The Hourglass Approach: Analysing Science Classroom Discursive Interactions Through Intercontextual Lens     

Franco  Luiz Gustavo  Munford  Danusa 《Research in Science Education》2021,51(1):13-33

One of the challenges for analysing science classroom discourse is a better understanding of intercontextual relationships in the learning process. In this paper, we used orientations from ethnography in education to organise and propose an analytical metaphor called the hourglass approach. It involves three phases of analysis that correspond to the parts of the hourglass. The first phase involves obtaining a continuous cross section of classroom history and the intersections between sociocultural contexts and the science learning contexts, throughout this track record. The second phase involves discourse analysis of few selected events is the vertex of the hourglass. Finally, in the third phase, the analysis of interactions is focused on intercontextual relationships for the interpretation of science learning opportunities. We illustrate this approach based on interactions during science lessons in a first-grade class. In particular, we discuss, in greater detail, how a meaningful intercontextual element in the participants’ group (i.e. the gender norm), intermingled with the engagement of students in practices from the conceptual, epistemic and social domains of scientific knowledge.

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Science and medicine in football: progress & evolution     

Franco M. Impellizzeri  Tim Meyer 《Journal of sports sciences》2016,34(24)

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Epistemic profiles and metacognition: support for the consistency hypothesis     

Krista R. Muis  Gina M. Franco 《Metacognition and Learning》2010,5(1):27-45

Relations were examined between epistemic profiles, metacognition, problem solving, and achievement in the context of learning in an educational psychology course. Two hundred thirty-one university students completed self-report inventories reflecting their epistemic profiles and use of metacognitive strategies, and were epistemically profiled as rational, empirical, or both rational and empirical in their approaches to knowing. From the larger sample, 78 students participated in a problem-solving session using a think aloud protocol. Results demonstrated that for self-reported metacognitive strategies, students profiled as both rational and empirical had the highest frequency of metacognitive strategy use compared to students profiled as empirical. Similarly, during problem solving, students profiled as both rational and empirical had the highest frequency of regulation of cognition compared to students profiled as empirical or rational. Finally, students profiled as both rational and empirical attained higher levels of problem-solving achievement compared to students profiled as empirical.  相似文献   

Secondary Students’ Thinking about Familiar Phenomena: Learners’ explanations from a curriculum context where ‘particles’ is a key idea for organising teaching and learning     

Alejandra García Franco 《International Journal of Science Education》2013,35(14):1917-1952

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Teaching and Learning Mathematics in a Non-native Language： Introduction of the CLIL Methodology in Italy     

Franco Favilli  Laura Maffei  Roberto Peroni 《美中教育评论》2013,(6):374-380

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Communication in General     

James A. Anderson  R. Serge Denisoff  Franco Ferrarotti  Ray Browne  Glenn Browne  Josie Campbell 《Communication Booknotes Quarterly》2013,44(4):65-67

COMMUNICATION YEARBOOK 11 edited by James A. Anderson (Beverly Hills, CA: Sage, 1988, 648 pp.—$41.95, ISBN 0-8039-3138-7)

TARNISHED GOLD: THE RECORD INDUSTRY REVISED by R. Serge Denisoff (New Brunswick, NJ: Transaction Books/Rutgers, 1986, 487 pp.—$34.95/16.95, ISBN 0-88738-06809 [cloth], 0-88738-618-0 [paper])

INSIDE MTV by R. Serge Denisoff (New Brunswick, NJ: Transaction Books/Rutgers, 1988, 373 pp.—$24.95, ISBN 0-88738-173-1)

THE END OF CONVERSATION: THE IMPACT OF MASS MEDIA ON MODERN SOCIETY by Franco Ferrarotti (Westport, CT: Greenwood Press, 1988, 192 pp.—$37.95, ISBN 0-313-26087-7)

LAWS OF OUR FATHERS: POPULAR CULTURE AND THE U.S. CONSTITUTION by Ray and Glenn Browne (Bowling Green, Ohio: Popular Culture Press, 1986—$24.95/12.95, no ISBN given)

POPULAR CULTURE IN THE MIDDLE AGES edited by Josie Campbell (Bowling Greene, Ohio: Popular Culture Press, 1986—$19.95/9.95, no ISBN given)

THE PREDICAMENT OF CULTURE: TWENTIETH-CENTURY ETHNOGRAPHY, LITERATURE, AND ART by James Clifford (Cambridge, MA: Harvard University Press, 1988—$30.00/15.95, no ISBN given)

THE SILENT MAJORITY: NONRESPONDENTS ON SAMPLE SURVEYS by John Goyder (Boulder, CO: Westview Press, 1988—$39.00, no ISBN given)

MEDIA IN SOCIETY: READINGS IN MASS COMMUNICATION edited by Caren J. Deming and Samuel L. Becker (Glenview, IL: Scott, Foresman, 1988, 435 pp.—price not given, ISBN 0-673-15820-9)  相似文献   

