The development of analogical reading in Spanish     

Núria Sebastian-Gallés  Ana Parreño Vacchiano 《Reading and writing》1995,7(1):23-38

The use and development of analogical processes in learning to read in Spanish are presented. In the first experiment, the results show that children of 6 years old show analogical effects in reading pseudowords and that the magnitude of this effect is the same as with 10 years old children. However, it is found that children of 10 years old make many lexicalizations when reading pseudowords (about 50% of the items). In experiment 2 this finding is further analyzed. The results show that 9 years old children make more lexicalizations than adult control subjects do. It is suggested that the development of analogical procedures is a fast process (6 years old children already have done it), but that the precise control of lexical information over perceptual one is a later process.  相似文献   

Chebyshev polynomial solutions of systems of higher-order linear Fredholm-Volterra integro-differential equations     

Ay?egül Akyüz-Da?c?o?lu  Mehmet Sezer 《Journal of The Franklin Institute》2005,342(6):688-701

A Chebyshev collocation method, an expansion method, has been proposed in order to solve the systems of higher-order linear integro-differential equations. This method transforms the IDE system and the given conditions into the matrix equations via Chebyshev collocation points. By merging these results, a new system which corresponds to a system of linear algebraic equations is obtained. The solution of this system yields the Chebyshev coefficients of the solution function. Some numerical results are also given to illustrate the efficiency of the method. Moreover, this method is valid for the systems of differential and integral equations.  相似文献   

Faculty feelings as writers: relationship with writing genres,perceived competences,and values associated to writing     

Liliana del Pilar Gallego Castaño  Montserrat Castelló Badia  Antoni Badia Garganté 《Higher Education》2016,71(5):719-734

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Going to action? A literature review on educational proposals in formal Environmental Education     

Mercedes Varela-Losada  Pedro Vega-Marcote  Uxío Pérez-Rodríguez  María Álvarez-Lires 《Environmental Education Research》2016,22(3):390-421

The current state of the planet’s environmental deterioration calls for formal educational contexts to implement effective environmental proposals which nurture action competence. The aim of this paper is to examine the educational proposals in formal contexts that have been published in the two research journals of greatest impact on Environmental Education during the period 2008–2013, and to analyse how they contribute to the development of action competence. Special attention is paid to research (i) based on real participation by students; (ii) promotes reflection on the complexity of environmental issues; (iii) facilitates critical thinking; (iv) encourages autonomous and responsible decision-making and (v) involves communities. Our results show that these approaches can help improve the development of action-focused environmental education and bring to light a series of challenges for future research.  相似文献   

Crossing cultural borders into science teaching: Early life experiences,racial and ethnic identities,and beliefs about diversity     

Brenda R. Brand  George E. Glasson 《科学教学研究杂志》2004,41(2):119-141

The purpose of this ethnographic study was to explore the development of belief systems as related to racial and ethnic identities of preservice teachers as they crossed cultural borders into science teaching. Data were collected throughout a yearlong teacher preparation program to learn how early life experiences and racial and ethnic identities of preservice teachers influenced both their beliefs about diversity in science classrooms and science teaching pedagogy. Case studies of three preservice teachers from diverse racial and ethnic background are presented: Asian American, African American, and Rural Appalachian. Using Bank's ethnicity typology, findings suggest that racial and ethnic identity, developed in early life experiences of preservice teachers, provided clarity on the rigidity of their beliefs about diversity and how they view science teaching. By learning about the border crossing experiences of preservice teachers in relation to their beliefs about diversity as related to racial and ethnic identities, the researchers hoped to provide insight on preparing preservice teachers for the challenges of working in diverse classrooms. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 119–141, 2004  相似文献   

Performance equivalency between computer‐based and traditional pen‐and‐paper assessment: A case study in clinical anatomy          下载免费PDF全文

Bruno Guimarães  José Ribeiro  Bernardo Cruz  André Ferreira  Hélio Alves  Ricardo Cruz‐Correia  Maria Dulce Madeira  Maria Amélia Ferreira 《Anatomical sciences education》2018,11(2):124-136

