Datebook     

Ana Donaldson 《TechTrends》2000,44(5):46-46

  相似文献   

Lifelong learning policies supporting young adults in two Portuguese regions     

Mariana Rodrigues  Rita Queiroga  Ana Bela Ribeiro  Natália Alves  Tiago Neves 《International Journal of Lifelong Education》2020,39(1):61-74

ABSTRACT

Precarious jobs and unemployment have become common issues for many young adults due to the unfavourable labour market situation in Portugal. Against this background, lifelong learning (LLL) policies have been called in to play a role in creating economic growth and supporting the social inclusion of young adults in vulnerable educational and economic circumstances. These policies are defined at the national level; however, their implementation depends on the action of local actors who face specific challenges. This paper explores disparities in the definition and implementation of LLL policies targeting young adults in two Portuguese regions. Specifically, we analyse professional courses in Vale do Ave (North) and adult education and training courses in Alentejo Litoral (South). These regions were selected due to their dissimilar economic structure. This study adopted a qualitative approach through interviews with LLL experts and policy roundtables with local stakeholders and decision-makers in both regions. Data were transcribed and analysed using NVivo 10. The study shows that the two regions have different cooperation networks between local stakeholders, and that these impact the opportunities to influence the regional skills formation system differently. Also, the study shows that LLL policies are not designed to address destandardised life courses.  相似文献   

The Bookmark Standard-Setting Method: A Literature Review   总被引：1，自引：0，他引：1  

Ana Karantonis  Stephen G. Sireci 《Educational Measurement》2006,25(1):4-12

The Bookmark method for setting standards on educational tests is currently one of the most popular standard-setting methods. However, research to support the method is scarce. In this report, we review the published and unpublished literature on this method as well as some seminal work in the area of evaluating standard-setting studies. Our review highlights both strengths and limitations of the method. Strengths include its wide acceptance and panelist confidence in the method. Limitations include a potential bias to produce lower-than-intended standards and problems in selecting the most appropriate response probability value for ordering the items presented to panelists. It is clear that more research on this method is needed to support its wide use. Several areas for future research to better understand the validity of the Bookmark method for setting standards on educational tests are presented.  相似文献   

The Nature of the Gift: Accountability and the Professor-Student Relationship     

Ana M.  Martínez-Alemán 《Educational Philosophy and Theory》2007,39(6):574-591

  相似文献   

The pedagogical benefits of enacting positive psychology practices through a student–faculty partnership approach to academic development     

Alison Cook-Sather  Joel Alden Schlosser  Abigail Sweeney  Laurel M. Peterson  Kimberly Wright Cassidy  Ana Colón García 《International Journal for Academic Development》2018,23(2):123-134

Academic development that supports the enactment of positive psychology practices through student–faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and self-authoring can be accelerated. This article presents a student–faculty pedagogical partnership program and positive psychology practices that focus on faculty strengths and capacities as the foundation for reinforcing and revising existing pedagogical strategies and for sustaining energy for continued development. It combines collaborative autoethnographic and comparative case study approaches to investigate the pedagogical benefits of these practices.  相似文献   

Developmental skills related to writing and reading acquisition in the intermediate grades     

Virginia W. Berninger  Ana C. Cartwright  Cheryl M. Yates  H. Lee Swanson  Robert D. Abbott 《Reading and writing》1994,6(2):161-196

Multiple measures of the fine motor system, the orthographic system, the phonological system, the working memory system, the verbal intelligence system, the writing system, and the reading system were administered to 300 students in grades 4, 5, and 6. Results showed that the writing system and the reading system share many of the same orthographic, phonological, and working memory sub-processes but thepatterns of concurrent relation between these sub-processes and writing and between these subprocesses and reading differ. These results are consistent with the view that writing and reading draw upon the same as well as unique cognitive systems.  相似文献   

Social Reconstruction through Art     

Barbosa  Ana Mae 《Prospects》2002,32(4)

  相似文献   

Remedial interventions for children with reading disabilities: speech perception--an effective component in phonological training?     

del Rosario Ortiz González M  Espinel AI  Rosquete RG 《Journal of learning disabilities》2002,35(4):334-342

The effects of two types of phonological training in children with reading disabilities (RD) were examined. One of the programs (SP/LPA) trained children in speech discrimination, letter-sound correspondence, and phonemic awareness. The other program (LPA) trained children only in letter-sound correspondence and phonemic awareness. The effects of these programs were compared with a control group. Thirty-five children with RD were trained in small groups five times a week for 4 weeks. The results indicated that both experimental groups improved in phonemic awareness compared to the control group but that only the SP/LPA group scored higher than the control group in reading.  相似文献   

Book reviews     

José Luis Pinillos  Ana Teberosky  Volodar Viktorovich Krayevski 《Prospects》1985,15(1):127-139

  相似文献   

Why braille reading is important and how to study it / Por qué es importante la lectura en braille y cómo estudiarla     

Ana Marcet  María Jiménez 《Cultura y Educación》2016,28(4):811-825

Despite its relevance in theoretical and practical terms, braille reading has received little attention from researchers. Awareness of the pros and cons of the different procedures used to examine braille reading is needed to facilitate the realization of systematic studies and to improve teaching methods in braille reading. This study provides a critical examination of braille reading methods and highlights key points for future studies on tactile reading.  相似文献