Mapping Learning Analytics initiatives in Latin America     

Cristian Cechinel  Xavier Ochoa  Henrique Lemos dos Santos  João Batista Carvalho Nunes  Virginia Rodés  Emanuel Marques Queiroga 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):892-914

  相似文献   

Planning Inclusion: The Need to Formalize Parental Participation in Individual Education Plans (and Meetings)     

María Cioè-Peña 《The Educational forum》2020,84(4):377-390

Abstract

Inclusive education is promoted as an educational setting that brings together students with disabilities alongside non-disabled peers. As the rise in inclusive education continues, many recognize the Salamanca Statement of 1994 as an influencer. This paper discusses how the vision of inclusion grounded in “the need to work towards ‘schools for all’” remains unfulfilled through a lack of intersectionality. Centering the experiences of Spanish-speaking mothers of emergent bilinguals labeled as disabled, this paper presents how educators limit parents’ abilities to engage as equal stakeholders. Therefore, this paper explores the tensions culturally and linguistically diverse mothers encounter during Individual Education Plan (IEP) meetings and the possibilities that can come from reimagining IEPs and IEP meetings in ways that allow stakeholders to actively tend to the intersectional vision of inclusive education that Salamanca put forth and that emergent bilinguals labeled as disabled desperately need.  相似文献   

Aligning professional skills and active learning methods: an application for information and communications technology engineering     

Ariadna Llorens  Xavier Llinàs-Audet 《European Journal of Engineering Education》2017,42(4):382-395

Engineering education is facing new challenges to effectively provide the appropriate skills to future engineering professionals according to market demands. This study proposes a model based on active learning methods, which is expected to facilitate the acquisition of the professional skills most highly valued in the information and communications technology (ICT) market. The theoretical foundations of the study are based on the specific literature on active learning methodologies. The Delphi method is used to establish the fit between learning methods and generic skills required by the ICT sector. An innovative proposition is therefore presented that groups the required skills in relation to the teaching method that best develops them. The qualitative research suggests that a combination of project-based learning and the learning contract is sufficient to ensure a satisfactory skills level for this profile of engineers.  相似文献   

National workshop on coding theory and cryptography     

J. Thomas  V. N. Sivasankara Pillai  E. Xavier  C. P. G. Vallabhan 《Resonance》2001,6(7):n1

  相似文献   

Warm elaborated feedback. Exploring its benefits on post-feedback behaviour     

Raquel De Sixte  Amelia Mañá  Vicenta Ávila  Emilio Sánchez 《教育心理学》2020,40(9):1094-1112

Abstract

This study provides evidence on the impact of including warm messages in elaborated feedback. These messages are aimed at the motivational process that can be mobilised by feedback and that which can condition its reception and the way students face the task (post-feedback behaviour). In a task where secondary school students had to learn a new strategy for improving their reading skills in a computer-based environment, we compared the use of elaborated feedback with the use of elaborated feedback enhanced with motivational messages (warm elaborated feedback) and a control condition (without feedback). The results showed that students receiving warm elaborated feedback revisited the text more often than those receiving only the elaborated feedback, and that both groups revisited the text more than the control group. This finding suggests that controlling the motivational aspects in feedback messages may increase the effectiveness of elaborated feedback.  相似文献   

An experimental study of vocational guidance (and decision making) in Spain     

Miguel Moreno  Antonio Muñoz  Mari Carmen Vacas 《European Journal of Psychology of Education - EJPE》1999,14(3):439-450

This article describes the procedure and methodology for a vocational guidance programme framed within the most recent conceptualised as a systematic process of intervention, that gradually optimise the subjects’ vocational conduct. The programme was applied to a population of 192 subjects located in seven secondary schools in the city of Granada, with proven effectiveness of the interventions. The three objectives of the programmes applied concentrated on the increase in the optimisation of self-awareness and self-concept for the subjects, training in strategies for searching for information, and training in decision-making.  相似文献   

Demotivation in academic reading during teacher training     

Carla Muñoz  Jorge Valenzuela 《Journal of Research in Reading》2020,43(1):41-56

  相似文献   

The Scientific Periphery in Spain: The Establishment of a Biomedical Discipline at the Centro de Investigaciones Biológicas, 1956-1967     

Santesmases  María Jesús  Muñoz  Emilio 《Minerva》1997,35(1):27-45

  相似文献   

Gaia Theory in Brazilian High School Biology Textbooks     

Ricardo Santos Do Carmo  Nei Freitas Nunes-Neto  Charbel Niño El-Hani 《Science & Education》2009,18(3-4):469-501

  相似文献   

Pedagogising poverty alleviation: a discourse analysis of educational and social policies in Argentina and Chile     

Xavier Rambla  Antoni Veger 《British Journal of Sociology of Education》2009,30(4):463-477

For the past decades international organisations and governments have promoted and implemented analogous education policies on the grounds that education is the key factor to foster development and fight poverty. This article sets the context of these educational programmes and analyses their discourse on poverty in Argentina and Chile. Then, it shows how they institutionalise strict surveillance, institutional denigration of the poor and professional scepticism. In general, the conclusions underpin one hypothesis that leads the analysis: eventually, these targeted education policies ‘pedagogise’ poverty alleviation in that they aim to ‘instil flexible identities’ into the poor rather than open channels for social inclusion.  相似文献