Analysing the literature on university social responsibility: A review of selected higher education journals          下载免费PDF全文

Manuel Larrán Jorge  Francisco Javier Andrades Peña 《Higher Education Quarterly》2017,71(4):302-319

In the last 30 years, different economic, political and social changes have taken place in the university sector and this has led to an extensive reform to meet the new societal challenges that these institutions are facing today. This emphasises the social dimension of universities and their important role in society as educators of future leaders and policy makers. This reveals the need to integrate social responsibility principles into the mainstream functions of universities. In view of these comments, this paper offers a review of the literature about university social responsibility during the period from 2000 to 2015. The objectives of the review are to: explore patterns in publication outlets; collect, scrutinise and critically analyse the current literature on this field; to identify gaps in the literature and make recommendations for further research in this field. To accomplish this task, data were collected from 15 specialist academic journals that focus on higher education.  相似文献   

牛头须对牛嘴     

Javier 《英语辅导》2003,(11):33-33

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Effectiveness of a digital literacy programme for primary education students / Efectividad de un programa de alfabetización digital para estudiantes de educación primaria     

Javier Fernández-Montalvo  Itziar Irazabal  José J. López-Goñi 《Cultura y Educación》2017,29(1):1-30

This study carried out an assessment of the effectiveness of a digital literacy programme for primary education students. A quasi-experimental design with repeated measures of assessment was used. The sample consisted of 364 students (206 male and 158 female) from the sixth year of primary education. The students were assessed in their own schools and the sample was divided into two groups: experimental group (N = 190) and control group (N = 174). The assessment was carried out in three sessions: pre-intervention, post-intervention and six-month follow-up. The programme was composed of three sessions aimed at improving digital literacy, as a way of developing a safe and responsible use of the internet. The results obtained after the intervention showed statistically significant differences in the comparison between the two groups. Specifically, the experimental group reached a significantly higher degree of digital literacy (conceptual, procedural and attitudinal) than the control group after passing through the programme.  相似文献   

Examining Teachers' Understanding of Attention Deficit Hyperactivity Disorder          下载免费PDF全文

Federico Guerra  Ashwini Tiwari  Ajay Das  Javier Cavazos Vela  Manisha Sharma 《Journal of Research in Special Educational Needs》2017,17(4):247-256

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Reading Comprehension and Predictability Effects on Sentence Processing: An Event‐Related Potential Study     

ngel Javier Tabullo  Diego Shalom  Yamila Sevilla  Carolina Andrea Gattei  Luis París  Alejandro Wainselboim 《Mind, Brain, and Education》2020,14(1):32-50

Electrophysiology studies have identified two event‐related potentials that are modulated by predictive processes during language comprehension: the N400 and a frontal positivity. The N400 is smaller when words are presented within highly restrictive sentences, indicating reduced lexical retrieval costs. Violations of strong predictions generate larger frontal positivities, possibly reflecting inhibitory processes. More skilled comprehenders may exhibit enhanced predictive processing, but this possibility has seldom been investigated with event‐related potentials (ERPs). We analyzed the association between predictability ERP modulations and reading comprehension abilities. Twenty‐four undergraduate students were exposed to strongly and weakly constraining sentences, ending with an expected or unexpected final word. Their comprehension skills were assessed with a cloze task. Better comprehenders showed smaller N400s for expected words, and larger posterior positivities for unexpected endings, in strongly constraining contexts. These effects correlated with reading comprehension scores. The results suggest that better comprehenders take more advantage of predictions to reduce retrieval costs, and allocate more resources to postlexical integration processes.  相似文献   

“I Forgot I Wasn’t Saving the World”: the Use of Formative and Summative Assessment in Instructional Video Games for Undergraduate Biology     

Kathryn L. Lookadoo  Eryn N. Bostwick  Ryan Ralston  Francisco Javier Elizondo  Scott Wilson  Tarren J. Shaw  Matthew L. Jensen 《Journal of Science Education and Technology》2017,26(6):597-612

