Talking About Teaching Episodes     

Ricardo?NemirovskyEmail author  Cara?DiMattia  Branca?Ribeiro  Teresa?Lara-Meloy 《Journal of Mathematics Teacher Education》2005,8(5):363-392

This paper examines two types of discourse in which teachers engage when discussing case studies based on classroom episodes, and the ways in which the availability of video data of these episodes may motivate a shift in the mode of discourse used. We interviewed two pairs of secondary school mathematics teachers after they had read a case study based on a 16-minute mathematics classroom episode taped in a secondary school in the United States. During each interview, a multimedia version of the case study, including video of the original episode, was available to the participants. We identify two modes of discourse engaged in by the teachers during the interviews: Grounded Narrative and Evaluative Discourse. We examine and identify the characteristics of the two discourse forms, drawn from both video and textual analysis. These characteristics are self-reflective talk, perspective, ethics, and linguistic patterns. The identification of two modes of discourse is relevant for researchers and teacher educators using case studies or video recordings. In addition, the findings provide insight into how teachers are “seeing” classroom events in a video case study.  相似文献   

Model-based control design for H2 purity regulation in high-pressure alkaline electrolyzers     

Martín David  Fernando Bianchi  Carlos Ocampo-Martinez  Ricardo Sánchez-Peña 《Journal of The Franklin Institute》2021,358(8):4373-4392

  相似文献   

Embodied-based environment for kindergarten children: Revisiting constructionist ideas     

José Armando Valente  Ricardo Caceffo  Rodrigo Bonacin  Julio Cesar dos Reis  Diego Addan Gonçalves  Maria Cecília Calani Baranauskas 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(3):986-1003

  相似文献   

Technology-Enhanced Formative Assessment of Plant Identification     

Ricardo Conejo  Juan Ignacio Garcia-Viñas  Aitor Gastón  Beatriz Barros 《Journal of Science Education and Technology》2016,25(2):203-221

Developing plant identification skills is an important part of the curriculum of any botany course in higher education. Frequent practice with dried and fresh plants is necessary to recognize the diversity of forms, states, and details that a species can present. We have developed a web-based assessment system for mobile devices that is able to pose appropriate questions according to the location of the student. A student’s location can be obtained using the device position or by scanning a QR code attached to a dried plant sheet in a herbarium or to a fresh plant in an arboretum. The assessment questions are complemented with elaborated feedback that, according to the students’ responses, provides indications of possible mistakes and correct answers. Three experiments were designed to measure the effectiveness of the formative assessment using dried and fresh plants. Three questionnaires were used to evaluate the system performance from the students’ perspective. The results clearly indicate that formative assessment is objectively effective compared to traditional methods and that the students’ attitudes towards the system were very positive.  相似文献   

Teaching Chronobiology and Sleep Habits in School and University     

Carolina V. M. Azevedo  Ivanise Sousa  Ketema Paul  Marlene Y. MacLeish  M Teresa Mondéjar  Juan Antonio Sarabia  M. Ángeles Rol  Juan Antonio Madrid 《Mind, Brain, and Education》2008,2(1):34-47

ABSTRACT— Early morning school schedules are in the opposite direction to the sleep–wake cycle in adolescence and early adulthood. This conflict leads to sleep deprivation and irregular patterns whose consequences are scarcely explored. This article discusses the effects of three educational experiences with high school students, parents, teachers, and medical students. The first experience was developed with high school students in Natal, Brazil, to determine whether sleep habits would improve with increased awareness. Positive effects were observed in some aspects of sleep knowledge and practices. In the second experience in Atlanta, GA, sleep education activities were presented to middle and high school teachers, parents, and students to emphasize the importance of sleep. In the third program in Murcia, Spain, undergraduate medical students were introduced to chronobiology of sleep by a practical exercise that pointed out to what extent they shared most of adolescent sleep characteristics. Educational chronobiological experiences about sleep are essential to develop healthy sleep habits in the general population, particularly in students.  相似文献   

Economic globalisation,youth expectations and social class: The case of Sri Lanka     

Angela W. Little  Ricardo Sabates 《International Journal of Educational Development》2008

Whether economic globalisation is associated with a narrowing or a widening of the social class gap between the education and occupation expectations of Sri Lankan youth is examined through a test of four hypotheses. Methodologically, the study employs the estimated parameters from a system of seemingly unrelated equations for testing hypotheses. Youth expectations for education and occupation are higher than those of their parents when young. Social class effects vary among youth and fathers and mothers when young. The occupation expectations of youth show a widening gap between the middle and low social classes. In all other comparisons, the gaps are positive, indicating a widening, but none attains statistical significance. Causal explanations are explored and the implications for future investigations are identified.  相似文献   

Mindfulness for education students: addressing welfare as part of the professional training     

