Women principals in South Africa: gender,mothering and leadership          下载免费PDF全文

Jacky Lumby  Marta Cristina Azaola 《British Educational Research Journal》2014,40(1):30-44

This paper draws on qualitative data from a mixed‐method study that analysed women's access to the principal role and their leadership experiences. The paper draws on a subset of interviews with 54 female head teachers in the Gauteng and North West provinces of South Africa. Since a mothering style of leadership was self‐reported by over half of the participants in our study, this paper aims to explore the diverse ways in which motherhood was constructed and the outcomes of these constructions on women.  相似文献   

Emotional profiles regarding maths among primary school children – A two-year longitudinal study     

Mata  Lourdes  Monteiro  Vera  Peixoto  Francisco  Santos  Natalie Nóbrega  Sanches  Cristina  Gomes  Marta 《European Journal of Psychology of Education - EJPE》2022,37(2):391-415

Learning maths is challenging for many primary school students, and teachers must understand students’ learning and emotional processes specific to learning maths. The current research, grounded in control-value theory, focused on achievement emotions regarding maths. Primary school students (N?=?71) were studied with the primary objective of examining the longitudinal trajectories of achievement emotions of third graders over two years. The Portuguese Achievement Emotions Questionnaire for Elementary Students was administered biannually to assess enjoyment, anxiety, and boredom regarding maths. The results indicate that enjoyment decreased and boredom increased over time, revealing three emotional profiles: positive, negative and moderate. The positive profile showed the highest scores in maths achievement. Profile membership was moderately stable and became increasingly stable and structured. In examining the complexity of students’ emotional profiles and processes, the importance of understanding them to enhance educational support, development, and learning was highlighted.

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Assistive technology for the inclusion of students with disabilities: a systematic review     

Fernández-Batanero  José María  Montenegro-Rueda  Marta  Fernández-Cerero  José  García-Martínez  Inmaculada 《Educational technology research and development : ETR & D》2022,70(5):1911-1930

Educational technology research and development - The commitment to increase the inclusion of students with disabilities has ensured that the concept of Assistive Technology (AT) has become...  相似文献   

Analysis of web-based tutorials created by academic libraries     

Marta Somoza-Fernández  Ernest Abadal 《The Journal of Academic Librarianship》2009,35(2):126-131

This paper aims to analyse the characteristics of tutorials created by academic libraries. It evaluates a sample of 180 tutorials by applying thirty basic indicators referring to general characteristics, content, teaching methodology, usability and technology. The general conclusion is that most of the tutorials are at an early stage of development.  相似文献   

Can weekly discussions in a sensory science course influence student's perception and confidence in their professional success skills?     

Marta Albiol Tapia  Soo‐Yeun Lee 《Journal of Food Science Education》2020,19(3):122-132

The Institute of Food Technologists’ (IFT) success skills highlight the importance of developing professional skills in the food science curriculum. On the other hand, many students in higher education report that the public school system feels disconnected and unrelated to their future. In this context, this study aimed to evaluate student's perceived importance of professional skills, as well as to enhance their awareness and confidence in them. Students in a sensory science class at the University of Illinois completed a questionnaire at the beginning, middle, and end of the semester to assess their opinion of and self‐assurance in professional skills, such as writing technical reports, providing leadership, making formal presentations, and applying critical thinking. During the semester, students received basic training and guidelines on each skill and were given assignments and activities to practice them as part of their coursework. Results showed increased knowledge about the existence of IFT core competencies, as well as an increased motivation to practice success skills regularly. They also showed an increased perceived importance of presentation skills, leadership, dealing with group conflict, researching scientific information, and library resources. Confidence in 80% of the skills increased significantly by the end of the semester, after students had been presented with opportunities to practice and discuss the skills in groups. Students were also able to relate their learning of specific success skills to different course assignments. This study concluded that a general exposure to the importance of practicing professional skills in a college setting enhanced student's experiences and awareness by connecting them to their future professional careers.  相似文献   

Supporting Child Welfare and Parent Involvement in Preschool Programs     

Aimee Hilado  Leanne Kallemeyn  Christine Leow  Marta Lundy  Marla Israel 《Early Childhood Education Journal》2011,39(5):343-353

