From diagrams to self-regulated learning: student teachers’ reflections on the construction of their PLE     

Gemma Tur  Victoria I. Marín  Juan Moreno  Antonio Gallardo  Santos Urbina 《Educational Media International》2016,53(2):139-152

This paper presents a study on the reflections on their PLEs by student teachers in an ICT subject of the fourth degree course in Teacher Education (Early Childhood Teacher Training) at the University of the Balearic Islands (UIB). There were four student teacher groups (n = 117) participating in this project, from the three Balearic Islands’ campuses (Mallorca, Menorca and Ibiza). The main research issues focused on in this study are: the topics highlighted from the reflections on the students’ PLEs and the reflection level achieved. To explore these issues, a content analysis technique has been used to interpret their final assignment of the students’ eportfolios, in which they had to carry out their reflections on their PLEs. For that purpose, two instruments have been designed: a system of categories and a rubric of assessment. Results show that the topics on which students reflect most are the conception of the PLE, its explicitness and its purpose. Although some improvement in students’ reflective skills was observed, conclusions lead us to the necessity of working further on the depth of reflections in order to adequately support self-regulated learning.  相似文献   

Music Education at Hospital Schools in Spain and Sweden: Paths Between Governing and Knowledge     

Guillermo Ruiz  Antonio García Álvarez 《欧洲教育》2016,48(4):258-273

This paper focuses on some debates regarding music education within hospital schooling, an educational track that has developed in the course of the 20th century within Western education systems. Analysis and proposals are made with respect to the music education curriculum content in primary education, within hospital education tracks, in Spain and Sweden. In order to critically approach the changing definition of what is considered significant knowledge, we discuss how music education curriculum content is included in hospital schools located in the capitals Madrid and Stockholm.  相似文献   

Investigating Image Formation with a Camera Obscura: a Study in Initial Primary Science Teacher Education     

Muñoz-Franco  Granada  Criado  Ana María  García-Carmona  Antonio 《Research in Science Education》2020,50(3):1027-1049

Research in Science Education - This article presents the results of a qualitative study aimed at determining the effectiveness of the camera obscura as a didactic tool to understand image...  相似文献   

A probabilistic approach to student workload: empirical distributions and ECTS     

Antonio Souto-Iglesias  María Teresa Baeza_Romero 《Higher Education》2018,76(6):1007-1025

The ECTS, European Credit Transfer System, is now widely used throughout higher education institutions as it facilitates student mobility within Europe and the comparison of study programs and courses. Most European institutions provide students with the number of ECTS each course and module is worth. A full-time student needs to complete 60 ECTS per academic year, which represents about 1500 to 1800 h of study. However, there is a lack of research showing that ECTS metrics have been properly implemented in different degrees and universities. The aim of this paper is to assess the relevance of the ECTS metric as a valid indicator of students’ and courses’ workloads. Detailed workload measurements have been taken in two Spanish universities, with 250,000 work hours monitored from 1400 students. This is the first study published with such a large dataset that includes a range of simultaneous courses and throughout a whole semester. Empirical distribution functions of workload indicators have been obtained. Evidence is provided indicating that nominal ECTS credit hours may be overestimated, that the variability of student workload could be too large for ECTS to sensibly characterize course workload, and that workload statistics of courses with same nominal ECTS are generally not comparable. Although the ECTS metric conception seems to be a valid metric to facilitate mobility between different institutions and higher education systems, in practice, according to this study, it requires revision, at least in the two institutions that have been included in this study. Further studies like the present one are required to test if this is a broader problem that has implications for the comparability of degrees across Europe.  相似文献   

Relationship Between Flow and Athletic Identity: The Case of Three Elite Sportsmen     

Antonio Orta  Juan-Miguel Fernández-Balboa 《Quest (Human Kinetics)》2017,69(2):187-204

This study analyzes the personal narrative of flow experiences across three elite sportsmen within their particular sport autobiographical contexts. Using a holistic formal structure analysis to examine the participants’ self-narratives, five major themes emerged: (a) early socialization as the basis of a strong athletic identity, (b) withdrawal from sports as a threat to athletic identity, (c) the dramatic weight of the narrative plots within which the experiences of flow are inserted, (d) biographical sporting flow accounts, and (e) silences and devaluations in flow narrative. The results of the narrative analyses show a close relationship between the flow experiences and athletic identity. This study concludes that, in this case, the narratives of flow experiences have had an ontological role as they served to assert the participants’ threatened athletic identity. Hence, studying narratives as practices is a useful way to better understand not only the internal coherence of the narrative fragments into which flow experiences are inserted, but also the role that they play regarding the autobiographical narrative into which these are inserted.  相似文献   

Promoting Gypsy children's behavioural engagement and school success: Evidence from a four‐wave longitudinal study          下载免费PDF全文

Pedro Rosário  José Carlos Núñez  Guillermo Vallejo  Raquel Azevedo  Raquel Pereira  Tânia Moreira  Sonia Fuentes  Antonio Valle 《British Educational Research Journal》2017,43(3):554-571

