Urban Teachers’ Perspectives of Strengths and Needs: The Promise of Teacher Responsive Professional Development     

Cavendish  Wendy  Barrenechea  Ignacio  Young  Ayanna F.  Díaz  Edgar  Avalos  Mary 《The Urban Review》2021,53(2):318-333

The Urban Review - This study examines urban high school teachers’ perceptions (N?=?50) of their strengths and needs in supporting diverse students in their classrooms....  相似文献   

Learning strategies and self-regulation in context: how higher education students approach different courses,assessments, and challenges     

García-Pérez  Daniel  Fraile  Juan  Panadero  Ernesto 《European Journal of Psychology of Education - EJPE》2021,36(2):533-550

European Journal of Psychology of Education - This study’s aim was to analyse the decisions higher education students make about learning strategies. We focus on research questions related to...  相似文献   

The Nature of Science and Citizenship: a Delphi Analysis     

González-García  Francisco José  Blanco-López  Ángel  España-Ramos  Enrique  Franco-Mariscal  Antonio-Joaquín 《Research in Science Education》2021,51(3):791-818

Research in Science Education - The relationship between science and society has, for many years, been the subject of debate in different fields, and various proposals have been made regarding the...  相似文献   

Does Concrete Content Help People to Reason Scientifically?     

Bašnáková  Jana  Čavojová  Vladimíra  Šrol  Jakub 《Science & Education》2021,30(4):809-826

Science & Education - In this paper, we explored the scientific literacy of a general sample of the Slovak adult population and examined factors that might help or inhibit scientific reasoning,...  相似文献   

Competencies for young European higher education graduates: labor market mismatches and their payoffs     

Adela García-Aracil  Rolf Van der Velden 《Higher Education》2008,55(2):219-239

Labor market rewards based on competencies are analyzed using a sample of young European higher education (HE) graduates. Estimates of monetary rewards are obtained from conventional earnings regressions, while estimates total rewards are based on job satisfaction and derived through ordered probit regressions. Results for income show that jobs with higher participative and methodological competency requirements are better paid. The results also show that higher requirements in terms of competencies increase graduates’ job satisfaction.  相似文献   

Dimensions of digital literacy based on five models of development / Dimensiones de la alfabetización digital a partir de cinco modelos de desarrollo     

Ana Pérez-Escoda  Rosa García-Ruiz  Ignacio Aguaded 《Cultura y Educación》2019,31(2):232-266

Abstract

Digital literacy has been an emerging and increasing priority in many governments’ educational and assessment policies since the first decade of the twenty-first century because it is a priority in citizenship training. The difficulty with understanding and developing it comes from its changing, transversal and flexible nature; for this reason, the fundamental objective of this research is to offer an exhaustive study of the concept by analysing the main models of digital literacy in the international context in order to offer a holistic model that incorporates the contributions from all of these initiatives. The theoretical study presented herein provides an objective, rigorous perspective on the main models of development of digital literacy: the DIGCOMP Project (European Commission), the Krumsvik model (Norway), the TPACK model (USA), the JISC model (UK), the ISTE Standards (USA) and the P21 model (USA). The conclusion offers an innovative proposal of four dimensions that should define digital literacy today, taking into account the five initiatives studied, which could be very worthwhile for researchers, educators and policymakers.  相似文献   

Learning About the Nature of Science Using Newspaper Articles with Scientific Content     

Antonio?García-CarmonaEmail author  José?Antonio?Acevedo Díaz 《Science & Education》2016,25(5-6):523-546

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In Pursuit of a Connected Way of Knowing: The Case of One Mathematics Teacher     

Cecilia Agudelo-Valderrama  Diana Martínez 《International Journal of Science and Mathematics Education》2016,14(4):719-737

In this paper, we offer illustrations of a mathematics teacher’s difficulties with content knowledge when trying to find connections between school mathematics and science; we do so by describing the development of this teacher’s thinking and learning in her pursuit of connections between the concepts of slope of a line and density of matter. The paper is based on a sub-study that is part of a larger Colombian project, PROMESA (Creating Science and Mathematics Connected Learning Experiences that Open Opportunities for the Promotion of Algebraic Reasoning), which incorporated a Professional Learning Programme (PLP) seeking to integrate school science and mathematics teachers into working teams, in order to create science and mathematics connected learning experiences that considered the promotion of algebraic reasoning. The ‘challenging questions’ that emerged for this teacher, during the workshops of the induction stage of the PLP, became the driving force for her continued engagement in learning mathematics content in a connected way, as opposed to the compartmentalised content-item thinking that she had experienced as a school student. We provide illustrations of first steps in the development of a teacher’s mathematical understanding, which can support growth of mathematical knowledge for teaching.  相似文献   

A hybrid and flipped version of an introductory mathematics course for higher education     

N. Patricia Salinas Martínez  Eliud Quintero Rodríguez 《师资教育杂志》2018,44(1):112-117

Abstract

This in practice paper describes the experience of seven lecturers in a hybrid and flipped version of an introductory mathematics course for higher education. In a Mexican university, lecturers adapted to this innovation supported by an adjusted Massive Open Online Course. The experience revealed the relevance of leaving conventional assessment processes to make way for an understanding of lecturers as a collaborative team, trying to transform their own perspective about the learning of mathematics. This experience is an example of the reconceptualisation of the teaching of STEM education that contributes towards a non-formal educational context, promoting lecturers’ education and dialogic transformative learning.  相似文献   

Assessing practice-based influences on adolescent psychosocial development in sport: the activity context in youth sport questionnaire     

Enrique García Bengoechea  Catherine M. Sabiston  Philip M. Wilson 《Journal of sports sciences》2017,35(1):56-64

The aim of this study was to provide initial evidence of validity and reliability of scores derived from the Activity Context in Youth Sport Questionnaire (ACYSQ), an instrument designed to offer a comprehensive assessment of the activities adolescents take part in during sport practices. Two studies were designed for the purposes of item development and selection, and to provide evidence of structural and criterion validity of ACYSQ scores, respectively (N = 334; M age = 14.93, SD = 1.76 years). Confirmatory factor analysis (CFA) supported the adequacy of a 20-item ACYSQ measurement model, which was invariant across gender, and comprised the following dimensions: (1) stimulation; (2) usefulness-value; (3) authenticity; (4) repetition-boredom; and (5) ineffectiveness. Internal consistency reliability estimates and composite reliability estimates for ACYSQ subscale scores ranged from 0.72 to 0.91. In regression analyses, stimulation predicted enjoyment and perceived competence, ineffectiveness was significantly associated with perceived competence and authenticity emerged as a predictor of commitment in sport. These findings indicate that the ACYSQ displays adequate psychometric properties and the use of the instrument may be useful for studying selected activity-based features of the practice environment and their motivational consequences in youth sport.  相似文献