Globalization, Educational Targeting, and Stable Inequalities: A Comparative Analysis of Argentina, Brazil, and Chile     

Xavier Rambla 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,4(2):353-370

The present study analyzes educational targeting in Argentina, Brazil and Chile from a sociological point of view. It shows that a ‘logic of induction’ has become the vehicle for anti-poverty education strategies meant to help targeted groups improve on their own. The analysis explores the influence of the global educational agenda, the empirical connection between the logic of induction and the mechanism of emulation, and the territorial aspects of educational inequalities. Emulation plays a main role inasmuch as the logic of induction leads targeted groups to compare their adverse situation with more privileged groups, which actually legitimizes inequalities. A brief statistical summary completes the study, showing that educational inequality has remained unchanged as far as urban–rural ratios (in Brazil and Chile) and regional disparities (in all three countries) are concerned.  相似文献   

Is the World Bank education policy adequate for fighting poverty? Some evidence from Latin America     

Xavier Bonal 《International Journal of Educational Development》2004,24(6):453

This paper focuses on the relationship between the World Bank’s education policy and the recent anti-poverty priorities and strategies that shape the present Bank’s agenda for development. The paper provides a critical assessment of the explicit strategies of the World Bank’s education policies aimed at fighting poverty by identifying the contradictions embedded in anti-poverty discourses and strategies, and relating them to an education policy that generates inequalities and shows little effectiveness in helping people to escape from poverty. This analysis is applied to the situation of Latin American education systems, which have, during the last decade, experienced an important expansion but have also maintained strong inequalities in educational performance and access to post-compulsory education.  相似文献   

Influence of substrate pore size distribution,poultice type,and application technique on the desalination of medium-porous stones     

Stephan Kröner  Berta Mañas Alcaide  Xavier Mas-Barberà 《文物保护研究》2016,61(5):286-296

This paper studies the influence of poultice type and application techniques on the desalination efficiency of two limestone substrates having similar porosities (22–25%) but different pore size distributions: microporous Bateig Novelda and macro porous Tosca Rocafort stones. Three poultice types are compared: pure sepiolite (fine porous), sepiolite and aggregate (medium porous), and pure cellulose powder (coarse porous). Four application techniques are studied: (i) direct application on the stone, (ii) pre-wetting before poultice application, (iii) Japanese paper before application, and (iv) pre-wetting?+?Japanese paper before application. Samples were taken from poultices on the one hand, and from substrates at different depths on the other hand. Their content in soluble salts was estimated by ionic conductivity measurements. After three application runs, the best result for both substrates is achieved with the combined application of coarse- and fine-porous poultices (FPs) (desalination depth: 4.5/6?cm for macro/micro-porous substrates). The FP is also able to extract salts properly, but the desalination depth achieved is less important (3?cm). A direct poultice application without pre-wetting nor Japanese paper is to be preferred for both stone types.  相似文献   

Vernacular globalisations: neo-statist accountability policies in France and Quebec education     

Christian Maroy  Xavier Pons  Claire Dupuy 《教育政策杂志》2017,32(1):100-122

The article argues that there is no single globalisation of education systems, but rather multiple globalisations of each system taken in its individual context. We propose three explanatory factors to account for these vernacular globalisation processes, that is, for individual policy trajectories in each national context: path dependence on earlier policy choices and institutions, education policy-making through bricolage, and finally the translation by national actors of international-level ideas or tools as a function of the debate, institutions or national power dynamics in question. The research design is based on the study of a most-likely case: accountability policy in two school systems – France and Quebec – which show strong variations. Document analyses and semi-structured interviews were conducted in both cases. In the two countries, distinct vernacular globalisations are at work leading to different neo-statist accountability policies. In Quebec, the reinforcement of state power through a growing vertical accountability and the systematic development of regulation tools between policy actors and levels lead to a ‘centralisation by institutional linkage’. In France, we rather witness a ‘globalisation by discursive internalisation’ in which transnational imperatives are integrated in official discourses on the regulation of the education system, but without radically questioning the mainstays of this regulation.  相似文献   

Experience and Reflection: Preservice Science Teachers’ Capacity for Teaching Inquiry     

Wayne Melville  Xavier Fazio  Anthony Bartley  Doug Jones 《Journal of Science Teacher Education》2008,19(5):477-494

In this article, we investigate the relationship between preservice teachers’ inquiry experience and their capacity to reflect on the challenges involved in implementing inquiry into classrooms. For data, we draw on the personal narratives of preservice science teachers enrolled in science instruction courses. Preservice teachers with extensive inquiry experiences perceive implementation challenges principally in terms of teaching and student learning. This contrasts with the perceptions of preservice teachers with limited inquiry experience for whom the main concerns relate to the negative perceptions of others, time, the curriculum, and materials. By identifying these perceptions, it may be possible to develop courses that assist limited and moderate-experience preservice teachers’ move toward the perceptions of their more inquiry experienced colleagues.  相似文献   

