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1.
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
2.
Richard R. Valencia Richard J. Rankin Ronald Livingston 《Psychology in the schools》1995,32(3):153-169
Content (item) bias on the Mental Processing Scales and the Achievement Scale of the Kaufman Assessment Battery for Children (K-ABC) was investigated with 100 Mexican American and 100 White fifth- and sixth-grade boys and girls. All children were English-speaking and from similar socioeconomic status (SES) backgrounds. An item-group (partial correlation) method that controlled for age, sex, and ability was used to examine bias. On the Mental Processing Scales, 17 (14%) of 120 items were found to be biased—the strong majority against the Mexican American children. On the Achievement Scale, it was observed that 58 (63%) of 92 K-ABC items were biased—all against the Mexican American sample. This latter finding is discussed in the context of possible differences in learning opportunities (language based, SES based, and school segregation) experienced by the two ethnic groups. 相似文献
3.
Richard R. Valencia 《Psychology in the schools》1979,16(3):448-453
The present study compares the nonverbal intellectual performance as measured by the Raven's Coloured Progressive Matrices of 68 Chicano and 28 Anglo third-grade boys. An important aspect of the study was the attempt to control for problems related to SES, language status of the subjects, and cultural content of the testing instrument. The null hypothesis of no difference was rejected, as the Anglo group scored significantly higher than did the Chicano group. The results were discussed in terms of ω2 (omega square), a measure of statistical association. Because only 4% of the variance of the Raven's scores could be accounted for by ethnicity, it was concluded that the ethnicity variable does not effectively predict intelligence. 相似文献
4.
Richard R. Valencia 《Psychology in the schools》1984,21(2):141-147
The purpose of the present investigation was to examine the predictive validity of Kaufman's short form version of the McCarthy Scales of Children's Abilities for samples of English-speaking and Spanish-speaking Mexican-American children. Comparisons of the observed correlations between the McCarthy General Cognitive Index (GCI) and Kaufman's estimated GCI with academic achievement (as measured by the Comprehensive Tests of Basic Skills) showed that the conventional McCarthy and Kaufman's short form predicted achievement about equally well. Implication of this finding was discussed in light of supportive evidence for the validity of the Kaufman short form and in the context of screening of culturally diverse children. 相似文献
5.
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
6.
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
7.
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
8.
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
9.
Richard R. Valencia 《Psychology in the schools》1984,21(1):49-52
The present study investigated the internal consistency reliability estimates of the Raven Coloured Progressive Matrices (CPM) for Anglo and Mexican-American third-grade boys from low socioeconomic status background. The results showed that the reliability estimates of the CPM for the two ethnic groups were acceptably high and extremely similar in magnitude. In light of these findings, plus previous cross-cultural reliability studies of the CPM, it appears that the CPM is a promising nonverbal intelligence measure when used with children of culturally and linguistically diverse backgrounds. 相似文献
10.
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