the universities. Although these policies were initially thought of as racial quotas, class-based criteria have predominated, while the racial criteria became relatively circumscribed. Within the institutions, affirmative action brought new concerns about how to support and retain low-income students, as well as a discussion about racism, although the latter remains controversial.  相似文献   

Changing How We Teach Acid-Base Chemistry     

Jiménez-Liso  Maria Rut  López-Banet  Luisa  Dillon  Justin 《Science & Education》2020,29(5):1291-1315

Science & Education - We propose explicit and implicit approaches for the teaching of acid-base chemistry based on research into the history and nature of science (NoS). To support these...  相似文献   

What everybody knows about children: Mothers' ideas on early childhood     

Francesca Emiliani  Luisa Molinari 《European Journal of Psychology of Education - EJPE》1988,3(1):19-31

A sample of 364 mothers were interviewed with a questionnaire investigating 4 topics: developmental conceptions, socialization rules, parental social roles and sexual stereotypes. A subsample of 107 of the same mothers was then submitted to an attitude scale testing the importance they attributed to 19 traits of children's behaviour and the influence they perceived as having on the development of the same traits. The results give evidence of a social representation shared by our sample; this representation refers to a traditional way of rearing children and to a traditional division of parental social roles. The mothers' working positions and levels of instructions are found to discriminate as to their agreement on such a view. Analyses on the degree of importance and of perceived influence on the behavioural traits confirm the same results, but they also define a new emerging image of the child, which stresses different values from the traditional ones.  相似文献   

Adolescents’ profiles based on student agency and teacher autonomy support: does interpersonal justice matter?     

Grazia  Valentina  Mameli  Consuelo  Molinari  Luisa 《European Journal of Psychology of Education - EJPE》2021,36(4):1117-1134

In this study, we adopted a person-oriented approach to (a) identify latent profiles of adolescents characterized by unique patterns of perceived teacher autonomy support and student agency, (b) investigate whether perceived interpersonal justice can predict profile membership and (c) compare different profiles in relation to personal responsibility. Participants were 545 Italian secondary school students (55% boys, 94% born in Italy, M_age = 14.24, SD_age = .53). Five adolescents’ profiles emerged: disengaged (24%), average students (34%) and committed (28%), with low, mean and high scores, respectively, in both teacher autonomy support and agency; resistant (5%), with low scores in teacher autonomy support and high scores in agency; compliant (9%), with high scores in teacher autonomy support and low scores in agency. Perceptions of interpersonal justice significantly predicted profile membership in the comparison of almost all profiles. Several significant differences in responsibility among profiles also emerged. Implications of the findings for practices and policies are discussed.

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Strategy and factors for success: The Mexican handicraft sector     

Jos de la Paz Hernndez Girn  María Luisa Domínguez Hernndez  M. C. Julio Cesar Jimnez Castaeda 《Performance Improvement》2007,46(8):16-26

This study analyzed the success factors in the Mexican handicraft sector on the basis of marketing strategies. As a result of this work, 23 factors for success that artisans use as marketing strategies were determined. The most important, because it was related to all of the other elements of success, was a pricing strategy oriented to profits. The second most important strategy was to use personal recommendations to promote the products. Product diversification and the information artisans gave to customers were, respectively, the third and fourth strategies.  相似文献   

An evaluation of university students' latent and self-perceived digital competence in the use of mobile devices     

Genoveva Leví-Orta  Luisa Sevillano-García  Esteban Vázquez-Cano 《European Journal of Education》2020,55(3):441-455

This article presents an experimental study of the assessment made by university students of their level of digital competence in the use of mobile devices such as smartphones, laptops and tablets. The study was part of an investigation into ubiquitous learning with mobile devices and is based on the analysis of responses from a sample of 203 university students at eleven European and Latin American universities. Participants were asked questions about their performance on a set of digital activities that tested various components of digital competence. The analysis methodology was based on Item Response Theory (IRT). The survey data was analysed by applying a statistical model to represent the probability of obtaining an affirmative answer to each activity proposed. This enabled us to identify the difficulty and discrimination parameters of each activity. As an outcome of the study, measures on latent digital competence in individual participants were articulated. The results allowed us to describe how a number of devices and activities interacted. Understanding these types of interactions is necessary for a continued development of the evaluation of digital competence in students.  相似文献   

Reaction Is Not Enough: Decreasing Gendered Harassment in Academic Contexts in Chile,Hong Kong,and the United States     

Liz Jackson  Ana Luisa Muoz‐García 《Educational theory》2019,69(1):17-33

In diverse academic spaces around the world, sexual and gendered harassment is increasingly recognized as a problem. High‐profile cases continue to emerge that underscore how gendered harassment is normalized in elite research contexts. In this article, Liz Jackson and Ana Luisa Muñoz‐García analyze three recent policy cases for decreasing sexual and gendered harassment. These cases involve three levels of analysis and three cultural contexts. The first is that of the higher education community in Chile; the second is the University of Hong Kong; and the third is the Philosophy of Education Society, an international academic society based in North America. In each case we analyze how sexual and gendered harassment has been (1) conceptualized, (2) responded to, and (3) contextualized. Through their analysis of these cases, Jackson and Muñoz‐García invite readers to reflect on practical and philosophical recommendations for moving forward antiharassment policies and programs, seen broadly.  相似文献   

Benefits of achieving vigorous as well as moderate physical activity recommendations: evidence from heart rate complexity and cardiac vagal modulation     

Soares-Miranda L  Sandercock G  Vale S  Silva P  Moreira C  Santos R  Mota J 《Journal of sports sciences》2011,29(10):1011-1018

The aim of this study was to examine differences in traditional heart rate variability measurements and heart rate complexity (sample entropy) in young adults grouped by objectively measured achievement of either moderate or both moderate and vigorous physical activity recommendations. Of 168 young adults tested (86 females, 82 males; age 20.5 ± 1.2 years), 119 achieved only recommendations for moderate physical activity (moderate group) and 49 achieved recommendations for both moderate and vigorous physical activity (vigorous group). Analysis of covariance controlling for sex, weekly minutes of moderate physical activity, and percentage of body fat was used to assess between-group differences in heart rate variability and heart rate complexity. Logistic regression analysis was used to determine the group characteristics that best predicted high heart rate complexity and vagal indices of heart rate variability. The majority of the autonomic measures were higher (P < 0.05) in the vigorous group, and regression analysis showed that vigorous physical activity was the only multivariate predictor of higher heart rate complexity and higher heart rate variability. Young adults engaged in regular vigorous physical activity were more than twice as likely to have high heart rate complexity than those involved in predominantly moderate exercise. These findings suggest that vigorous physical activity is more closely associated with high heart rate complexity than moderate physical activity in young adults.  相似文献   

Empathy and critical thinking: primary students solving local environmental problems through outdoor learning     

David Ampuero  Christian E. Miranda  Luisa E. Delgado  Samantha Goyen  Sean Weaver 《Journal of Adventure Education & Outdoor Learning》2013,13(1):64-78

The present study explores the outcomes of teaching empathy and critical thinking to solve environmental problems. This investigation was done throughout the duration of an environmental education course within a primary school located in central Chile. A community-based research methodology was used to understand the formation of empathy and critical thinking. The findings reveal a significant benefit in using empathy strategies to engage students regarding the thinking processes involved with solving environmental problems. Using these elements as teaching techniques for environmental education courses can be very helpful in reaching the aims of creating a sustainable citizenry.  相似文献