Talking on 'Sunshine in North Korea': A Test of the Spiral of Silence as a Theory of Powerful Mass Media     

Kim  Sei-Hill; Han  Miejeong; Shanahan  James; Berdayes  Vicente 《Int. Journal of Public Opinion Research》2004,16(1):39-62

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Chinese students' assessment and learning experiences in a transnational higher education programme     

Kun Dai  Kelly E. Matthews  Vicente Reyes 《Assessment & Evaluation in Higher Education》2020,45(1):70-81

Abstract

Chinese universities are increasingly entering into transnational higher education partnerships with institutions in primarily English-speaking countries. With this increase in programmes, there is a growing body of research investigating both policy and practice. Our study contributes insight into how students in a China–Australia programme experienced assessment drawing on theorisations of sustainable assessment. We present findings from interviews with 10 Chinese students who shared stories and reflections of their experiences of assessment and learning that reveal the complex ways students negotiated qualitatively different assessment experiences, while displaying sophisticated levels of agency, between Chinese and Australian universities. In making sense of the interviews in relation to sustainable assessment, we evoke notions of cultural ignorance to illuminate aspects of a cross-cultural ignorance in teaching and learning practices. In doing so, we argue that conversations about cultural ignorance combined with principles of sustainable assessment can create space to support partners to better plan and coordinate for meaningful assessment and learning experiences for students in cross-cultural articulation programmes.  相似文献   

Solving Physics Problems: The Conceptions and Practice of an Experienced Teacher and an Inexperienced Teacher     

Freitas  Isabel M.  Jiménez  Roque  Mellado  Vicente 《Research in Science Education》2004,34(1):113-133

The results are described of two case studies on the conceptions and classroom practice of two Portuguese physics and chemistry teachers on the role of problem solving in the teaching/learning of science. One of these teachers was a novice and the other had about 20 years of teaching experience. The data were obtained from a questionnaire, a semi-structured interview, classroom observation, personal documents, and stimulated recall. The analysis was carried out with instruments organised into categories and specific indicators. The results showed there to be major differences between the intention behind the new curricula, the teachers' conceptions, and their practice. Some suggestions are put forward on the basis of these results for the initial and ongoing education of secondary education teachers of physics and chemistry in Portugal.  相似文献   

Towards a new concept and a practical improvement of educational planning     

Luis G. Benavides  Vicente Arredondo 《Prospects》1991,21(1):97-107

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AUTONOMY AND CHURCH UNIVERSITIES IN SPAIN     

Vicente Faubell 《Higher Education in Europe》1996,21(2-3):214-221

The question of the autonomy of Roman Catholic universities in Spain is examined in the light of certain unresolved tensions resulting from apparent contradictions between, on one hand, the Convention of 5 April 1962 Concluded between the Spanish State and the Holy See on the Secular Recognition of Studies Undertaken in Catholic Universities and the Agreement of 3 January 1979 Concluded by the Spanish State and the Holy See on Educational and Cultural Matters and, on the other hand, the Organic Law 11/1983 of 25 August 1983 on University Reform. Although the Catholic universities are private institutions, they do not have all the freedoms that other private educational institutions in Spain have. The author considers that this anomaly contradicts the constitutional guarantee of equality before the law.  相似文献   

Preservice Teachers‘ Classroom Practice and Their Conceptions of the Nature of Science     

Mellado  Vicente 《Science & Education》1997,6(4):331-354

The present article describes research carried out in Badajoz (Spain) with student teachers of Primary and Secondary science education. The preservice teachers conceptions of the nature of science were analyzeda and compared with their classroom practice when teaching a science lesson. The results indicated that there was no correspondence between the conceptions of the nature of science and the classroom practice. The implications of the research for science teacher education are dealt with.  相似文献   

Who participates in R&D subsidy programs?: The case of Spanish manufacturing firms     

J. Vicente Blanes  Isabel Busom   《Research Policy》2004,33(10):1459-1476

Empirical evidence on the effectiveness of R&D subsidies to firms has produced mixed results so far. One possible explanation is that firms and project selection rules may be quite heterogeneous both across agencies and across industries, leading to different outcomes in terms of the induced additional private effort. Here we focus on the participation stage. Using a sample of Spanish firms, we test for differences across agencies and industries. Our results suggest that firms in the same industry face different hurdles to participate in different agencies’ programs, that participation patterns may reflect a combination of agency goals, and that patterns differ across high-tech and low-tech industries.  相似文献   

Revealing Student Teachers’ Thinking through Dilemma Analysis     

Vicente Talanquer  Debra Tomanek  Ingrid Novodvorsky 《Journal of Science Teacher Education》2007,18(3):399-421

We explore the potential of dilemma analysis as an assessment tool to reveal student teachers’ thinking and concerns about their practice. For this purpose we analyze the dilemma analyses completed by 22 student teachers enrolled in our science teacher preparation program over a period of four semesters. Student teachers’ dilemmas fall into two main groups: dilemmas about student performance and dilemmas associated with instructional decisions. These dilemmas reveal a variety of concerns that student teachers have about their work. In particular, concerns about lack of student motivation and its consequences on performance and instruction play a central role in student teachers’ thinking. The recognition of common patterns of thought in our student teacher thinking has made us reflect on and re-evaluate important components of the curriculum in our science teacher preparation program.  相似文献   

Representación y magnitud de los sumandos en la resolución de problemas aditivos     

Vicente Bermejo  María Oliva Lago 《Infancia y Aprendizaje》2013,36(44):109-121

Resumen

Se estudia la incidencia del nivel de abstracción y de la magnitud de los sumandos en la resolución de tareas aditivas elementales. Para ello, dos muestras de niños de 5 a 7 años pasaron diferentes pruebas. Los resultados muestran en general que los factores edad, modo de representación y el tamaño y posición de los sumandos son estadísticamente significativos. Más en conaeto, los niños pequeños son especialmente sensibles al grado de abstracción de los sumandos, mientras que el grupo de los mayores se ve afectado principalmente por el tercer factor. Por otra parte, el repertorio de estrategias empleado es pobre en los preescolares y variado en los escolares.  相似文献   

Attitudes of the Elderly Toward Information and Communications Technologies     

Antonio González  M. Paz Ramírez  Vicente Viadel 《Educational gerontology》2013,39(9):585-594

Learning and using new technologies by the older people is seen as a demand for their integration in society and as a factor related to active aging. The goal of this article is to understand the attitudes of the elderly towards information and communication technologies in the context of a training course about the utilization of a digital platform. It is the result of an empirical study with a sample of 240 older people registered in the course Tele-Services for the Elderly, that took place in the Centers for the Elderly in the province of Cuenca, Spain. Through a self-administered questionnaire, aspects related to social activity, knowledge and use of the computer and Internet, expectations on learning and use of computer technology, personal competence, and self-concept were evaluated. The results obtained showed relationships between implication in the activities, experience with computers, and belief in the usefulness of learning new technologies. The participants' involvement in the activities was related to greater contact with information and communication technologies (ICT), which, in turn, generated more positive attitudes toward its learning and utility as well as more self-confidence. The elderly said that they enrolled in different activities to learn and to keep their minds active, and they thought of training as a means of social participation and lifelong learning.  相似文献