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Saskia K. Brokamp Antonia A. M. Houtveen Willem J. C. M. van de Grift 《The Journal of educational research》2019,112(1):1-11
The relationship among students' reading performance, their behavior (task-focused behavior, emotional stability, and compliant behavior) in the classroom, and the teacher's skills was investigated in 66 third-grade classrooms. Results from this study showed the students' reading performance and their behavior in the classroom are all significantly interrelated. Better reading performance at the beginning of the school year goes with better behavior at the end of the school year. In turn, better behavior at the beginning of the school year goes with better reading performance at the end of the school year. The teacher can improve the behavior of the students by providing high-quality reading instruction. Some teacher skills have differential effects, however, on the various behavioral aspects. The implications for the educational practice as well as for future research are discussed. 相似文献
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Antonia Candela 《Cultural Studies of Science Education》2010,5(3):701-727
This is an ethnographic study of the trajectories and itineraries of undergraduate physics students at a Mexican university.
In this work learning is understood as being able to move oneself and, other things (cultural tools), through the space–time
networks of a discipline (Nespor in Knowledge in motion: space, time and curriculum in undergraduate physics and management.
Routledge Farmer, London, 1994). The potential of this socio-cultural perspective allows an analysis of how students are connected through extended spaces
and times with an international core discipline as well as with cultural features related to local networks of power and construction.
Through an example, I show that, from an actor-network-theory (Latour in Science in action. Harvard University Press, Cambridge,
1987), that in order to understand the complexities of undergraduate physics processes of learning you have to break classroom
walls and take into account students’ movements through complex spatial and temporal traces of the discipline of physics.
Mexican professors do not give classes following one textbook but in a moment-to-moment open dynamism tending to include undergraduate
students as actors in classroom events extending the teaching space–time of the classroom to the disciplinary research work
of physics. I also find that Mexican undergraduate students show initiative and display some autonomy and power in the construction
of their itineraries as they are encouraged to examine a variety of sources including contemporary research articles, unsolved
physics problems, and even to participate in several physicists’ spaces, as for example being speakers at the national congresses
of physics. Their itineraries also open up new spaces of cultural and social practices, creating more extensive networks beyond
those associated with a discipline. Some economic, historical and cultural contextual features of this school of sciences
are analyzed in order to help understanding the particular way students are encouraged to develop their autonomy. 相似文献
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Helenita Antonia de Oliveira Ednei Luiz Antonio Flávio André Silva Paulo de Tarso Camillo de Carvalho Regiane Feliciano Amanda Yoshizaki 《Journal of sports sciences》2018,36(20):2349-2357
We investigated whether low-level laser therapy (LLLT) prior to or post resistance exercise could attenuate muscle damage and inflammation. Female Wistar rats were assigned to non-LLLT or LLLT groups. An 830-nm DMC Laser Photon III was used to irradiate their hind legs with 2J, 4J, and 8J doses. Irradiations were performed prior to or post (4J) resistance exercise bouts. Resistance exercise consisted of four maximum load climbs. The load work during a resistance exercise bout was similar between Control (non-LLLT, 225 ± 10 g), 2J (215 ± 8 g), 4J (210 ± 9 g), and 8J (226 ± 9 g) groups. Prior LLLT did not induce climbing performance improvement, but exposure to 4J irradiation resulted in lower blood lactate levels post-exercise. The 4J dose decreased creatine kinase and lactic dehydrogenase levels post-exercise regardless of the time of application. Moreover, 4-J irradiation exposure significantly attenuated tumor necrosis factor alpha, interleukin-6, interleukin-1β, cytokine-induced neutrophil chemoattractant-1, and monocyte chemoattractant protein-1. There was minor macrophage muscle infiltration in 4J-exposed rats. These data indicate that LLLT prior to or post resistance exercise can reduce muscle damage and inflammation, resulting in muscle recovery improvement. We attempted to determine an ideal LLLT dose for suitable results, wherein 4J irradiation exposure showed a significant protective role. 相似文献
