Teacher evaluation in Portugal: persisting challenges and perceived effects     

Maria Assunção Flores 《Teachers and Teaching》2018,24(3):223-245

This paper reports on findings from a broader piece of research aimed at investigating the ways in which head teachers experience a new teacher evaluation policy in Portugal, particularly in regard to the challenges and perceived effects of the policy on school and on teacher development. Data were collected through a questionnaire with open and closed-ended questions. In total, 134 head teachers participated in the study. Findings suggest a number of tensions and problems, most of which are related to the key features of the model of teacher evaluation itself. Others issues pertain to the lack of recognition of the appraisers and to the emergence of tensions amongst staff leading to the deterioration of the school climate. Persisting challenges to policy implementation, perceived effects on teachers and schools as well as the dilemmas of head teachers are analysed. The article concludes with the discussion of ways forward.  相似文献   

Do executive functions contribute to writing quality in beginning writers? A longitudinal study with second graders     

Cordeiro  Carolina  Limpo  Teresa  Olive  Thierry  Castro  São Luís 《Reading and writing》2020,33(4):813-833

Reading and Writing - Writing is an important activity that involves many demanding processes. Given the complexity and goal-directed nature of writing, this activity is heavily dependent on...  相似文献   

Prospective biology teachers’ understanding of the nature of science through an analysis of the historical case of Semmelweis and childbed fever     

Aragón-Méndez  María del Mar  Acevedo-Díaz  José Antonio  García-Carmona  Antonio 《Cultural Studies of Science Education》2019,14(3):525-555

Cultural Studies of Science Education - This article presents a qualitative study of the understanding of various epistemic and non-epistemic aspects of the nature of science (NOS), based on...  相似文献   

Nuclear power plants? Yes or no? Thank you! The argumentative use of tables and graphs / ¿Centrales nucleares? ¿Sí o no? ¡Gracias! El uso argumentativo de tablas y gráficas     

Merce Garcia-Mila  Mª Puy Pérez-Echeverría  Yolanda Postigo  Eduardo Martí  Constanza Villarroel  Fernando Gabucio 《Infancia y Aprendizaje》2016,39(1):187-218

Abstract

The present paper deals with how eleventh grade high school students and university undergraduate students studying environmental science use evidence to write an argumentative text. They were presented with a dilemma with four sets of data (two pro and two anti nuclear energy). Half the sample was given the data in graph format and the other half in table format. The four sets of data differed according to their complexity. We analysed the structure of argument, the use of the evidence (either provided or their own) according to the participants’ position on the dilemma, and the presence of confirmation bias. Our results show a good argumentative competence that does not seem to be affected either by the students’ educational level or data format. We observed an effect of the complexity of the data in relation to the participants’ position.  相似文献   

Media education with the monetization of YouTube: the loss of truth as an exchange value / Educación mediática frente a la monetización en YouTube: la pérdida de la verdad como valor de cambio     

Alfonso Gutiérrez-Martín  Alba Torrego-González  Miguel Vicente-Mariño 《Cultura y Educación》2019,31(2):267-295

Abstract

The digital age of post-truth is the ideal breeding ground for fake news and misinformation. In the world of social networks and the Internet in general, commercial interests hold primacy over the importance of the veracity of the information provided. In this study, we have carried out a quantitative and qualitative content analysis of the messages published as comments on the most popular videos about Pokémon Go published in Spanish on YouTube. The main objective of the study is to analyse not only the content of the videos but, above all, users’ reactions to the misinformation provided. The results confirm the hypothesis that misinformation is promoted by the crisis of truth as a journalistic and social value, by economic interest and by the lack of suitable media education. We conclude by advocating the need to recover truth as a journalistic and social value in the digital context, and to accept that media literacy is an essential task to be assumed by all educational agents: schools, media and social groups.  相似文献   

Activity, obesity, and growth     

J Parízková 《Monographs of the Society for Research in Child Development》1970,35(7):28-32

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Gender differences in social reputation and peer rejection at school / Diferencias de género en la reputación social y el rechazo entre iguales en la escuela     

Eduardo Martín 《Cultura y Educación》2016,28(3):539-564

The objectives of this study are twofold: to see if gender differences in social reputation remain stable throughout schooling, and to analyse behavioural differences between boys and girls with rejected status. A sociometric test was carried out and the Allocation of Perceptive Attributes Method was applied to a sample of 777 students in the mid-cycle and upper-cycle of primary education (years three to six) and the first cycle of CSE (Compulsory Secondary Education). The results show that differences in social reputation remain stable throughout schooling, with the exception of a few trends. We also find that rejection in boys is characterized by behavioural attributes, while characteristics associated with rejection in girls seem to be more subtle. It is concluded that gender ought to be taken into account in the design and implementation of intervention programmes aimed at improving the social integration of students.  相似文献   

The completeness property of the set of real numbers in the transition from calculus to analysis     

Analía Bergé 《Educational Studies in Mathematics》2008,67(3):217-235

This paper focuses on teaching and learning the set of real numbers R and its completeness property at the university level. It studies, in particular, the opportunities for understanding this property that students are offered in four undergraduate correlative courses in Calculus and Analysis. The theoretical framework used in the study draws on concepts developed in the Anthropological Theory of Didactics, especially the notions of praxeology and mathematical organization. The paper shows different expectations concerning the same notion (R and its completeness) through different school levels, and intends to bring up some reflections about the transition from Calculus to Analysis.

Analía BergéEmail:

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Development of human resources in and for bilingual intercultural education in Latin America     

Luis Enríque López 《Prospects》1990,20(3):311-319

Worked as consultant for the Deutsche Gesellschaft für Technische Zusammenarbeit on the Bilingual Education Programme of Puno (Peru). Professor of Andean Linguistics at the Universidad Nacional del Altiplano. Co-author (with Ingrid Jung) of Las lenguas en la educación bilingüe: el caso de Puno,and compiler of Pesquisas en linguística andinaand Pueblos indios, estados y educación.  相似文献   

Natura et urbis in the socio-educational renovation of Barcelona City Council (1909–1933)     

Francisca Comas Rubí  Sara González Gómez 《History of education》2020,49(4):476-497

ABSTRACT

During the first third of the twentieth century, Barcelona turned into a metropolis with emerging industry. To confront the growing social problems, Barcelona City Council undertook a renovating educational programme focused on hygienic and natural principles as well as on new active teaching methodologies and progressive education. Thus, a completely parallel network of institutions was created alongside the public schools – school camps, day trips to the beach, open air schools, etc. – that aimed at improving the living situation of children, most specifically via the promotion of direct contact with nature. At that time, Barcelona City Council disseminated information widely regarding all these initiatives with the publication, between 1909 and 1933, of around 70 illustrated brochures. The main aim of this article is, using these publications, to present the discourses that were disseminated and built up around the idea of nature and to understand how this relates to the urban environment.  相似文献