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Cofré Hernán Núñez Paola Santibáñez David Pavez José M. Valencia Martina Vergara Claudia 《Science & Education》2019,28(3-5):205-248
Science & Education - There is widespread agreement that an adequate understanding of the nature of science (NOS) is a critical component of scientific literacy and a major goal in science... 相似文献
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Sheila W. Valencia 《Cultura y Educación》2013,25(19-20):69-76
Además y más allá de la descripción de las características formales del método de carpeta, este artículo propone que el valor real de un buen método de carpeta es su capacidad para cambiar actitudes y actividades de estudiantes y educadores, extendiendo como guía de aprendizaje y meta-conciencia de lo que se hace el propio proceso de evaluación. 相似文献
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Maria Veronica Santelices Edgar Valencia Jorge Gonzalez Sandy Taut 《Educational Assessment, Evaluation and Accountability》2017,29(2):111-146
This research examines empirically the relationship between two measures of teacher quality: one based on professional standards and a second one using teacher value-added estimates. It also studies the extent to which teacher observable characteristics, such as teacher training variables, are associated to better performance on either of these measures and whether any of these two assessments is able to effectively measure teacher quality isolated from the effect of the context where teachers work. Context in this article is defined as any variable that is not under the direct control of the teacher but plays an important role on student learning and we believe is captured by school and municipal variables. The study uses hierarchical linear models and information from national and standardized assessments from Chile, specifically from the municipal education sector. Results show a small correlation between the two measures of teacher quality, in the lower end of results from previous studies conducted in the USA, and suggest that there is only a limited relationship between both measures of teacher quality. Teacher initial education type and professional development were statistically associated only to the standard-based measure of teacher quality. Context (both the school and municipal levels) plays an important role in the teacher effect measure, and in the standard-based measures, therefore, we conclude that neither of these measures are context-free. We expect that these results will contribute to the discussion about how to best measure teacher quality and how to evaluate teacher performance both in Chile and other parts of the world. 相似文献
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Richard R. Valencia 《The Urban Review》1984,16(3):145-163
The present study is a follow-up study of theAngeles school closure case in which three predominantly Chicano elementary schools in Santa Barbara, California were closed due to declining enrollment in the District. Nearly 600 Chicano children were dispersed to five predominantly Anglo schools. The plaintiffs were a group of Chicano parents and their children, claiming the exclusive burden of the closures was placed on minorities. The present study is an attempt to investigate several adverse effects hypotheses predicted at the trial by the author who testified as an expert witness. Specifically, four major hypotheses were investigated that dealt with psychological maladjustment, academic decline, parental involvement decline, and adverse community impact. The subjects of the study were 50 respondent Mexican American mothers, randomly chosen from the closed schools' population. The respondents were primarily Spanish-speaking and of very low socioeconomic status. Based on the results of a comprehensive home interview, it was concluded that there is convincing evidence that the closures have indeed created a significant burden on a large majority of the children and their families. The long term implications of the closures are complex, but there is a strong possibility that the adverse impact of the closures will increase the already high probability of school problems and failure for the affected children as they progress through the educational system. 相似文献
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Norbella Miranda Silvia Valencia Giraldo 《Changing English: An International Journal of English Teaching》2019,26(3):282-294
ABSTRACTThis article examines the ideologies present in Colombian official policy for English language teaching (ELT) and traces the links between governmental planning for state-funded schools and school pedagogical practices. Building on analysis of interviews with policy agents, policymakers’ pronouncements, documents and classroom observations, the article contends that instead of working towards educational equity, official policy actions are creating a new breach amongst state-funded schools, that is, between schools that are ‘focalised’ and others that are not. The national high-stakes exam for school leavers and the strategy of presenting policy goals and outcomes as a constant challenge perpetuate the knowledge-based economy ideology in the policy documents and pose a limit to teachers’ and schools’ decisions. The paper concludes with a call for a clear analysis of the material contexts of the ELT policy by policy actors at the macro-level and teacher agency that leads to student language learning despite policy constraints. 相似文献
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Validation of clay modeling as a learning tool for the periventricular structures of the human brain 
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下载免费PDF全文 Veronica Akle Ricardo A. Peña‐Silva Diego M. Valencia Carlos W. Rincón‐Perez 《Anatomical sciences education》2018,11(2):137-145
