Um Compasso Para Aprender: A Randomized Trial of a Social-Emotional Learning Program in Homicide-Affected Communities in Brazil     

Dana C. McCoy  Emily C. Hanno  Vladimir Ponczek  Cristine Pinto  Gabriela Fonseca  Natália Marchi 《Child development》2021,92(5):1951-1968

Despite global demand, the large-scale effects of social-emotional learning (SEL) programming in developing countries remain underexplored. Using a randomized control trial, this study examined the effectiveness of a school-wide SEL intervention—Programa Compasso (PC)—among 3,018 sociodemographically diverse, Portuguese-speaking children (M_age = 9.85 years) attending 90 public primary schools across Rio de Janeiro, Brazil in 2017. Average impacts of PC on children’s executive function, emotion knowledge, and behavior problems after one school year were null. Moderation analyses did, however, reveal evidence for positive impacts of PC on children’s labeling of emotional expressions and inhibitory control within low-homicide communities (d = 0.15 SDs), and null effects on these same outcomes in high-violence areas. Implementation and cultural considerations are discussed.  相似文献   

Great expectations: a critical perspective on Open Educational Resources in Brazil     

Giselle Martins dos Santos Ferreira  Márcio Silveira Lemgruber 《Learning, Media and Technology》2019,44(3):315-326

ABSTRACT

Nearly two decades have passed since the Open Educational Resources (OER) movement was launched. Its success in Brazil can be illustrated with the establishment of a UNESCO Chair in Open Education in 2014, in one of the country’s most prestigious universities. Crucially, OER were included in the 2014–2024 National Education Plan, a key piece of national educational legislation, as a category of educational technologies framed as tools. Assuming metaphors such as this play a key role in the ways we think, speak and act, this article presents a critical perspective on OER in Brazil. Examining the implications of the main metaphors used to construe OER in local media and academic sources, the text argues that these metaphors reflect hegemonic discourses on educational technology, concealing the non-neutrality of technological artefacts, obscuring issues concerning curriculum and pedagogy, and overlooking actual local needs. The article discusses issues concerning local OER advocacy, positioned in respect to specificities of a context where education, albeit a constitutionally established right, may be poised to undergo radical changes in the near future.  相似文献   

Emergent literacy and learning to write: A predictive model for italian language     

Giuliana Pinto  Lucia Bigozzi  Beatrice Accorti Gamannossi  Claudio Vezzani 《European Journal of Psychology of Education - EJPE》2009,24(1):61-78

The aim of the present study is twofold: (1) contribute to identifying a model for the variables that compose the emergent literacy construct and their relationships; (2) assess the predictive power of the emergent literacy model on early writing abilities in a transparent orthography language. We examined emergent literacy skills in 464 children (mean age 5.5, range: 48–6.1) who were followed longitudinally until entering the 1st grade in primary school. Exploratory and Confirmatory factor analyses were used to address questions on the nature of emergent literacy skills and their possible relationships. Regression analyses were implemented to evaluate the predictive capability of an emergent literacy model on word writing competences. The factor analyses showed three factorial dimensions (phonological, conceptual knowledge on writing system and textual) and their relationship. The regressions showed a significant prediction of conceptual knowledge on writing system and of phonological abilities on early writing abilities.  相似文献   

Alternative assessment of knee joint muscle balance of soccer players through total work-based hamstring: quadriceps ratios     

Felipe Minozzo  Carlos Leonardo Figueiredo Machado  Eurico Nestor Wilhelm  Rafael Grazioli  Ronei Silveira Pinto 《European Journal of Sport Science》2018,18(10):1398-1404

Isokinetic hamstring-to-quadriceps (H:Q) ratios are frequently used to assess knee muscle strength imbalances and risk of injuries/re-injuries. The use of peak torque (PT) or total work (TW) to estimate joint stability may lead to different results because of the differences between these two neuromuscular variables. Thus, the current study aimed to compare the conventional and functional H:Q ratios calculated by PT and TW. Ninety-three male professional soccer players from Brazilian first division teams performed isokinetic concentric and eccentric contractions of the quadriceps and the hamstrings at 60°/s. Muscle strength balance was calculated using the conventional torque ratio (CTR) and conventional work ratio (CWR), functional torque ratio (FTR) and functional work ratio (FWR) were highly and moderately correlated between them (r?=?0.83 and r?=?0.73, respectively). The Wilcoxon statistical test revealed significant differences between CTR and CWR, as well as FTR and FWR (p?T-test demonstrated significant differences in mean CTR–CWR and FTR–FWR, whereas Bland–Altman plots showed non-consistent bias. In addition, the chi-square test demonstrated significant differences between players below the conventional reference values and functional reference values (p?相似文献   

Assessing the quality of textual features in social media     

Flavio Figueiredo  Henrique Pinto  Fabiano Belém  Jussara Almeida  Marcos Gonçalves  David Fernandes  Edleno Moura 《Information processing & management》2013

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Where is my attention? Children’s metaknowledge expressed through drawings     

Sara Pezzica  Giuliana Pinto  Lucia Bigozzi  Claudio Vezzani 《教育心理学》2016,36(4):616-637

The aim of the present research is to assess the developmental pattern of the metacognitive knowledge of attention in Italian primary school students. Data were collected from 95 pupils divided into two age groups: the first (6–8 years) and second primary school cycles (8–10 years). The children were asked to perform two specific thematic drawings on attention vs inattention in the school context. The drawings were coded on the basis of the Children’s Awareness of Attention through Drawing, consisting of five scales which explore the behavioural, pragmatic, cognitive, emotional and social awareness of attention. The analysis of the thematic drawings reveals that from the early years of primary school, children are aware of some components of attention: behavioural awareness, pragmatic awareness and social awareness. Other components are instead acquired as of the age of eight.  相似文献   

