A questionnaire for listening to students’ voices in the assessment of teaching quality in a classical medical school     

Maria Filomena Gaspar  Anabela Mota Pinto  Hugo Camilo F. da Conceição  José António Pereira da Silva 《Assessment & Evaluation in Higher Education》2008,33(4):445-453

The purpose of this study was to develop a teaching quality assessment questionnaire and assess its reliability by using it with a sample of first‐year medical students. Principal components analysis with varimax orthogonal rotation resulted in the development of a 12‐item, two‐component tool, adequate for use in lectures and small‐group sessions. The two components were named ‘curriculum’ and ‘relationship’. The Cronbach coefficient alpha values indicated high reliability and internal consistency. According to the results obtained this teaching quality scale is a reliable measure and may be useful in identifying themes in disciplines and among teachers that may benefit from some professional development. Amongst its advantages is that it can be used with an optical reading tool.  相似文献   

Knowledge about Science in Science Education Research from the Perspective of Ludwik Fleck’s Epistemology     

André Ferrer Pinto Martins 《Research in Science Education》2016,46(4):511-524

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Stone consolidation: The role of treatment procedures   总被引：3，自引：0，他引：3  

A.P. Ferreira Pinto  J. Delgado Rodrigues   《Journal of Cultural Heritage》2008,9(1):38-53

Four types of carbonate stones and three consolidation products were used in a systematic study to assess the influence of the application procedures on the amount of product applied, as a primary step to evaluate consolidation treatments. Microdrilling, ultrasonic velocity and flexural resistance were used as performance indicators. The amount of product of a specific treatment and its action depend on the application procedures, both when the treatments are carried out in the laboratory and on site. The results are expected to contribute to the standardisation of testing protocols on stone consolidation.  相似文献   

Comparing cognitive performance in illiterate and literate children     

Esmeralda Matute  Teresita Montiel  Noemí Pinto  Monica Rosselli  Alfredo Ardila  Daniel Zarabozo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(1):109-127

While it is known that the process of becoming literate begins in early childhood and usually involves several years of schooling, research related to cognitive characteristics has been done mostly on illiterate adults, and information concerning illiterate children is therefore limited. The aim of the present study, involving 21 illiterate and 22 literate Mexican children aged 6 to 13, was to investigate the effects of literacy on neuropsychological characteristics during childhood. The children??s performance on 16 cognitive domains of the Evaluación Neuropsicológica Infantil (ENI, Child Neuropsychological Assessment) was examined in three mixed within- and between-groups profile analyses. The results suggest that the effect of literacy observed in adults is already evident in children in almost every task analysed. Moreover, the fact that an age effect was detected for the calculation abilities suggests that maths learning is school- and environment-dependent.  相似文献   

The use of a school value-added model for educational improvement: a case study from the Portuguese primary education system     

Maria Eugénia Ferrão  Alcino Pinto Couto 《School Effectiveness & School Improvement》2013,24(1):174-190

This article focuses on the use of a value-added approach for promoting school improvement. It presents yearly value-added estimates, analyses their stability over time, and discusses the contribution of this methodological approach for promoting school improvement programmes in the Portuguese system of evaluation. The value-added model is applied to longitudinal data gathered from a representative sample of students enrolled in primary school, using mathematics scores as outcome variable. The estimates are used to determine a systematic positive or negative school value-added effect. Results indicate that at least 41% of schools remain at the same level over 3 years, 15% present an instable pattern, and approximately 40% show a positive or negative trend. It is argued that these results, especially those that reveal systematically underperforming schools, could have relevant implications for educational policy geared towards school improvement.  相似文献   

Constitutive Pluralism of Chemistry: Thought Planning, Curriculum, Epistemological and Didactic Orientations     

Marcos Antonio Pinto Ribeiro  Duarte Costa Pereira 《Science & Education》2013,22(7):1809-1837

Maybe the most difficult aspect of thinking about chemistry arises from the fact that chemistry isn’t an homogeneous subject. As a central science, it draws on a range of philosophical perspectives which in turn can result in different cognitive, learning and teaching styles in chemical education. This idea, apparently non-controversial, needs to be validated by more research. Without assuming this constitutive pluralism, describing it, and determining it, it becomes difficult to think of curricular goals and content. Thus, if we intend to improve the teaching of chemistry it is necessary, first, to assume explicitly this constitutive pluralism, then to map it in order to find the guiding principles: first for the mind (thought process), then for the curriculum and finally for the teaching, in such a way that it is as close as possible to the chemical way of operating and thinking. This is the aim of this paper. It reports the authors’ experiences in drafting structural ideas and planning for the subject “didactic of chemistry” based on the philosophy of chemistry at the University of Porto in Portugal.  相似文献   

Dislexia fonémica: decodificación-codificación fonémica y comprensión lectora silenciosa     

V. Luis Bravo  B. Jaime Bermeosolo  G. Arturo Pinto 《Infancia y Aprendizaje》2013,36(44):21-34

Resumen

Se estudiaron los procesos fonémicos de decodificación y codificación en relaáón a la comprensión lectora en una muestra de 49 disléxicos de 10 a 12 años, comparándolos con un grupo de 32 lectores normales, pareados por edad, curso y nivel socio-económico. Todos los niños tenían un CI normal y se les aplicó cuatro tests verbales estandarizados, más tareas experimentales de percepción, discriminación e integración auditivo-fonémica y de comprensión.

Se pudo delimitar, dentro de los disléxicos, un subgrupo de ellos con un rendimiento inferior en decodificación de pseudo-palabras, perceptión auditivo-fonémica, comprensión verbal oral y comprensión lectora silenciosa, lo que confirmó la hipótesis principal del estudio. Las diferencias entre disléxicos y lectores normales también fueron significativas. Los procesos fonémicos más estrechamente relaáonados con lectura y deletreo de pseudopalabras fueron discriminación auditiva de palabras similares e inversión oral de secuencias de letras CVC (trigramas). Esta investigación forma parte de un estudio de seguimiento.  相似文献   

Foreword     

V. de S. Pinto 《Culture, Theory & Critique》2013,54(1)

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Neither at the cutting edge nor in a patent-friendly environment: Appropriating the returns from innovation in a less developed economy     

Henrique M. Barros 《Research Policy》2021,50(1):104097

Despite increased focus on understanding how firms appropriate the returns from innovation, our knowledge regarding firms' behaviour in less developed economies (LDEs) is still scant. This paper provides a nuanced view as to how firms that are not at the technological frontier attempt to capture value when they encounter fragile patenting conditions. I analyse a unique dataset on innovative activities in Brazil. My findings reveal the effects (if any) of a number of factors on the use of a wide range of appropriability mechanisms. These factors include measures of knowledge intensity, novelty of products and processes, firm size, degree of competition, innovation cooperation, government support for innovation, and type of ownership. In addition, my empirical exercise provides evidence of the extent to which firms in an LDE adopt different appropriability mechanisms in pairs. Overall, this paper indicates that even in the absence of an effective patent system, firms do use patents. However, there are other patterns of appropriability in which firms use design (being registered or not registered accordingly), lead-time or trademarks in association with other means of appropriation.  相似文献   

The Arithmetic of Aspiration: Josephine Lawrence's If I Have Four Apples     

Carmela Pinto McIntire 《Journal of American culture (Malden, Mass. : 2003)》2011,34(2):189-199

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