This study examined the role of formative and summative assessment in instructional video games on student learning and engagement. A 2 (formative feedback: present vs absent) × 2 (summative feedback: present vs absent) factorial design with an offset control (recorded lecture) was conducted to explore the impacts of assessment in video games. A total of 172 undergraduates were randomly assigned to one of four instructional video game conditions or the control. Results found that knowledge significantly increased from the pretest for players in all game conditions. Participants in summative assessment conditions learned more than players without summative assessment. In terms of engagement outcomes, formative assessment conditions did not significantly produce better learning engagement outcomes than conditions without formative assessment. However, summative assessment conditions were associated with higher temporal disassociation than non-summative conditions. Implications for future instructional video game development and testing are discussed in the paper.  相似文献   

Impact of a sustained Cooperative Learning intervention on student motivation     

Javier Fernandez-Rio  Naira Sanz  Judith Fernandez-Cando  Luis Santos 《Physical Education & Sport Pedagogy》2017,22(1):89-105

Background: Cooperative Learning has been recently defined as a true pedagogical model. Moreover, in a recent review Casey and Goodyear reported that it can help physical education promote the four basic learning outcomes: physical, cognitive, social and affective.

Purpose: The main goal was to investigate the impact of a sustained Cooperative Learning intervention on student motivation. The second goal was to assess students’ perceptions of the Cooperative Learning class climate. Finally, the third goal was to explore students’ feelings and thoughts after experiencing Cooperative Learning in physical education for an extended period of time.

Participants and settings: 249 students (grades 8–11) and 4 teachers enrolled in 4 different high schools agreed to participate. Each school administration allocated several class groups to each teacher based on its necessities. Therefore, intact physical education classes played a part in this research project. They were randomly distributed into an experimental group with 137 students (mean age 13.91?±?1.76 years), which experienced 3 consecutive cooperative learning units, and a comparison group with 112 students (mean age 13.41?±?1.25 years), which experienced a traditional teaching approach during the same length of time.

Research design: A pre-test, post-test, quasi-experimental, comparison group design was followed.

Data collection: Prior to and at the end of the intervention programme, all participating students were asked to complete a questionnaire, which included the Perceived Locus of Causality Scale and the subscale ‘Cooperative Learning’ of the Perceived Motivational Climate Questionnaire. At post-test, participants in the experimental group were also asked to: ‘Describe your feelings, your thoughts and your ideas on the three Cooperative Learning units that you just experienced in physical education’.

Data analysis: Quantitative data was analysed using SPSS 22.0, while MAXQDA 11 was used to assist with qualitative data management.

Findings: Quantitative data showed an increase in intrinsic motivation and identified regulation only in the experimental group. This group also increased its perceptions of a Cooperative Learning class climate. Qualitative data analysis of the students’ responses after experiencing Cooperative Learning on a sustained basis produced five major themes: cooperation, relatedness, enjoyment, novelty and disappointment. All these findings are in line with Vallerand's hierarchical model of motivation, where social factors (i.e. Cooperative Learning) influence psychological mediators (i.e. relatedness), which mediate over the different types of motivation (i.e. intrinsic motivation) and finally lead to different outcomes (i.e. enjoyment).

Conclusion: Cooperative Learning applied on a sustained basis can increase the most self-determined types of motivation, intrinsic motivation and identified regulation, in secondary education students. Students’ perceptions after experiencing Cooperative Learning for a long period of time reflected four positive ideas: cooperation, relatedness, enjoyment and novelty and a negative one: disappointment. Both the positive and the negative ideas should be considered when implementing Cooperative Learning in physical education, because students experience them.  相似文献   

A Kantian view of Suits’ Utopia: ‘a kingdom of autotelically-motivated game players’     

