Vocational education in the Philippines     

Jose R. Vergara  Mona D. Valisno 《Studies in Educational Evaluation》1984,10(1):99-102

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Developing Learning Strategies Based on Research Projects     

Olga Ampuero-Canellas  Jimena Gonzalez-Del-Rio  Jose Ignacio Rojas-Sola 《美中教育评论》2011,(2):162-169

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Tunnelling effects in chemistry     

Sharmistha Karmakar  Deepthi Jose  Ayan Datta 《Resonance》2014,19(2):160-174

Most of the molecules react to form products by climbing a barrier. The energy involved in this climbing of the barrier is known as the activation energy of the reaction. Questions like how fast a reaction occurs can be answered by considering the height of the barrier. However, in some reactions, the reactants transform to products by directly tunnelling across the barrier instead of climbing over it. Such a purely quantum mechanical effect, which becomes more prominent for reactions at low temperatures can lead to interesting and even completely unexpected products. This effect and its consequences in representative examples are discussed.  相似文献   

Culturally Responsive Consultation Among Practicing School Psychologists     

Janise S. Parker  Jose M. Castillo  Sujay Sabnis  Julie Daye  Patricia Hanson 《Journal of educational and psychological consultation》2020,30(2):119-155

ABSTRACT

School-based consultation has garnered increasing attention relevant to culturally responsive practice in school psychology. Although prior research has investigated school psychologists’ experiences with supporting culturally diverse youth through school-based consultation, few studies have utilized an established framework to understand school psychologists’ experiences. We utilized specific components of Ingraham’s Multicultural School Consultation framework to examine fifteen school psychologists’ experiences with providing culturally responsive consultation. Constant comparative analysis revealed the various strategies used by practitioners to support culturally diverse students throughout the consultation process (e.g., involving multiple people in decision-making, using non-confrontational approaches to educate school personnel about cultural dynamics, providing messages of support and encouragement to diverse students and families) and the socio-contextual barriers to their practice (e.g., cultural minimization, lack of administrative support). Implications for research, training, and school-based practice are discussed.  相似文献   

Professional Development of Teacher Trainers: a case study     

M. Lourdes Montero  Jose Manuel Vez 《欧洲师范教育杂志》1990,13(1-2):25-34

This paper reviews the literature on teacher trainers with special reference to current initiatives in Spain, and provides a case study of the design, delivery and follow‐up to a course for teacher trainers of English language teaching and the pedagogy of language. The course was designed to promote the concept of teachers as reflective practitioners.  相似文献   

Stress,coping strategies and academic achievement in teacher education students     

Jose Gustems-Carnicer  Caterina Calderón  Diego Calderón-Garrido 《欧洲师范教育杂志》2019,42(3):375-390

University students experience stress, and how they cope with this stress affects their academic achievement. This study examined stress in teacher education students and had three objectives: to describe different degrees of stress and coping styles; to study the relationship between stress, coping strategies and academic achievement; and to examine whether increased age can moderate the effects of stress on academic achievement in 334 university-students. There were three main findings: many students experienced stress and used avoidance coping strategies; the students who were under less stress and engaged less in cognitive avoidance and more in problem-focused coping were also the students who made more academic achievement; and students under more stress performed worse, but with age stress affected performance less. In teacher education students, it is important to recognize and address the harmful effects of stress on well-being and academic achievement, to avoid long-term problems in professional and personal life.  相似文献   

Change Blindness as a Means of Studying Expertise in Physics     

Adam Feil  Jose P. Mestre 《学习科学杂志》2013,22(4):480-505

Previous studies examining expertise have used a wide range of methods. Beyond characterizing expert and novice behavior in different contexts and circumstances, many studies have examined the processes that comprise the behavior itself and, more recently, processes that comprise training and practice that develop expertise. Other studies, dating back more than 50 years, have used various recall memory tasks to compare experts and novices. In this article, we describe another method for investigating expertise that has its origin in the study of change blindness, a phenomenon within the field of visual cognition. We demonstrate how an incidental change detection paradigm can be used in the context of introductory physics in a way that allows for inferences regarding the formation of mental representations about physical situations. Possible uses in future learning sciences research are discussed.  相似文献   

News from the Funding Front: Upcoming Opportunities,Proposals Welcomed     

Helen L. Vasaly  Jose Herrera  Charles H. Sullivan  Katherine J. Denniston 《CBE life sciences education》2013,12(1):1-4