Argumentative abilities in metacognition and in metalinguistics: a study on university students     

Maria Antonietta Pinto  Paolo Iliceto  Sergio Melogno 《European Journal of Psychology of Education - EJPE》2012,27(1):35-58

The article presents a study on metalinguistic, cognitive and metacognitive abilities in university students. A sample of 353 students was recruited; 178 of which from scientific and 175 from humanistic Faculties, with gender balance (M = 178; F = 175) whose age range was between 20 and 25 years old. They were administered a metalinguistic ability test that assesses metalinguistic awareness at implicit and explicit levels (L and ML scores) and the Raven’s Standard Progressive Matrices 38 (SPM38). In addition to the usual nonverbal administration of the matrices, candidates were asked to justify in written form the reasons for the solution indicated in each item. Three scores were considered for the SPM38: the ordinary score based on the number of correct nonverbal solutions (O.S.), a 7-point scale for assessing the argumentation of the correct solutions (C.ARG.S.) and a 6-point scale for assessing the argumentation of the incorrect solutions (I.ARG.S.). Significant gender and curriculum effects were found, with males and scientific students dominating at the nonverbal level while females and humanistic students dominated in the argumentative abilities related to the matrices and in all the scores of the metalinguistic test. A number of significant correlations were found between all the metalinguistic, cognitive and metacognitive abilities considered, with a prominent role of the metalinguistic abilities at the explicit level (ML score) that show a clear argumentative structure very similar to the C.ARG.S. argumentations in the matrices test.  相似文献   

Are teachers’ approaches to teaching responsive to individual student variation? A two-level structural equation modeling     

Pedro Rosário  José Carlos Núñez  Guilermo Vallejo  Olímpia Paiva  António Valle  Sonia Fuentes  Ricardo Pinto 《European Journal of Psychology of Education - EJPE》2014,29(4):577-601

In the framework of teacher’s approaches to teaching, this study investigates the relationship between student-related variables (i.e., study time, class absence, domain knowledge, and homework completion), students’ approaches to learning, and teachers’ approaches to teaching using structural equation modeling (SEM) with two independent data samples. The participants were 61 biology teachers and their corresponding 1,518 high school students (12th grade). The first sample was used to fit the model, and the second sample was used to analyze the consistency of the data derived from the first sample. Using a two-level SEM analysis, we established whether the effects found at the individual level varied significantly at class level. The students’ approaches to learning were related to the teachers’ approaches to teaching as a function of the hypotheses established in the model, although the effect size was smaller than expected. However, approximately 48 % of the variance of the surface approach and 46 % of the deep approach sat at class level. At the individual level, the results of this study suggest that students’ approaches to learning significantly explain their teachers’ approaches to teaching and, thus, constitute important contextual variables. At the class level, the way students learn appears to be closely associated with class-related variables. Our data stresses the importance of promoting educational opportunities (e.g., school-based courses) for teachers to reflect upon the teaching methodologies used in class.  相似文献   

Near-infrared spectroscopy-derived total haemoglobin as an indicator of changes in muscle blood flow during exercise-induced hyperaemia     

Thiago Silveira Alvares  Gustavo Vieira de Oliveira  Rogério Soares  Juan Manuel Murias 《Journal of sports sciences》2020,38(7):751-758

ABSTRACT

Blood flow changes in response to exercise have been attributed, among other factors, to the effect of vasodilators factors on the microvasculature, suggesting a close relationship between small blood vessels and conducting arteries. The main purpose of this study was to determine the relationship between the changes in near infrared spectroscopy (NIRS)-derived total haemoglobin ([tHb]) and muscle oxygen saturation (SmO₂) signals and femoral artery blood flow in response to resistance exercise at fast- and slow-velocity muscle contraction. The study randomised crossover design included twelve participants. NIRS and blood flow measurements were continuously monitored before, during, and 5 min after the exercise protocol. There was a significant correlation between [tHb] reperfusion slope ([tHb]_slope) and peak blood flow (BF_peak) after slow- and fast-velocity muscle contraction (r = 0.83, p = 0.0008 and r = 0.72, p = 0.0080, respectively). No significant correlation existed between the SmO₂ reperfusion slope (SmO_{2_slope}) and BF_peak after both slow- and fast-velocity muscle contraction exercise (r = ?0.46, p = 0.1253 and r = 0.33, p = 0.2841, respectively). This study demonstrated a strong relationship between the NIRS-derived [tHb] and Doppler ultrasound BF during the recovery period of dynamic resistance exercise at both slow- and fast-velocity contraction.  相似文献   

Reciprocal (and Reductionist?) Newswork     

Robert E. Gutsche Jr.  Susan Jacobson  Juliet Pinto  Charnele Michel 《Journalism Practice》2017,11(1):62-79

This paper builds upon previous research that examines participatory forms of “reciprocal journalism” and “public communication” led by high school and college students in Miami, Florida, USA, in the fall of 2014. In this study, the students’ assessment of local and national media coverage is used to reveal greater details inherent in examining participatory methods of newswork. Collectively, students said that media coverage emphasis on local and national public officials instead of residents and community members who experience sea-level rise first-hand, combined with a lack of scientific explanation of and solutions for sea-level rise reduced the event's potential to build reciprocal relationships with younger audiences.  相似文献