Effects of dynamic resistance training on fascicle length and isometric strength     

Alegre LM  Jiménez F  Gonzalo-Orden JM  Martín-Acero R  Aguado X 《Journal of sports sciences》2006,24(5):501-508

The aims of this study were to assess changes in muscle architecture, isometric and dynamic strength of the leg extensor muscles, resulting from dynamic resistance training, and the relationships between strength and muscle architecture variables. The participants (n = 30) were randomly assigned to one of two groups. The training group (n = 16; age 21.8 +/- 2.3 years, body mass 74.8 +/- 9.2 kg, height 1.75 +/- 0.08 m) performed dynamic resistance training for 13 weeks. The control group (n = 14; age 19.9 +/- 1.5 years, body mass 74.0 +/- 8.5 kg, height 1.76 +/- 0.05 m) did not perform any resistance training. Maximal dynamic and isometric strength were tested in both groups, before and after the training period. The members of the training group used the free-weight squat lift (90 degrees ) as their training exercise. The concentric phase of the squat was performed explosively. Skeletal muscle architecture of the vastus lateralis was visualized using ultrasonography. At the end of the study, significant increases in vastus lateralis muscle thickness (+6.9%, P < 0.001), fascicle length (+10.3%, P < 0.05), one-repetition maximum (+8.2%, P < 0.05), rate of force development (+23.8%, P < 0.05) and average force produced in the first 500 ms (+11.7%, P < 0.05) were seen only in the training group. Adaptations to the muscle architecture in the training group limited the loss of fibre force, and improved the capacity for developing higher velocities of contraction. The architectural changes in the training group were similar to those seen in studies where high-speed training was performed. In conclusion, dynamic resistance training with light loads leads to increases in muscle thickness and fascicle length, which might be related to a more efficient transmission of fibre force to the tendon.  相似文献   

Surprise,Hurt, and Anger as Emotional Responses to Expectancy Violations Following Feedback Messages     

Lance Kyle Bennett  Xavier Scruggs  Joy Melody Woods 《Communication Research Reports》2020,37(1-2):22-33

ABSTRACT

Using expectancy violations theory, this study examined how the communication of unexpected feedback messages evoke emotional responses. A convenience sample (N = 309) reported instances of unexpected feedback within the last month. Results showed that receipt of the feedback message types were considered moderate-to-high violations. Violation expectedness and valence were negatively associated with the emotional responses, but violation importance was positively associated with the emotional responses. Finally, hurt and anger (but not surprise) were positively linked to perceptions of relational damage between the message sender and receiver. Taken together, our study demonstrates that expectancy violations are connected to emotions and relational outcomes.  相似文献   

Some Thoughts from a Food Science and Technology Educator          下载免费PDF全文

F. Xavier Malcata 《Journal of Food Science Education》2015,14(1):5-6

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ACADEMIC STANDARDS IN THE CALIFORNIA COMMUNITY COLLEGES: A STUDY OF FACULTY PERCEPTIONS     

William E. Piland  Xavier Villanueva 《Community College Journal of Research & Practice》2013,37(2):173-184

This study assessed the opinions of faculty concerning academic standards in the classroom. It compared the responses of faculty with experience in the academic senates in 23 community colleges with faculty who had no senate experience. Differences of opinion also were examined based on the demographic variables of gender, age, ethnicity, level of education, years of teaching experience, and subject area taught. While faculty generally agreed with the importance of academic standards and with important considerations for establishing academic standards in the classroom, there were significant differences based on senate membership, gender, ethnicity, age, and subject area taught. Gender and ethnicity displayed the greatest number of differences. Campus‐wide discussions of academic standards, regional subject matter articulation conferences with nearby universities, and explicitly stated goals and objectives in all course syllabi were implications for practice emanating from this study.  相似文献   

Negotiating the constraints of schools: environmental education practices within a school district     

Xavier Fazio  Douglas D. Karrow 《Environmental Education Research》2013,19(5):639-655

The purpose of this study was to explore environmental education (EE) practices within elementary and secondary schools. Using complementary mixed-methods (survey and focus groups), we detail these practices in schools (n?=?58) within one school district. Our findings are categorized according to classroom teaching conditions affecting EE, and whole-school perspectives of the supports and resources for EE in these schools. Our analyses reveal that while typical normative teaching and cultural constraints of schools are still evident (e.g. curriculum standards, school-level organization), there are identifiable practices involving administrators and teachers negotiating these challenges due to their personal commitment to schools and the environment. In particular was a provincial environmental certification program called Ecoschools supporting environmental educators’ initiatives at their respective schools. We conclude with a discussion of recommendations based on an interpretation of our findings in relation to the school reform literature on how to enhance EE in schools and propose future research opportunities.  相似文献