Female science teacher beliefs and attitudes: implications in relation to gender and pedagogical practice     

Mara Zapata  Alejandro J. Gallard 《Cultural Studies of Science Education》2007,2(4):923-985

Beliefs and attitudes resulting from the unique life experiences of teachers frame interactions with learners promoting gender equity or inequity and the reproduction of social views about knowledge and power as related to gender. This study examines the enactment of a female science teacher’s pedagogy (Laura), seeking to understand the implications of her beliefs and attitudes, as framed by her interpretations and daily manifestations, as she interacts with students. Distinct influences inform the conceptual framework of this study: (a) the social organization of society at large, governed by understood and unspoken patriarchy, present both academically and socially; (b) the devaluing of women as “knowers” of scientific knowledge as defined by a western and male view of science; (c) the marginalization or “feminization” of education and pedagogical knowledge. The findings reflect tensions between attitudes and beliefs and actual teacher practice suggesting the need for awareness within existing or new teachers about their positions as social agents and the sociological implications related to issues of gender within which we live and work, inclusive of science teaching and learning.  相似文献   

The credibility of online news: an evaluation of the information by university students / La credibilidad de las noticias en Internet: una evaluación de la información por estudiantes universitarios     

Paula Herrero-Diz  Jesús Conde-Jiménez  Alejandro Tapia-Frade  David Varona-Aramburu 《Cultura y Educación》2019,31(2):407-435

Abstract

The spread of online disinformation is one of the 10 global risks of the future according to the World Economic Forum, and 51% of experts believe that this situation will not improve in the coming years. By 2022, half of the news will be fake news. In terms of users, young people and adults have problems understanding where the information they find online comes from and what sources to trust or not. In order to ascertain the degree of credibility that young users in Andalucía give to information, this study presents the results of the evaluation of online news by university students pursuing degrees in communication and education (N = 188), using the CRAAP test. The data reveal differences in gender and degree programme in the credibility assigned to the news. The conclusion is that university students have difficulty differentiating the veracity of the sources, in line with previous studies, with fake news earning higher ratings than real news.  相似文献   

Hard Cash and Soft Skills: Experimental Evidence on Combining Scholarships and Mentoring in Argentina     

Alejandro Ganimian  Felipe Barrera-Osorio  María Loreto Biehl  María Ángela Cortelezzi 《Journal of research on educational effectiveness》2020,13(2):380-400

Abstract

We evaluate a long-standing program run by one of the largest education foundations in Argentina that offers scholarships and nonacademic mentoring to secondary school students. We randomly assigned 408 grade 6 students within 10 public schools in the Province of Buenos Aires to either receive the program throughout secondary school or not to receive it. After three years, the program improved students’ academic behaviors (e.g., studying before an exam or catching up on missed work), but we find little evidence that these changes translated into broader improvements in students’ academic mindsets (e.g., self-beliefs about performance and efficacy), perseverance (e.g., grit), or learning strategies (e.g., metacognition). The program also improved students’ performance in school during the first year (e.g., grades, attendance, and passing rates), but we do not find similar gains in subsequent years. This may be due to a large share of treatment students being expelled from the program for not meeting its requirements. The program did not improve student learning or personality traits (e.g., conscientiousness). Finally, we find some heterogeneous effects for female students and students from low-income families.  相似文献   

Teacher collegiality and electronic communication: A study of the collaborative uses of email by secondary school teachers in Uruguay     

Jorge Grünberg  Alejandro Armellini 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):597-606

Teacher collegiality has been consistently highlighted in recent years as a crucial factor in the success of processes of educational change and professional development. Consequently, there is considerable interest both from researchers and practitioners, in investigating strategies capable of supporting interactions and collaborations between teachers. Research, mostly carried out in industry, suggests that computer‐mediated communication (CMC) technologies may support collegiality in a diversity of contexts. Following the technological developments of the last few years, which have driven down the costs and complexity of computers and telecommunications, CMC technologies are becoming increasingly available to schools around the world. One of the more widespread of these new CMC technologies is electronic mail. The aim of this article is to discuss some of the results of a research project that investigated the potential of electronic mail for supporting the development of collegiality and professional exchange among secondary school teachers in Uruguay. At the time of this study, relatively little research had been carried out into the use of electronic mail for professional purposes by schoolteachers, especially in Latin America. The evidence suggests that email may support the formation of communities of highly committed users, where seeking and sharing professional resources are accepted behaviours.  相似文献   

