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1.
Julio Guerra Margarita Ortiz-Rojas Miguel Angel Zúñiga-Prieto Eliana Scheihing Alberto Jiménez Tom Broos Tinne De Laet Katrien Verbert 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):973-1001
Despite the success of academic advising dashboards in several higher educational institutions (HEI), these dashboards are still under-explored in Latin American HEI's. To close this gap, three different Latin American universities adapted an existing advising dashboard, originally deployed at the KU Leuven to their own context. In all three cases, the context was the main ruling factor to these adaptations. In this paper, we describe these adaptions using a framework that focuses on four different elements of the context: Objectives, Stakeholders, Key moment and Interactions. Evaluation of the adapted dashboards in the three different Latin American universities is conducted through pilots. This evaluation shows the value of the dashboard approach in different contexts in terms of satisfaction, usefulness and impact in academic decision-making and advising tasks. The main contribution of this paper is the systematic reporting of the adaptations to an academic advising dashboard and showing the value of an academic advising dashboard on academic decision-making and advising tasks. 相似文献
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Stefan Sorge Jochen Kröger Stefan Petersen Knut Neumann 《International Journal of Science Education》2019,41(7):862-889
ABSTRACTTeachers’ professional knowledge is considered one of the most important predictors of instructional quality. According to Shulman, such professional knowledge includes content, pedagogical content and pedagogical knowledge. Although recent research shed some light on the structure of the dimensions of professional knowledge, little is known how teacher education impacts pre-service physics teachers’ professional knowledge. In an effort to address this issue, we examined the content, pedagogical content and pedagogical knowledge of N?=?200 pre-service physics teachers enrolled in different years of teacher education at 12 major teacher education universities in Germany. We used structural equation modelling (1) to examine the relations amongst pre-service physics teachers’ content, pedagogical content and pedagogical knowledge, (2) to explore how the three kinds of knowledge and their relations differ across different stages of teacher education and (3) to identify factors affecting the level of each component of professional knowledge. Our findings suggest that content, pedagogical content and pedagogical knowledge represent distinct types of knowledge. Furthermore, our findings show that in the first years of professional education, pedagogical content knowledge is more closely related with general pedagogical knowledge while in later years, it is more closely related with content knowledge, suggesting that it develops from a general knowledge about teaching and learning into knowledge about the teaching and learning of specific content. Finally, beyond school achievement and years of enrolment as predictors, we find in particular the amount of classroom observations to have a positive impact on the professional knowledge of pre-service physics teachers. 相似文献
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ABSTRACTThis Special Issue aims to present evidence about the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of these types of knowledge in novice and experienced secondary science teachers; and how CK, PK and/or PCK impact students’ learning. Since Shulman’s introduction of PCK as the feature that distinguishes the teacher from the content expert, researchers have attempted to understand, delineate, assess and/or develop the construct in pre- and in-service teachers. Accordingly, empirical findings are presented that permit further discussion. Outcomes permit post-hoc examination of a recent, collectively described, ‘consensus’ model of PCK, identifying strengths and potential issues. As we will illustrate, the relationship between CK, PK and PCK is central to this; that is, probing the hypothesis of pedagogical content knowledge as an ‘amalgam’ of content and pedagogical knowledge. 相似文献
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Great Expectations? Childhood,Family, and Middle-Class Social Mobility in Nineteenth-Century England
Christina De Bellaigue 《Cultural and Social History》2019,16(1):29-46
ABSTRACTExisting histories of social mobility have focused on adults and on measuring the achievement of individual upward mobility. However, children and families were central to mobility strategies. Using the papers of the Heywoods of Bolton, this article examines how the families of the industrial middle class endowed their offspring with the goods and character needed to secure their social standing, highlighting the emotional intricacy of these processes. It demonstrates that such families conceived of social mobility as a familial project and that rather than pursuing upward mobility, their chief objective was to guard against social decline. 相似文献
5.
Mikhail Santos Cerqueira Jose Diego Sales Do Nascimento Daniel Germano Maciel Jean Artur Mendonca Barboza Wouber Herickson De Brito Vieira 《运动与健康科学(英文)》2020,9(2):152-159
Purpose:To investigate whether blood flow restriction(BFR) without concomitant exercise mitigated strength reduction and atrophy of thigh muscles in subjects under immobilization for lower limbs.Methods:The following databases were searched:PubMed,CINAHL,PEDro,Web of Science,Central,and Scopus.Results:The search identified 3 eligible studies,and the total sample in the identified studies consisted of 38 participants.Isokinetic and isometric torque of the knee flexors and extensors was examined in 2 studies.Cross-sectional area of thigh muscles was evaluated in 1 study,and thigh girth was measured in 2 studies.The BFR protocol was 5 sets of 5 min of occlusion and 3 min of free flow,twice daily for approximately 2 weeks.As a whole,the included studies indicate that BFR without exercise is able to minimize strength reduction and muscular atrophy after immobilization.It is crucial to emphasize,however,that the included studies showed a high risk of bias,especially regarding allocation concealment,blinding of outcome assessment,intention-to-treat analyses,and group similarity at baseline.Conclusion:Although potentially useful,the high risk of bias presented by original stodies limits the indication of BFR without concomitant exercise as an effective countermeasure against strength reduction and atrophy mediated by immobilization. 相似文献
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Leonardo S. Fortes Dalton De Lima-Junior Lenamar Fiorese José R. A. Nascimento-Júnior Arnaldo L. Mortatti Maria E. C. Ferreira 《Journal of sports sciences》2020,38(5):552-558
ABSTRACTThe objective of this study was to analyse the effect of the use of social networks in smartphones or playing video games on the passing decision-making performance in professional soccer athletes. Participants were 25 male professional soccer athletes (mean ± SD: age 23.4 ± 2.8 years). The participants performed three randomised conditions divided into three groups: control (CON), smartphone (SMA), and video game (VID). Before and after each experimental condition, the Stroop Task assessed the level of induced mental fatigue. Then, the athletes performed a simulated soccer match. A CANON® camera recorded the matches for further analysis on passing decision-making performance. A group effect was identified (p < .01) with impairment on passing decision-making performance for the SMA (p = .01, ES = 0.5) and VID (p = .01, ES = 0.5) conditions. We concluded that the use of social networks on smartphones and/or playing video games right before official soccer matches might impair the passing decision-making performance in professional soccer athletes. 相似文献
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