This article discusses the findings from a mixed-method study examining the relationship between social resources and levels of parent involvement in state-funded preschool programs in Illinois. Using survey data from the Illinois Birth to Five Evaluation (n = 843) and interviews with ten preschool administrators who completed the survey, the study found the number of social resources provided by a program was positively associated with levels of parent involvement. The correlation analysis (r = −0.22, p = .0001) and analysis of variance (ANOVA) F(2,708) = 23.19, p = .0001 findings both demonstrated positive relationships wherein high numbers of social resources were associated with higher levels of parent involvement in programs. Administrator interviews confirmed survey findings and suggested additional influences on parent involvement levels and use of social resources in programs. Implications for supporting child welfare and policy recommendations for early childhood programs are provided.  相似文献   

The different impact of a structured peer-assessment task in relation to university undergraduates’ initial writing skills     

Marta Ramon-Casas  Neus Nuño  Ferran Pons  Toni Cunillera 《Assessment & Evaluation in Higher Education》2019,44(5):653-663

This article presents an empirical evaluation of the validity and reliability of a peer-assessment activity to improve academic writing competences. Specifically, we explored a large group of psychology undergraduate students with different initial writing skills. Participants (n?=?365) produced two different essays, which were evaluated by their course peers and professors using a specific grading instrument (rubric). The validity of the task was demonstrated by a high inter-grader agreement and a strong degree of consistency between the ratings of the peers and professors. Although all students did not improve their writing skills between their first and second essays, the peer-assessment activity enhanced the writing abilities of low but not high-achieving participants. The pedagogical implications of these results are discussed.  相似文献   

Formative journeys of first-year college students: tensions and intersections with intercultural theory     

Marta Shaw  Amy Lee  Rhiannon Williams 《高等教育研究与发展》2015,34(1):188-204

Development of intercultural skills is recognized as an essential outcome of a college education, but in order to facilitate students' growth effectively, we must understand the points of the developmental journey at which students enter the college classroom. This study tests four hypotheses developed on the basis of leading models of intercultural development in relation to first-year students' levels of maturity, attitudes toward difference, capacity for productive interaction and emotions experienced in the face of difference. To test the hypotheses, we collected written narratives on a formative encounter with difference from 414 incoming students at the University of Minnesota. Each narrative was coded for an initial, intermediate or advanced stage of intercultural development, as well as for the outcomes of the interaction and emotions experienced in the course of the encounter. Findings indicate that: (1) only 21% of respondents display evidence of ethnorelative thinking; (2) the majority report very positive attitudes toward difference, but show evidence of veiled detachment and minimization; (3) there is no difference in reports of productive interaction between those who do and do not display mindfulness and (4) the emotions experienced at various stages of intercultural maturity do not yield a pattern of increasing comfort. We conclude that the points at which our students begin their intercultural journey may differ slightly from what is suggested by leading developmental models, and recommend adjusting the starting point of programming aimed at supporting intercultural competence development in college.  相似文献   

Paradigms of research for the 21st century: perspectives and examples from practice     

Marta Kowalczuk-Walędziak 《师资教育杂志》2015,41(1):105-108

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Quantification of mercury in XVIII century books by Energy Dispersive X-Ray Fluorescence (EDXRF)     

Maria-Luisa Carvalho  Marta Manso  Sofia Pessanha  Ana Guilherme  Fernando Rodrigues Ferreira 《Journal of Cultural Heritage》2009,10(3):435-438

This work describes the quantitative analysis of mercury present in the ink used to colour some books of XVIII century. The mercury content was determined by Energy Dispersive X-ray Spectrometry. This is a non-destructive technique which allows elemental identification and quantification (Z > 13) by atomic physics processes. The organic pigments cannot be identified by this technique, taking into account that its composition is mainly C, O and H. Levels of 2 wt.% and 4.5 wt.% were measured in 1756 and 1753 books respectively. No significant amount of mercury was observed in other red books, on a total of 11, all from XVIII century: 1720, 1732, 1753, 1756, 1780, 1798, 1800. More than one book for each year were analysed. The studied books belong to a private collection, and were selected taking into account the age and the reddish colour of their external parts. High content on Fe were observed in some of the books. This work highlights the application of a physics technique in a very important aspect for art and cultural heritage conservation and restoration, considering that high levels of toxic elements might be found in ancient documents. It is of great importance that preliminary elemental analyses are performed on ancient documents before handling them, because they might constitute some danger for restorers, conservators and collectors. This work highlights, for the first time, the danger of some ancient books. They might contain a very high concentration of mercury, which is toxic for the organism. This is also a particularly important problem of public health never mentioned in literature before.  相似文献