Academic staff quality in higher education: an empirical analysis of Portuguese public administration education     

Cláudia S. Sarrico  André A. Alves 《Higher Education》2016,71(2):143-162

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(Un)learning the city through crisis: lessons from Cape Town     

Enora Robin  Clémentine Chazal  Michele Acuto  Rocio Carrero 《牛津教育评论》2019,45(2):242-257

ABSTRACT

Scholarly research has shown the importance of moments of crisis, in particular the direct aftermath of urban crises, as opportunities to learn about urban vulnerabilities. However, if it is widely assumed that learning is important, in particular for resilience-building, we still know very little about how such learning occurs in a moment of crisis. This paper starts addressing this gap, arguing that moments of crisis constitute a specific type of ‘learning space’. This proposition is taken forward through the analysis of a large-scale (social and humanitarian) urban crisis in the city of Cape Town. The paper maps out the emergence of multi-stakeholder knowledge networks throughout the crisis management process and explores the extent to which these were embedded into city-wide learning infrastructures after the crisis. It shows that moments of crisis represent an opportunity for ephemeral transsectorial knowledge coalitions to come about around issues that are made visible through the crisis itself. This can also be seen as an opportunity for potential learning spaces to open up.  相似文献   

Microscopy Images as Interactive Tools in Cell Modeling and Cell Biology Education          下载免费PDF全文

Tania C. Ara��jo-Jorge  Tania S. Cardona  Cl��udia L. S. Mendes  Andrea Henriques-Pons  Rosane M. S. Meirelles  Cl��udia M. L. M. Coutinho  Luiz Edmundo V. Aguiar  Maria de Nazareth L. Meirelles  Solange L. de Castro  Helene S. Barbosa  Mauricio R. M. P. Luz 《CBE life sciences education》2004,3(2):99-110

The advent of genomics, proteomics, and microarray technology has brought much excitement to science, both in teaching and in learning. The public is eager to know about the processes of life. In the present context of the explosive growth of scientific information, a major challenge of modern cell biology is to popularize basic concepts of structures and functions of living cells, to introduce people to the scientific method, to stimulate inquiry, and to analyze and synthesize concepts and paradigms. In this essay we present our experience in mixing science and education in Brazil. For two decades we have developed activities for the science education of teachers and undergraduate students, using microscopy images generated by our work as cell biologists. We describe open-air outreach education activities, games, cell modeling, and other practical and innovative activities presented in public squares and favelas. Especially in developing countries, science education is important, since it may lead to an improvement in quality of life while advancing understanding of traditional scientific ideas. We show that teaching and research can be mutually beneficial rather than competing pursuits in advancing these goals.  相似文献   

Alphabetic access route in beginning reading acquisition in Portuguese: The role of letter-name knowledge     

de Abreu  Mônica Dourado  Cardoso-Martins  Cláudia 《Reading and writing》1998,10(2):85-104

The present study investigates Ehri's (Ehri & Wilce 1985; Scott & Ehri 1990) hypothesis that knowledge of the alphabet enables children to learn to read by processing and storing letter-sound relations in words. In particular, it examines whether letter-name knowledge facilitates the learning of spellings in which the names of one or more letters can be heard in the pronunciation of the words. Preschool children who could not read any word out of context were divided into two groups on the basis of their ability to name the letters of the alphabet: one group knew the names of the letters while the other did not. Both groups were taught to read two types of simplified spellings: visual spellings, that is, spellings whose letters did not correspond to sounds in the pronunciations of the words but which were visually more salient (e.g., X_QKO for the word cerveja), and phonetic spellings, that is, spellings whose letters corresponded to sounds in the pronunciation of the words (e.g., CRVA for the word cerveja). In all phonetic spellings, the name of at least one letter could be clearly heard in the pronunciation of the words. Results corroborated Ehri's hypothesis. The children who did not know the names of the letters learned to read the visual spellings more easily than the phonetic ones. On the other hand, the children who knew the names of the letters showed the opposite pattern, that is, they learned the phonetic spellings more easily than the visual ones.  相似文献   

