排序方式： 共有11条查询结果，搜索用时 531 毫秒
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Pedro Rosário José Carlos Núñez Luisa Trigo Carina Guimarães Estrella Fernández Rebeca Cerezo 《高等教育研究与发展》2015,34(1):173-187
The current investigation aims at assessing the effectiveness of an intervention program designed to enhance self-regulated learning (SRL) strategies at the university level, with students from different cultural, linguistic, and educational backgrounds. The central tool of the program is a set of letters in which a fictional first-year student describes his experiences as an SRL student. The program was implemented in four universities in different countries and continents (Portugal, Spain, Chile, and Mozambique), with an experimental group and a comparison group at each university (263 students from experimental groups and 247 from comparison groups). Findings display the effectiveness of the program in enhancing a set of motivational variables related to the study process and the use of SRL strategies. Data were consistent across the different cultural and academic contexts in which the program was implemented. The implications of these findings for university administrators and faculty are discussed. 相似文献
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Research has highlighted that inquiry-based learning (IBL) instruction leads to many positive student outcomes in undergraduate mathematics. Although this research points to the value of IBL instruction, the practices of IBL instructors are not well-understood. Here, we offer a characterization of a particular form of IBL instruction: inquiry-oriented instruction. This characterization draws on K-16 research literature in order to explicate the instructional principles central to inquiry-oriented instruction. As a result, this conceptualization of inquiry-oriented instruction makes connections across research communities and provides a characterization that is not limited to undergraduate, secondary, or elementary mathematics education. 相似文献
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Object permanence was assessed for cats and dogs, using tasks analogous to those typically employed for human infants. Neither species solved all of the problems correctly when rewarded only by the discovery of a hidden toy. However, both species showed that they had fully developed concepts of object permanence when the problems were changed so that the animals had to search for hidden food in an odor-control procedure. These results indicate that sensorimotor intelligence is completely developed in these nonprimates. 相似文献
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This study analyses the relation between disruptive behaviours and the emotional abilities of children in primary education. To do this, disruptive behaviour and emotional abilities were evaluated in 1422 pupils aged between 6 and 12 years of age at 11 education centres using EQIjv. No relation was found between disruptive behaviours and age, but one was found for sex and emotional abilities. Boys presented more disruptive behaviours than girls. However, there was a significant relation between disruptive behaviours and the general index of emotional intelligence. The most related abilities were stress management and interpersonal relations. Implications of these results are discussed. 相似文献
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Georgios Alaveras Estrella Gomez-Herrera Bertin Martens 《Journal of Cultural Economics》2018,42(4):645-676
This paper explores new data sources on multilateral trade in films among EU countries and with the USA in offline cinema and in online video-on-demand distribution. We observe variations in trade patterns across countries and films and explore how they affect cultural diversity. We find that the EU film market is highly fragmented and cross-border film availability in cinema is low. We explore different aspects of the cultural discount hypothesis by means of a standard Helpman and Krugman (Market structure and foreign trade. Increasing returns, imperfect competition, and the international economy, MIT Press, Cambridge, 1985) trade model with economies of scale and a two-stage Heckman (Econometrica 47(1):153–161, 1979) estimation procedure. Our results show that cultural distance, success in the home market and the size of the film budget influence trade of films between countries. US films have a lower propensity to get into export markets, relative to their success in the home market. Consumer demand for imported films is relatively smaller in large EU economies, except for films imported from the USA that are only marginally affected. We also show that trade patterns in online film distribution are not fundamentally different. As online distribution occurs downstream from theatrical release, online distributors can benefit from cinema market experience to make a better selection of films. This results in a lower impact of domestic market shares on online trade patterns. 相似文献
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当我坐在办公室电脑前时,原本美好的早晨被电脑屏幕弹出来的一行字给打破了——"您的密码已过期",并提示我更换密码。想一个新密码似乎没有什么大不了的,除非你在我公司工作,我们每个月都必须更换一次密码,还必须用到至少一个大写字母,一个小写字母,一个符号和一个数字。噢,还有,整个密码不得少于八个字符。而且我还不能使用任何一组在之前三个月已经使用过的密码。我顿时觉得非常生气。雪上加霜的是,我最近离婚了,陷入了深深的沮丧当中。我每天都在苦苦纠结,不愿相信 相似文献
7.
Pat O’Connor Estrella Montez López Clare O’ Hagan Andrea Wolffram Manuela Aye Valentina Chizzola 《Critical Studies in Education》2020,61(2):195-211
ABSTRACTExcellence has become a ‘hoorah’ word which is widely used in higher education institutions to legitimate practices related to the recruitment/progression of staff. It can be seen as reflecting an institutionalised belief that such evaluative processes are unaffected by the social characteristics of those who work in them or their relationships with each other. Such views have been challenged by gender theorists and by those researching informal power in state structures. The purpose of this article is to raise the possibility that excellence is an ‘idealised cultural construct’ and a ‘rationalising myth’. Drawing on data from qualitative interviews with 67 men and women, who were candidates or evaluators in recruitment/progression processes in five higher educational institutions (in Ireland, Turkey, Bulgaria, Germany and Italy), it conceptualises and illustrates masculinist, relational and ‘local fit’ micro-political practices that are seen to affect such recruitment/progression. Variation exists by gender and by contextual positioning in the process (i.e. as evaluator/candidate). These practices illustrate the perceived importance of the enactment of informal power. The article suggests that the construct of excellence is used to obscure these practices and to maintain organisational legitimacy in the context of multiple stakeholders with conflicting expectations. 相似文献
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AbstractHigh school underrepresented minority students in the US are at an increased risk of dropping out of the STEM pipeline. Based on expectancy-value theory, we examined if Latino students’ perception of support from parents, siblings/cousins, teachers, and friends in 10th grade predicted their science ability self-concepts and values, which in turn predicted their classroom engagement. Survey data were collected from 104 Latino high school students and their science teachers. The findings suggest that adolescents’ perceptions of overall support and home-based support predicted adolescents’ science ability self-concepts at 10th grade while controlling for their 9th grade self-concepts. Although adolescents reported high support from teachers, teacher or school-based support alone was not a strong correlate of their motivational beliefs. Perceived support was indirectly related to classroom engagement through adolescents’ ability self-concepts. Feeling supported across home and school may be necessary to sustain adolescents’ science motivational beliefs and, in turn, their science classroom engagement. 相似文献
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Jeremy Roschelle Ken Rafanan Ruchi Bhanot Gucci Estrella Bill Penuel Miguel Nussbaum Susana Claro 《Educational technology research and development : ETR & D》2010,58(4):399-419
Based on strong research literatures, we conjectured that social processing of feedback by cooperating in a small group setting—with social incentives to ask questions, give explanations and discuss disagreements—would increase learning. We compared group and individual feedback, using two technologies: (1) Technology-mediated, Peer-Assisted Learning (TechPALS), which uses wireless handheld technology to structure feedback in small groups as they solve fractions problems and (2) a popular desktop product, which provides feedback to individual students as they solve fractions problems individually. Three elementary schools participated in a randomized controlled experiment conducted in the 2007–2008 school year. Students in the TechPALS condition learned more than did the control group students, with effect sizes ranging from d = 0.14 to d = 0.44. Analysis of observational data confirmed that students in the TechPALS condition participated socially in questioning, explaining, and discussing disagreements, whereas students in the individual condition did not. We conclude that an integration of technology, cooperative activity designs and broader educational practices can lead to impact on students’ mathematics learning. 相似文献