Applying reflection and moderation in an asynchronous computer-supported collaborative learning environment in campus-based higher education     

Silvia Dewiyanti  Saskia Brand-Gruwel  Wim Jochems 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(4):673-676

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Emotional intelligence throughout Portuguese secondary school: a longitudinal study comparing performance and self-report measures     

Ana Costa  Luísa Faria 《European Journal of Psychology of Education - EJPE》2016,31(3):419-437

This study examines the developmental trajectories of ability and trait emotional intelligence (EI) in the Portuguese secondary school. Within a three-wave longitudinal design, 395 students (M _age ?=?15.4; SD?=?.74) completed both the Emotional Skills and Competence Questionnaire (ESCQ) and the Vocabulary of Emotions Test (VET). Results revealed that EI exhibited different developmental trajectories during late adolescence according to the type of measure used, while students’ VET levels evidenced an increase during secondary school, their ESCQ levels remained stable during this period. Moreover, students’ gender, verbal indicator, and type of school (public vs. private) have no significant effect on their rate of EI change, whereas students from lower sociocultural and lower professional status backgrounds demonstrated significantly greater increases on the ESCQ and VET compared to higher status adolescents. The results are examined in the context of adolescent emotional development.  相似文献   

Revealing the decision-making of dribbling in the sport of futsal     

Umberto Cesar Corrêa  Silvia Teixeira de Pinho  Silvia Letícia da Silva  Fabian Alberto Romero Clavijo  Thiago de Oliveira Souza  Go Tani 《Journal of sports sciences》2016,34(24):2321-2328

ABSTRACT

This study aimed to investigate why futsal players decide to dribble. For this purpose, we analysed 396 trials comprising the dribbles (n = 132), passes (n = 131) or shots (n = 133), performed by 70 male futsal players. Passing and shooting angles, and interpersonal distance, including their rates of change (velocity and variability), were regarded as measures of interpersonal coordination tendency and a comparison was made among dribbling, passing and shooting situations. In addition, the variables identified as constraints on deciding to dribble were analysed in relation to age categories, dribbling outcomes and futsal court zone. Results revealed that passing and shooting angles, and interpersonal distance showed higher variability in dribbling than in passing and shooting situations. The findings allowed us to conclude that decision-making on dribbling was influenced by the variabilities of passing angles as well as shooting and interpersonal distance, and that success in dribbling was affected by the variability of interpersonal distance. Such variabilities were interpreted concerning their meaning of risk and/or uncertainty in the execution of motor skills.  相似文献   

Jewish archives and archival documents: Israel and the Diaspora     

Silvia Schenkolewski-Kroll 《Archival Science》2016,16(3):309-326

Throughout 2000 years of exile, Jews amassed documentation reflecting their creativity and organization wherever they lived. Communal archives dating since the Middle Ages have survived. In addition, documentation about Jews is found in archives of rulers, governments, and cities. Conditions changed in the twentieth century due to new developments: the rise of the Jewish national movement, leading to the establishment of the State of Israel, and the destruction of thousands of communities and their cultural possessions in the Holocaust perpetrated against European Jewry by the Nazis. The centrality of Eretz Israel and Israel in Zionist ideology led to the concept that it should be the locale for Jewish archives. Thus, for example, in 1933 the archives of the World Zionist Movement were transferred from Berlin to Jerusalem. The situation became more acute after WWII: If entire or partial archives of destroyed communities survived, to whom do they belong—the states in which they were created or the Jewish people? This dilemma also faces existing communities without archival consciousness. Should everything be concentrated in Israel? In recent years, there has been a change in the paradigm of Israel–Diaspora relations. In a global transnational world, with constantly developing technical means, archives can remain in the communities that created them, provided they are maintained and made available to the public in accordance with accepted archival practice.  相似文献   

Reconsidering the technologies of intellectual inquiry in curriculum design     

Cristina Costa  Lisa Harris 《Curriculum Journal》2017,28(4):559-577

This paper reports on the design and delivery of classroom pedagogies and students’ engagement with it in two different UK universities. Under the banner of curriculum design and Bourdieu's curriculum principles, the study set out to create modules that provided students with an interdisciplinary perspective on how the web is changing the way citizens live, interact and learn. Focusing on the idea that the web is becoming a tool of intellectual inquiry and an instrument of reproduction of knowledge inequality, the goal of this research was to transform knowledge practices by encouraging a learning habitus that relies on knowing how to learn rather than becoming ‘knowledgeable.’