Introduction to the open file     

Alejandro Tiana Ferrer 《Prospects》1998,28(1):21-29

  相似文献   

The association between homework and primary school children's academic achievement. International evidence from PIRLS and TIMSS     

John Jerrim  Luis Alejandro Lopez-Agudo  Oscar D. Marcenaro-Gutierrez 《European Journal of Education》2020,55(2):248-260

The association between time devoted to homework and children's academic achievement has long been an issue of great debate. A small number of mainly correlational studies have been conducted into this issue in a primary school setting, but have produced somewhat mixed results. In this paper we contribute to this literature by investigating the relationship between time spent upon homework and children's outcomes across 24 countries. By using a student fixed-effects approach, capturing differences in homework time amongst the same student across different school subjects, we argue that our results are likely to be subject to less confounding than much of the existing literature. We find little evidence that the amount of homework time primary school children are assigned is related to their academic achievement. This holds true across a large number of countries, survives various robustness tests and does not vary by gender or socio-economic status. We interpret this finding as suggesting that the homework assigned to primary school pupils may not be adequate to produce a positive association, and needs be improved if this time-consuming activity is ever going to bring benefits for children's academic achievement.  相似文献   

Dignifying the educational process through conscientização     

Alejandro J. Gallard Martinez 《Cultural Studies of Science Education》2009,4(3):733-738

Teaching is a very complex endeavor. Embedded within this complex environment are issues of power, culture, ethnicity, and race. When teachers and students come together, in the classroom, some of these issues become visible and others remain invisible. Attempting to make influences on teaching and learning visible is one of the steps toward developing a practice framed by conscientização. Ms. Cook, the teacher of this story, is empowering herself and her students; through critical reflection that serves to deneutralize educational acts by recognizing they are embedded in issues of culture, ethnicity, politics, power, and, race. Classroom based research must be more inclusive and indeed cognizant of the mediating macrostructures that teachers deal with everyday. For example, Goldberg and Muir Welsh describe some of the students as being Latinos. In doing so, they adopts a third person as opposed to a first person view of these students. A first person view can acknowledge a dialectical relationship between race and ethnicity.  相似文献   

Expectations and demands in online teaching – By Sorin Gudea     

Dr  Alejandro Armellini 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):186-186

  相似文献   

Are practical activities and ICTs important？ Thoughts and practice of a physics teacher     

Saul Alejandro  Contreras Palma 《美中教育评论》2010,(12):70-82

The influence of teachers＇ beliefs in curriculum implementation has been explored in a number of contexts. With the aim of describing curricular beliefs about practical activities in laboratory and 1CT （information and communication technology） resources, and the relationship between thinking and practice, the author has carried out the case study of a physics teacher, both in his classroom activities and those in laboratory. The sources of information include field notes, questionnaire, interviews, planning and class observation. The results indicate that, what teachers believe is not the same as what they do, appearing more constructive in thinking and more traditional in practice. For example, they believe that ICT must be used to teach science, however, in practice, the most utilized resource is the textbook. The author considers that, taking into account this kind of incoherence is essential in order to reflect about teachers＇ knowledge of sciences, practices and the relationship between these.  相似文献   

Effect of different velocity loss thresholds during a power-oriented resistance training program on the mechanical capacities of lower-body muscles     

Alejandro Pérez-Castilla  Paulino Padial  Antonio J. Morales-Artacho  Belén Feriche 《Journal of sports sciences》2018,36(12):1331-1339

This study compared the effects of two velocity loss thresholds during a power-oriented resistance training program on the mechanical capacities of lower-body muscles. Twenty men were counterbalanced in two groups (VL10 and VL20) based on their maximum power capacity. Both groups used the same exercises, relative intensity and repetition volume, only differing in the velocity loss threshold of each set (VL10: 10% vs. VL20: 20%). Pre- and post-training assessments included an incremental loading test and a 15-m linear sprint to assess the force- and load-velocity relationships and athletic performance variables, respectively. No significant between-group differences (P > 0.05) were observed for the force-velocity relationship parameters (ES range = 0.15–0.42), the MPV attained against different external loads (ES range = 0.02–0.18) or the 15-m sprint time (ES = 0.09). A high between-participants variability was reported for the number of repetitions completed in each training set (CV = 30.3% for VL10 and 29.4% for VL20). These results suggest that both velocity loss thresholds induce similar changes on the lower-body function. The high and variable number of repetitions completed may compromise the velocity-based approach for prescribing and monitoring the repetition volume during a power-oriented resistance training program conducted with the countermovement jump exercise.  相似文献