Teaching to write collaborative argumentative syntheses in higher education     

Granado-Peinado  Miriam  Mateos  Mar  Martín  Elena  Cuevas  Isabel 《Reading and writing》2019,32(8):2037-2058

Reading and Writing - Writing argumentative syntheses based on multiple sources implies integrating ideas from different, often conflicting, positions. This can promote more constructive learning,...  相似文献   

Curricular change and educational quality / Cambio de plan y calidad educativa     

Adán Robles-Fernández  Javier Suárez-Álvarez  Ignacio Blanco-Saldaña  Eduardo García-Cueto 《Cultura y Educación》2017,29(1):97-119

There is no doubt that the teaching change generated by the adaptation of the former study programme to the EHEA has led to significant shifts regarding teaching loads and the organization of subjects. This paper assesses the students’ perception of the subject, the teacher and the teaching organization according to the study programme followed. For this purpose, 226 students have been assessed who have all received teaching in the same subject, with the same teacher and with the same contents, with the only variant being their study plan. An instrument developed ad hoc was applied, which comprises 18 items and assesses the students’ perceptions of the content and the perceived organization of the teaching. On the one hand, the results show the instrument to be an adequate scale that assesses teaching and organizational aspects linked to study plans in a valid and reliable way. On the other hand, it reveals that students following the new plan show more negative perceptions of organizational quality and aspects related to learning content. Moreover, these students’ marks tend to be lower compared to those achieved by students following the former plan.  相似文献   

Sources of teacher job satisfaction and dissatisfaction in Cyprus     

Michalinos Zembylas  Elena Papanastasiou 《Compare》2006,36(2):229-247

This paper aims to contribute to the limited literature on teacher job satisfaction in developing countries, especially in Cyprus. Drawing on interviews with 52 teachers and administrators in 17 schools, the paper describes the sources of job satisfaction and dissatisfaction of Cypriot teachers and the impact on how teachers feel. Teachers emphasised their satisfaction with interactions with students, relationships held with colleagues and opportunities to contribute to the growth of individuals and the development of society. Sources of dissatisfaction were social problems and their impact on teachers' work, students' lack of interest and bad behaviour, the centralised educational system and the lack of professional autonomy in schools, and teacher evaluation and promotion prospects. Some of the factors are predictable but others are less so, having to do with the particular historical and social context in Cyprus. The context of a developing country is especially considered in an effort to explore how education officials may address issues of teacher satisfaction and dissatisfaction.  相似文献   

Competency Assessment Tool (CAT). The evaluation of an innovative competency-based assessment experience in higher education     

Georgeta Ion  Elena Cano  Nati Cabrera 《Technology, Pedagogy and Education》2016,25(5):631-648

This article examines an innovation in teaching-learning and assessment processes through the use of a platform called the Competency Assessment Tool (CAT). It allows for the tracking of student blogs with the objective of improving self-reflective processes and providing feedback. The experiment was carried out in six universities in Catalonia, Spain, and involved seven different subjects. The CAT platform and its features related to the acquisition of competencies are presented, as are users’ opinions on the metacognitive and feedback processes provided by the tool. The methods used were questionnaires received by students and teachers. Results show a high level of satisfaction for all those involved and emphasise that student participation in the assessment process increases their awareness of the teaching-learning process through self-regulation procedures. The most significant result is related to the use of electronic tools as an appraisal instrument and their enhancement of competency-based assessment.  相似文献   

An Enquiry into the Influence of Mathematics on Students’ Choice of STEM Careers     

Elena Prieto  Nicola Dugar 《International Journal of Science and Mathematics Education》2017,15(8):1501-1520

Australia currently faces a skill shortage in Science, Technology, Engineering and Mathematics (STEM) professions unlikely to improve if the current trend of low enrolments in high-level mathematics in secondary school continues. Many factors seem to contribute to this trend, and amongst them, research recognises student attitudes towards mathematics and careers in STEM. Research also shows that teachers and classroom practices are key agents to change these attitudes. This paper examines teachers’ perceptions of students’ attitudes towards mathematics and careers in STEM, as well as classroom practices emanating from those perceptions. Combining data from two studies, a large-scale survey and an intervention, we argue three main points: (1) student attitudes and teachers’ perceptions of those attitudes quite clearly differ, (2) targeted interventions showing links between mathematics and careers in STEM can have an influence on students’ perceptions of STEM careers and (3) an implementation of classroom ability grouping based on standardised test scores can be disadvantageous to students who have a natural inclination towards STEM and positive attitudes towards mathematics.  相似文献   

