Creating Respectful Classroom Environments   总被引：1，自引：0，他引：1  

Regina Miller  Joan Pedro 《Early Childhood Education Journal》2006,33(5):293-299

Creating respectful classroom environments Respect is a critical variable in education. It is critical to each individual child in the classroom environment as well as to the teaching and learning that takes place in the classroom. Children learn by example. Where do they get their examples? This article explores the parameters of teaching and encouraging respect in classrooms for young children. Emphasis is placed on the creation of respectful classroom environments taught by teachers who have themselves been prepared to nurture this kind of environment.  相似文献   

Monitoring the ‘Enlaces’ educational computer network     

Pedro Hepp  Ernesto Laval  Gerardo Moënne  Miguel Ripoll 《Education and Information Technologies》1996,1(1):5-20

The use of networks in education is experiencing world-wide growth. Many schools have taken advantage of the reduction of price in modems, the emergence of electronic bulletin boards and world-wide web pages with educational content, and the availability of software for public participation in networks. Nevertheless, little information is available about the quality and quantity of existing network traffic; information that would allow organizations, network project administrators and supporters, to evaluate its impact, know its usage, evolution and projections. This paper presents some of the traffic monitoring mechanisms presently in use in a Chilean educational network (the Enlaces Project), together with examples of the information collected through these mechanisms.  相似文献   

Higher education and its contribution to a diverse regional supply of human capital: does the binary/unitary divide matters?     

Artur Santoalha  Ricardo Biscaia  Pedro Teixeira 《Higher Education》2018,75(2):209-230

Diversity has been an important topic of research for some time in higher education, though the purposes underlying this attention have varied across national and regional contexts. In many parts of the world, the term diversity has been emphasized with regard to variety among the programs or services provided by academic institutions, and differences among the types of institutions themselves. It is particularly important to discuss whether different dimensions of diversity may influence the degree of effectiveness of higher education (HE) in fulfilling its contribution and relevance to economic and social development. We are particularly interested in analyzing whether unitary or binary systems present significant differences in different dimensions of diversity that may be relevant to enhance higher education institutions’ (HEIs) contribution to territorial cohesion, notably by enhancing the local stock of human capital and contributing to the social and cultural development of their regions. Therefore, we propose the following research questions: *Are there relevant patterns regarding different dimensions of diversity between unitary and binary HE systems? *In the case of binary systems, is it possible to find relevant differences in different dimensions of diversity between universities and more vocational HEIs? By looking at these questions, we aim at contributing both to the literature on HE institutional diversity and to the study of the role played by HEIs on regional development.  相似文献   

The Impact of Socio-Scientific Controversies in Portuguese Natural Science Teachers' Conceptions and Practices   总被引：1，自引：0，他引：1  

Reis  Pedro  Galvão  Cecília 《Research in Science Education》2004,34(2):153-171

  相似文献   

Is accreditation ‘on the right track’? The views of Portuguese academics     

Rosa  Maria João  Cardoso  Sónia  Videira  Pedro 《Tertiary Education and Management》2020,26(2):185-197

In many countries, quality assurance systems rely on study programme accreditation. As with all quality assurance mechanisms, accreditation should also be continuously improved in order to maintain its relevance as a promoter of study programme quality. A way to move accreditation forward is by taking into account academics’ views, interests and needs about the process, since their support for it is paramount for its success and effectiveness. This paper analyses Portuguese academics’ knowledge and views on accreditation with the aim of understanding if the process is being supported and is on the right route for being effective. It is based on the analysis of 1484 academics’ answers to a questionnaire distributed in 16 higher education institutions. This analysis reveals a moderately positive attitude of academics towards accreditation, reflected in an only moderate knowledge of the process as well as in a mild agreement with its characteristics and implementation features. This suggests that there is room for improvement to bring this quality assurance mechanism closer to academics’ expectations and needs and therefore to improve accreditation’s effectiveness.

  相似文献   

One more visitation: A louder call for caution     

Russell M. Grieger  Pedro J. Saavedra 《Interchange》1972,3(1):91-93

Rosenthal's critique of Grieger's paper embodies many of the problems that much of the literature on the teacher expectancy effect does. Positive data are selectively emphasized, negative data are explained as simply an unusual coincidence, and statistical significance is confused with practical significance. This paper clarifies several of Rosenthal's statistical and design misunderstandings.  相似文献   

A call for international research on COVID-19-induced brain dysfunctions     

Pedro A Valdes-Sosa  Alan C Evans  Mitchell J Valdes-Sosa  Mu-ming Poo 《国家科学评论(英文版)》2021,8(12)

  相似文献   

Classroom environment in the implementation of an innovative curriculum project in science education     

Mercedes Surez  Rosa Pías  Pedro Membiela  Dolores Dapía 《科学教学研究杂志》1998,35(6):655-671

A curriculum project can be positively or negatively influenced by the environment of the classroom in which it is implemented. Analysis of the perceptions of students, teachers, and external observers has allowed us to study the influence of classroom environment in the implementation of an innovative project in science education. The main conclusions indicate that even though the global evaluation is positive, more so among teachers than among students, there are differences between the perceptions of the participants, probably due to differences in interests and needs. Moreover, in the classroom environment, the teacher and the actual dynamic and spatial organization are of great importance, and it can be difficult to maintain interest or to achieve a satisfactory evaluation on the part of those students whose academic performance is lowest. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 655–671, 1998.  相似文献   

Cooperation in innovation activities: The importance of partners   总被引：1，自引：0，他引：1  

Pedro de Faria  Francisco Lima 《Research Policy》2010,39(8):1082-1092

This paper analyses the importance of cooperation partners for the development of innovation activities. We contribute to the literature on cooperation in innovation activities that seeks to identify the characteristics differentiating cooperative from non-cooperative firms by proposing a different approach to this problem. We distinguish firms according to their evaluation of cooperation partners in the development of innovation activities. We apply a probit selection model to account for the firm's decision to cooperate (or not). The data we use come from the Portuguese Third Community Innovation Survey. Our estimation results show that firms from high-technological industries, with higher levels of absorptive capacity and of innovation investment, who give importance to incoming spillovers management, and who cooperate with firms from the same group or with suppliers, place greater value on cooperation partners in the innovation process. Additionally, we also find that the factors influencing the importance attributed to cooperation activities are different from the ones behind the decision to cooperate.  相似文献   

Knowledge protection strategies of multinational firms—A cross-country comparison     

Pedro de Faria  Wolfgang Sofka 《Research Policy》2010,39(7):956-968

International knowledge spillovers, especially through multinational companies (MNCs), have recently been a major topic of discussion among academics and practitioners. Most research in this field focuses on knowledge sharing activities of MNC subsidiaries. Relatively little is known about their capabilities for protecting valuable knowledge from spilling over to host country competitors. We extend this stream of research by investigating both formal protection strategies (e.g. patenting) as well as strategic ones (secrecy, lead time, complex design). We conceptualize the breadth of firm's knowledge protection strategies and relate it to the particular situation of MNC subsidiaries. Moreover, we argue that their approaches differ with regard to host country challenges and opportunities. We address these issues empirically, based on a harmonized survey of innovation activities of more than 1800 firms located in Portugal and Germany. We find evidence that MNCs prefer broader sets of knowledge protection strategies in a host country with fewer opportunities for knowledge sourcing (Portugal). In Germany, though, they opt for narrower sets of knowledge protection strategies if they invest in innovation activities themselves. We deduce that these results are due to a need for reciprocity in knowledge exchanges to benefit fully from promising host country knowledge flows.  相似文献