Outdoor play as a mean to achieve educational goals - a case study in a Portuguese day-care group     

Gabriela Bento  Jorge Adelino Costa 《Journal of Adventure Education & Outdoor Learning》2018,18(4):289-302

This study aims to explore the pedagogical potential of outdoor play situations, considering the educational goals established in the Portuguese Pedagogical Guidelines for 0–3-year-old children (ongoing work), namely development of a sense of security and positive self-esteem; development of curiosity and exploratory impetus; and development of social and communication skills. Following a qualitative methodology, during a period of 9 months, the outdoor play experiences of 14 children from a day-care centre were observed and monitored and the professionals were interviewed. The data shows that outdoor experiences can contribute to the achievement of the educational goals, enlarging opportunities for creative play, problem solving, experimentation, inquiry, dialogues and collaboration. The achievement of the educational goals is facilitated through supportive and positive relationships with adults and peers, provision for proper equipment, and contact with nature. This study offers a deep insight into how educational policies can be put into practice in the outdoor area.  相似文献   

POSTCOLLEGE EARNINGS OF FORMER STUDENTS OF CALIFORNIA COMMUNITY COLLEGES: Methods, Analysis, and Implications     

Jorge R. Sanchez  Frankie Santos Laanan  W. Charles Wiseley 《Research in higher education》1999,40(1):87-113

In the wake of new federal and state mandates,community colleges are faced with demands to provideaccountability reports on student outcomes. With the useof the Employment Development Department Unemployment Insurance (EDD-UI) wage record data, along withthe California Community Colleges Chancellor's OfficeManagement Information System administrative database,this study sought to investigate the extent to which completing an associate degree andvocational certificate impacts the postcollege earningsof students. Based on information from 700,564 studentsfrom California community colleges during the 1992-93 academic year, the findings suggest thatstudents' gains from first year out of college to thirdyear out will differ by age group. Among economicallydisadvantaged students, a strong positive relationship exists between educational attainment andpostcollege gains. An important finding among vocationalstudents is that as women complete more education, theearnings gap closes between men and women. Finally, this study raises several policy implicationsand presents suggestions for future research.  相似文献   

Antecedents and consequents of student satisfaction in higher technical-vocational education: evidence from Brazil     

de Oliveira Silva  Jorge Henrique  de Sousa Mendes  Glauco Henrique  Ganga  Gilberto Miller Devós  Mergulhão  Ricardo Coser  Lizarelli  Fabiana Letícia 《International Journal for Educational and Vocational Guidance》2020,20(2):351-373

International Journal for Educational and Vocational Guidance - This article proposes a model of antecedents and consequences of student satisfaction in Higher Technical-Vocational Education (HTVE)...  相似文献   

An analysis of question asking on scientific texts explaining natural phenomena     

Jorge Costa  Helena Caldeira  Juan R. Gallstegui  Jos Otero 《科学教学研究杂志》2000,37(6):602-614

This article relays results of a study focused on questions invoked to correct declarative knowledge deficits while readers process science texts explaining natural phenomena. Firstly, the authors focused on finding out what kind of questions are asked by students who read these texts and, secondly how task demand influences quantity and quality of formulated questions. Two hundred and eighty nine Portuguese students from 8th, 10th, and 12th grade participated in the study. The students were instructed to ask questions on two short science paragraphs that explained natural phenomena. Three task conditions were chosen. Thus, in the “Class” condition, the task was introduced as an activity aimed at developing the capacity to ask questions. In the “Examination” condition, the task was presented as a test on question generation. Finally, in the “Extra‐academic” condition the questioning task was camouflaged as a participation in a research project sponsored by the Ministry of Education and geared at the improvement of science textbooks. The results have shown that students are able to ask many questions when given an opportunity to do so. The study has also proven that students are capable of generating a large volume of causal‐antecedent questions relative to this kind of texts. Finally, no clear effects were found between grade level and/or task demand as defined in the conducted study. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 602–614, 2000  相似文献   

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   

Developing teachers' knowledge and skills as researchers: a conceptual framework   总被引：1，自引：0，他引：1  