The paper concludes that the Bourdieuian perspective on curriculum design still holds currency in the digital age, given that it shares an epistemology of practice similar to that advocated by a digital participatory culture. We also offer a critique to our approach, using Bourdieu's logic of practice to examine how education as a field displays (hidden) rules that students embody as their learning habitus. As students’ learning practices become doxified through their educational trajectories, learners find it difficult to engage with a curriculum that aims to diversify pedagogical structures and reflect a changing society.  相似文献   

Short-term memory and working memory in children as a function of language-specific knowledge in English and Spanish     

Silvia Lanfranchi  H. Lee Swanson   《Learning and individual differences》2005,15(4):299-319

This study determined the degree to which the phonological and executive components of memory reflect language-specific capacities in Spanish and English vocabulary. We tested whether the memory processes in a sample of English language learners found in Grade 1 also emerged in Grade 2. For the total sample (N = 90), Grade 1 English STM measures shared a common construct with Spanish STM, whereas Grade 2 STM measures were language dependent. In contrast, WM measures were language independent across grades 1 and 2. When vocabulary subgroups were analyzed, a subgroup × type of memory task emerged. The results showed that performance on Spanish and English STM tasks were a function of high and low Spanish and English vocabulary knowledge, whereas WM was not. The relationship between language-specific processes in memory was discussed.  相似文献   

Student estrangement in higher education: identity formation and the struggle against stigma     

Cristina Costa  Yvette Taylor  Claire Goodfellow  Sidonie Ecochard 《British Journal of Sociology of Education》2020,41(5):685-700

Abstract

While investigation on family estrangement is growing within academic circles, research regarding the interconnection between experiences of estrangement and higher education (HE) is still limited. Sociological understandings of these issues are even scarcer, with policy interventions and practical guidance forming early interventions in HE. Set within the context of Scotland, this paper explores the experiences of HE students who are estranged from their family, and interrogates the ways students develop a sense of identity in the context of their academic lives. The paper applies Goffman’s work on stigma and identity management in relation to Bourdieu’s concept of capitals to cast a critical eye on the identity formation of estranged students. In doing so, we challenge normative assumptions of what it means to be a university student in contemporary society and urge institutions and policy makers to rethink the complexity of students’ academic lives in more inclusive ways.  相似文献   

Verbal Short‐Term Memory Underlies Typical Development of “Thought Organization” Measured as Speech Connectedness     

Natlia B. Mota  Renata Callipo  Lígia Leite  Ana R. Torres  Janaína Weissheimer  Silvia A. Bunge  Mauro Copelli  Sidarta Ribeiro 《Mind, Brain, and Education》2020,14(1):51-60

Formal thought organization obtained from free speech, a key feature for psychiatric evaluations, has been poorly investigated during typical development. Computational tools such as speech graph connectedness (LSC) currently allow for an accurate quantification in naturalistic settings. LSC's typical development is better predicted by years of education than by age. Among beginning readers, the LSC of stories composed of short‐term memory predicted reading independently from IQ. Here we set out to test a longitudinal sample (6–8 years old, n = 45, followed for 2 years) to verify whether the LSC is predictive of various memory measures, and whether such relations can explain the correlation with reading. The LSC was specifically correlated with verbal short‐term memory performance. The results support the notion that the short‐term storage of verbal information is necessary to plan a story. Given the limited sample size, the relationship of this interaction with reading remains inconclusive.  相似文献   

Internalizing and Externalizing Behaviors of Children with Writing Disabilities     

Rebecca L. P. Jordan  Edmund P. Fernandez  Lara-Jeane C. Costa  Stephen R. Hooper 《Learning disabilities research & practice》2020,35(2):72-81

Students with specific learning disabilities (SLDs) are more likely to exhibit internalizing and externalizing behaviors than typically developing peers. Virtually none of the literature, however, reports on the behaviors of students at-risk for writing disabilities (AR-WD). We compared the behaviors of writers who are AR-WD and typically developing writers (TDW) from first through fourth grade (N = 138). We found that students who are AR-WD were only significantly different from TDW on Externalizing and Total Behaviors at Grade 2. These findings illustrate the benefits of studying behavior across different forms of SLD, as it appears that students ARWD do not consistently manifest significant behaviors, although interventions that simultaneously target writing and behavior may be warranted and mutually beneficial.  相似文献   

Rethinking Italian science     

De Renzi  Silvia 《Metascience》2010,19(1):139-141

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