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Rafael Burgueño Alvaro Sicilia Jesús Medina-Casaubón Manuel Alcaraz-Ibañez María-Jesús Lirola 《Journal of Experimental Education》2019,87(1):89-100
Our objective was to test the factorial validity of the different versions (TSES-24, TSES-12, and TSES-11) of the Teacher's Sense of Efficacy Scale in Spanish preservice teachers'. The participants were 358 preservice teachers. The confirmatory factor analysis showed inadequate fit indexes for both TSES-24 and TSES-12 but adequate fit indexes for TSES-11, which was invariant across gender. The reliability analysis showed appropriate values. The global factor for teachers' sense of efficacy and the three factors that constitute it positively predicted intrinsic motivation and life satisfaction. The global factor for sense of efficacy and the classroom management and student engagement factor negatively predicted amotivation. The results support the use of the TSES-11 three-factor model, rather than TSES-24 or TSES-12, for Spanish preservice teachers. 相似文献
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Hannah Schilperoort Alvaro Quezada Frances Lezcano 《Journal of the Medical Library Association》2021,109(1):13
Objective:While studies from the early 1990s show that library staff in nonlibrarian roles interpret the term “paraprofessional” as being demeaning to their roles, no recent research has been conducted on this topic. This study aims to investigate if health sciences library staff continue to have similar negative associations with the term “paraprofessional” and to determine if another term is preferred.Methods:The authors conducted a literature review to identify terms used to categorize library staff in nonlibrarian roles. Using these terms, we created an online Qualtrics survey asking participants to rank terms by preference. We distributed the survey via thirty-six professional email discussion lists, including MEDLIB-L, thirty-three MLA chapter and caucus email discussion lists, DOCLINE-L, and ACRL-HSIG-L. Survey participants included full-time and part-time health sciences library staff in any nonlibrarian position. Responses from librarians were not accepted.Results:Based on 178 completed surveys, “library staff” was the top choice of 49% of participants, over “other” (19%), “paraprofessional” (13%), “library support staff” (11%), “paralibrarian” (7%), and “nonprofessional” (1%). Although “library staff” was the top choice of participants across all ages, older participants (aged 45–75) preferred “library support staff” and “paraprofessional” to a greater degree than younger participants (aged 18–44), while younger participants preferred “other” to a greater degree. Out of 36 participants who specifically mentioned the terms “paraprofessional” or “paralibrarian,” 32 (89%) of those comments were negative, indicating that the “para” in “paraprofessional” and “paralibrarian” is either insulting, inapplicable, or unfamiliar.Conclusions:Our results suggest that although the term “paraprofessional” may not intentionally be used to demean library staff, many library staff interpret the term to be demeaning to their roles. Instead, “library staff,” a more inclusive and less divisive term, was preferred by survey participants. In accordance with our results, we believe the term “paraprofessional” should no longer be used in library and information scholarly literature or professional discourse. 相似文献
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Alvaro Sicilia-Camacho Juan Miguel Fernández-Balboa 《Sport, Education and Society》2013,18(4):443-463
In teacher education and in physical education teacher education (PETE), the possibilities and pitfalls of critical pedagogy (CP) for transforming society have been frequently debated. From these debates, it has become quite clear that the lines separating ‘technocrats’ from ‘radicals’ are so strongly drawn that limit the advance of PETE. In the spirit of collegiality, we offer an alternative approach to CP based on Foucault's genealogical work on the History of Sexuality. It promotes a pedagogical perspective toward the development of ethics and the care of the self. We argue that this approach, far from discrediting what non-critical pedagogues do, can not only advance the practice of CP, but also open up new ways of conceptualizing PETE that are worth considering both by critical pedagogues and by the members of other pedagogical camps. We discuss the implications of this approach in the personal, social–professional and political spheres. 相似文献
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Alvaro Marchesi Ullastres 《Infancia y Aprendizaje》2013,36(6):45-55
