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Isabel Pinto 《Children‘s Literature in Education》2017,48(3):214-229
This essay explores the educational contribution of the Comtesse de Genlis’ Théâtre à l'usage des jeunes personnes [Theatre of Education] (1792/1779–1780), a four-volume collection of closet drama, in light of the social, political and cultural shifts occurring in France in the period prior to the French Revolution. In particular, in two plays from Theatre of Education, La Marchande de Modes [The Milliner] and Le Libraire [The Bookseller], Genlis depicts the bourgeoisie’s proper behaviour toward the aristocracy and its natural place in the world. Thus both plays exemplify the educational and the political role of Genlis, who attempts to tame the bourgeoisie through the twofold argument of proper education and effective parenthood, so as to keep alive the social order of the ancien régime. 相似文献
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Maria Filomena Gaspar Anabela Mota Pinto Hugo Camilo F. da Conceição José António Pereira da Silva 《Assessment & Evaluation in Higher Education》2008,33(4):445-453
The purpose of this study was to develop a teaching quality assessment questionnaire and assess its reliability by using it with a sample of first‐year medical students. Principal components analysis with varimax orthogonal rotation resulted in the development of a 12‐item, two‐component tool, adequate for use in lectures and small‐group sessions. The two components were named ‘curriculum’ and ‘relationship’. The Cronbach coefficient alpha values indicated high reliability and internal consistency. According to the results obtained this teaching quality scale is a reliable measure and may be useful in identifying themes in disciplines and among teachers that may benefit from some professional development. Amongst its advantages is that it can be used with an optical reading tool. 相似文献
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Stone consolidation: The role of treatment procedures 总被引：3，自引：0，他引：3
Four types of carbonate stones and three consolidation products were used in a systematic study to assess the influence of the application procedures on the amount of product applied, as a primary step to evaluate consolidation treatments. Microdrilling, ultrasonic velocity and flexural resistance were used as performance indicators. The amount of product of a specific treatment and its action depend on the application procedures, both when the treatments are carried out in the laboratory and on site. The results are expected to contribute to the standardisation of testing protocols on stone consolidation. 相似文献
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da Silva Alexandre Sousa Barbosa Maria Tereza Serrano de Souza Velasque Luciane da Silveira Barroso Alves Davi Magalhães Marcos Nascimento 《Educational Studies in Mathematics》2021,108(1-2):269-289
Educational Studies in Mathematics - The world is now facing the most severe health, social, and economic event of the last hundred years, which has made the need to acquire statistical thinking to... 相似文献
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Esmeralda Matute Teresita Montiel Noemí Pinto Monica Rosselli Alfredo Ardila Daniel Zarabozo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(1):109-127
While it is known that the process of becoming literate begins in early childhood and usually involves several years of schooling, research related to cognitive characteristics has been done mostly on illiterate adults, and information concerning illiterate children is therefore limited. The aim of the present study, involving 21 illiterate and 22 literate Mexican children aged 6 to 13, was to investigate the effects of literacy on neuropsychological characteristics during childhood. The children??s performance on 16 cognitive domains of the Evaluación Neuropsicológica Infantil (ENI, Child Neuropsychological Assessment) was examined in three mixed within- and between-groups profile analyses. The results suggest that the effect of literacy observed in adults is already evident in children in almost every task analysed. Moreover, the fact that an age effect was detected for the calculation abilities suggests that maths learning is school- and environment-dependent. 相似文献
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Maria Eugénia Ferrão Alcino Pinto Couto 《School Effectiveness & School Improvement》2013,24(1):174-190
This article focuses on the use of a value-added approach for promoting school improvement. It presents yearly value-added estimates, analyses their stability over time, and discusses the contribution of this methodological approach for promoting school improvement programmes in the Portuguese system of evaluation. The value-added model is applied to longitudinal data gathered from a representative sample of students enrolled in primary school, using mathematics scores as outcome variable. The estimates are used to determine a systematic positive or negative school value-added effect. Results indicate that at least 41% of schools remain at the same level over 3 years, 15% present an instable pattern, and approximately 40% show a positive or negative trend. It is argued that these results, especially those that reveal systematically underperforming schools, could have relevant implications for educational policy geared towards school improvement. 相似文献
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Maybe the most difficult aspect of thinking about chemistry arises from the fact that chemistry isn’t an homogeneous subject. As a central science, it draws on a range of philosophical perspectives which in turn can result in different cognitive, learning and teaching styles in chemical education. This idea, apparently non-controversial, needs to be validated by more research. Without assuming this constitutive pluralism, describing it, and determining it, it becomes difficult to think of curricular goals and content. Thus, if we intend to improve the teaching of chemistry it is necessary, first, to assume explicitly this constitutive pluralism, then to map it in order to find the guiding principles: first for the mind (thought process), then for the curriculum and finally for the teaching, in such a way that it is as close as possible to the chemical way of operating and thinking. This is the aim of this paper. It reports the authors’ experiences in drafting structural ideas and planning for the subject “didactic of chemistry” based on the philosophy of chemistry at the University of Porto in Portugal. 相似文献
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ResumenSe estudiaron los procesos fonémicos de decodificación y codificación en relaáón a la comprensión lectora en una muestra de 49 disléxicos de 10 a 12 años, comparándolos con un grupo de 32 lectores normales, pareados por edad, curso y nivel socio-económico. Todos los niños tenían un CI normal y se les aplicó cuatro tests verbales estandarizados, más tareas experimentales de percepción, discriminación e integración auditivo-fonémica y de comprensión.Se pudo delimitar, dentro de los disléxicos, un subgrupo de ellos con un rendimiento inferior en decodificación de pseudo-palabras, perceptión auditivo-fonémica, comprensión verbal oral y comprensión lectora silenciosa, lo que confirmó la hipótesis principal del estudio. Las diferencias entre disléxicos y lectores normales también fueron significativas. Los procesos fonémicos más estrechamente relaáonados con lectura y deletreo de pseudopalabras fueron discriminación auditiva de palabras similares e inversión oral de secuencias de letras CVC (trigramas). Esta investigación forma parte de un estudio de seguimiento. 相似文献
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