Cómo mejorar la comprensión de textos en el aula     

Emilio Sánchez  José Orrantia  Javier Rosales 《Cultura y Educación》2013,25(14):89-112

¿Qué ocurre cuando un niño comprende o no comprende? ¿Cómo se explica psicológicamente el proceso de comprensión de un texto? Después de aportar una base a ese nivel, el autor construye sobre ella en este artículo un programa de instrucción para mejorar las habilidades de comprensión y un método de evaluación de esas habilidades.  相似文献   

Teachers’ scaffolding science reading comprehension in low-income schools: how to improve achievement in science     

Sandra Patricia Rojas Rojas  Alejandra Meneses  Emilio Sánchez Miguel 《International Journal of Science Education》2013,35(13):1827-1847

ABSTRACT

Reading is a tool that promotes the learning of science across schooling. Scientific texts are conceptually and linguistically complex, especially for students from low-income contexts because they have neither the experience with the language nor the literacy skills to face the challenges of scientific knowledge. This study used a mix method approach to compare the cognitive scaffolding practiced by teachers during science reading activities in high- and low-performing schools. Three teachers and 141 fourth grade students from low socioeconomic background schools participated in 48 class sessions. Classes were video-recorded and transcribed. The data were analyzed using Sanchez’ Pedagogic Practice Analysis System. The results show that teachers from both types of schools continuously use reading as a tool for learning. The effective teacher uses reading with non-invasive scaffolding and varied verbal participation to elaborate knowledge, promoting literal and inferential comprehension and more opportunities for the students to construct knowledge. By contrast, less effective teachers use reading with invasive scaffolding and little verbal participation of the students to consolidate knowledge, promoting mainly literal comprehension. This study shed light on different approaches teachers use to foster reading comprehension for science learning.  相似文献   

El análisis de la palabra como instrumento para la rehabilitación de la dyslexia     

Mercedes Rueda  Emilio Sánchez  Luis González 《Infancia y Aprendizaje》2013,36(49):39-52

Resumen

El objetivo de este trabajo ha sido diseñar y comprobar empíricamente el efecto que tiene una Instrucción en Habilidades de Análisis de la palabra sobre la mejora en el aprendizaje lecto-escritor de niños disléxicos. Los resultados obtenidos muestran que la instrucción produce una mejora significativa en la escritura al dictado de frases sueltas y en el dictado de textos. Los entrenamientos favorecieron la adquisición del metalenguaje (tareas de inversiones, adiciones, omisiones). Y no se alcanzaron resultados satisfactorios en el nivel de lectura de los niños con ninguno de los tipos de instrucciones.  相似文献   

Egocentrismo espacial: concepto y procesos implicados     

Félix López  Emilio Sánchez  Fernando Jiménez 《Infancia y Aprendizaje》2013,36(43):97-122

Resumen

En este artículo se estudia el concepto de egocentrismo espacial en una muestra de 47 niños entre 4 y 13 años, a través de un diseño transversal. Los resultados demuestran que los niños tienen capacidad de ponerse en el punto de vista del observador desde el período preescolar. Por otra parte, la capacidad de construir otras perspectivas con varios objetos, teniendo en cuenta las relaciones entre ellos, comienza a desarrollarse a partir de los 6 años en estrecha relación con la edad y el nivel de desarrollo.  相似文献   

mtDNA analysis of the human remains buried in the sarcophagus of Federico II     

Alfredo Salerno  Giampietro Lago  Andrea Berti  Francesco Calì  Mario Mirisola  Patrizia Carta  Carmen Ferro  Valentino Romano   《Journal of Cultural Heritage》2005,6(4):313-319

The sarcophagus containing the remains of Federico II, located in the Cathedral of Palermo (Sicily, Italy), was opened on 1998 to perform a multidisciplinary survey [1]. Next to the remains of Federico II and in close contact with them were laying two other skeletons belonging, according to historical records, to Pietro II di Aragona and to an anonymous person (“The Third Individual”), probably a woman. The bones appeared severely deteriorated. Chemical analysis performed on bone samples excluded that the bodies underwent some kind of embalming process. The analysis of mtDNA from bone samples taken from the three skeletons was successful in only one of the two labs involved. The HVR1-mtDNA sequence (region: from nt 16,035 to nt 16,395), obtained from the bone samples of Federico II and “The Third Individual” appear identical but bear double peaks at the same nucleotide positions, suggesting mixing (i.e. contamination) of different mtDNA types. The HVR1 sequence obtained from the bone sample of Pietro II di Aragona does not present double peaks and differ from the Cambridge Reference Sequence (CRS) at six nucleotide positions. Cloning experiment of the Federico II amplicon demonstrated that the mixed mtDNA types are only two: one identical to CRS, the other identical to the sequence of Pietro II di Aragona. A reconstruction of these data are proposed in the Discussion. Due to the problematic context in which this study was carried out (mixed and deteriorated biological material, failure to replicate results in two different labs), our results and reconstruction can only be offered on a tentative basis. It is hoped that the data presented in this study will reveal useful, for future comparison, if further molecular genetics research will be carried out on the royal dynasties that ruled Sicily in the early centuries of the past millennium.  相似文献   

