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311.
ABSTRACTTo investigate the spread of peace education (PE), we examined 685 documents in SCOPUS between 1970 and 2018 in 70 countries and triangulated the information with 11369 news articles and 22 international organisation? founding dates. PE emerged in scientific databases in the 1970s, lost momentum in 1990 and then globalised after 2003. PE’s institutionalisation was furthered by: (a) the increasing search for discourses that highlighted individual agency of self-declared ‘peace educators’; (b) educational expansion that generated a greater demand for so-called best practices; and (c) the active role of professionals working on organisations such as UNESCO, UNICEF and the identified international organisations. We recognised five loosely coupled narratives: PE’s (a) philosophical foundations and relationship to critical pedagogy; (b) application to improve international relationships; c) solution to internal conflicts; (d) measurements of interventions; (e) linkages to religion. We reflect on the implications of PE as an educational discourse in curricular reforms. 相似文献
312.
Alves João Carvalho Luísa Carvalho Renato Correia Florbela Cunha Jorge Farinha Luís Fernandes Joana Ferreira Manuela Lucas Eugénio Mourato Joaquim Nicolau Ana Nunes Sara Nunes Sandra Oliveira Pedro Pereira Cristina Pinto Sandra Silva José 《Tertiary Education and Management》2015,21(2):81-98
Tertiary Education and Management - Higher education institutions and, particularly, polytechnic institutes in Portugal are, generally speaking, recognized as the key stakeholders in regional... 相似文献
313.
314.
Promoting Gypsy children's behavioural engagement and school success: Evidence from a four‐wave longitudinal study 下载免费PDF全文
Pedro Rosário José Carlos Núñez Guillermo Vallejo Raquel Azevedo Raquel Pereira Tânia Moreira Sonia Fuentes Antonio Valle 《British Educational Research Journal》2017,43(3):554-571
Low schooling, high non‐attendance and school dropout rates are critical phenomena within disadvantaged groups, especially among the Gypsy community. For example, in the UK, 10%–25% of Gypsy children do not attend school regularly and have significantly higher levels of overall absence from school (percentage of half‐day sessions missed) than pupils from other ethnic groups. In Portugal, available data on Gypsy children is sparse, yet data from one geographic region of the country reports high school failure (45%) and dropout rates (15%) among this population. The present study assessed the efficacy of a four‐year intervention to promote Gypsy children's behavioural engagement and school success. Gypsy communities were contacted and 30 children participating in the four waves were randomly distributed into control and experimental groups. Every school day throughout four years, 16 children in the experimental group were called at home and invited to go to school. The effectiveness of the intervention was evaluated in four waves (at the end of each of the four school years), assessing behavioural engagement (i.e. school non‐attendance, classroom behaviour) and school achievement (i.e. mathematics achievement, student progression). Findings show the efficacy of the intervention on promoting behaviour engagement and academic success without devaluing Gypsy people's culture. 相似文献
315.
Olav was the most terrible of all the 1)Vikings.With just his bare hands,he could defeat a bull in seconds.To let people know who he was,he adorned his 2)helmet with a hundred 3)horns,and on his 4)cloak were a thousand 5)precious stones,one stone for each enemy he had defeated. 相似文献
316.
Sónia Cardoso Maria J. Rosa Pedro Videira Alberto Amaral 《Assessment & Evaluation in Higher Education》2019,44(2):249-262
This paper analyses teaching and non-teaching staff perceptions on the implementation of internal quality assurance (QA) practices at their higher education institutions. The aim is to understand how far different perspectives on quality – as culture, as compliance or as consistency – are reflected in the views of these two groups on such practices. Data from a survey sent to all Portuguese institutions show that, to some extent, the perspectives of quality as culture and quality as compliance seem to permeate both groups’ views. This is evident in regard to the factors identified as supporting the development of internal QA, the main features underlying the implementation of such practices and their main effects. As the study allows for a better understanding on how these practices are perceived by teaching and non-teaching staff, it can contribute to promoting the critical reflection of institutions about QA and the way it can be both more effective and aligned with academia’s needs and expectations, contributing to influencing institutional practices. 相似文献
317.