Francisco Javier Lopez Frias 《体育哲学杂志》2017,44(1):138-151

In this paper, I engage the debate on Suits’ theory of games by providing a Kantian view of Utopia. I argue that although the Kantian aspects of Suits’ approach are often overlooked in comparison to its Socratic-Platonic aspects, Kant’s ideas play a fundamental role in Suits’ proposal. In particular, Kant’s concept of ‘regulative idea’ is the basis of Suits’ Utopia. I regard Utopia as Suits’ regulative idea on game playing. In doing so, I take Utopia to play a double role in Suits’ theory of games. First, it highlights the primary condition of possibility of game-playing, namely, the lusory attitude. Second, it provides a normative criterion that serves as a critical principle to evaluate instances of game playing and as a counterfactual assumption that makes game playing possible. I provide further support for my Kantian interpretation of Suits’ Utopia by bringing to light the anthropological assumptions upon which Utopia is built. In doing so, I argue that both Suits’ theory of games, in general, and his Utopia, in particular, lay out the conditions of possibility of game playing, not an analysis on the life most worth living.  相似文献   

Psycho-physiological response in an automatic parachute jump     

Vicente Javier Clemente-Suárez  José Juan Robles-Pérez  Jesús Fernández-Lucas 《Journal of sports sciences》2017,35(19):1872-1878

Parachute jump is an extreme activity that elicits an intense stress response that affects jumpers’ body systems being able to put them at risk. The present research analysed modifications in blood oxygen saturation (BOS), heart rate (HR), cortisol, glucose, lactate, creatine kinase (CK), muscles strength, cortical arousal, autonomic modulation, pistol magazine reload time (PMRT) and state anxiety before and after an automatic open parachute jump in 38 male Spanish soldiers (25.6 ± 5.9 years). A MANOVA with samples as a fixed factor and Effect Size (ES) were conducted. MANOVA showed (Wilks lambda = .225; F = 5.980; P = .000) a significantly increase in cortisol (6.2 ± 3.2 vs. 8.2 ± 4.3 nmol/l; P = .025; ES = .47), HR (75.0 ± 14.6 vs. 87.4 ± 17.3 bpm; P = .004; ES = .72), lactate (1.8 ± 1.2 vs. 4.4 ± 2.2 mmol · l^?1; P = .002; ES = 1.18), sympathetic nervous system and leg strength manifestation after the parachute jump. By contrary BOS, PMRT (55.6 ± 27.6 vs. 48.0 ± 16.7 s; P = .021; ES = .46) and somatic anxiety (SA), evaluated by CSAI2R questionnaire, decreased. An automatic parachute jump increased physiological and cortical response and decreased SA of participants. This stress response can affect the jumpers’ abilities and allow us to have a better understanding of the organism stress response and to improve training for both military and sport parachute jumps.  相似文献   

E‐Textbooks and Students’ Learning Experiences     

Jun Sun  Javier Flores  Jesus Tanguma 《Decision Sciences Journal of Innovative Education》2012,10(1):63-77

The contribution of the e‐textbooks can be enormous considering their additional supporting features, but adoption has not crystallized yet. This study examines the relevant experiences of college students in terms of how the use of e‐textbooks may enhance their learning. A survey study was conducted to measure the perceptions of each student on how helpful an e‐textbook is for facilitating learning (i.e., E‐book Helpfulness), how well it promotes his/her involvement in learning (i.e., Student Involvement), and how much improvement it makes on learning outcome (i.e., Learning Outcome). Results indicate that e‐textbooks are perceived as enhancers of student learning experiences in two complementing routes: (1) E‐textbook Helpfulness enhances students’ learning outcomes directly and (2) Student Involvement plays an important mediating role between E‐textbook Helpfulness and Learning Outcome if students use e‐textbooks in class. These findings suggest that the successful adoption of e‐textbooks requires schools to provide necessary resources (e.g., computer labs) and instructors to actively engage students in using e‐textbooks.  相似文献