Instructor characteristics and students’ evaluation of teaching effectiveness: evidence from an Italian engineering school     

Stefano Bianchini  Francesco Lissoni  Michele Pezzoni 《European Journal of Engineering Education》2013,38(1):38-57

This study examines the relationship between students’ evaluation of teaching effectiveness and the instructor's characteristics, based upon an original data set from an Italian university. Age and seniority (academic rank) are both found to affect negatively teaching evaluation, although the effect of rank depends heavily on the discipline. Profession-oriented disciplines are more poorly evaluated and exhibit stronger effects for rank; in the same disciplines, many courses are taught by non-faculty members, who are evaluated poorly. Gender is also found to be relevant, as it affects students’ evaluation of female instructors, although this result might be biased by the gender composition of classes. Past research outputs, as measured by an instructor's publication track record, has a positive impact on students’ evaluation of teaching effectiveness, although the rate of impact decreases with the amount of publications.  相似文献   

New firm formation and regional knowledge production modes: Italian evidence     

Alessandra Colombelli  Francesco Quatraro 《Research Policy》2018,47(1):139-157

According to the knowledge-spillovers theory of entrepreneurship (KSTE), local knowledge spillovers affect entrepreneurial dynamics, because of knowledge asymmetries and uncertainty. Most of the empirical literature has tested this hypothesis using a measure of local knowledge stock. This paper is aimed at extending the framework by showing that the domains over which local knowledge spans are also important. The paper investigates the impact of the configuration of local knowledge bases on new firm formation dynamics by combining the KSTE framework with the recombinant knowledge approach. Local knowledge bases emerge from the combination of different knowledge inputs. These inputs may be closely or loosely related to one another. Technological differentiation and the relatedness degree of local competences can be interpreted as characteristics of the local knowledge base interacting with the knowledge filter and the entrepreneurial absorptive capacity. The paper proposes a taxonomy of regional modes of knowledge production and investigates new firm formation in 92 Italian NUTS 3 regions observed over the 1995–2009 time span. The results confirm that the availability of local knowledge pools is important, and show that the ‘rich integration’ mode is the configuration that favours the entrepreneurial process. Finally, the policy implications and avenues for further research are presented and discussed.  相似文献   

The growth and crisis of Italian higher education during the 1960s and 1970s     

Corrado De Francesco 《Higher Education》1978,7(2):193-212

The expansion of the Italian university system in the 1960s and 1970s is described with particular reference to the laws of 1961 and 1969 which liberalized access. The effects of these reforms are discussed and it is argued that despite the expansion the system remains an élite system. Admission to prestigious faculties and failure rates are correlated with social class to show that selection by failure within the university may to some extent have replaced selection at entry as a way of maintaining an élite system. Despite the increase in wastage there is a growing mismatch between the demand for and supply of graduate labour and this has given rise to social tensions.  相似文献   

Teens’ alcohol consumption and schooling     

Francesco Renna 《Economics of Education Review》2008

While research outside economics has found that drinking has a negative effect on cognitive skills, some economists have failed to find any negative relationship between drinking and academic performance. This paper argues that the reason for this discrepancy is due to the way education is measured in the economic literature. Herein, binge drinking in the senior year of high school is found to reduce the probability of receiving a high school diploma and to increase the probability of graduating with a General Education Development (GED). Moreover, this study finds that alcohol policies do not affect the dropout rate measured at the age of 25, but they do affect the probability that a student will graduate on time. In conclusion, bingeing is found to be responsible for inducing individuals to temporarily drop out of school. Eventually, these individuals return to school to complete their education, most likely by obtaining a GED diploma.  相似文献   

The Diploma in Information Technology with Distance Teaching Methods     

Francesco Lata  Enrichetta Librandi 《European Journal of Engineering Education》1995,20(2):211-218

The Consortium for Distance University was founded in 1984 to set up a distance teaching university system in Italy. Its activity started in 1986 with the foundation of the Special Purpose School of Information Technology based on distance teaching methods. In 1991 a university diploma was established according to the European educational system. The 3‐year programme includes 28 learning modules and a final apprenticeship. The modules have been developed through a number of learning units, in the form of printed materials and computer‐aided instruction packages that enable learners to organize their own learning autonomously. Assistance to learners takes place in study centres where students meet tutors and use the hardware equipment needed for the software materials. In the academic year 1994/95, an experimental delivery of the university diploma in information technology through the CMC technologies will begin at some Italian universities so that it will be possible to demonstrate how the new modern technologies help students to manage their learning process in real time.  相似文献