The IE A preprimary project in Ireland     

Julie O'Flaherty  NóirÍn Hayes 《International Journal of Early Years Education》1997,5(1):47-56

Despite great changes in the level and type of early childhood services in Ireland over the last decade, relatively little research has been carried out on this topic. We know little about the types of services used, the reason for particular choices, the numbers of children attending different settings and the experiences such children are having. In an effort to broaden the research base and learn more about the lives of our young children the authors undertook to take part in an international comparative study investigating the early experiences of children—the IEA Preprimary Project. This article provides an account of the recent developments in early education in Ireland, addresses the question of quality in service provision and describes Ireland's participation in the research project.  相似文献   

Educational TV Consumption and Children’s Interest in Leisure Reading and Writing: A Test of the Validated Curriculum Hypothesis     

Jakob D. Jensen  Nicole Martins  Jeremy Weaver  Chelsea Ratcliff 《广播与电子媒介杂志》2016,60(2):213-230

The relationship between children’s TV consumption and literacy outcomes is currently unclear, as past research has identified both linear and curvilinear trends. One explanation for the contradictory results is the varying content children consume; specifically, researchers have argued that research-based educational TV programming should be positively related to literacy outcomes whereas non research-based programming should be negatively related to literacy outcomes (what we refer to as the validated curriculum hypothesis). To test this hypothesis, students in grades 4 and 5 N = 120) completed a survey assessing educational TV consumption and leisure reading/writing behaviors. The results upheld the validated curriculum hypothesis and revealed several key moderators including composite TV consumption and parents’ reading behavior.  相似文献   

The National Student Survey: validation in Portuguese medical students     

Maria João Martins  Inês Laíns  Inês Leal  Inês Pessanha  Bruno Brochado 《Assessment & Evaluation in Higher Education》2019,44(1):66-79

The UK National Student Survey (NSS) is a sound and widely used instrument for assessing students’ academic experiences. We aimed to translate the NSS for Portuguese students and to validate the instrument in a sample of medical undergraduates. The research team translated and adapted the NSS for Portuguese students (NSS-P). The survey was administered on an online platform to 1,256 final-year students at eight Portuguese medical schools. A total of 329 medical students (69.9% female) replied to the NSS-P, a response rate of 26.2%. Confirmatory factor analysis showed that the original six-factor structure had an adequate fit to the data. Adequate internal consistency was observed for all the subscales. Medium to large correlations were found among all the subscale scores and between the subscale scores and the students’ overall satisfaction. Multiple regression showed that the scores on the Teaching, Organization and Management and Personal Development subscales significantly predicted the students’ overall satisfaction. Approximately 64% of the students reported being satisfied with the quality of their courses. Significant differences among the medical schools in their NSS-P scores were found. The NSS-P is a valid and reliable measure for assessing medical students’ perceptions of academic quality.  相似文献   

Letter names, phonological awareness and the phonetization of writing     

Margarida Alves Martins  Cristina Silva 《European Journal of Psychology of Education - EJPE》2001,16(4):605-617

Following several studies on the relationship between phonological awareness, children’s knowledge of letter names and their understanding of the alphabetic code, we pose the hypothesis that children’s knowledge of letter names may contribute to their analysis of the oral segments of words, thereby enabling them to produce writing in which some of the sounds are represented by appropriate letters. The participants were 80-syllabic 5-year-old kindergarten children, who were assigned to 2 experimental and 2 control groups and submitted to phonological and letter knowledge tests. We asked the children in the experimental groups to write a set of words in which either the initial sound (Exp. G. 1) or the middle sound (Exp. G. 2) coincided with the name of a letter known by the child; the children in the control groups were asked to write a set of control words. The results show that the introduction of facilitating words prompts syllabic children to produce writing in which some of the sounds are represented by appropriate letters; Exp. G. 1 gave better results than Exp. G. 2. Finally, there is a positive relationship between the results achieved by children in phonological and letter name tests and the number of sounds they write phonetically.  相似文献   

Individualism,instrumental reason and policy texts: some considerations from the perspective of contemporary political philosophy     

Rita Vilanova  Isabel Martins 《Cultural Studies of Science Education》2017,12(4):835-841

This article dialogues with Matthew Weinstein’s paper named “NGSS, disposability, and the ambivalence of Science in/under neoliberalism”, in which he explores the argument that at the same time the NGSS framework is largely identified with neoliberal discourse, it presents points of ambivalence and resistance within. In this dialogue, we focused on two topics that we believe are important for the discussion of the ambivalences highlighted in the author’s argument, namely: the the social production of indifference as a consequence of the neoliberal ideology and the production of a version of science streamlined for the neoliberal technoscientific job market within the ‘neoliberal ecosystem’. Based on the thesis of the Canadian philosopher Charles Taylor on ethics and on the concept of hybridism, we linked Weinsteins’ analysis to issues related to individualism and instrumental reason, pointing out that it is possible that the ambivalences highlighted by Weinstein are, in fact, a component of neoliberal discourse. Nevertheless we agree that this kind of text presents loopholes that allows practices oriented for social change and for the improvement of democracies in progress. We conclude that for those who dedicate themselves to reflect upon educational strategies to cope with the hegemonic model remains the challenge of finding spaces and times in the curriculum in order to explore the gaps in policy texts and, more important, to promote the experience of democratic practices throughout the school communities.  相似文献   

