Examining entrepreneurial attributes of Latin American female university students     

Marcia Villasana  Rafael Alcaraz-Rodríguez  Mario Moisés Alvarez 《Gender and education》2016,28(1):148-166

The phenomenon of women engaging in entrepreneurship is expanding and becoming acknowledged as a valuable resource that must be institutionally and socially supported. Through entrepreneurship education, female students, as potential entrepreneurs, can develop and strengthen those skills and behaviours identified as characteristic of successful entrepreneurs. This paper explores four attributes associated with entrepreneurship (creativity, problem management, risk management, and self-confidence) of 1838 undergraduate students from 11 universities in Latin America (Mexico, Argentina, Brazil, Chile, Colombia, Costa Rica, El Salvador, Guatemala, and Uruguay) and one in Spain, used as a control group. By comparing the results for the male and female student population, self-confidence appears as an attribute that is present at the same level in both groups; statistically significant differences were reported for the other three attributes (creativity, problem management, and risk management). Entrepreneurship programmes can utilise such information to strengthen in female students those attributes for successful engagement in entrepreneurial activity.  相似文献   

Reading levels of Spanish deaf students     

Torres Monreal S  Santana Hernández R 《American annals of the deaf》2005,150(4):379-387

THE READING LEVELS of a population of 93 Spanish deaf students were examined. All study participants had prelingual profound hearing loss; their ages ranged from 9 to 20 years. All were enrolled in compulsory education during 2002-2003 in the Canary Islands (Spain). They were evaluated with sentence and text comprehension subtests from the Evaluation of Reading Processes of Primary Education Students, whose Spanish acronym is PROLEC (Cuetos, Rodríguez, & Ruano, 1996). A questionnaire on reading attitude was also used (Espín, 1987). Study results were consistent with those of previous research: Deaf students, at the end of their primary school education (mean age 13 years), have reading levels similar to or lower than the reading levels of hearing students at the onset of primary school education (mean age 7 years). These deaf students also have an indifferent attitude toward reading.  相似文献   

Psychometry of the Teacher's Sense of Efficacy Scale in Spanish Teachers' Education     

Rafael Burgueño  Alvaro Sicilia  Jesús Medina-Casaubón  Manuel Alcaraz-Ibañez  María-Jesús Lirola 《Journal of Experimental Education》2019,87(1):89-100

Our objective was to test the factorial validity of the different versions (TSES-24, TSES-12, and TSES-11) of the Teacher's Sense of Efficacy Scale in Spanish preservice teachers'. The participants were 358 preservice teachers. The confirmatory factor analysis showed inadequate fit indexes for both TSES-24 and TSES-12 but adequate fit indexes for TSES-11, which was invariant across gender. The reliability analysis showed appropriate values. The global factor for teachers' sense of efficacy and the three factors that constitute it positively predicted intrinsic motivation and life satisfaction. The global factor for sense of efficacy and the classroom management and student engagement factor negatively predicted amotivation. The results support the use of the TSES-11 three-factor model, rather than TSES-24 or TSES-12, for Spanish preservice teachers.  相似文献   

Optimizing quality of dental carving by preclinical dental students through anatomy theory reinforcement          下载免费PDF全文

Renato A. de Azevedo  Marcos B. Correa  Marcos A. Torriani  Rafael G. Lund 《Anatomical sciences education》2018,11(4):377-384

Knowledge of dental anatomy is of great importance in the practice of dentistry, especially in oral rehabilitation, because without this knowledge, professional practice is not possible. Dental carving plays a major role in training dental students as it develops their manual dexterity. This randomized controlled trial aimed to evaluate the influence of didactic‐theoretical reinforcement on the theoretical and practical knowledge of dental anatomy of preclinical students by examining the quality of the anatomical restorations performed by these students before and after a didactic‐theoretical reinforcement. For the evaluation of theoretical knowledge, a questionnaire with closed questions about dental anatomy was used. To evaluate the effect of didactic reinforcement on dental carvings, two groups of 15 preclinical students were assessed. Experimental group (G1) received a three‐hour theoretical tutoring on dental anatomy, while the control group (G2) did not. The dental carving scores obtained by the two different groups were compared using Student's t‐test. Cohen's d was used to estimate the effect sizes between groups. The frequency of correct answers given for each theoretical knowledge question was compared in each group using Fisher's exact test. T‐test was also used to compare the means of the two groups' final scores of theoretical evaluations. To compare these final scores obtained in both carving and theoretical tests, a principal component analysis was performed with different items assessed in each test to obtain factor loading scores and a final weighted score, where factor loadings were considered for each item. Weighted scores were compared using t‐test. Also, scores obtained during the head and neck course were assessed and compared using t‐test. Spearman's correlation test was used to assess the correlation between scores obtained prior to the anatomy course and scores obtained in the dental carving exercise. The theoretical evaluation revealed no significant difference between the grades (mean ± SD) of G1 (85.1 ± 6.6%) and G2 (86.2 ± 9.1%) with the grades of a baseline test that was previously obtained when students submitted to the study (P = 0.725). Regarding the tooth carving assessment, the dental carving quality by students of G1 has significantly improved, except for tooth #23 (P = 0.096). Theoretical reinforcement of dental anatomy seems to improve the students' carving performance but does not enhance their knowledge about dental anatomy. Anat Sci Educ 11: 377–384. © 2017 American Association of Anatomists.  相似文献   

Social interaction learning strategies,motivation, first-year students’ experiences and permanence in university studies*     

Rafael García-Ros  Francisco Pérez-González  Francisco Cavas-Martínez  José M. Tomás 《教育心理学》2018,38(4):451-469

