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Ramiro Durán Martínez Gloria Gutiérrez Fernando Beltrán Llavador Fernando Martínez Abad 《Journal of Intercultural Communication Research》2016,45(4):338-354
Pre- and post-questionnaires answered by UK Nottingham Trent University (NTU) and Spain’s University of Salamanca (USAL) students on their placement abroad support a comparative analysis of its impact on their intercultural communicative competence, comprising the awareness, attitude, skills and knowledge dimensions. NTU students started their placements with better results in them all. Yet, while both groups completed their stay with a similarly increased awareness, the knowledge and skills of the USAL group matched the results of NTU students and, whereas the scores of the attitude dimension towards the host country of NTU students did not increase significantly, those of USAL students decreased. 相似文献
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Nuria Calet Nicolás Gutiérrez-Palma Ian C. Simpson M. Carmen González-Trujillo Sylvia Defior 《Scientific Studies of Reading》2015,19(1):51-71
Previous studies implicate suprasegmental phonology in reading acquisition. However, little is known about how suprasegmental sensitivity develops or how it contributes to reading. Here, 130 Spanish primary-school children participated in this 2-year longitudinal study. Nonlinguistic rhythm, lexical-stress sensitivity and metrical-stress sensitivity, along with phonological awareness, vocabulary, nonverbal intelligence, and reading aloud, were assessed on five occasions. Results suggest that prosody abilities have different developmental trajectories and that prosody explains unique variance in reading beyond that explained by other factors. There was some evidence that the contribution of each prosody skill occurred at different phases in reading development. Nonlinguistic rhythm, lexical-stress sensitivity, and metrical-stress sensitivity assessed at the end of kindergarten, the start of Grade 1, and the end of Grade 1, respectively, predicted reading performance 6 months later. Nevertheless, sample size and reliability temper the conclusions that can be made. The implications of prosody skills for literacy development are discussed. 相似文献
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Elia Fernández-Díaz Lorea Fernández-Olaskoaga Prudencia Gutiérrez-Esteban 《Educational Action Research》2017,25(1):56-70
The study presented in this article forms part of a wider project promoting collaboration between junior researchers from different universities with the objective of rethinking and improving teaching practice in relation to the use of technology. The article describes research carried out during the 2012/13 academic year aimed at developing collaborative action research through technologically mediated agoras involving students from three Spanish universities. The main results of this study show that junior researchers improved their teaching practice through technologically mediated inside and outside agoras. In addition, the transformation of university classrooms into agoras enabled the negotiated reconstruction of knowledge for the analysis of good practice in the use of technology. Likewise, these agoras helped reduce limitations by breaking down the barriers of time, distance and resources for sharing findings and limitations between junior researchers. Furthermore, they pave the way for improvements and their implementation in learning processes during initial teacher training. 相似文献
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Elia Fernández-Díaz Carlos Rodríguez-Hoyos Adelina Calvo Salvador Gloria Braga Blanco Lorea Fernández-Olaskoaga Prudencia Gutiérrez-Esteban 《Educational Action Research》2019,27(3):362-378
ABSTRACTThis article focuses on the deconstruction of an inter-university action research project that has allowed us to rethink our teaching and research, questioning the social, political and ethical dimensions of the university. Following the pre-assembly proposal to promote participatory convergence, organized within the framework of the 1st Global Assembly for Knowledge Democracy (2017), an action research process was implemented in order to generate systematic inquiry around the current situation of the university and the need to act and rethink our commitment to promoting changes in this context. We have reflected on the meaning of democratization, rethinking the pedagogical relationship with our students and how we critically commit them to promote activism. We generated an environment where we look for the meaning of our practices by means of a visual narrative which has enabled us to weave and identify our own biography and become aware of where we are and why we act in one way or another. We have also focused on the search for the meaning of our actions in relation to the community we belong to and how to deal with the challenges of social justice, encouraging collaboration with other networks in a wider inter-university framework. 相似文献
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Research in Science Education - The aim of this paper is to show how an innovative technique can be used to introduce a method for uncovering intrinsic mechanisms that motivate changes in... 相似文献
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Francisco J. García-Rodríguez Carmen-Inés Ruiz-Rosa Desiderio Gutiérrez-Taño 《Cultura y Educación》2016,28(3):565-600
For the consolidation of entrepreneurial education as a field of research, a number of challenges must be met, among them, a better connection between pedagogical objectives and the design of programmes, as well as greater methodological rigour in the evaluation of their impact. With this in mind, this paper analyses the results of an entrepreneurial education programme carried out with a group of students from a Spanish university, contrasting the results with a control group. The results indicate that, after this process, the participating students displayed greater entrepreneurial potential than the group of students that had not participated. However, this difference is due more to a loss of entrepreneurial intention in the group not participating in the programme than to an improvement in the participating students. 相似文献
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Marcos Gutiérrez-Dávila Matteo Caletti Raquel Antonio Enrique Navarro 《Journal of sports sciences》2013,31(10):1100-1107
Abstract The aim of this study was to test the effect that changing targets during a simple long lunge attack in fencing exerts on the temporal parameters of the reaction response, the execution speed, and the precision and the coordination of the movement pattern. Thirty fencers with more than 10 years of experience participated in this study. Two force platforms were used to record the horizontal components of the reaction forces and thereby to determine the beginning of the movement. A three-dimensional (3D) system recorded the spatial positions of the 9 markers situated on the fencer plus the epee, while a moving target was projected on a screen, enabling the control of the target change. The results indicated that when a target change is provoked the reaction time (RT), movement time (MT), and the time used in the acceleration phase of the centre of mass (CM) increases significantly with respect to the attack executed with a straight thrust. The speed and horizontal distance reached by the CM at the end of the acceleration phase (VX(CM) and SX(CM), respectively) significantly decreased, while the errors increased. However, the temporal sequence of the movement pattern did not appreciably change. 相似文献