What it is important to know about the effect of religious beliefs on entrepreneurial intention: The case of university students     

Margarida Rodrigues  Rui Silva  Mário Franco 《Higher Education Quarterly》2023,77(2):246-269

Entrepreneurial Intention (EI) is one of the dimensions most studied and validated scientifically in the literature associated with entrepreneurship. This study intends to go one step further in developing the literature by presenting little studied dimensions as direct antecedents of EI. Its aim is to analyse the influence of the dimensions of Religious Beliefs, Psychological and Cognitive Factors, and Social Influence on the EI of students in higher education institutions (HEI). Five hundred and eight questionnaires were collected from higher education students, 32% of them male and 68% female. The results show that the model proposed has good explanatory power and confirms its robustness in forecasting students' EI, validating all the research hypotheses with very robust and statistically significant factor loadings. This corroborates the scarce literature on the subject, especially concerning the influence of Religious Beliefs on EI.  相似文献   

Reliability, sensitivity and validity of the assistant referee intermittent endurance test (ARIET) - a modified Yo-Yo IE2 test for elite soccer assistant referees     

Castagna C  Bendiksen M  Impellizzeri FM  Krustrup P 《Journal of sports sciences》2012,30(8):767-775

We examined the reliability and validity of the assistant referee intermittent endurance test (ARIET), a modified Yo-Yo IE2 test including shuttles of sideways running. The ARIET was carried out on 198 Italian (Serie A-B, Lega-Pro and National Level) and 47 Danish elite soccer assistant referees. Reproducibility was tested for 41 assistant referees on four occasions each separated by one week. The ARIET intraclass correlation coefficients and typical error of measurement ranged from 0.96 to 0.99 and 3.1 to 5.7%, respectively. ARIET performance for Serie A and B was 23 and 25% greater than in Lega-Pro (P < 0.001). The lowest cut-off value derived from receiving operator characteristic discriminating Serie A-B from Lega-Pro was 1300 m. The ARIET performance was significantly correlated with VO(2max) (r = 0.78, P < 0.001), %HR(max) after 4 min of ARIET (r = - 0.81, P < 0.001) and Yo-Yo IR1 performance (r = 0.95, P < 0.001), but not sprint performance (r = -0.15; P = 0.58). The results showed that ARIET is a reproducible and valid test that is able to discriminate between assistant referees of different competitive levels. The lack of correlation with sprinting ability and close correlations with aerobic power, intermittent shuttle running and sub-maximal ARIET heart rate loading provide evidence that ARIET is a relevant test for assessment of intermittent endurance capacity of soccer assistant referees.  相似文献   

Generating suggestions for queries in the long tail with an inverted index     

Daniele Broccolo  Lorenzo Marcon  Franco Maria Nardini  Raffaele Perego  Fabrizio Silvestri 《Information processing & management》2012

This paper proposes an efficient and effective solution to the problem of choosing the queries to suggest to web search engine users in order to help them in rapidly satisfying their information needs. By exploiting a weak function for assessing the similarity between the current query and the knowledge base built from historical users’ sessions, we re-conduct the suggestion generation phase to the processing of a full-text query over an inverted index. The resulting query recommendation technique is very efficient and scalable, and is less affected by the data-sparsity problem than most state-of-the-art proposals. Thus, it is particularly effective in generating suggestions for rare queries occurring in the long tail of the query popularity distribution. The quality of suggestions generated is assessed by evaluating the effectiveness in forecasting the users’ behavior recorded in historical query logs, and on the basis of the results of a reproducible user study conducted on publicly-available, human-assessed data. The experimental evaluation conducted shows that our proposal remarkably outperforms two other state-of-the-art solutions, and that it can generate useful suggestions even for rare and never seen queries.  相似文献   

Epistemic beliefs: Setting the standards for self-regulated learning     

Krista R. Muis  Gina M. Franco 《Contemporary educational psychology》2009,34(4):306-318

Relations were examined between epistemic beliefs, achievement goals, learning strategies, and achievement. We sought to empirically test Muis’ [Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173–190] hypothesis that epistemic beliefs influence processes of self-regulated learning via the standards students set for learning once goals are produced. Two hundred one undergraduate students from an educational psychology course completed questionnaires designed to measure the various constructs. Students’ final grades were also collected at the end of the semester. Students’ recollections of course tasks revealed that their epistemic beliefs are activated during learning. Results from structural equation modeling revealed epistemic beliefs influenced the types of achievement goals students adopted, which subsequently influenced the types of learning strategies they used in their education course, and their achievement. Moreover, achievement goals mediated relations between epistemic beliefs and learning strategies, and learning strategies mediated relations between achievement goals and achievement.  相似文献