Cunha Jennifer Rosário Pedro Núñez José Carlos Vallejo Guilherme Martins Juliana Högemann Julia 《Metacognition and Learning》2019,14(2):89-129
Metacognition and Learning - The effectiveness of homework on improving student academic achievement depends on several factors; for example, feedback provided by the teacher (i.e. grading) and... 相似文献
318.
Pedro Rosrio Jennifer Cunha Ana Rita Nunes Tnia Moreira Jos Carlos Núez Jianzhong Xu 《Psychology in the schools》2019,56(1):92-108
Teachers’ homework follow‐up practices, the in‐class strategies teachers use to monitor their students’ homework assignments, have an impact on their students’ homework behaviors and academic achievement. The current study explored the perspectives of middle school mathematics teachers on the three domains of homework follow‐up: the practices used in class, the purposes of each practice, and the aspects that may influence this process. Data were collected from two data sources (i.e., focus groups and classroom observations) and were analyzed using thematic analysis. The findings showed that teachers monitored homework either using a single strategy or a combination of strategies (e.g., checking homework completion and providing individual feedback) linked to a specific purpose (e.g., promote students’ involvement). The teachers also reported that they were under certain constraints when they delivered homework follow‐up practices (e.g., pressure to follow the curriculum), so their practices’ effectiveness sometimes can be compromised. Implications for practice are discussed. 相似文献
319.
Outcomes and satisfaction of two optional cadaveric dissection courses: A 3‐year prospective study 下载免费PDF全文
Diogo Pais Diogo Casal Luís Mascarenhas‐Lemos Pedro Barata Bernard J. Moxham João Goyri‐O'Neill 《Anatomical sciences education》2017,10(2):127-136
Teaching time dedicated to anatomy education has been reduced at many medical schools around the world, including Nova Medical School in Lisbon, Portugal. In order to minimize the effects of this reduction, the authors introduced two optional, semester‐long cadaveric dissection courses for the first two years of the medical school curriculum. These courses were named Regional Anatomy I (RAI) and Regional Anatomy II (RAII). In RAI, students focus on dissecting the thorax, abdomen, pelvis, and perineum. In RAII, the focus shifts to the head, neck, back, and upper and lower limbs. This study prospectively analyzes students' academic achievement and perceptions within the context of these two, newly‐introduced, cadaveric dissection courses. Students' satisfaction was assessed anonymously through a questionnaire that included items regarding students' perception of the usefulness of the courses for undergraduate teaching, as well as with regards to future professional activity. For each of the three academic years studied, the final score (1 to 20) in General Anatomy (GA), RAI, and RAII was on average 14.26 ± 1.89; 16.94 ± 1.02; 17.49 ± 1.01, respectively. The mean results were lower in GA than RAI or RAII (P < 0.001). Furthermore, students who undertook these courses ranked them highly with regards to consolidating their knowledge of anatomy, preparing for other undergraduate courses, and training for future clinical practice. These survey data, combined with data on participating students' academic achievement, lend strong support to the adoption of similar courses as complementary and compulsory disciplines in a modern medical curriculum. Anat Sci Educ 10: 127–136. © 2016 American Association of Anatomists. 相似文献
320.
The importance of phonological syllables in recognition and pronunciation of visual words has been demonstrated in languages
with a high degree of spelling-sound correspondence. In Spanish, multisyllabic words with frequent first syllables are named
more quickly than those with less frequent first syllables, but receive slower lexical decisions. The latter effect is attributed
to lexical competition from other words beginning with the same syllable. We examined syllable frequency effects on naming
and lexical decision for 3029 visually presented words in English, a language with a high degree of irregularity in spelling/sound
relationships, and in which phonological syllables are less clearly marked in printed words. The results showed facilitative
effects of syllable frequency in both tasks, and these were stronger when syllables were defined orthographically than phonologically.
The results suggest that activation of lexical candidates based on a syllabic code does not occur rapidly enough to interfere
with lexical decision in English. 相似文献