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OBJECTIVE: The study examines the self-reported prevalence of childhood physical and sexual abuse in a large sample of Portuguese parents. METHOD: Nearly 1,000 parents (506 mothers and 426 fathers) were selected through public primary schools from the Northern area of Portugal. All completed the Portuguese version of the Childhood History Questionnaire (CHQ) [Journal of Family Violence 5 (1990) 15]. RESULTS: Results show that the prevalence of abuse was 73%, but more severe physical abuse involving sequelae/injury was reported by 9.5%. Most physical abuses began prior to age 13, with half continuing after age 13. No gender differences were found for rates of physical abuse. However, among the milder physical abuse without sequelae/injury, those women who experienced "whipping" or "slapping/kicking" were more likely to do so from their mothers than fathers. Among men who were "slapped/kicked" this was more likely to be from their fathers. Low rates of sexual abuse were found at 2.6% with no gender or age differences. Lack of a supportive adult in childhood related to the more severe abuses, but only in adolescence. Portuguese rates of abuse were consistently lower than those reported in USA and Spanish studies using the CHQ. CONCLUSIONS: This is the first retrospective, self-report study of childhood abuse in a large sample of Portuguese parents and, even with a participation rate of 69%, shows lower rates than in US and Spanish samples. 相似文献
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Antonia Kupfer 《International Studies in Sociology of Education》2014,24(1):113-125
This paper analyses the interrelation of twenty-first-century education and work from a gender perspective. The analysis is carried out theoretically by asking whether human capital theory and Bourdieu’s reproduction theory are adequate instruments for such an endeavour. It is argued that the explanatory power of the human capital concept of the interrelation between education and work is extremely weak, because the human capital concept conceals costs necessary to create human capital. In contrast, reproduction theory comprehends investments in education through reproductive work. But, reproduction theory fails short to explain ongoing gender hierarchies within employment. Therefore, analysis of social and societal structure needs to go beyond the focus on education and work to explain the maintenance of gender hierarchies. 相似文献
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Ángel Vázquez-Alonso Antonio García-Carmona María Antonia Manassero-Mas Antoni Bennàssar-Roig 《Science & Education》2013,22(5):1191-1218
This study analyzes the beliefs about science-technology-society, and other Nature of Science (NOS) themes, of a large sample (613) of Spanish pre- and in-service secondary education teachers through their responses to 30 items of the Questionnaire of Opinions on Science, Technology and Society. The data were processed by means of a multiple response model to generate the belief indices used as the bases for subsequent quantitative and qualitative analyses. Other studies have reported a negative profile of teachers’ understanding in this area, but the diagnosis emerging from the present work is more complex. There was a mix of appropriate beliefs coexisting with others that are inappropriate on the topics analyzed. The overall assessment, however, is negative since clearly teachers need to have a better understanding of these questions. There were scant differences between the pre- and in-service teachers, and hence no decisive evidence that the practice of teaching contributes to improving the in-service teachers’ understanding. These results suggest there is an urgent need to bring the initial and continuing education of science teachers up to date to improve their understanding of these topics of science curricula, and thus improve the teaching of science. 相似文献
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Antonia Larrain Paulina Freire Christine Howe 《International Journal of Science Education》2013,35(6):1017-1036
Since the late 1990s, there has been consensus among educational researchers that argumentation should play a central role in science education. Although there has been extensive relevant research, it is not clear enough how oral argumentation spontaneously occurs in science teaching. This is particularly important with regard to the empirical evidence suggesting the effect of discussion of contradictory views on scientific learning. In order to contribute to the research on argumentation in science teaching, we conducted a study that aims to sketch a panoramic view of the uses of oral argumentation in Chilean middle-school science teaching. A total of 153 videotaped science lessons were observed, involving students aged 10–11 and 12–13. Whole-class argumentative discourse was analysed as a function of thematic episodes and teachers' and students' utterances. Results suggest that argumentative discourse in which contradictory points of view are discussed is scarce but when it occurs it does so predominantly within discourse among students. On the contrary, argumentation aimed at justifying points of view is widely used, even more so when students are older. 相似文献
18.
Our country's increasing social diversity, the richness and complexity of cultures, diversity of self‐defined individual identities, and complexity of cross‐cultural interactions make effective diversity teaching a challenging but critical need. In addition, for services to be provided in culturally competent manner educators must prepare social work students to understand and address the causes, dynamics and consequences of oppression in the life experiences of diverse populations. This article will describe a graduate travel study social work course designed to provide a cultural immersion experience in Puerto Rico. Anecdotal evidence of the students' transformative learning experiences and commitment to social justice advocacy are offered. 相似文献
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