The time, material, and staff‐consuming nature of anatomy's traditional pen‐and‐paper assessment system, the increase in the number of students enrolling in medical schools and the ever‐escalating workload of academic staff have made the use of computer‐based assessment (CBA) an attractive proposition. To understand the impact of such shift in the assessment method, an experimental study evaluating its effect on students’ performance was designed. Additionally, students’ opinions toward CBA were gathered. Second‐year medical students attending a Clinical Anatomy course were randomized by clusters in two groups. The pen‐and‐paper group attended two sessions, each consisting of a traditional sectional anatomy steeplechase followed by a theoretical examination, while the computer group was involved in two similar sessions conducted in a computerized environment. At the end of each of the computer sessions, students in this group filled an anonymous questionnaire. In the first session, pen‐and‐paper group students scored significantly better than computer‐group students in both the steeplechase (mean ± standard deviation: 66.00 ± 14.15% vs. 43.50 ± 19.10%; P < 0.001) and the theoretical examination (52.50 ± 12.70% vs. 39.00 ± 21.10%; P < 0.001). In the second session, no statistically significant differences were found for both the steeplechase (59.50 ± 17.30% vs. 54.50 ± 17.00%; P = 0.085) and the theoretical examination (57.50 ± 13.70% vs. 54.00 ± 14.30%; P = 0.161). Besides, an intersession improvement in students’ perceptions toward CBA was registered. These results suggest that, after a familiarization period, CBA might be a performance equivalent and student accepted alternative to clinical anatomy pen‐and‐paper theoretical and practical examinations. Anat Sci Educ 11: 124–136. © 2017 American Association of Anatomists.  相似文献   

The relationship between teachers’ emotional intelligence and classroom discipline management     

Sabina Valente  Ana Paula Monteiro  Abílio Afonso Loureno 《Psychology in the schools》2019,56(5):741-750

One of the fundamental problems of educational systems in many countries is related to classroom discipline. This reflects one of the worst problems faced by teachers. Classroom discipline management strategies play an effective role in creating positive teacher‐student relationships. One of the factors that influence behavior management in a classroom is emotional intelligence. Therefore, this study analyzing how teachers emotional intelligence influences the management of discipline in a classroom and the relationship between gender, academic formation, and service time of teachers with their emotional intelligence. Its sample comprises 559 basic and secondary school teachers. An Emotional Competence Questionnaire, a Scale of Teacher Efficacy in Classroom Management, and a personal and professional data inquiry have been used as instruments. Results show that teachers who have more capacity to deal with emotion demonstrate a greater management of discipline in the classroom. Most of the relationships in the model are statistically significant.  相似文献   

Performing mundane materiality: Actor-Network Theory,global student mobility and a re/formation of ‘social capital’     

Alfredo Salomão Filho  Annelies Kamp 《Discourse: Studies in the Cultural Politics of Education》2019,40(1):122-135

ABSTRACT

Social capital is a puzzling actor; made real by its allies. It has been ‘out-there’ in the form of scientific publications for decades. Although some characteristics are common to all elaborations of this theory (networks, trust, and norms), there remains confusion in determining a ‘coherent concept’ of social capital. In this paper, we make use of such ‘incoherence gap’ to open an experimental theoretical and, subsequently, analytical space. Based on empirical research with mobile students and assemblages of non-human actors, the paper offers two investigative gatherings. First, the Bourdieusian approach to ‘social capital’ is discussed, allowing relational ontologies to enter the scene. Second, consideration is given to issues of performativity and the relevance of materiality for empirical social capital investigations. Despite the degree of ontological security social capital has managed to achieve, we question the disregard for the performative role of non-human entities in the context of global student mobility.  相似文献   

Teamwork and Entrepreneurial Behavior among K-12 Teachers in the United States     

Roque do Carmo Amorim Neto  Vinícius Picanço Rodrigues  Kathryn Campbell  Meaghan Polega  Torrie Ochsankehl 《The Educational forum》2020,84(2):179-193

Abstract

This study attempted to identify the predictors of entrepreneurial behavior by assessing a series of variables that included teamwork skills and demographic variables, and to explore teachers’ experiences with teamwork. A sample of 367?K-12 public school teachers completed the survey. The findings indicated that teamwork predicts entrepreneurial behavior. Most participants received teamwork training through their school districts. Barriers to teamwork included time constraints, individual differences, and inability to collaborate.  相似文献   

The Impact of Socio-Scientific Controversies in Portuguese Natural Science Teachers' Conceptions and Practices   总被引：1，自引：0，他引：1  

Reis  Pedro  Galvão  Cecília 《Research in Science Education》2004,34(2):153-171

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