Roma Undergraduates’ Personal Network in the Process of College Transition. A Social Capital Approach     

Lukács J.  Ágnes  Dávid  Beáta 《Research in higher education》2019,60(1):64-82

Roma university students’ personal networks become unstable in the process of college transition. We describe the personal networks of these students using the model set up by Brandes et al. (in: Proceedings of the IEEE pacific visualization symposium (Pacific Vis’08), IEEE Computer Society Press, 2008) and analyse the identified groups utilizing the social capital approach. We mapped seventy-six students’ networks applying contact diary. Origin, host and fellow groups significantly differ in their composition; they provide different (‘bonding’ or ‘bridging’) type of resources, and their availability to the Roma students is also different. We found significant differences between the students in their tendency to rely on certain groups in the process of academic adjustment.

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Longitudinal Trajectories of Family Functioning Among Recent Immigrant Adolescents and Parents: Links With Adolescent and Parent Cultural Stress,Emotional Well-Being,and Behavioral Health     

Elma I. Lorenzo-Blanco  Alan Meca  Brandy Piña-Watson  Byron L. Zamboanga  José Szapocznik  Miguel Ángel. Cano  David Cordova  Jennifer B. Unger  Andrea Romero  Sabrina E. Des Rosiers  Daniel W. Soto  Juan A. Villamar  Monica Pattarroyo  Karina M. Lizzi  Seth J. Schwartz 《Child development》2019,90(2):506-523

This study examined longitudinal effects of adolescent and parent cultural stress on adolescent and parent emotional well-being and health behaviors via trajectories of adolescent and parent family functioning. Recent immigrant Latino adolescents (M_age = 14.51) and parents (M_age = 41.09; N = 302) completed measures of these constructs. Latent growth modeling indicated that adolescent and parent family functioning remained stable over time. Early levels of family functioning predicted adolescent and parent outcomes. Baseline adolescent cultural stress predicted lower positive adolescent and parent family functioning. Latent class growth analyses produced a two-class solution for family functioning. Adolescents and parents in the low family functioning class reported low family functioning over time. Adolescents and parents in the high family functioning class experienced increases in family functioning.  相似文献   

‘I think we are still very directive’: Teachers’ discourses on democratic student participation     

Ángela Saiz-Linares  Carlos Rodríguez-Hoyos  Teresa Susinos-Rada 《British Educational Research Journal》2019,45(1):83-98

The objective of this study [Susinos, T. (Dir.), ‘Schools moving towards inclusion: Learning from the local community, the student voice and educational support’ (I+D+I, EDU2011-29928-C03-03)] is to gain a deeper understanding of the analysis of the discourses that different education professionals in the Spanish education system have on student participation in schools, based on the premise that they tacitly reflect different models of democracy and advance very diverse school practices. The study is based on the Student Voice Movement, which is defined by its commitment to deliberative democratic education and its role in the development of inclusive schools. In this article, we have conducted a qualitative analysis of the data from 31 in-depth interviews carried out with teachers and other education professionals from nine schools. These teachers’ discourses are summarised in four dimensions, which we have named individual, pedagogical, organisational and socio-political. Some conclusions of this work demonstrate a predominance of discourses linked to an individual and pedagogical dimension of participation, based on the idea that this fundamentally depends on the personal dispositions that some students have. It is less common to appeal to the socio-political dimension, which refers to participation as a citizen's right to debate and make decisions regarding common and public affairs. This suggests that teachers still see their work from a technical point of view, rather than envisaging the school as a space for democratic participation and practice. In short, with this study we aim to contribute to normative theories on participation and democracy in order to expand their empirical and practical support in schools.  相似文献   

The influence of trait meta-mood on subjective well-being in high school students: a random intercept cross-lagged panel analysis     

Nicolás Sánchez-Álvarez  Natalio Extremera  Pablo Fernández-Berrocal 《教育心理学》2019,39(3):332-352

Trait meta-mood refers to people’s conscious awareness of their own emotions. This reflexive process is relevant to developing a better adaptation to the environment, understanding the individual differences in how people perceive and attend to emotions, and how they can understand and regulate them in an optimal way. Previous research has indicated that trait meta-mood plays an important role in well-being. Accordingly, the main objective of this study was to analyse the prospective effects of trait meta-mood on levels of subjective well-being. A sample of 570 high school students (289 females), from 12 to 17 years (M?=?13.80, SD?=?1.45), completed measures of trait meta-mood, satisfaction with life, and positive and negative mood states across three waves separated by 1-year intervals. Random intercept cross-lagged panel analyses indicated that the dimensions of meta-mood accounted for a significant amount of variance in both cognitive and affective dimensions of well-being across time.  相似文献   

Teaching machine learning in robotics interactively: the case of reinforcement learning with Lego® Mindstorms     