Promoting Science Outdoor Activities for Elementary School Children: Contributions from a research laboratory     

Diana Boaventura  Cláudia Faria  Isabel Chagas  Cecília Galvão 《International Journal of Science Education》2013,35(5):796-814

The purposes of the study were to analyse the promotion of scientific literacy through practical research activities and to identify children's conceptions about scientists and how they do science. Elementary school children were engaged in two scientific experiments in a marine biology research laboratory. A total of 136 students answered a questionnaire about their previous habits towards science and carried out the following actions: (1) a guided visit to the laboratory, (2) a brief presentation of the research theme, (3) the development of two experiments, and (4) a questionnaire about the experiments and science conceptions. The research methods included observation, document analysis, and content analysis of the answers to the questionnaires. Additionally, each visit was video recorded in order to design learning materials. The results revealed that most of the pupils were able to follow every stage of experimentation. However, some of them misinterpreted results and conclusions. One implication of the study is that this type of outdoor activity is extremely important to promote meaningful science learning in children, but more care should be taken in practical science activities so that children can overcome some common difficulties when performing scientific inquiry.  相似文献   

A cross-sectional and prospective analyse of reallocating sedentary time to physical activity on children’s cardiorespiratory fitness     

Diana A. Santos  Adilson Marques  Cláudia S. Minderico  Ulf Ekelund 《Journal of sports sciences》2018,36(15):1720-1726

Cardiorespiratory fitness (CRF) is associated with health benefits in children, improving cardiac morphology, cardiovascular disease risk factors, and biological outcomes. This study aimed to examine the substitution effects of displaying a fixed duration of sedentary time with a fixed duration of physical activity (PA) at different intensities on children’s CRF. A total of 315 children (136 boys) were assessed (age: 10.6 ± 0.6 years old). Outcomes at baseline and follow-up (16-months) were CRF determined using a maximal cycle test and sedentary time and PA measured with accelerometers. Data were analysed by isotemporal substitution analyses estimating the effect of reallocating 30 min/day of sedentary time by light (LPA), moderate (MPA) and vigorous physical activity (VPA) on CRF. VPA was positively and significantly associated with CRF cross-sectional (β = 0.026, p < 0.001) and prospectively (β = 0.010, p < 0.001). Reallocating 30 min/day of sedentary time into VPA was positively cross-sectionally (β = 0.780, p < 0.001) and prospectively (β = 0.303, p < 0.05) associated with CRF. Conversely, relocating 30-minutes of sedentary time into 30 minutes of LPA and MPA was not associated with CRF. These results suggest that reallocating an equal amount of time from sedentary into VPA is cross-sectional and prospectively associated with a favourable CRF.  相似文献   

Component reading skills in Down Syndrome     

Cláudia Cardoso-Martins  Robin Peterson  Richard Olson  Bruce Pennington 《Reading and writing》2009,22(3):277-292

This study investigates word reading skill in Down Syndrome (DS). Two main questions are addressed: (1) Is reading an island of ability in DS? and (2) What are the cognitive correlates of word reading ability in DS? In particular, how do language versus visual-spatial skills relate to individual differences in reading ability in DS? Participants were 19 individuals with DS, ranging in age from 10 to 19 years, and 19 typically developing children (mean age = 4.9 years) matched with the DS individuals for mental age. Overall, reading ability in DS was very poor. There was no evidence that reading represents an “island of ability” in DS; instead, the average reading level of DS participants was even lower than would be predicted by their IQ. However, there were substantial individual differences in literacy among DS participants. DS word reading and spelling skill correlated strongly with the ability to read by phonological recoding. It also correlated with several language measures. As a matter of fact, the often reported language-mental age gap was found only among the poor readers with DS.  相似文献   

Assessing Quality and Evaluating Performance in Higher Education: Worlds Apart or Complementary Views?     

