Scaffolding in immersive virtual reality environments for learning English: an eye tracking study     

Bacca-Acosta  Jorge  Tejada  Julian  Fabregat  Ramon  Kinshuk  Guevara  Juan 《Educational technology research and development : ETR & D》2022,70(1):339-362

Educational technology research and development - Scaffolding is a mechanism for helping novice learners to solve a problem or complete a task that is beyond their current skill set. Prior research...  相似文献   

On nonlinear discrete-time systems driven by Markov chains     

A. Tejada  O.R. González 《Journal of The Franklin Institute》2010,347(5):795-805

The behavior of a class of hybrid systems in discrete-time can be represented by nonlinear difference equations with a Markov input. The analysis of such a system usually starts by establishing the Markov property of the joint process formed by combining the system's state and input. There are, however, no complete proofs of this property. This paper aims to address this problem by presenting a complete and explicit proof that uses only fundamental measure-theoretical concepts.  相似文献   

Where can your passport take you? Teaching citizenship,mobility, and identity     

Brandi Lawless  Jimena Tejada  Xantal Tejada 《Communication Teacher》2016,30(3):141-146

Courses: Intercultural Communication, Culture and Conflict, International Conflict and Alliance Building

Objectives: After completing this single-class activity, students should be able to (1) describe the concepts of identity, citizenship, and mobility; (2) empathize with the everyday struggles of students who hold citizenship outside of their “homeland”; and (3) explain how intersectionality influences an individual’s ability to traverse national borders.  相似文献   

Phonological awareness predicts activation patterns for print and speech     

Stephen J. Frost  Nicole Landi  W. Einar Mencl  Rebecca Sandak  Robert K. Fulbright  Eleanor T. Tejada  Leslie Jacobsen  Elena L. Grigorenko  R. Todd Constable  Kenneth R. Pugh 《Annals of dyslexia》2009,59(1):78-97

Using fMRI, we explored the relationship between phonological awareness (PA), a measure of metaphonological knowledge of the segmental structure of speech, and brain activation patterns during processing of print and speech in young readers from 6 to 10 years of age. Behavioral measures of PA were positively correlated with activation levels for print relative to speech tokens in superior temporal and occipito-temporal regions. Differences between print-elicited activation levels in superior temporal and inferior frontal sites were also correlated with PA measures with the direction of the correlation depending on stimulus type: positive for pronounceable pseudowords and negative for consonant strings. These results support and extend the many indications in the behavioral and neurocognitive literature that PA is a major component of skill in beginning readers and point to a developmental trajectory by which written language engages areas originally shaped by speech for learners on the path toward successful literacy acquisition.

Stephen J. FrostEmail:

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“Spanish as a foreign language” teachers’ profiles: inclusive beliefs, teachers’ perceptions of student outcomes in the TCLA program, burnout, and experience     

Antonio J. Rojas Tejada  Raquel M. Cruz del Pino  Moshe Tatar  Pablo Jiménez Sayáns 《European Journal of Psychology of Education - EJPE》2012,27(3):285-298

The present study focuses on the Temporary Classroom of Linguistic Adaptation program (TCLA program) in which specialist teachers (Spanish as a foreign language teachers—SFL teachers) teach Spanish to immigrants who are not proficient in the language. We suggest that support for immigrant students in Spanish schools should adopt a new inclusive educational approach. The present investigation is a preliminary attempt at characterizing the profiles of SFL teachers by assessing, simultaneously, five relevant variables (through cluster analysis): inclusive beliefs, teachers’ perceptions of student outcomes in TCLA program, general burnout, diversity-related teacher burnout, and years of teaching experience. Eighty-one SFL teachers from 132 schools in Spain (EU) were asked to complete a self-report questionnaire. Cluster analysis found two clearly differentiated groups: the larger one, Innovative SFL Teachers and the smaller, Traditional SFL Teachers. The Traditional SFL Teachers are characterized by more years of experience, lower inclusive beliefs scores, lower teachers’ perception of student outcomes in the TCLA program scores, and higher burnout scores as compared with the Innovative SFL Teachers. Moreover, Traditional SFL Teachers conceptualize their teaching role as a "teacher of Spanish" whereas Innovative SFL Teachers see themselves much more as playing a supportive role.  相似文献