José M. Reis‐Jorge 《Asia-Pacific Journal of Teacher Education》2005,33(3):303-319

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Measuring systematic long-term trajectories of school effectiveness improvement     

Juan Pablo Valenzuela  Cristián Bellei  Claudio Allende 《School Effectiveness & School Improvement》2016,27(4):473-491

The objective of this study was to identify trajectories of school improvement experienced by Chilean elementary schools over the last decade. Using econometric analysis and controlling for potential confounding factors, we created an index of school performance combining outcome indicators focused on different school dimensions, and estimated the 2002/2010 evolution of school improvement for all Chilean schools with available data. Broadly, we estimated an average increase in the school performance of about 0.19 SD; nevertheless, while 41% of the schools increased their educational performance by at least 0.1 SD, 25% of the schools decreased it during the same period; we also found that improving school effectiveness was more probable among schools with lower student socioeconomic status (SES). Finally, we found that the observed school improvement trajectories tended to be non-linear; thus, we estimated that only 13.4% of the schools improved their performance in a systematic way during the entire decade.  相似文献   

Spanish and English Early Literacy Profiles of Preschool Latino English Language Learner Children     

Jorge Gonzalez  Sharolyn Pollard-Durodola  Laura Saenz  Denise Soares  Heather Davis  Nora Resendez 《Early education and development》2016,27(4):513-531

Research Findings: The purpose of this study was to examine within-group individual differences in the code-related and oral language abilities of an economically stressed Spanish-speaking English language learner (ELL) preschool sample and to evaluate the predictive relationship of these differences to later listening comprehension. Latent class analysis was used to identify similarities in both the latent and outcome variables to form classes of students with similar profiles on the measured variables. Our 1st finding confirmed the existence of 4 distinct psychometrically validated profiles: (a) Low English Language, Average Spanish Language, Mixed Spanish Code-Related (prevalence 19.4%); (b) Average English Language, Strengths in Spanish Language and Spanish Code-Related (24.2%); (c) Mixed English and Spanish Language, Low Spanish Code-Related (prevalence 34%); and (d) High English Language, Average Spanish Language, Mixed Spanish Code-Related (prevalence 22%). The resulting profiles demonstrated that English and Spanish code- and language-related domains of emergent literacy developed unevenly across the Spanish-speaking ELL preschoolers. Relative strengths and weaknesses in code- and language-related skills were also found to be meaningfully related to end-of-year listening comprehension—a precursor to reading comprehension. Finally, profiles yielded meaningful variability along sociodemographic variables. Practice or Policy: Implications, limitations, and directions for future research are discussed.  相似文献   

Forgetting about Friendship: Using Conflict in Teacher Communities as a Catalyst for School Change   总被引：1，自引：0，他引：1  

Jorge Ávila de Lima 《Journal of Educational Change》2001,2(2):97-122

It is widely recognized that teacher communities figure among the most vital factors for promoting educational change within schools. While there is widespread consensus on the idea of collegiality as an instrument for promoting and sustaining change, scholars are much less clear on the characteristics that teachers' professional communities within schools must possess in order to promote and sustain such change. This paper discusses the role of friendship and conflict in teacher communities and argues for a rethinking of the way the intermingling of professional and interpersonal ties in schools contributes to school change.  相似文献   

Teacher's experiences in PBL: implications for practice     

Anabela C. Alves  Rui M. Sousa  Sandra Fernandes  Elisabete Cardoso  Maria Alice Carvalho  Jorge Figueiredo 《European Journal of Engineering Education》2016,41(2):123-141

Project-Based Learning (PBL) has been implemented in the first year of the Industrial Engineering and Management programme at the University of Minho, Portugal, since 2004/2005. The purpose of this paper is to analyse and discuss teachers' experiences in PBL in this programme and to explore its implications for student learning and for teaching practices in higher education. For data collection, the research method used was written narratives to these teachers, at the end of the PBL semester. Findings suggest that teachers express a positive view of PBL as a learning approach. They identify student motivation and engagement, along with a better understanding of the application of concepts in real-life situations, as important outcomes of the project for students. Besides this, teachers also highlight the importance of the development of transversal skills by students throughout the project. Recommendations for future work and implications for practice will also be discussed.  相似文献