Many life sciences faculty and administrators are unaware of existing funding programs and of the strategies needed for writing an educationally related proposal. We hope to remedy this problem by making the life sciences audience aware of two National Science Foundation programs underutilized by the biology community.This column has been a welcome opportunity to keep the CBE—Life Sciences Education readership aware of national efforts to improve undergraduate education in the life sciences and of ways to become a part of that effort (Woodin et al. 2009 , 2010 , 2012 ; Wei and Woodin, 2011 ). Throughout the years of engagement in the Vision and Change initiative, from the summer of 2007 to the present, the three primary agencies involved, the National Science Foundation (NSF), the National Institutes of Health (NIH), and the Howard Hughes Medical Institute (HHMI), have continually maintained a dialogue with participants through formal and informal conversations, workshops, and meetings. Our shared focus has been on how the life sciences community itself can change biology undergraduate education in order to better reflect and respond to the current educational environment, including the

• rapid advances in the discipline,
• new educational technologies and platforms becoming available,
• evidence developed through research on effective practices in undergraduate education, and
• challenges of accomplishing the necessary changes with the resources available.

As the participants have talked and the funding agencies have listened, it has become clear that many life sciences faculty and administrators are unaware of existing funding programs and of the strategies needed for writing an educationally related proposal. In this column, we hope to remedy this problem (in part) by making the life sciences audience aware of two NSF programs particularly relevant to Vision and Change that appear to be underutilized by the biology community. These are:

• Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics (TUES) program (anticipated Spring of 2013 release), and
• Undergraduate Research Coordination Networks–Undergraduate Biology Education (RCN-UBE) program (next deadline is June 14, 2013).

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Reliability and validity evidence of scores on the Achievement Goal Tendencies Questionnaire in a sample of Spanish students of compulsory secondary education     

Candido J. Ingles  Jose M. Garcia‐Fernandez  Juan L. Castejon  Antonio Valle  Beatriz Delgado  Juan C. Marzo 《Psychology in the schools》2009,46(10):1048-1060

This study examined the reliability and validity evidence drawn from the scores of the Spanish version of the Achievement Goal Tendencies Questionnaire (AGTQ) using a sample of 2,022 (51.1% boys) Spanish students from grades 7 to 10. Confirmatory factor analysis replicated the correlated three‐factor structure of the AGTQ in this sample: Learning Goals (LG), Social Reinforcement Goals (SRG), and Performance Goals (PG). The AGTQ yields relatively reliable scores for Spanish students. Logistic regression analyses were used to provide additional validity evidence of AGTQ scores on academic success (general, Spanish, and mathematics). Results indicated that general academic success was 15% and 5% more likely every time that scores on LG and PG scales increased 1 point, respectively, although general academic success was 9% less likely every time that scores on SRG scale increased 1 point. These results were similar for Spanish and mathematics. However, the score on the LG scale did not forecast success in both subjects. © 2009 Wiley Periodicals, Inc.  相似文献   

Effects of insulin, glimepiride and combination therapy of insulin and metformin on blood sugar and lipid profile of NIDDM patients     

Sona Valsaraj  K. T. Augusti  Varghese Chemmanam  Regi Jose 《Indian journal of clinical biochemistry : IJCB》2009,24(2):175-178

In the present study the efficacies of therapy with insulin, sulphonylurea or insulin + metformin on NIDDM patients are compared. One group which was on a definite dose of insulin therapy, but with uncontrolled diabetes was treated by doubling the insulin dose, a second group whose diabetes was not controlled by glibenclamide was switched over to another sulphonylurea viz; glimepiride and a third group whose diabetes was not controlled by insulin therapy was switched over to a combination therapy with insulin +metformin. After recording their initial blood parameters all the groups were treated as above for 3 months, and the parameters were again determined. The fasting blood sugar and serum lipids of the first group were controlled significantly, but the values were far above normal range. However HDL Cholesterol and atherogenic index were near normal range. In glimepiride treated group, none of the parameters showed any amelioration. In the combined therapy group, control of blood sugar and atherogenic index was more or less the same as for group 1, but hyperlipidemia remained slightly above that of the same. From the findings we can infer that in long term diabetes treatment higher doses of insulin and combined therapy with insulin and metformin may be more beneficial than with low doses of insulin or sulfonyl urea alone  相似文献