RESUMENPara Piaget la imagen depende del desarrollo intelectual al ser el pensamiento operatorio el que permite la reproducción y anticipación de movimientos. Si el lenguaje ocupa un papel importante en las operaciones mentales, los niños sordos alcanzarían con significativo retraso las imágenes de reproducción y anticipación cinética. En este trabajo se estudia el desarrollo de la imagen y el lugar que ocupa el lenguaje en su evolución. Para ello se realiza una investigación con sujetos sordos y oyentes de 5 a 15 años. Los resultados respaldan la teoría de Piaget, ya que en la prueba de copia estática no se encontraron diferencias significativas entre sordos y oyentes, confirmándose la escasa influencia del lenguaje. Sin embargo, en la reproducción cinética existen diferencias entre los grupos, lo cual pone de manifiesto que, aunque la ausencia de lenguaje verbal no impide el desarrollo de estas imágenes, sí lo facilita. En las imágenes anticipadoras cinéticas existe también un notable retraso. Una variable que Piaget no tiene en cuenta y habría que considerar es el ambiente social del niño en la ejecución de las tareas. 相似文献
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This paper analyzes the teacher's contribution to improving digital inclusion in Chilean rural schools, using a multidimensional definition of the digital divide. Data was obtained from interviews and surveys applied to teachers and students from 145 rural schools. Results show that teachers function as gatekeepers. They do not teach students how to use ICT explicitly, but when teachers have high expectations, skills and technology access, this leads to conditions for students learning how to use ICT. Finally, the data contributes to a better understanding of the new role that teachers and schools play in rural areas in terms of social and symbolic integration. 相似文献
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Christopher Joyce Angus Burnett Jodie Cochrane Alvaro Reyes 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(1):61-75
It is unknown whether skilled golfers will modify their kinematics when using drivers of different shaft properties. This study aimed to firstly determine if golf swing kinematics and swing parameters and related launch conditions differed when using modified drivers, then secondly, determine which kinematics were associated with clubhead speed. Twenty high level amateur male golfers (M ± SD: handicap = 1.9 ± 1.9 score) had their three-dimensional (3D) trunk and wrist kinematics collected for two driver trials. Swing parameters and related launch conditions were collected using a launch monitor. A one-way repeated measures ANOVA revealed significant (p ≤ 0.003) between driver differences; specifically, faster trunk axial rotation velocity and an early wrist release for the low kick point driver. Launch angle was shown to be 2° lower for the high kick point driver. Regression models for both drivers explained a significant amount of variance (60–67%) in clubhead speed. Wrist kinematics were most associated with clubhead speed, indicating the importance of the wrists in producing clubhead speed regardless of driver shaft properties. 相似文献
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Santiago Cueto Gabriela GuerreroClaudia Sugimaru Alvaro M. Zevallos 《International Journal of Educational Development》2010
Sense of belonging is the degree to which students feel integrated with their peers and teachers at school. This study describes sense of belonging among Peruvian students entering high school. Socioeconomic status had no direct effect on sense of belonging but had an indirect effect through achievement. Rural students had a higher sense of belonging than their urban peers. This is likely due to rural children seeing the larger, better equipped high schools as improvements over their relatively small and more isolated primary schools. Some general orientation activities were organized by teachers and principals aimed at all incoming first graders but nothing was designed specifically for students who might face difficulties in adjusting to high school. 相似文献
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Luis Peñailillo Nicolás Guzmán José Cangas Alvaro Reyes Hermann Zbinden-Foncea 《European Journal of Sport Science》2017,17(2):179-187
The aim of this study was to examine the metabolic demand and extent of muscle damage of eccentric cycling targeting knee flexor (FLEX) and knee extensor (EXT) muscles. Methods: Eight sedentary men (23.3?±?0.7?y) underwent two eccentric cycling sessions (EXT and FLEX) of 30?min each, at 60% of the maximum power output. Oxygen consumption (VO2), heart rate (HR) and rated perceived exertion (RPE) were measured during cycling. Countermovement and squat jumps (CMJ and SJ), muscle flexibility, muscle soreness and pain pressure threshold (PPT) of knee extensor and flexor muscles were measured before, immediately after and 1–4 days after cycling. Results: FLEX showed greater VO2 (+23%), HR (+14%) and RPE (+18%) than EXT. CMJ and SJ performance decreased similarly after cycling. Muscle soreness increased more after EXT than FLEX and PPT decreased in knee extensor muscles after EXT and decreased in knee flexor muscles after FLEX. Greater loss of muscle flexibility in knee flexor muscles after FLEX was observed. Conclusion: Eccentric cycling of knee flexor muscles is metabolically more demanding than that of knee extensors, however muscle damage induced is similar. Knee flexors experienced greater loss of muscle flexibility possibly due to increased muscle stiffness following eccentric contractions. 相似文献
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