The origin of dimensional analysis     

Roberto De A. Martins 《Journal of The Franklin Institute》1981,311(5):331-337

A paper by Macagno (3) in this Journal is discussed. The origin of the concept of physical dimensions is traced back to ideas previously used in analytic geometry. Descartes' use of the word “dimension” in the study of physical magnitudes is shown to have properties completely different from Fourier's dimensions, being therefore unimportant to the evolution of dimensional analysis. It is also shown that the principle of homogeneity was used in the derivation of physical equations sixty years prior to the publication of Fourier's work, and that the latter was aware of this paper, that may be considered the earliest publication on dimensional analysis.  相似文献   

Coordination analysis of players’ distribution in football using cross-correlation and vector coding techniques     

Felipe Arruda Moura  Richard E. A. van Emmerik  Juliana Exel Santana  Luiz Eduardo Barreto Martins  Ricardo Machado Leite de Barros  Sergio Augusto Cunha 《Journal of sports sciences》2016,34(24):2224-2232

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Schooling,Sexuality and Male Power: towards an emancipatory curriculum     

MaÍrtÍn MAC AN Ghaill 《Gender and education》1991,3(3):291-309

In England economic and political imperatives are forcing sociology to retreat from the educational map, which is overladen with the ubiquitous rhetoric of managing the 1988 Education Reform Act. Progressive local education authority curriculum policies are under continuing threat from central government. Against this background, this qualitative study sets out to explore the interrelationship between masculinity and schooling. The particular focus is a group of young male gay students’ experience of schooling and sexuality. They provide a critique of most conventional theoretical work on education and gay sexuality, which is informed by models of social pathology that construct ‘blame the victim’ accounts. In reconceptualising young gays’ schooling, the students point to current repressive conditions that underpin all young people's lives in the 1990s. In so doing, they provide fresh evidence to support feminist analysis that sexual/gender systems, which are class and ‘race’ specific, are of fundamental importance in structuring curriculum. In response, the young men explain how schools are a strategically significant site on which to develop an alternative politics of schooling and sexuality. At the same time they argue that being gay is both a positive and creative experience.  相似文献   

利用互补系统-理论模型提高水文预报能力     

李致家 《东南大学学报》2006,22(2):273-280

由于水文模型是对物理过程的简化,用以描述事物最主要的物理过程,从而数学模型受许多不确定因素的影响.因此,提出了一种耦合了人工神经网络(ANN)和新安江概念模型以提高径流预报精度的方法.该方法用最新的观测资料和新安江模型中产生的径流剩余误差/流量预报结果,其工作原理为用神经网络模型预报新安江模型误差,并作为新数据引入,使径流预报得到改进.对互补的神经网络模型而言,使用的变量要以特定格式输入以符合新安江模型的要求.结果表明,与单独用新安江模型预报相比,互补模型的洪水预报精度有明显提高.  相似文献   

The issue of the arrangement of new environments for science education through collaborative actions between schools,museums and science centres in the Brazilian context of teacher training     

Bruno Andrade Pinto Monteiro  Isabel Martins  Aline de Souza Janerine  Fabiana Cristina de Carvalho 《Cultural Studies of Science Education》2016,11(2):419-437

We present, in this article, an investigation about the potential of the relationship between formal and non-formal educational environments. Therefore it is not an empirical research, but an essay on the topic. This paper demonstrates the concept that science education and science outreach can be privileged by actions that are developed by closer relations between formal and non-formal places. Currently, non-formal environments such as museums and science and technology centres are considered potential educational resources within the reach of schools. Educators from museums have conducted studies which demonstrate a predominant model of the utilization of these institutions by teachers, which consists of illustrative visits during the exhibitions, but does not feature a collaborative relationship or partnership between schools and these institutions. In Brazil, the main examples of approaches to collaboration between these places and schools have been taking place through the initiatives of teachers or through projects developed by the educational sector, aiming to broaden the dialogue between their institutions and the school community. Another approach mechanism relates to research and extension projects developed by university researchers, sponsored by state and federal funding agencies. In this case, the universities and university museums appear as new social actors that stand in the way of the schools and the cultural environments, complicating the relationship and, at the same time, bringing new questions to the field of educational research. We believe that the discourse in this paper should bring about further discussions in the initial teacher training courses to contribute to the understanding of practices related to the extension of the field of activity of the school.  相似文献