Should I use co-assessment in higher education? Pros and cons from teachers and students’ perspectives     

Victoria Quesada  Miguel Ángel Gómez Ruiz  Maria Beatriz Gallego Noche  Jaione Cubero-Ibáñez 《Assessment & Evaluation in Higher Education》2019,44(7):987-1002

Co-assessment is a type of participatory assessment in which the teacher and student jointly discuss, negotiate and assess the student’s task or performance. Although the literature on co-assessment is scarce, some authors highlight the benefits for students of participating in co-assessment in higher education, including learning, improved communication, and greater assessment literacy. This study has a double objective: on the one hand, to analyse the strengths and limitations perceived by students participating in co-assessment practices; on the other hand, to explore the strengths, weaknesses, opportunities and threats perceived by professors participating in the experience. The study was developed in 8 class groups with the participation of 470 students and 4 teachers. The qualitative analysis of the data obtained from the questionnaires and focus groups indicates that the students acknowledged several strengths, among which learning from mistakes was prominent. Students also noted some limitations, particularly the lack of adjusted scoring. Professors offered another perspective that complemented the vision of their students, noting that co-assessment presents opportunities as well as risks that may jeopardise its implementation.  相似文献   

Promoting entrepreneurship education among university students: design and evaluation of an intervention programme / Fomento de la educación emprendedora entre el alumnado universitario: diseño y evaluación de un programa de intervención     

Francisco J. García-Rodríguez  Carmen-Inés Ruiz-Rosa  Desiderio Gutiérrez-Taño 《Cultura y Educación》2016,28(3):565-600

For the consolidation of entrepreneurial education as a field of research, a number of challenges must be met, among them, a better connection between pedagogical objectives and the design of programmes, as well as greater methodological rigour in the evaluation of their impact. With this in mind, this paper analyses the results of an entrepreneurial education programme carried out with a group of students from a Spanish university, contrasting the results with a control group. The results indicate that, after this process, the participating students displayed greater entrepreneurial potential than the group of students that had not participated. However, this difference is due more to a loss of entrepreneurial intention in the group not participating in the programme than to an improvement in the participating students.  相似文献   

Planning Inclusion: The Need to Formalize Parental Participation in Individual Education Plans (and Meetings)     

María Cioè-Peña 《The Educational forum》2020,84(4):377-390

Abstract

Inclusive education is promoted as an educational setting that brings together students with disabilities alongside non-disabled peers. As the rise in inclusive education continues, many recognize the Salamanca Statement of 1994 as an influencer. This paper discusses how the vision of inclusion grounded in “the need to work towards ‘schools for all’” remains unfulfilled through a lack of intersectionality. Centering the experiences of Spanish-speaking mothers of emergent bilinguals labeled as disabled, this paper presents how educators limit parents’ abilities to engage as equal stakeholders. Therefore, this paper explores the tensions culturally and linguistically diverse mothers encounter during Individual Education Plan (IEP) meetings and the possibilities that can come from reimagining IEPs and IEP meetings in ways that allow stakeholders to actively tend to the intersectional vision of inclusive education that Salamanca put forth and that emergent bilinguals labeled as disabled desperately need.  相似文献   

Warm elaborated feedback. Exploring its benefits on post-feedback behaviour     

Raquel De Sixte  Amelia Mañá  Vicenta Ávila  Emilio Sánchez 《教育心理学》2020,40(9):1094-1112

Abstract

This study provides evidence on the impact of including warm messages in elaborated feedback. These messages are aimed at the motivational process that can be mobilised by feedback and that which can condition its reception and the way students face the task (post-feedback behaviour). In a task where secondary school students had to learn a new strategy for improving their reading skills in a computer-based environment, we compared the use of elaborated feedback with the use of elaborated feedback enhanced with motivational messages (warm elaborated feedback) and a control condition (without feedback). The results showed that students receiving warm elaborated feedback revisited the text more often than those receiving only the elaborated feedback, and that both groups revisited the text more than the control group. This finding suggests that controlling the motivational aspects in feedback messages may increase the effectiveness of elaborated feedback.  相似文献   

An experimental study of vocational guidance (and decision making) in Spain     

Miguel Moreno  Antonio Muñoz  Mari Carmen Vacas 《European Journal of Psychology of Education - EJPE》1999,14(3):439-450

This article describes the procedure and methodology for a vocational guidance programme framed within the most recent conceptualised as a systematic process of intervention, that gradually optimise the subjects’ vocational conduct. The programme was applied to a population of 192 subjects located in seven secondary schools in the city of Granada, with proven effectiveness of the interventions. The three objectives of the programmes applied concentrated on the increase in the optimisation of self-awareness and self-concept for the subjects, training in strategies for searching for information, and training in decision-making.  相似文献   

Demotivation in academic reading during teacher training     

Carla Muñoz  Jorge Valenzuela 《Journal of Research in Reading》2020,43(1):41-56

  相似文献   

The Scientific Periphery in Spain: The Establishment of a Biomedical Discipline at the Centro de Investigaciones Biológicas, 1956-1967     

Santesmases  María Jesús  Muñoz  Emilio 《Minerva》1997,35(1):27-45

  相似文献   

Gaia Theory in Brazilian High School Biology Textbooks     

Ricardo Santos Do Carmo  Nei Freitas Nunes-Neto  Charbel Niño El-Hani 《Science & Education》2009,18(3-4):469-501

  相似文献   

Educational pluralism and freedom of religion: recent decisions of the European Court of Human Rights     

Eugenia Relaño 《British Journal of Religious Education》2010,32(1):19-29

This paper addresses the sensitive issue of the teaching of religions and beliefs in schools by analysing two recent decisions of the European Court of Human Rights. In these cases, the Court asserts that students should be exempted from compulsory courses on religion or from courses that are not conveyed in an objective, critical and pluralist manner in order to protect the rights of parents to raise their children in accordance with their beliefs and to protect the child’s religious freedom. What emerges from both decisions are sound principles about how to implement and teach these kind of courses without violating the freedom of religion and belief or undermining the state competences on education.  相似文献   

Effects of resistance training on performance in previously trained endurance runners: A systematic review     

Manuel Alcaraz-Ibañez  Manuel Rodríguez-Pérez 《Journal of sports sciences》2018,36(6):613-629

The aim of this work was to identify, synthesize and evaluate the results of randomized controlled trials examining the effects of resistance training on performance indicators in previously trained endurance runners. A database search was carried out in PubMed, Science Direct, OvidSPMedLine, Wiley, Web of Science, ProQuest and Google Scholar. In accordance with the PRISMA checklist, 18 published articles dated prior to May 2016 involving 321 endurance runners were reviewed using the PEDro scale. Resistance training led to general improvements in muscular strength, running economy, muscle power factors, and direct performance in distances between 1,500 and 10,000 m. Such improvements were not accompanied by a significant increase in body mass or signs of overtraining. However, improvements did not occur in all cases, suggesting that they might depend on the specific characteristics of the resistance training applied. Although current evidence supports the effectiveness of resistance training to improve performance in already trained endurance runners, the methodological inconsistencies identified suggest that the results should be interpreted with caution. Future studies ought to investigate the benefits of resistance training in endurance runners while considering the existence of possible differentiated effects based on the specific characteristics of the resistance training carried out.  相似文献