Ángel Martínez-Tenor  Juan-Antonio Fernández-Madrigal 《Interactive Learning Environments》2019,27(3):293-306

Preparing students for dealing with a world more and more densely populated with physical machines that possess learning capabilities, e.g. intelligent robots, is of the utmost importance in engineering. In this paper, we describe and analyse a design of interactive sessions devoted to the application of some machine learning (ML) methods within a master degree subject named “Cognitive Robotics”, in particular, reinforcement learning (RL), a technique that allows the machine to autonomously learn decision-making in a physical environment. The paper contains a complete depiction of the interactive teaching sessions, implemented with reasonable cost and resources thanks to a suitable mixture of the constructivist and instructivist paradigms. It also gathers the experiences of students and teachers through both qualitative and quantitatively indicators.  相似文献   

Curriculum analysis and education for sustainable development in Iceland     

Ingólfur Ásgeir Jóhannesson  Kristín Norðdahl  Gunnhildur Óskarsdóttir  Auður Pálsdóttir  Björg Pétursdóttir 《Environmental Education Research》2011,17(3):375-391

The article explores how the Icelandic public school curriculum for early childhood, compulsory and upper secondary school deals with education for sustainable development. As the curriculum does not often mention the term sustainability, a key with which to investigate signs of education for sustainable development in the three curricula was created. The key encourages a holistic view of sustainable development, where economic, environmental and social factors are not treated as separate entities. It was designed to reflect the goals of the United Nations Decade of Education for Sustainable Development (2005–2014) with research on environmental education and education for sustainable development in mind. The key has seven characteristics: values, opinions and emotions about nature and environment; knowledge contributing to a sensible use of nature; welfare and public health; democracy, participation, and action competence; equality and multicultural issues; global awareness; and finally, economic development and future prospects. Using the key, a variety of signs and indicators that provide a space for teachers and schools to deal with issues of sustainable development were identified.  相似文献   

Teachers' interest in a computer EFL university entrance examination     

Miguel Fernández Álvarez  Jesús García Laborda 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):E136-E140

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Writing reviews: perspectives from the editors of Educational Studies in Mathematics     

Mesa  Vilma  Bakker  Arthur  Venkat  Hamsa  Wagner  David  Bikner-Ahsbahs  Angelika  FitzSimons  Gail  Gutiérrez  Ángel  Meaney  Tamsin  Prediger  Susanne  Radford  Luis  Van Dooren  Wim 《Educational Studies in Mathematics》2021,108(3):419-428

Educational Studies in Mathematics -  相似文献   

Newcomer refugee and immigrant youth negotiate transnational civic learning and participation in school     

Liv T. Dávila 《British Educational Research Journal》2021,47(4):855-871

This article analyses the perspectives and experiences of refugee and immigrant secondary school students in the USA who are from the Democratic Republic of Congo to examine the interplay between identity and civic education, and broader socio-political discourses around immigration and inclusion. Data are drawn from a 2-year qualitative study that took place between 2016 and 2018, and included interviews, field notes from classroom observations and recordings of classroom discourse in high school civics classes. Findings are analysed through anthropological framings of citizenship and provide important insight into how marginalisation in one context is experienced in another—how refugee and immigrant youth’s socially conscious identities in resettlement contexts can be borne out of personal and familial histories that transcend geographical borders. In so doing, it showcases how civic learning can involve a dialogic process of self-representation and representation of group memberships. This research emphasises these youth’s inherent agency and resistance to single-story narratives about their lives. It concludes with implications for teachers and learners on incorporating active, critical and participatory transnational citizenship education into the classroom.  相似文献   

A systematic review on small-sided games in football players: Acute and chronic adaptations     

Pascual Bujalance-Moreno  Pedro Ángel Latorre-Román  Felipe García-Pinillos 《Journal of sports sciences》2019,37(8):921-949

Small-sided games (SSG) are played on a small pitch, often using modified rules and involving a smaller number of players. This article aimed to critically analyse the literature to determine how small-sided games affect the performance of football players in the short- and long term. Electronic databases were searched for literature dating from January 2000 to July 2018. The methodological quality of the studies was evaluated using the modified Downs and Black Quality Index (cross-sectional studies) and the Physiotherapy Evidence Database (PEDro) scale (intervention studies). Fifty-three studies, 44 cross-sectional and 9 intervention studies, met the inclusionary criteria for review. Most of the cross-sectional studies focused on describing the differences between SSG protocols, whereas 4 studies focused on making a comparison between “interval” and “continuous” SSG training regimes. On the other hand, intervention studies focused on making a comparison between SSG-based protocols and high-intensity intermittent training (HIIT)-based running protocols, in addition to determine the effect of a SSG-based training programme alone. SSG-based football plans (2 to 4 SSG sessions per week) show athletic performance improvements in football players by improving sprint, repeated sprint ability (RSA) and change of direction (COD) along with muscular and physiological adaptation.  相似文献