Innovative moments and narrative change in career counselling: a case study     

da Silva  Cláudia Sampaio Corrêa  Teixeira  Marco Antônio Pereira  Cardoso  Paulo  Fernández-Navarro  Pablo  Gonçalves  Miguel M.  Duarte  Maria Eduarda 《International Journal for Educational and Vocational Guidance》2020,20(3):635-652

International Journal for Educational and Vocational Guidance - This case study of an undecided university student has two aims: to assess the effect of life design career counselling on...  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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Developing Environmentally Responsible Behaviours Through the Implementation of Argumentation- and Problem-Based Learning Models     

Fettahlıoğlu  Pınar  Aydoğdu  Mustafa 《Research in Science Education》2020,50(3):987-1025

Research in Science Education - The purpose of this research is to investigate the effect of using argumentation and problem-based learning approaches on the development of environmentally...  相似文献   

Health literacy and consumer health information     

Maria J. Grant PhD 《Health information and libraries journal》2023,40(1):1-2

The rigours of the past few years have demonstrated the importance of good health literacy levels with the imperative of being able to obtain and interpret information to maintain and improve one's health never more apparent. With this in mind, this issue is focused on consumer health information, the gender and population group differences that exist in information seeking behaviour, the challenges of understanding medical explanations and terminology, and existing criteria to assess and ultimately produce better consumer health information.  相似文献   

Bully/Victim Problems Among Preschool Children: a Review of Current Research Evidence     

Maria Vlachou  Eleni Andreou  Kafenia Botsoglou  Eleni Didaskalou 《Educational Psychology Review》2011,23(3):329-358

Bullying in schools has been identified as a serious and complex worldwide problem associated with negative short- and long-term effects on children’s psychosocial adjustment (Smith 1999; Ttofi and Farrington, Aggressive Behav 34(4):352–368, 2008). Entering kindergarten is a crucial developmental step in many children’s lives mainly because it is within this context where they participate, for the first time, as members in a stable peer group and well-organized team activities. Consequently, preschool may be the first context beyond the home environment where children’s difficulties in social interactions with peers can be primarily detected and assessed by adults and professionals. This paper reviews recent empirical evidence over the nature and different aspects of bullying among preschool children. Recent findings concerning the development of preschool bullying and its prevalence, family and genetic factors, gender and age differences, participant and peripheral roles, school context, methodological issues, and prevention policies are reviewed while directions for future research are addressed.  相似文献   

Web 2.0 Tools in High School in Portugal： Creating Screencasts and Vodcasts for Learning     

Aurora Maria  Moreira Rocha  Clara Pereira  Coutinho 《美中教育评论》2011,(1):54-62

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Die Rechtsfolgen der Aufhebung von Teilen des ��?91 UG 2002 betreffend den Studienbeitrag     

Em. o. Univ.-Prof. Dr. Theo ?hlinger 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2011,10(6):200-203

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Youth and culture: A seventeen nation study of perceived problems and coping strategies     

Janice T. Gibson  Marvin J. Westwood  F. Ishu Ishiyama  William A. Borgen  Susan M. Showalter  Qasem Al-Sarraf  Semiha A. Atakan  Isaura R. F. Guimares  A. Lina Guisti-Ortiz  Margaret Robertson  Benjamin Shafrir  Peter De Weerdt  Gundelina A. Velazco  Carol E. Baker  Maria Dikaiou  Tatiana Gabay  Lina Kashyup  Ilona Lee  Maria E. Felce Di Paula  Hillman Ngunangwa  Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216

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Art and children     

Žečo Atanasov 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(3):308-322

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