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Tertiary Education and Management - This paper is based on a study conducted to establish if academic practice in a university designated as Azania is aligning or diverting from the expectations of... 相似文献
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This study explores interactions with diagrams that are involved in geometrical reasoning; more specifically, how students publicly make and justify conjectures through multimodal representations of diagrams. We describe how students interact with diagrams using both gestural and verbal modalities, and examine how such multimodal interactions with diagrams reveal their reasoning. We argue that when limited information is given in a diagram, students make use of gestural and verbal expressions to compensate for those limitations as they engage in making and proving conjectures. The constraints of a diagram, gestures and linguistic systems are semiotic resources that students may use to engage in geometrical reasoning. 相似文献
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Bill?McKelveyEmail author Maria Paz?Salmador Patricio?Morcillo José Miguel?Rodríguez-Antón 《知识管理研究与实践》2013,11(2):142-161
The paper begins with research studying the concept and nature of Intellectual Capital (IC), as well as how close IC firms are to the stochastic frontier. Then basic concepts of complexity theory – such as agents, self-organized criticality (SOC), connectivities, fractals, and power laws (PLs) – are used to distinguish between two kinds of IC firms’ success: traditional SOC applications to how firms maintain their position in a changing industry vs. how an IC firm (such as Apple) creates a new stochastic frontier. The research sets up PLs as indicators of whether or not firms and industries are SOC-effective and includes propositions about: (1) How IC firms benefit from complexity dynamics and SOC; (2) How PL distributions are indicators of efficacious SOC and adaptivity; and (3) Why IC attributes serve to create more transient dynamics pertaining to the stochastic frontier and the rest of the industry's rank/frequency distribution. 相似文献
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Patricio G. Herbst 《Educational Studies in Mathematics》2002,49(3):283-312
Having high school students prove geometrical propositions became the norm in the United States with the reforms of the 1890's — when geometry was designated as the place for students to learn the art of demonstration. A custom of asking students to produce and write proofs in a two-column format of statements and reasons developed as the teaching profession responded to the demands of reform. I provide a historical account for how proving evolved as a task for students in school geometry, starting from the time when geometry became a high school subject and continuing to the time when proof became the centerpiece of the geometry curriculum. I use the historical account to explain how the two-column proof format brought stability to the course of studies in geometry by making it possible for teachers to claim that they were teaching students how to prove and for students to demonstrate that their work involved proving. I also uncover what the nature of school geometry came to be as a result of the emphasis in students' learning to prove by showing that students' acquisition of a generic notion of proof was made possible at the expense of reducing students' participation in the development of new ideas. I draw connections between that century-old reform and current reform emphases on reasoning and proof. I use observations from history to suggest that as we carve a place for proof in present-day school mathematics we must be leery of isolating issues of proving from issues of knowing.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
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Ethnic Identity Development and Acculturation Preferences Among Minority and Majority Youth: Norms and Contact 
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下载免费PDF全文 Roberto González Brian Lickel Manisha Gupta Linda R. Tropp Bernadette P. Luengo Kanacri Eduardo Mora Pablo De Tezanos‐Pinto Christian Berger Daniel Valdenegro Oscar Cayul Daniel Miranda Patricio Saavedra Michelle Bernardino 《Child development》2017,88(3):743-760
This article tests a longitudinal model of the antecedents and consequences of changes in identification with indigenous (Mapuche) among indigenous and nonindigenous youth in Chilean school contexts over a 6‐month period (633 nonindigenous and 270 Mapuche students, Mages = 12.47 and 12.80 years, respectively). Results revealed that in‐group norms supporting contact and quality of intergroup contact at Time 1 predicted student's changes in Mapuche identification at Time 2, which in turn predicted changes in support for adoption of Chilean culture and maintenance of Mapuche culture at Time 2; some of the relationships between these variables were found to be moderated by age and ethnicity. Conceptual and policy implications are addressed in the Discussion . 相似文献
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Adolescents' beliefs about the legitimacy of parental authority and obligation to obey were examined in 568 Chilean adolescents (11–14 years old at Wave 1), followed once a year for 4 years. Adolescents' beliefs about parental legitimacy and obligation to obey declined with age. The steepest decline occurred during early adolescence, particularly in the personal domain. Adolescents who were uninvolved in problem behavior and perceived their parents to be supportive or high in monitoring at Wave 1 were more likely to endorse parental legitimacy and obligation to obey over time. There was little evidence that parenting or problem behavior moderated the normative decline in adolescents' beliefs about parental authority. Findings concerning individual differences in adolescents' endorsement of parental authority are highlighted in this study. 相似文献
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Patricio Troncoso Maria Pampaka Wendy Olsen 《School Effectiveness & School Improvement》2016,27(3):293-314
School value-added studies have largely demonstrated the effects of socioeconomic and demographic characteristics of the schools and the pupils on performance in standardised tests. Traditionally, these studies have assessed the variation coming only from the schools and the pupils. However, recent studies have shown that the analysis of academic performance could significantly benefit from additional complexity in the model structure, incorporating non-hierarchical and unexplored levels of variation. Using data on secondary students from the Chilean National Pupil Database (2004–2006), this study shows how the traditional value-added models fall short in addressing the complex phenomenon of academic performance, because they largely overestimate school effects. A 4-level contextualised value-added model for progress in Mathematics was implemented and shown to avoid the masking of classroom and locality effects found in the traditional models. We also analyse the effects of important structural factors in Chile such as family income and school type. 相似文献
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Patricio Cumsille Nancy Darling Brian Flaherty María Loreto Martínez 《Child development》2009,80(2):418-432
Changes in the patterning of adolescents' beliefs about the legitimate domains of parental authority were modeled in 2,611 Chilean adolescents, 11–16 years old. Transitions in adolescents' belief patterns were studied over 3 years. Latent transition analysis (LTA) revealed 3 distinct patterns of beliefs— parent control , shared control , and personal control— that differed in the extent to which adolescents believed that parents had legitimate authority over personal, prudential, and multidomain issues. Younger adolescents with fewer problem behaviors, higher self-efficacy, and more parental rules were more likely to espouse the parent control belief pattern. Adolescents' patterning of beliefs was relatively stable over time. Older adolescents with more problem behaviors and fewer parental rules were most likely to move away from the parental control status. 相似文献
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Jorge Arenas-Gaitán Francisco Javier Rondán-Cataluña Patricio E. Ramírez-Correa 《Interactive Learning Environments》2018,26(1):135-147
There is not a unique attitude towards the implementation of digital technology in educational sceneries. This paper aims to validate an adaptation of the DeLone and McLean information systems success model in the context of a learning management system. Furthermore, this study means to prove (1) the necessity of segmenting students in order to fit the model more accurately and (2) the impact of other new Internet tools on students’ perceptions with regard to learning management systems. Partial least squares has been used to analyse the measurement and the structural model. Subsequently, the Finite Mixture Partial Least Squarestechnique has been employed to examine unobserved heterogeneity and to find users’ segments. The results of this research indicate that to segment between two groups of students is especially useful in order to improve the understanding of the success of a learning management system. This segmentation is made according to the importance which the students attribute to the new Internet tools to support their learning. 相似文献