Where is higher education in Francophone West Africa heading?     

João Batista Araujo e Oliveira 《Prospects》1987,17(4):503-527

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Student satisfaction in higher education: a meta-analytic study     

Fernando de Oliveira Santini  Wagner Junior Ladeira  Claudio Hoffmann Sampaio  Gustavo da Silva Costa 《Journal of Marketing for HIGHER EDUCATION》2017,27(1):1-18

This paper discusses the results of a meta-analysis performed to identify key antecedent and consequent constructs of satisfaction in higher education. We offer an integrated model to achieve a better understanding of satisfaction in the context of higher education. To accomplish this objective, we identified 83 studies that were valid and relevant to the research objective of the current study, generating a total of 469 observations. We identified studies published from 1986 to 2016 and analyzed six antecedent dimensions (perceived value of educational services, resources provided to the student, service quality perception, marketing orientation, identity of the higher education institution, university environment) and one consequent dimension related to satisfaction. The 7 dimensions exhibited a total of 51 relationships. We believe that the originality of the findings clearly contributes to future academic research in higher education.  相似文献   

Studying abroad: developing a model for the decision process of international students     

Diana Branco Oliveira 《Journal of Higher Education Policy & Management》2016,38(2):126-139

Attracting international students is increasingly important for higher education institutions. In order to contribute to the understanding of how international students choose a university, we conducted a qualitative study in a public university in the north of Portugal. Results show that students seek an international experience mainly for personal, academic and professional development reasons, relying on personal contacts as information sources and support groups. Academic reputation and quality are the most important attraction factors. We develop a theoretical model of the studying abroad decision process, including the main motivations to leave the country of origin, the information sources and the decision factors.  相似文献   

The role of word recognition,oral reading fluency and listening comprehension in the simple view of reading: a study in an intermediate depth orthography     

Irene Cadime  Bruna Rodrigues  Sandra Santos  Fernanda Leopoldina Viana  Séli Chaves-Sousa  Maria do Céu Cosme  Iolanda Ribeiro 《Reading and writing》2017,30(3):591-611

Empirical research has provided evidence for the simple view of reading across a variety of orthographies, but the role of oral reading fluency in the model is unclear. Moreover, the relative weight of listening comprehension, oral reading fluency and word recognition in reading comprehension seems to vary across orthographies and schooling years. This study aims to examine the direct effects of these three variables on reading comprehension and to test for the existence of indirect effects of word recognition and listening comprehension on reading comprehension via oral reading fluency in European Portuguese, an orthography of intermediate depth. A sample of 264 students was assessed at the end of grades 2 and 4. Structural equation modeling analyses indicated that listening comprehension, word recognition and oral reading fluency predicted reading comprehension in both grade 2 and grade 4. Moreover, the three variables measured in grade 2 predicted later reading comprehension in grade 4. Listening comprehension was always the strongest predictor. Oral reading fluency mediated the relationship between word recognition and reading comprehension, but it was not a mediator variable in the relationship between listening comprehension and reading comprehension. These findings indicate that, similarly to what has been found for other orthographies, the simple view of reading is a valid framework to account for reading comprehension variability in European Portuguese and that interventions to increase reading comprehension levels should focus on word recognition, fluency, and, especially, listening comprehension.  相似文献   

Student Visual Communication of Evolution     

Alandeom W. Oliveira  Kristin Cook 《Research in Science Education》2017,47(3):519-538

Despite growing recognition of the importance of visual representations to science education, previous research has given attention mostly to verbal modalities of evolution instruction. Visual aspects of classroom learning of evolution are yet to be systematically examined by science educators. The present study attends to this issue by exploring the types of evolutionary imagery deployed by secondary students. Our visual design analysis revealed that students resorted to two larger categories of images when visually communicating evolution: spatial metaphors (images that provided a spatio-temporal account of human evolution as a metaphorical “walk” across time and space) and symbolic representations (“icons of evolution” such as personal portraits of Charles Darwin that simply evoked evolutionary theory rather than metaphorically conveying its conceptual contents). It is argued that students need opportunities to collaboratively critique evolutionary imagery and to extend their visual perception of evolution beyond dominant images.  相似文献   