Cláudia S. Sarrico  Maria J. Rosa  Pedro N. Teixeira  Margarida F. Cardoso 《Minerva》2010,48(1):35-54

This paper reflects on quality assessment and performance evaluation in higher education, namely by analysing the insufficient link between those two aspects. We start by reviewing the current state of the art regarding different processes and mechanisms of quality assessment and performance evaluation and discuss some of the major issues regarding the implementation of some of them. In particular, we analyse the current limitations regarding data collected, available and publicised on the performance of HEIs and the problems those limitations bring to a fair evaluation of higher education. Through this analysis we intend to contribute to a better understanding of the mechanisms of evaluation in higher education and the way these may lead to the promotion of better quality assessment practices and institutional management.  相似文献   

Letter name knowledge and the ability to learn to read by processing letter–phoneme relations in words: Evidence from Brazilian Portuguese-speaking children     

Cardoso-Martins  Cláudia  Resende  Selmara Mamede  Rodrigues  Larissa Assunção 《Reading and writing》2002,15(3-4):409-432

Previous studies [Scott & Ehri (1990) Journal of Reading Behavior22: 149–166; de Abreu & Cardoso-Martins (1998) Reading and Writing:An Interdisciplinary Journal 10: 85–104] have shown thatprereaders who know the names of the lettersuse a visual–phonological strategy to learn toread words in which the names of one or moreletters can be clearly detected in thepronunciation of the words. The present resultsextend these findings by showing that BrazilianPortuguese-speaking prereaders who know thenames of the letters can process letter–soundrelations to learn to read spellings in whichthe letters correspond to phonemes, not toletter names. Following Ehri & Wilce'sprocedure [(1985) Reading Research Quarterly 20:163–179], Brazilian preschool childrenlearned to read two types of simplifiedspellings: phonetic spellings, that is,spellings in which the letters corresponded tophonemes in the pronunciation of the words(e.g., SPT for sapato), and visualspellings, that is, spellings in which theletters did not correspond to sounds in thepronunciation of the words, but which werevisually more salient (e.g., VST for pijama). The children learned to read thephonetic spellings more easily than the visualspellings, suggesting that they recognized theletter–phoneme relations in learning to readthe phonetic spellings. This interpretation isbolstered by the results of correlationalanalyses between knowledge of letter sounds andperformance on the two word-learning tasks.While knowledge of letter–phonemecorrespondences did not correlate withperformance on the word-learning task with thevisual spellings, it correlated significantlyand positively with the children's ability tolearn to read the phonetic spellings.  相似文献   

Predicting the use of single versus multiple types of violence towards children in a representative sample of Quebec families     

Clément ME  Bouchard C 《Child abuse & neglect》2005,29(10):1121-1139

OBJECTIVE: The purpose of this study is to determine which factors best predict parental use of single versus multiple types of violence. METHODOLOGY: The study uses data from a Quebec telephone survey conducted with a representative sample of 2,469 mothers of children aged 0-17 years. The interview covered topics such as mother's attitudes and reports of violence towards children, mother's experiences of childhood violence, level of marital discord, and socioeconomic factors. A discriminant function analysis was performed using individual and family factors to predict membership in five distinct groups: (a) no violence reported; (b) reports of psychological aggression only; (c) reports of minor physical violence only; (d) reports of psychological aggression and minor physical violence; and (e) reports of psychological aggression, minor and severe physical violence. RESULTS: One-way ANOVAs revealed that the groups differed significantly on factors such as child's age and gender, mother's attitudes, mother's experiences of childhood violence, level of marital discord, and number of children in the household. Discriminant function analysis revealed that the groups differed in two ways. The first function maximally separated the report of psychological aggression from minor physical violence only. The second function discriminated between the combined reports of all three types of violence versus the reports of minor physical violence only. Mother's attitudes and experiences of childhood violence were the two factors that best distinguished among groups and best predicted group membership. CONCLUSION: These results offer new insights for the prediction of mother's reports of one type versus multiple types of violence and highlight the importance of distinguishing between types and combinations of family violence in future research.  相似文献