Ricardo Tarrasch 《Educational studies》2019,45(3):372-389

Students in special education teaching and counselling are exposed to relatively high levels of stress during their studies and their professional career, which are commonly manifested in high occupational burnout. Professional development programmes normally do not address this issue. A practicum course was developed to provide theoretical framework for research on mindfulness, training of self-application techniques, and guidelines for fieldwork teaching of these techniques to children, with the aim of improving quality of life by reducing anxiety and stress levels. Participants of mindfulness and control practicum filled questionnaires at the beginning and end of the year. Significant reduction in stress, rumination and sleep disturbances as well as elevated level of mindfulness were observed in the mindfulness practicum only. The results suggest that mindfulness training can be successfully introduced in traditional academic settings to enhance the personal mental health of future teachers, and subsequently lower their chances to suffer from burnout.  相似文献   

Mathematics learning and assessment using MathE platform: A case study     

Azevedo  Beatriz Flamia  Pereira  Ana I.  Fernandes  Florbela P.  Pacheco  M. Fatima 《Education and Information Technologies》2022,27(2):1747-1769

Education and Information Technologies - Universities are encouraging the implementation of innovative methodologies and teaching strategies to develop an interactive and appealing educational...  相似文献   

Effect of Dental Course Cycle on Anatomical Knowledge and Dental Carving Ability of Dental Students     

Ademar Fonseca  Victoria B. da S. Guimarães  Sinval A. Rodrigues-Junior  Alisson A.R. Fonseca  Renato A. de Azevedo  Marcos B. Corrêa  Rafael G. Lund 《Anatomical sciences education》2022,15(2):352-359

This study assessed the effect of the course cycle on theoretical knowledge of dental morphology and the dental carving ability of dental students. Thirty-two dental students from the third semester (initial cycle) and 30 students from the eighth and tenth semesters of the dental course (end cycle) had their theoretical knowledge on dental morphology assessed using a questionnaire with ten closed questions. Their dental carving ability was also assessed using wax carvings in macro models of plaster (for the third [S3] and eight [S8] semesters) and natural-sized artificial teeth (for the tenth [S10] semester). The teeth chosen for the dental carving activity were #16 and #47. The scores were statistically analyzed using the t-test, Kruskal–Wallis test, and Mann–Whitney test (α = 0.05). Students from the initial cycle presented better theoretical knowledge than the other groups did (P < 0.007). No significant differences in carving score were found between the initial and end cycles (P > 0.05), although S10 students obtained a higher score for teeth #16 and #47 (P < 0.05). Natural-sized artificial teeth received a higher evaluation score in dental carvings than the macro models (P < 0.001). Within the limits of this study, it was possible to conclude that students from the initial cycle (S3) presented higher theoretical knowledge, whereas no difference in carving ability was observed between the initial and end cycles. The tenth semester (S10) students performed dental carvings with better quality. Furthermore, carvings in natural-sized artificial teeth presented better quality compared with the macro models.  相似文献   

Childhood trauma and suicide risk in a sample of young individuals aged 14–35 years in southern Brazil     

Luana Porto Barbosa  Luciana Quevedo  Giovanna Del Grande da Silva  Karen Jansen  Ricardo Tavares Pinheiro  Jerônimo Branco  Diogo Lara  Jean Oses  Ricardo Azevedo da Silva 《Child abuse & neglect》2014

Suicide is among the main causes of death of people aged between 15 and 44 years old. Childhood trauma is an important risk factor for suicide. Hence, the objective of this study was to verify the relationship between childhood trauma and current suicide risk (suicidal behavior and ideation) in individuals aged 14–35 years, in the city of Pelotas, Brazil. This is a cross-sectional, population-based study. Sample selection was performed by clusters. Suicide risk was evaluated using the Mini International Neuropsychiatric Interview (MINI) and Childhood trauma was assessed with the Childhood Trauma Questionnaire (CTQ). Moreover, the participants responded to a questionnaire concerning socioeconomic status, work, and substance use. The sample was composed of 1,380 individuals. The prevalence of suicide risk was 11.5%. The prevalence figures of childhood trauma were 15.2% (emotional neglect), 13.5% (physical neglect), 7.6% (sexual abuse), 10.1% (physical abuse), and 13.8% (emotional abuse). Suicide risk was associated (p < .001) with gender, work, alcohol abuse, tobacco use, and all types of childhood trauma. The odds of suicide risk were higher in women (OR = 1.8), people who were not currently working (OR = 2.3), individuals who presented alcohol abuse (OR = 2.6), and among tobacco smokers (OR = 3.4). Moreover, suicide risk was increased in all types of trauma: emotional neglect (OR = 3.7), physical neglect (OR = 2.8), sexual abuse (OR = 3.4), physical abuse (OR = 3.1), and emotional abuse (OR = 6.6). Thus, preventing early trauma may reduce suicide risk in young individuals.  相似文献