Applying a structural equations modelling methodology, the study analyses the relationships and effects of self-regulated learning (social interaction learning strategies and motivation) and first-year university experiences on permanence in the sophomore year. The participants are 239 first-year students in different Engineering degrees at a public university in south-eastern Spain. Two alternative structural models are evaluated, showing the superiority of the model where first-year university experiences completely mediate the effects of self-regulated learning on permanence. Motivation and social interaction learning strategies show direct effects on first-year university experiences, and first-year university experiences, in turn, show direct effects on permanence; additionally, both motivation and social interaction learning strategies have indirect effects on permanence via first-year university experiences. The noteworthy theoretical implications of the results are discussed, as well as the teaching methodology and support services provided to first-year university students.  相似文献   

Students’ Perceptions of Terrascope, A Project-Based Freshman Learning Community   总被引：2，自引：0，他引：2  

Alberta Lipson  Ari W. Epstein  Rafael Bras  Kip Hodges 《Journal of Science Education and Technology》2007,16(4):349-364

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The body donation program at the Federal University of Health Sciences of Porto Alegre: A successful experience in Brazil     

Andrea Oxley da Rocha  Diane Alícia Tormes  Natassia Lehmann  Rafael Santos Schwab  Raphael Teixeira Canto 《Anatomical sciences education》2013,6(3):199-204

The use of dissection to study human anatomy is the foundation for educational excellence among future health professionals, as it offers an ideal opportunity to learn the body's morphology in three dimensions while also providing students with a more humanistic education. The shortage of bodies for dissection, combined with the Brazilian population's lack of knowledge concerning the possibility of voluntarily donating their own bodies, led to the creation of the Body Donation Programs for Education and Research in Anatomy at the Federal University of Health Sciences of Porto Alegre (UFCSPA). The program is based on three pillars: Informing the general public about the program, donor registration, and donation itself. Since the creation of the donor program in 2008, there has been an increase in both the number of donations made during donor's lifetime and the number of bodies received by the university. There has also been a shift in relation to the origin of these bodies, as before the creation of the program most bodies were unclaimed cadavers, while today most of the bodies are sourced from voluntary donations. The initial results regarding the public's acceptance of the possibility of making body donations have been encouraging, as shown by the annual growth in donor registrations. Consequently, the quality and quantity of the material available for educational purposes have greatly improved. Anat Sci Educ. © 2013 American Association of Anatomists.  相似文献   

A comparison of time-motion and technical–tactical variables between age groups of female judo matches     

Bianca Miarka  Rubiana Cury  Ricardo Julianetti  Rafael Battazza  Ursula Ferreira Julio  Michel Calmet 《Journal of sports sciences》2013,31(16):1529-1538

Abstract

The aim of the study was to verify differences between age groups of female judo matches in time-motion and technical–tactical analysis. The sample was composed of pre-cadet (13–14 years, n = 148), cadet (15–16 years, n = 228), junior (17–19 years, n = 104) and senior (>20 years, n = 237) groups. The time-motion indicators consisted of total combat time, standing combat time, displacement without contact, gripping time, total time of techniques, groundwork combat time and pause time, per match and by each combat/pause cycle. Technical and tactical variables were also collected. The one-way analysis of variance and a post hoc test were conducted, P ≤ 0.05. Cadets, with a median of 7 (2, 12), had a number of combat/pause cycles different from junior, with 3 (1, 8.5). Regarding time-motion per match and per cycle, senior had longer total combat time, standing combat time and gripping time than other groups. Senior presented lower frequency of leg techniques than pre-cadet, cadet and junior. Time-motion and technical–tactical variables effects in female judo athletes emphasise the difference between seniors and other groups.  相似文献   

Developing and Validating a Science Notebook Rubric for Fifth-Grade Non-Mainstream Students     

Margarita Huerta  Rafael Lara-Alecio  Fuhui Tong  Beverly J. Irby 《International Journal of Science Education》2013,35(11):1849-1870

We present the development and validation of a science notebook rubric intended to measure the academic language and conceptual understanding of non-mainstream students, specifically fifth-grade male and female economically disadvantaged Hispanic English language learner (ELL) and African-American or Hispanic native English-speaking students. The science notebook rubric is based on two main constructs: academic language and conceptual understanding. The constructs are grounded in second-language acquisition theory and theories of writing and conceptual understanding. We established content validity and calculated reliability measures using G theory and percent agreement (for comparison) with a sample of approximately 144 unique science notebook entries and 432 data points. Results reveal sufficient reliability estimates, indicating that the instrument is promising for use in future research studies including science notebooks in classrooms with populations of economically disadvantaged Hispanic ELL and African-American or Hispanic native English-speaking students.  相似文献   

What do science teachers think about developing scientific competences through context-based teaching? A case study     

Teresa Lupión-Cobos  Rafael López-Castilla  Ángel Blanco-López 《International Journal of Science Education》2013,35(7):937-963

ABSTRACT

In this paper we explore the views and opinions of four secondary education science teachers regarding the teaching of scientific competences. Their views were gathered in the context of a training programme in which they had to design, implement, and assess their own teaching unit for developing students’ scientific competences by means of context-based learning. Analysis of the data yielded a set of 14 categories distributed across 5 areas: scientific competence and context-based teaching; the teacher and his/her professional environment; implementation in the classroom; development of the teaching unit; and assessment. This process also identified the aspects which teachers believed either facilitated or acted as an obstacle to the development of scientific competences through context-based teaching. We discuss the implications of our findings and suggest ways in which a shift towards a context-based approach to teaching scientific competences can best be achieved, and consider a series of factors related to teachers’ professional identity that may influence this process.  相似文献