The Experience of the Teaching Expedition and Teacher Networks: New Modes of Training?     

Unda  María Pilar 《Prospects》2002,32(3)

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At the Crossroads: the development of thinking about the role,appointment and training of headteachers in Spain     

Bryan J. Cowan  Servando Pérez Domínguez 《欧洲师范教育杂志》1996,19(1):65-82

For many years now, most countries of the world have increasingly valued the headteacher as a powerful force in facilitating school and staff development. Such recognition has resulted in widespread training programmes—even in the poorest countries. In Spain, however, there has been, until very recently, considerable ambiguity over the role of the headteacher. This uncertainty is manifested in the appointment system of headteachers and the lack of commitment to training. This paper seeks to show the reasons for this situation, through an evaluation of recent legislation, the impact of Franco's legacy on education and the current preoccupation with democratic government at all levels. The paper highlights important changes of attitude towards the role of the head now taking place, mainly at local levels, and encourages the government to ensure that examples of effective training, emanating from these ideological shifts, are recognised and contained within national programmes.  相似文献   

Adolescents’ personal conceptions of intelligence: The development of a new scale and some exploratory evidence     

Luísa Faria  Anne-Marie Fontaine 《European Journal of Psychology of Education - EJPE》1997,12(1):51-62

This study presents the building of an instrument to measure personal conceptions of intelligence based upon Dweck research, and some exploratory evidence. The instrument is directed to adolescents, has got more items than the original one and incorporates new aspects, such as the importance of effort and ability in relation with personal conceptions of intelligence. The results of a factor analysis evidenced the existence of two distinct factors — a static and a dynamic one — that explain together 31.7% of the total variance. The internal consistency of the scales evidenced alpha coefficients between .74 and .80. The results of a test-retest reliability study (with a month interval) proved to be better for the static scale than to the the dynamic one, as well as the results of an external validity study (correlations with grade point average). Some differential exploratory studies showed differences in personal conceptions of intelligence related to school grades (5th to 11th): the scores increased from the 5th to the 11th grade, showing that older students were less “static” (more “dynamic”), and also related to the socio-economic status (high vs. low): the higher SES subjects appeared less “static” (more “dynamic”) than the lower SES subjects.  相似文献   

Responsive and proactive stakeholder orientation in public universities: antecedents and consequences     

María-del-Carmen Alarcón-del-Amo  Carme Casablancas-Segura  Joan Llonch 《Higher Education》2016,72(2):131-151

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Nobel prize 2001     

A. Martín Duce  F. López Hernández 《Resonance》2001,6(11):90-90

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“Lo que yo en realidad quería hacer”: Rationales of Latina/o DACA Recipients for Pursuing Careers as Teachers     

García  José 《The Urban Review》2020,52(5):830-852

The Urban Review - The decision to rescind Deferred Action for Childhood Arrivals (DACA) will have major repercussions amongst beneficiaries, especially in terms of employment. One of the sectors...  相似文献   

How fast can we read in the mind? Developmental trajectories of silent reading fluency     

Massimo Ciuffo  Jane Myers  Massimo Ingrassia  Antonio Milanese  Maria Venuti  Ausilia Alquino  Alice Baradello  Giacomo Stella  Antonella Gagliano 《Reading and writing》2017,30(8):1667-1686

The silent reading fluency is not an observable behaviour and, therefore, its evaluation is perceived as more challenging and less reliable than oral reading fluency. The present research is aimed to measure the silent reading speed in a sample of proficient students, assessed by an original silent reading fluency task, based on behavioural indicators of the silent reading speed. A total of 325 high school and university skilled students (age range 14–23 years) have been assessed using 3 tasks aimed to evaluate the oral reading speed (lists of words, lists of pseudowords and narrative text) and one task aimed to measure the silent reading speed. The average silent reading speed in our sample was around 12.5 syll/sec, almost double than the oral reading speed rate. The silent reading speed had an increase from 9.13 to 12.38 syll/sec from the first year of high school (ninth grade) to the fifth year of University. Conversely, the oral reading speed remained substantially unchanged for the entire academic course. Our results showed that the reading fluency in silent mode tends to increase up to the last years of University and it may be considered the most rapid and efficient reading mode. This study highlights the importance of including both silent and oral reading modes in the assessment of the older students and young adults, since silent reading is the main reading mode for proficient readers.  相似文献   

Teaching competences necessary for developing key competences of primary education students in Spain: teacher assessments     

Ángel De-Juanas Oliva  Rosa Martín del Pozo  Encarnación Pesquero Franco 《Teacher Development》2016,20(1):123-145

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The building of weak expertise: the work of global university rankers     

Miguel Antonio Lim 《Higher Education》2018,75(3):415-430

University rankers are the subject of much criticism, and yet they remain influential in the field of higher education. Drawing from a two-year field study of university ranking organizations, interviews with key correspondents in the sector, and an analysis of related documents, I introduce the concept of weak expertise. This kind of expertise is the result of a constantly negotiated balance between the relevance, reliability, and robustness of rankers’ data and their relationships with their key readers and audiences. Building this expertise entails collecting robust data, presenting it in ways that are relevant to audiences, and engaging with critics. I show how one ranking organization, the Times Higher Education (THE), sought to maintain its legitimacy in the face of opposition from important stakeholders and how it sought to introduce a new “Innovation and Impact” ranking. The paper analyzes the strategies, methods, and particular practices that university rankers undertake to legitimate their knowledge—and is the first work to do so using insights gathered alongside the operations of one of the ranking agencies as well as from the rankings’ conference circuit. Rather than assuming that all of these trust-building mechanisms have solidified the hold of the THE over its audience, they can be seen as signs of a constant struggle for influence over a skeptical audience.  相似文献   

Learning Is Moving in New Ways: The Ecological Dynamics of Mathematics Education     

Dor Abrahamson  Raúl Sánchez-García 《学习科学杂志》2016,25(2):203-239

Whereas emerging technologies, such as touchscreen tablets, are bringing sensorimotor interaction back into mathematics learning activities, existing educational theory is not geared to inform or analyze passages from action to concept. We present case studies of tutor–student behaviors in an embodied-interaction learning environment, the Mathematical Imagery Trainer. Drawing on ecological dynamics—a blend of dynamical-systems theory and ecological psychology—we explain and demonstrate that: (a) students develop sensorimotor schemes as solutions to interaction problems; (b) each scheme is oriented on an attentional anchor—a real or imagined object, area, or other aspect or behavior of the perceptual manifold that emerges to facilitate motor-action coordination; and (c) when symbolic artifacts are introduced into the arena, they may both mediate new affordances for students’ motor-action control and shift their discourse into explicit mathematical re-visualization of the environment. Symbolic artifacts are ontological hybrids evolving from things with which you act to things with which you think. Students engaged in embodied-interaction learning activities are first attracted to symbolic artifacts as prehensible environmental features optimizing their grip on the world, yet in the course of enacting the improved control routines, the artifacts become frames of reference for establishing and articulating quantitative systems known as mathematical reasoning.  相似文献