Low schooling, high non‐attendance and school dropout rates are critical phenomena within disadvantaged groups, especially among the Gypsy community. For example, in the UK, 10%–25% of Gypsy children do not attend school regularly and have significantly higher levels of overall absence from school (percentage of half‐day sessions missed) than pupils from other ethnic groups. In Portugal, available data on Gypsy children is sparse, yet data from one geographic region of the country reports high school failure (45%) and dropout rates (15%) among this population. The present study assessed the efficacy of a four‐year intervention to promote Gypsy children's behavioural engagement and school success. Gypsy communities were contacted and 30 children participating in the four waves were randomly distributed into control and experimental groups. Every school day throughout four years, 16 children in the experimental group were called at home and invited to go to school. The effectiveness of the intervention was evaluated in four waves (at the end of each of the four school years), assessing behavioural engagement (i.e. school non‐attendance, classroom behaviour) and school achievement (i.e. mathematics achievement, student progression). Findings show the efficacy of the intervention on promoting behaviour engagement and academic success without devaluing Gypsy people's culture.  相似文献   

Questionnaire on Perceived Competency-based Learning for primary school students (#ICOMpri1) / Cuestionario del Aprendizaje Percibido basado en Competencias para el Alumnado de Educación Primaria (#ICOMPri1)     

Lourdes Meroño  Antonio Calderón  José L. Arias-Estero  Antonio Méndez-Giménez 《Cultura y Educación》2017,29(2):279-323

The purpose of this study was to design and validate an assessment tool to find out how primary school students perceive their competency-based learning. By examining the content validity (n = 35 experts), comprehension (n = 173 students) and construct (n = 523 students) of the instrument, the results showed correct psychometric quality, internal consistency, reliability and adequacy of the structural model: χ²/df = 2.08, TLI = 0.88, CFI = 0.90, GFI = 0.90, RMSEA = 0.04, and SRMR = 0.04. The final version of the Questionnaire on Perceived Competency-based Learning of primary school students (#ICOMpri1) includes eight dimensions and 27 items. The results showed a high perceived competency-based learning of primary school students. This is therefore a valid and reliable instrument that provides a more subjective and real vision of primary students’ academic performance. Nevertheless, future studies should analyse the criterion-related validity by comparing perception results with those of international academic achievement.  相似文献   

Prediction model for the inclusion of key competences in the primary school curriculum through the teachers’ perceptions in the Region de Murcia / Modelo de predicción para la inclusión de las competencias en el currículo de educación primaria según la percepción del profesorado de la Región de Murcia     

Lourdes Meroño  Antonio Calderón  José L. Arias-Estero  Antonio Méndez-Giménez 《Cultura y Educación》2019,31(1):31-66

The purposes of this paper were twofold: (a) to analyse primary school teachers’ perceptions of the inclusion of the key competences in the curriculum; and (b) to test a hypothetical prediction model about the inclusion of the key competences in the curriculum according to their perceptions. The participants were 1,010 teachers from 110 schools. The results showed that the teachers need training on this new competency-based approach to teaching, learning and evaluation. The hypothetical prediction model confirmed the high predictiveness of pre-service teacher education and continuous professional development regarding the proper development of the main elements of competency-based learning which contribute to achieving the purposes of today’s education. One of the possible recommendations that could facilitate the inclusion of the key competences in the curriculum according to their perception is teacher training geared towards pedagogical models adapted to the reality of teaching today which optimize teachers’ professional performance and students’ academic achievement.  相似文献   

Anxiety among Medical Students when Faced with the Practice of Anatomical Dissection     

Carmen Romo Barrientos  Juan José Criado-Álvarez  Jaime González-González  Isabel Ubeda-Bañon  Daniel Saiz-Sanchez  Alicia Flores-Cuadrado  José Luis Martín-Conty  Antonio Viñuela  Alino Martinez-Marcos  Alicia Mohedano-Moriano 《Anatomical sciences education》2019,12(3):300-309

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Sustainability and distance learning: a diverse European experience?     

Simon Bell  Chris Douce  Sandra Caeiro  Antonio Teixeira  Rosa Martín-Aranda  Daniel Otto 《Open Learning》2017,32(2):95-102

Higher Education (HE) is experiencing disruption from technologies, demographics, the globalising world and longer life expectancy. Historically Higher Education has had a legacy of being seen as the requirement for an educated ‘elite’, there has been a policy ambition set in various countries (including the UK) for it to become the expectation for much wider segments of the population as a whole. As students become ‘everyone’ and learning becomes ‘all the time’ Distance Teaching and Research Institutions have a tremendous opportunity but there are also many disruptions and barriers to overcome. Higher Education institutions have an important role within Education for Sustainable Development and sustainable lifestyles; one of the important goals and targets of the United Nations Sustainable Development goals for 2030. Higher Education can contribute to sustainability in many ways – social, technical and environmental; globally and locally. In particular distance-learning universities due to the flexibility in the learning process, use of technologies, and inter-disciplinary approach to teaching and learning, constitute key factors in education for sustainable development. But what will this contribution look like? In this paper, the responses from senior leaders in four major European distance-learning universities are presented, compared and discussed. The tentative conclusions draw out some strategic imperatives for sustainable higher education in the twenty first century.  相似文献