A study of exploratory behavior as an index of spatial knowledge in hamsters     

Bruno Poucet  Nicole Chapuis  Madeleine Durup  Catherine Thinus-Blanc 《Learning & behavior》1986,14(1):93-100

This experiment investigated the role of exploration in the formation of maps of the environment. The effects of spatial rearrangement of four familiar objects in an open field on subsequent exploratory behavior were studied in hamsters (Mesocricetus auratus). During two exploratory sessions, four groups of subjects were exposed to objects in a particular spatial relation to each other and to a distal pattern. During a testing session, the control group was exposed to the same situation as during the first two sessions, and the three experimental groups were exposed to various object rearrangements. The hamsters in the experimental groups, but not those in the control group, renewed their exploration of the objects during the testing session, as measured by the number of contacts with the objects and the time spent investigating them. Further analyses of the nature of the reinvestigated objects (i.e., displaced or nondisplaced) support the hypothesis that, through exploration, a long-lasting representation of the environment is built up on the basis of the topological relations among the objects, the overall geometric structure provided by the arrangement of the objects, and the relations between the objects and extra-apparatus landmarks.  相似文献   

School Mapping Restructure in China: What role for the small rural school?     

Dan Zhao  Bruno Parolin 《Frontiers of Education in China》2011,6(2):248-278

Despite significant progress over the past fifteen years associated with School Mapping Restructure (SMR) in Chinese rural schools, many small schools have been closed or have merged with larger primary schools. This has resulted, among other things, in difficulties for many students in rural areas who now have to travel longer distances to a central (primary) school and whose families generally have to bear greater expenses for schooling. This paper examines the role of small rural schools in the Chinese education system, looks at the context and impacts of SMR on these schools in terms of quality, cost and access indicators, and highlights some of the key difficulties faced by these schools in the restructured education system. We argue that small rural schools have a significant role to play in delivering education services in rural China and should therefore be retained, supported and equipped with the right levels of facilities and quality services for them to fulfill their role. The policy implications of these findings for education officials are discussed in the context of continuing SMR.  相似文献   

Experimentation, “models” and the turn to practice     

Sanches de Oliveira  Guilherme 《Metascience》2020,29(3):395-398

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Teacher agency in the performance of inquiry-oriented science curriculum reform     

Alandeom W. Oliveira 《Cultural Studies of Science Education》2012,7(3):569-577

In this commentary, I consider several theoretical and analytical aspects of Tang Wee Teo and Margery Osborne??s case study. I begin by identifying structuralist and cultural themes in Tang Wee and Margery??s theoretical model of human activity. Next, I offer an alternative interpretation for Tang Wee and Margery??s reported findings in terms of the notion of multiple teacher agencies. After that, I discuss the dramaturgical or theatrical nature of the symbolic interactionist model used by Tang Wee and Margery, focusing specifically on the issues of teacher role-taking and curriculum authorship. The paper then ends with a discussion about the significance of Tang Wee and Margery??s study wherein I emphasize the need for science education researchers to give more careful consideration to teacher agency and the analytical value of theatrical metaphors from the field of social dramatism.  相似文献   

Going virtual and going wide: comparing Team-Based Learning in-class versus online and across disciplines     

Silva  Elsa Costa e  Lino-Neto  Teresa  Ribeiro  Eug&#;nia  Rocha  Miguel  Costa  Manuel Jo&#;o 《Education and Information Technologies》2022,27(2):2311-2329

Education and Information Technologies - Team-based learning (TBL) is an active learning pedagogy developed for in-class sessions and based on the collaborative work of small groups of students....  相似文献