School Self-evaluation Towards a European Dimension     

Giovanna Barzanò 《欧洲师范教育杂志》2002,25(1):83-100

This article describes the development of a Comenius project focused on school self-evaluation involving partners from four European countries and resulting in an international course which took place in Italy. The planning, the implementation and the evaluation of the course are presented, clarifying the difficulties and the constraints met and the solutions adopted, the weak and the strong aspects as they emerged from the evaluation undertaken, as well as some recommendations for improvement. In conclusion, some general observations are made on the project as a whole.  相似文献   

Establishing Appropriate Conditions: Students Learning to Apply a Theorem     

Giovanna Scataglini-Belghitar  John Mason 《International Journal of Science and Mathematics Education》2012,10(4):927-953

During a sequence of tutorials conducted by the first author, it became evident that students were not seeing how to apply the theorem concerning a continuous function on a closed and bounded interval attaining its extreme values in situations in which it is necessary first to construct the closed and bounded interval by reasoning about properties concerning asymptotes. The paper describes 1 tutorial with 10 students and a follow-up revision session with 2 of the students the same day concerning the use of this theorem in which the tutor used the pedagogic strategy of learner-generated examples. The students’ responses and the tutor’s observations are analysed using constructs of example spaces, structure of attention and dimensions of possible variation.  相似文献   

School readiness of moderately preterm children at preschool age     

Giovanna Perricone  M. Regina Morales  Germana Anzalone 《European Journal of Psychology of Education - EJPE》2013,28(4):1333-1343

The study investigates the preschool readiness of moderately preterm children and, in particular, the likely presence of learning disabilities at preschool age. Its theoretical model detects linguistic comprehension and expression; memory-related metacognition and cognition skills; orientation and motor coordination skills; premathematics and preliteracy ones. The research project involved an experimental group made up of 55 moderately preterm children (mean age?=?62 months, mean gestational age?=?34.6 weeks), without any clinical neonatal complications, and low birth weight (M?=?2,100 g, SD?=?350 g); a control group made up of 55 full-term children without pre- and perinatal complications. The children’s primary school reference teachers were given a questionnaire (Observative Questionnaire for Early Identification of Learning Disabilities), which was aimed at identifying any likely social and cognitive skill deficits at preschool age. The data, submitted to nonparametric univariate variance, show how scores of moderately preterm children in the metacognition [U _{(n1 e?n2?=?55)}?=?35, p?=?0.04, r?=?0.49] are statistically lower, other cognitive skills (memory, orientation, and visual–motor coordination) [U _{(n1?e?n2?=?55)}?=?32, p?=?0.02, r?=?0.45], premathematics [U _{(n1?e?n2?=?55)}?=?32, p?=?0.02, r?=?0.44], and the total score [U _{(n1?e?n2?=?55)}?=?31, p?=?0.02, r?=?0.12]. Such data would seem to suggest the need for hypothesizing preventive training and educational paths as a prerequisite for the development of the school abilities.  相似文献   

The impact of secondary history teachers’ teaching conceptions on the classroom use of computers     

Marcelo Arancibia Herrera  Antoni Badia Garganté  Carmen Paz Soto Caro 《Technology, Pedagogy and Education》2018,27(1):101-114

During the past 15 years, various studies have described factors affecting the use of computers in the classroom. In analysing factors of influence, many studies have focused on technology-related variables such as computer experience or attitudes toward computers, and others have considered teachers’ beliefs as well; most of them have studied undefined categories of teachers and focused on explaining the frequency of technology in classrooms. The present study centres on secondary history teachers’ teaching conceptions as a precursor to the ways in which they use computing technology in the classroom. The research is a qualitative study examining the theoretical assumption that teachers’ conceptions of teaching and learning guide their pedagogical action. Semi-structured interviews were conducted with 10 Chilean history teachers, and their didactic sequences were filmed extensively. The research found patterns among educational uses of technology in relation to teaching conceptions (defining the latter based on three conceptual groups: direct instruction or individual or social construction of knowledge) in terms of the allotment of time and the manner of teacher technology use, and less sharply defined patterns were also noted in student technology use and teacher–student–technology interactions.  相似文献   

Innovation and network multiplexity: R&D and the concurrent effects of two collaboration networks in an emerging economy     

Mariana Giovanna Andrade Rojas  Edgar Rogelio Ramirez Solis  John JianJun Zhu 《Research Policy》2018,47(6):1111-1124