Visualizing anatomical structures and functional processes in three dimensions (3D) are important skills for medical students. However, contemplating 3D structures mentally and interpreting biomedical images can be challenging. This study examines the impact of a new pedagogical approach to teaching neuroanatomy, specifically how building a 3D‐model from oil‐based modeling clay affects learners’ understanding of periventricular structures of the brain among undergraduate medical students in Colombia. Students were provided with an instructional video before building the models of the structures, and thereafter took a computer‐based quiz. They then brought their clay models to class where they answered questions about the structures via interactive response cards. Their knowledge of periventricular structures was assessed with a paper‐based quiz. Afterward, a focus group was conducted and a survey was distributed to understand students’ perceptions of the activity, as well as the impact of the intervention on their understanding of anatomical structures in 3D. Quiz scores of students that constructed the models were significantly higher than those taught the material in a more traditional manner (P < 0.05). Moreover, the modeling activity reduced time spent studying the topic and increased understanding of spatial relationships between structures in the brain. The results demonstrated a significant difference between genders in their self‐perception of their ability to contemplate and rotate structures mentally (P < 0.05). The study demonstrated that the construction of 3D clay models in combination with autonomous learning activities was a valuable and efficient learning tool in the anatomy course, and that additional models could be designed to promote deeper learning of other neuroanatomy topics. Anat Sci Educ 11: 137–145. © 2017 American Association of Anatomists. 相似文献
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Scott G. Paris Robert C. Calfee Nikola Filby Elfrieda H. Hiebert P. David Pearson Sheila W. Valencia 《Cultura y Educación》2013,25(18):15-29
La evaluación del conocimiento y, especialmente, la de un proceso tan integrado en la cultura como la lectoescritura no deberían abordarse sólo desde y por los educadores, puesto que la funcionalidad de la lectoescritura se extiende más allá de las tareas escolares. Este artículo presenta un modelo experimentado de «lectoescritura global» y su evaluación, tanto por el ágil sistema de carpeta del educador como por sistemas más convencionales. 相似文献
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José Aldemar Álvarez Valencia Alejandro Fernández Benavides 《Journal of International and Intercultural Communication》2019,12(1):23-42
This article examines the ways a social networking site for language learning (SNSLL) enhances or hinders intercultural communicative competence (ICC). The study identifies the components of intercultural competence that emerge from students’ interactions and reflections about the SNSLL Livemocha. The research was conducted with second-year students of an English class in a Colombian university. Data were collected through screen recordings, students’ logs, surveys, and a focus group. Findings indicate that, of the five dimensions of ICC, the components of Attitudes, Knowledge, Skills of Interpreting and Relating, and Skills of Discovery and Interaction featured strongly on students’ exchanges and reflections. SNSLLs hold potential to enhance intercultural skills; however, pedagogical adjustment and refocusing of some of their activities are required to expand opportunities for intercultural engagement. 相似文献
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Carmen Ricardo Juan David Parra Mónica Borjas Jorge Valencia Cobo John Cano 《The American journal of distance education》2020,34(2):157-176
ABSTRACT One of the main needs of Latin America, besides education coverage, is to reduce learning gaps in higher education. In order to respond to such need, many strategies have been designed, worldwide, to impact the demand and provision of higher education programs. Among these strategies we can find grants and scholarships, financial aids, and others. Many have been the options that have been proposed to raise the provision of higher education programs, such as offering technology-supported education modalities like blended-learning, Massive Open Online Courses (MOOCs), and distance and online education. This paper aims to explore the potential of the provision of distance education programs to close learning gaps in Colombia’s higher education. In order to do so, we present an estimatation of the effects that students and programs characteristics can have on the results of the test “Saber PRO” (a Colombian standardized test that measures the level of competences developed by students in different higher education programs). This estimation was done applying a mixed model (Hierarchical Linear Modeling-HLM) based on the information of 451,358 students who were assessed in their last phase of their university major. Data were collected from 2016 to 2018. The econometrics estimations show that controlling individuals’ backgrounds and the characteristics of different academic programs, the variables that were highly associated with the reduction of learning gaps among individuals registered in distance programs compared to face-to-face programs are the students’ age and their cognitive backgrounds (grades in standardized tests taken before their undergraduate studies). The results show that we could expect distance education to become an efficient mechanism to contribute to the reduction of learning gaps in higher education. The quantitative findings suggest a series of research questions that invite to reflect about the potential of distance education in medium-income countries. 相似文献
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