Back to Africa: Tracing Dyslexia Genes in East Africa     

Elena L. Grigorenko  Adam Naples  Joseph Chang  Christina Romano  Damaris Ngorosho  Selemani Kungulilo  Matthew Jukes  Donald Bundy 《Reading and writing》2007,20(1-2):27-49

A sample of Swahili-speaking probands with reading difficulties was identified from a large representative sample of 1,500 school children in the rural areas of Tanzania. Families of these probands (n = 88) were invited to participate in the study. The proband and his/her siblings received a battery of reading-related tasks and performance on these tasks was recorded and treated as phenotypic data. Molecular-genetic analyses were carried out with 47 highly polymorphic markers spanning three previously identified regions of interest harboring susceptibility loci for reading difficulties: 2p, 6p, and 15q (DYX1–DYX3). The analyses revealed the involvement of these regions in the development of reading difficulties in Swahili. The linkage signals are especially pronounced for time (compared with error) indicators of reading difficulties. These findings are easily interpretable because in transparent languages such as Swahili deficits in reading are more related to the rate/speed of reading and reading-related processes than to the number of errors made. In short, the study incrementally advances the field by adding an understudied language and an understudied population to the variety of languages and populations in the field of molecular-genetic studies of reading difficulties.  相似文献   

The Dialectic Relationship between Research and Practice in Mathematics Teacher Education     

Mercedes García  Victoria Sánchez  Isabel Escudero  Salvador Llinares 《Journal of Mathematics Teacher Education》2006,9(2):109-128

This paper addresses issues linking research in student teacher learning with reflection on practice in mathematics teacher education. From a situated perspective on learning and practice, we explore our own practice as teacher educators while researching student teacher learning in our classrooms. We describe a study on student teacher learning, considering student teacher learning as a “process of becoming”, and how the results of this research have affected our development as mathematics teacher educators and members of a community of inquiry. Our work shows how in the mathematics teacher education context the relationship between theory and practice becomes an element of both teacher educator and researcher development.  相似文献   

Educating Artists for the Future,Learning at the Intersections of Art,Science Technology and Culture     

Elena Cologni 《The International Journal of Art & Design Education》2009,28(2):226-226

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Valor predictivo de la batería de Inizan (B. P.)     

Santiago Molina García 《Infancia y Aprendizaje》2013,36(5):44-53

RESUMEN

El objetivo de esta investigación ha sido evaluar la batería de Inizan y comprobar su validez predictiva con muestras de niños españoles. Los sujetos fueron niños entre 5 y 6 años con un CI normal y sin trastornos emocionales. A la vista de los resultados se concluye que, pese a ser un buen instrumento, el valor predictivo de la batería puede ser mejorada sustituyendo algunos tests. No se debe considerar a esta batería infalible en cuanto a su valor de pronóstico, tiene algunos márgenes de error importantes. Se concluye, además, que en el aprendizaje de la lectura influyen algunos factores no contemplados por Inizan y que no se le da la suficiente importancia a otros aspectos, como los neuropsicológicos.  相似文献   

Learning online: massive open online courses (MOOCs), connectivism,and cultural psychology     

Marc Clarà  Elena Barberà 《Distance Education》2013,34(1):129-136

In this reflection, we discuss the connectivist conception of learning in Web 2.0 environments, which underpins the pedagogy of what are known as cMOOCs (connectivist massive open online courses). We argue that this conception of learning is inadequate and problematic, and we propose that cultural psychology is best suited to address the explanatory challenges that Web 2.0 poses on learning, and therefore, it is also best suited to provide massive open online courses with more adequate and less problematic pedagogy. We suggest two initial and general pedagogical principles based on cultural psychology upon which to begin building this new pedagogy for massive open online courses.  相似文献