This study focuses on the multiplexity of firm R&D networks, and it investigates two types of boundary-spanning networks: the bipartite network between firms and government-sponsored institutions (GSIs), and the traditional firm–firm network. We apply a social network perspective to examine the effects that these kinds of networks have on firm innovativeness, in relation to the effects of the firm’s internal R&D efforts. We define the firm-GSI network as bipartite, and we investigate how the structural characteristics of this network (cohesion and centrality) affect innovativeness. We then decompose the innovational effects of firm–firm networks into two categories (intra- and inter-sector) to distinguish the effects of these collaboration networks. Furthermore, we investigate how these various external collaborative networks interact with a firm’s internal R&D efforts for driving innovativeness. Our empirical study of 420 manufacturing firms in Mexico evaluates evidence from surveys and secondary data. The findings indicate that the structural properties of both firm–GSI and firm–firm networks have positive effects on innovativeness, but firm–GSI network cohesion has a stronger negative interaction with R&D in influencing firm innovativeness. Moreover, intra-sector centrality in a firm–firm network has a stronger negative interaction with R&D than inter-sector centrality does in driving firm innovativeness. We contribute to the literature by integrating insights from the perspectives of network multiplexity, social embeddedness, and resource complementarity in regard to inter-organizational behavior. Our study also provides meaningful guidelines for both managers and policy makers. The study’s findings are robust to concerns of common method bias and alternative model specifications.  相似文献   

A cross-cultural study of possible iatrogenic effects of gifted education programs: tenth graders’ perceptions of academically high performing classmates     

Hyerim Oh  Margaret Sutherland  Niamh Stack  Maria del Mar Badia Martín  Sheyla Blumen  Quoc Anh-Thu Nguyen 《High Ability Studies》2015,26(1):152-166

Previous empirical studies have yielded inconclusive results about peer perceptions of academically high performing students. The purpose of this study was to investigate students’ perceptions of the intellectual ability, positive social qualities, and popularity of a hypothetical new high performing classmate. Participants were 1060 Vietnamese, South Korean, British, Australian, Peruvian, and Spanish boys and girls in 10th grade. The results revealed that the perceptions of academically high performing classmates differed by country group. Positive perceptions of intellectual ability and social qualities were commonly found in all countries except the two Asian countries (Vietnam and South Korea), where the students reported more neutral views of high performers. In conclusion, it is argued that there is no evidence for possible iatrogenic effects of gifted education programs aiming at high achievements  相似文献   

Historical evolution of technological diversification     

John Cantwell  Giovanna Vertova 《Research Policy》2004,33(3):511-529

A positive relationship exists between national technological size and technological diversification across fields of innovative activity. This paper shows how the nature of this relationship has changed historically. There has been a downward structural shift in the cross-country size-diversification frontier since 1965—for any given size countries have become less diversified or more narrowly concentrated in their technological specialisation. One explanation is that international technology sourcing by MNEs has led locations to focus on what they do best. A supporting factor may be a rise in technological interrelatedness, which encourages focus upon a specific selection of complementary combinations.  相似文献   

Predicting Children's Friendship Status from Their Dyadic Interaction in Structured Situations of Potential Conflict     

Ada Fonzi  Barry H. Schneider  Franca Tani  Giovanna Tomada 《Child development》1997,68(3):496-506

Dyads of 8-year-old friends identified by sociometric friendship nominations were followed through the end of the school year to determine if they remained friends. These dyads as well as a control group of nonfriends were observed while participating in two structured tasks designed to simulate real life social situations of potential conflict. When negotiating the sharing of an object, friends made more proposals than nonfriends, spent more time negotiating, and compromised more in making their counterproposals. Compared with dyads in which the friendship did not continue through the end of the school year, dyads of continuing friends exhibited greater sensitivity in their negotiations. During a fast-paced, competitive game, friends engaged in more competitive behavior and followed the rules more closely than did nonfriends. However, behavior in this game was unrelated to the continuation of friendship.  相似文献   

Forty ways to survive IL instruction overload; or,how to avoid teacher burnout     

Giovanna Badia 《College & Undergraduate Libraries》2018,25(1):65-71

Teaching information literacy (IL) sessions can be emotionally exhausting, especially when faced with a heavy instructional workload that requires repeating similar course content multiple times. This article lists forty practical, how-to strategies for avoiding burnout and thriving when teaching.  相似文献   

Question formation: A teachable art     

Giovanna Badia 《College & Undergraduate Libraries》2016,23(2):210-216

Research question or topic formulation is an important skill for individuals to learn in order to become information literate. There are few reports in the literature on how to teach this skill and assess the instruction delivered. This article presents instructional strategies and an active learning activity that librarians can use to teach students how to develop research topics.  相似文献