Science identity possibilities: a look into Blackness,masculinities, and economic power relations     

Katemari Rosa 《Cultural Studies of Science Education》2018,13(4):1005-1013

This forum paper dialogues with Sheron Mark’s A bit of both science and economics: a non-traditional STEM identity narrative. In her paper, she discusses the development of a Science, Technology, Engineering, and Mathematics (STEM) identity by a young African American male during an informal STEM for Social Justice Program. Here, the discussion focuses on Black masculinities, identity formation, and the role of science educators in making STEM fields a welcoming place for young Black men. Drawing from Mark’s data and discussion, this paper is a dialogue between science identity possibilities in the United States and in Brazil when we look at the intersections of race, gender, and socioeconomic status. Using the shared colonial past of both countries a connection is established to address race relations within science education. The main argument in this paper is that racism can no longer be denied and dismissed by the science education community worldwide and that intersectional approaches are needed to face this issue.  相似文献   

Beyond Mother Education: Maternal Practices as Predictors of Early Literacy Development in Chilean Children from Low-SES Households     

Susana Mendive  María Rosa Lissi  Roger Bakeman  Adriana Reyes 《Early education and development》2017,28(2):167-181

Research Findings: To extend findings that are mainly based on North American studies with English speakers, we studied 989 Chilean mothers from households of low socioeconomic status and their prekindergarten children, posing 2 questions: (a) Do mothers’ self-reported practices about literacy development predict early literacy outcomes over and above child characteristics and maternal education? (b) Do these maternal practices mediate the relation between maternal education and these child outcomes? Confirming previous studies, exposure to texts and non-present talk predicted vocabulary, and teaching practices predicted child code-related skills. Contrary to previous studies, exposure to texts also predicted child code-related skills. We also found that maternal practices partially mediated the relation between maternal education and early literacy skills. Practice or Policy: Findings suggest the need to target children before prekindergarten with interventions that increase the studied maternal practices and to do so in family, day care, and health care settings with special emphasis on families with incomplete elementary education. The broad effect of exposure to texts on early literacy outcomes and the low social value on reading in Chilean culture suggest that teacher preparation programs need to include ways to engage children in literature as a frequent experience.  相似文献   

Strategies of intervention in the spectrum of defects in specific reading disability     

Archie A. Silver M.D.  Rosa A. Hagin Ph.D. 《Annals of dyslexia》1967,17(1):39-46

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Mathematics Education: A Vision of Its Evolution     

Ricardo Cantoral  Rosa M. Farfáan 《Educational Studies in Mathematics》2003,53(3):255-270

Teaching in general and teachingof mathematics in particular are matters ofgreat importance for contemporary society.Over the years, societies have establishedinstitutions in order to incorporatemathematics and science into the culture ofsociety with the clear intention ofencouraging a scientific vision of theworld among the population. This intensesocial process of scientific enlightenment has helped us recognize theneed to implement educational modificationsin the specific field of mathematics basedon designs that are better adapted toschool practices. Mathematics educationdeals with the systematic study of theeffects of such processes; in this paper,we have decided to describe a certainevolution of its research problems. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Is accreditation ‘on the right track’? The views of Portuguese academics     

Rosa  Maria João  Cardoso  Sónia  Videira  Pedro 《Tertiary Education and Management》2020,26(2):185-197

In many countries, quality assurance systems rely on study programme accreditation. As with all quality assurance mechanisms, accreditation should also be continuously improved in order to maintain its relevance as a promoter of study programme quality. A way to move accreditation forward is by taking into account academics’ views, interests and needs about the process, since their support for it is paramount for its success and effectiveness. This paper analyses Portuguese academics’ knowledge and views on accreditation with the aim of understanding if the process is being supported and is on the right route for being effective. It is based on the analysis of 1484 academics’ answers to a questionnaire distributed in 16 higher education institutions. This analysis reveals a moderately positive attitude of academics towards accreditation, reflected in an only moderate knowledge of the process as well as in a mild agreement with its characteristics and implementation features. This suggests that there is room for improvement to bring this quality assurance mechanism closer to academics’ expectations and needs and therefore to improve accreditation’s effectiveness.

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Guest Editorial     

Rosa Maria Bottino  Carolyn Dowling  Alfredo Fernandez-Valmayor 《Education and Information Technologies》1998,3(3-4)

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The Spectre of Theory of Curriculum for Educational Research: A Medican Example     

Burgos  Rosa Nidia Buenfil 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1999,45(5-6):461-478

Recent educational policies in many parts of the world have tended to underplay the significance of theory in curriculum debates. This article examines examples of this tendency, paying particular attention to a case study of a prestigious education department at a Mexican university where the curriculum over 18 years was systematically drained of theoretical content. The author argues that removing theoretical discussion from the educational field will damage knowledge production in the field and ultimately harm the practice of education.  相似文献   

Classroom environment in the implementation of an innovative curriculum project in science education     

Mercedes Surez  Rosa Pías  Pedro Membiela  Dolores Dapía 《科学教学研究杂志》1998,35(6):655-671

A curriculum project can be positively or negatively influenced by the environment of the classroom in which it is implemented. Analysis of the perceptions of students, teachers, and external observers has allowed us to study the influence of classroom environment in the implementation of an innovative project in science education. The main conclusions indicate that even though the global evaluation is positive, more so among teachers than among students, there are differences between the perceptions of the participants, probably due to differences in interests and needs. Moreover, in the classroom environment, the teacher and the actual dynamic and spatial organization are of great importance, and it can be difficult to maintain interest or to achieve a satisfactory evaluation on the part of those students whose academic performance is lowest. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 655–671, 1998.  相似文献   

我的书朋友     

罗斯·沃尔多 《语数外学习(初中版)》2009,(12)

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Creatine supplementation does not decrease oxidative stress and inflammation in skeletal muscle after eccentric exercise     

Luciano A. Silva  Camila B. Tromm  Guilherme Da Rosa  Karoliny Bom  Thais F. Luciano  Talita Tuon 《Journal of sports sciences》2013,31(11):1164-1176

Abstract

Thirty-six male rats were used; divided into 6 groups (n = 6): saline; creatine (Cr); eccentric exercise (EE) plus saline 24 h (saline + 24 h); eccentric exercise plus Cr 24 h (Cr + 24 h); eccentric exercise plus saline 48 h (saline + 48 h); and eccentric exercise plus Cr 48 h (Cr + 48h). Cr supplementation was administered as a solution of 300 mg · kg body weight^?1 · day^?1 in 1 mL water, for two weeks, before the eccentric exercise. The animals were submitted to one downhill run session at 1.0 km · h^?1 until exhaustion. Twenty-four and forty-eight hours after the exercise, the animals were killed, and the quadriceps were removed. Creatine kinase levels, superoxide production, thiobarbituric acid reactive substances (TBARS) level, carbonyl content, total thiol content, superoxide dismutase, catalase, glutathione peroxidase, interleukin-1b (IL-1β), nuclear factor kappa B (NF-kb), and tumour necrosis factor (TNF) were analysed. Cr supplementation neither decreases Cr kinase, superoxide production, lipoperoxidation, carbonylation, total thiol, IL-1β, NF-kb, or TNF nor alters the enzyme activity of superoxide dismutase, catalase, and glutathione peroxides in relation to the saline group, respectively (P < 0.05). There are positive correlations between Cr kinase and TBARS and TNF-α 48 hours after eccentric exercise. The present study suggests that Cr supplementation does not decrease oxidative stress and inflammation after eccentric contraction.  相似文献