Basic education in the twenty-first century and the challenges for secondary education     

Cecilia Braslavsky 《Prospects》2001,31(1):3-6

  相似文献   

Incorporating students’ voices in the ‘Lesson Study’ as a teacher-training and improvement strategy for inclusion / La incorporación de la voz del alumnado a la ‘Lesson Study’ como estrategia de formación docente y mejora para la inclusión     

Cecilia Simón  Gerardo Echeita  Marta Sandoval 《Cultura y Educación》2018,30(1):205-225

An experience of collaborative action research to improve teaching practices from an inclusive perspective is discussed. The aim of the project is to promote teaching practices for compulsory secondary education teachers that facilitate all students’ learning and participation. We have used two strategies as catalysts of change. The first is student participation and the second is teacher collaboration in developing what is called the Lesson Study. Different phases in the action research are discussed, as are the dynamics used. The didactic experience focuses particularly on student participation. The results show the potential of the planning process to help student voices to be heard and taken into account as a way to improve teaching practice and reduce marginalization. Finally, we examine some lessons learned, including conditions and barriers that may limit these processes, as well as challenges.  相似文献   

Understanding inclusion support systems: three inspiring experiences / Comprendiendo los sistemas de apoyo para la inclusión: tres experiencias inspiradoras     

Soledad Rappoport  Marta Sandoval  Cecilia Simón  Gerardo Echeita 《Cultura y Educación》2019,31(1):120-151

This article presents the findings of an empirical study that aimed to gain an in-depth understanding of how inclusive support systems are configured. A qualitative case study approach was used to explore the trajectories, shared beliefs and daily practices that shape the dynamics of three educational centres recognized by external assessors for their inclusive policies and attention to diversity. The analysis carried out enabled the identification of patterns of worldviews and practices that underpin the development of sustainable inclusive school proposals, as well as an understanding of the complex interrelationship between context, resources, opportunities, threats and teaching approaches that define particular dynamics. The findings obtained help to illustrate and provide inspiration for other schools committed to defending the basic rights of all children and young people, as well as designers of educational policies and programmes.  相似文献   

The CCD Camera and Its Applications in Science Teaching     

Cecilia K. W. Chun  Chi-Chung Lam  S. Y. Mak 《Journal of Science Education and Technology》2002,11(2):145-154

In this paper, we intend to illustrate some of the possible uses of the CCD camera in science teaching. We start with an introduction of the Flexcam which is one form of the CCD camera used primarily by biology teachers. We then explain the structure, working principles, and applications of the CCD camera at large. Examples of demonstrations, observations, and scientific skill using the CCD camera in connection with the TV monitor for topics under each of the main science subjects, biology, chemistry, physics and general science, in high school will be presented. Modifications needed in order to adopt the camera are elaborated in each case. Finally, a brief history of our adventure and some remarks are given to encourage readers to explore further uses of the CCD camera in one's own teaching.  相似文献   

Assessment of situated orality: the role of reflection and revision in appropriation and transformation of research ethos     

Cecilia Olsson Jers 《Assessment & Evaluation in Higher Education》2018,43(4):586-597

In this study, we aim to investigate how students on a cross-disciplinary postgraduate course in research communication describe the formative peer feedback they have received on their oral presentations and what impact they report it has had on their performance. The study is based on a qualitative analysis of 36 transcribed video recordings from the course. Our findings show that the students, through their reflections and revisions, clearly demonstrate to have appropriated and, in some cases, also transformed the course content: they were able to select parts of the feedback relevant to their development and redefine some of the concepts to suit rhetorical situations. Surprisingly, feedback on deficits in student presentations resulted both in reflection and revision, while affirmatory feedback resulted, if at all, in reflection only. These results may help develop effective educational tools for assessment of oral performances in higher education.  相似文献   

Effect of personalization of instructional context on the achievement and attitudes of hispanic students     

Dr. Cecilia L. López  Howard J. Sullivan 《Educational technology research and development : ETR & D》1992,40(4):5-14

This study investigated the effects of three levels of personalization—individualized, group, and non-personalized—on the mathematics achievement of 123 seventh-grade Hispanic boys and girls. Personalization was accomplished by using personal information provided by students on a biographical inventory. Subjects were randomly assigned within sex to one of three versions of a two-day instructional program on one-step and two-step mathematics word problems. Subjects in both the individual and group personalization treatments scored significantly higher on the posttest than those in the nonpersonalized treatment on two-step word problems, but not on one-step problems. Subjects in the individualized treatment had significantly more positive attitudes toward the instruction than those in the other two treatments.  相似文献   

Perceived service quality factors in online higher education     

La Rotta  Daniel  Usuga  Olga Cecilia  Clavijo  Valentina 《Learning Environments Research》2020,23(2):251-267

Learning Environments Research - In recent years, the offer of higher-education programs under online modality has grown significantly. This situation has generated the need to evaluate the quality...  相似文献   

Does Adolescents' Disclosure to Their Parents Matter for Their Academic Adjustment?     

Cecilia S.‐S. Cheung  Eva M. Pomerantz  Wei Dong 《Child development》2013,84(2):693-710

The role of adolescents' disclosure to their parents in their academic adjustment was examined in a study of 825 American and Chinese adolescents (mean age = 12.73 years). Four times over the seventh and eighth grades, adolescents reported on their spontaneous disclosure of everyday activities to their parents, the quality of their relationships with their parents, and their parents' autonomy support and control. Information about multiple dimensions of adolescents' academic adjustment (e.g., learning strategies, autonomous vs. controlled motivation, and grades) was also obtained. Both American and Chinese adolescents' disclosure predicted their enhanced academic adjustment over time. However, when American adolescents disclosed in a negative context (e.g., a poor parent–child relationship or controlling parenting), their autonomous (vs. controlled) motivation was undermined.  相似文献   

“Two for Flinching”: Children's and Adolescents' Narrative Accounts of Harming Their Friends and Siblings     

Holly Recchia  Cecilia Wainryb  Monisha Pasupathi 《Child development》2013,84(4):1459-1474

This study investigated differences in children's and adolescents' experiences of harming their siblings and friends. Participants (N = 101; 7‐, 11‐, and 16‐year‐olds) provided accounts of events when they hurt a younger sibling and a friend. Harm against friends was described as unusual, unforeseeable, and circumstantial. By contrast, harm against siblings was described as typical, ruthless, angry, and provoked, but also elicited more negative moral judgments and more feelings of remorse and regret. Whereas younger children were more self‐oriented with siblings and other‐oriented with friends, accounts of harm across relationships became somewhat more similar with age. Results provide insight into how these two relationships serve as distinct contexts for sociomoral development.  相似文献   

Exploring an experiential learning project through Kolb's Learning Theory using a qualitative research method     

Cecilia Ka Yuk Chan 《European Journal of Engineering Education》2012,37(4):405-415

Experiential learning pedagogy is taking a lead in the development of graduate attributes and educational aims as these are of prime importance for society. This paper shows a community service experiential project conducted in China. The project enabled students to serve the affected community in a post-earthquake area by applying their knowledge and skills. This paper documented the students’ learning process from their project goals, pre-trip preparations, work progress, obstacles encountered to the final results and reflections. Using the data gathered from a focus group interview approach, the four components of Kolb's learning cycle, the concrete experience, reflection observation, abstract conceptualisation and active experimentation, have been shown to transform and internalise student's learning experience, achieving a variety of learning outcomes. The author will also explore how this community service type of experiential learning in the engineering discipline allowed students to experience deep learning and develop their graduate attributes.  相似文献