排序方式： 共有28条查询结果，搜索用时 15 毫秒
21.
Verónica Villarroel Susan Bloxham Daniela Bruna Carola Bruna Constanza Herrera-Seda 《Assessment & Evaluation in Higher Education》2018,43(5):840-854
Authenticity has been identified as a key characteristic of assessment design which promotes learning. Authentic assessment aims to replicate the tasks and performance standards typically found in the world of work, and has been found to have a positive impact on student learning, autonomy, motivation, self-regulation and metacognition; abilities highly related to employability. Despite these benefits, there are significant barriers to the introduction of authentic assessment, particularly where there is a tradition of ‘testing’ decontextualised subject knowledge. One barrier may be the lack of conceptualisation of the term authentic assessment sufficient to inform assessment design at the individual course level. This article tackles that omission by a systematic review of literature from 1988 to 2015. Thirteen consistent characteristics of authentic assessment are identified leading to the classification of three conceptual dimensions: realism, cognitive challenge and evaluative judgement. These dimensions are elaborated and used to propose a step-based model for designing and operating authentic assessment in individual higher education subjects. 相似文献
22.
Thaís Reichert Natália Carvalho Bagatini Nicole Monticelli Simmer Andressa Pellegrini Meinerz Bruna Machado Barroso Alexandre Konig Garcia Prado 《Research quarterly for exercise and sport》2019,90(1):46-53
Purpose: To compare the effects of three water-based resistance trainings on neuromuscular parameters of older women. Method: Thirty-six women were randomized to groups: simple set of 30 seconds (1 × 30 s, 66.41 ± 4.71 years, n = 12), multiple sets of 10 seconds (3 × 10 s, 66.50 ± 4.74 years, n = 11), and simple set of 10 seconds (1 × 10 s, 65.23 ± 3.93 years, n = 13). Maximal isometric strength concomitantly with neuromuscular activity during extension and flexion knee was evaluated. In the same exercises, rate of force development at different time intervals was measured. Finally, functional capacity was assessed. Results: All trainings promoted similar improvements in the rate of force develpment of extension (effect size RFD 50 ms: 1 × 30 s .49, 3 × 10 s .67, 1 × 10 s .65; ES RFD 100 ms: 1 × 30 s .76, 3 × 10 s .80, 1 × 10 s .63; ES RFD 250 ms: 1 × 30 s .31, 3 × 10 s .49, 1 × 10 s .37) and flexion knee (ES RFD 50 ms: 1 × 30 s .59, 3 × 10 s .31, 1 × 10 s .48; ES RFD 100 ms: 1 × 30 s .41, 3 × 10 s .44, 1 × 10 s .42; ES RFD 250 ms: 1 × 30 s .57, 3 × 10 s .36, 1 × 10 s .43; ES RFD maximal: 1 × 30 s .63, 3 × 10 s .23, 1 × 10 s .26), however only the 3 × 10 s group improved the performance in the 8-foot up-and-go test (ES 3 × 10 s: .93, 1 × 30: .39, 1 × 10 s: .23). There was a maintenance of the isometric force and neuromuscular activity, except for the activity of the rectus femoris that showed an increase after training in all groups (ES 3 × 10 s: .04, 1 × 30: .36, 1 × 10 s: .50). Conclusion: Water-based resistance training using simple or multiple sets promotes the same gains in rapid strength, however only multiple sets induced improvement on functional capacity. 相似文献
23.
Current research on adult-child interaction has stressed the importance of some conversational tactics for the development of communicative competence in children. The conversational device used in the presence of ambiguity and incomprehension is the clarification request (CR), an interrogative utterance by which the speaker asks for explanation, confirmation or repetition of an utterance previously produced by the listener, but which has not been perfectly understood. In this research we analyzed several aspects of nursery school teachers use of the clarification request with children of three different age groups (10–17 months; 21–26 months and 28–37 months). Using audio-recordings of naturally occurring teacher-child interactions, the following features were analyzed: 1) the quantitative distribution of CRs in teacher’s language according to the children’s age; 2) the form of the CRs; 3) their function; 4) the conversational sequences containing CRs. The results suggest that the teacher’s use of CRs is guided by their knowledge and evaluation of the children’s developing communicative competence. The distribution of CRs in the various forms and function that we indentified seem to follow the same general path isolated in the previous studies, collected in a different language and culture, suggesting that the CRs may be a constant feature of adult-child interaction. 相似文献
24.
Ana Catarina Pinheiro Bruna P. Oliveira Cristina Veríssimo João C. Brandão Laura Rosado Valme Jurado Maria Filomena Macedo 《Journal of Cultural Heritage》2013,14(1):76-81
During restoration activities, a fungal reddish area was noted on a gilded wood carved ceiling decoration from a sacristy of a church in Aveiro, Portugal. The protocols used to identify the fungal community present in this wooden material included the classical culturing methods and a molecular biology protocol based on the ability of denaturing high performance liquid chromatography (DHPLC) to separate fungal DNA from several species. This last method complemented the results obtained with the traditional culturing method approach and the overall study revealed three fungal species: Serpula lacrymans (Wulfen) P. Karsten, Paecilomyces lilacinus (Thom) Samson and Penicillium chrysogenum Thom. This is, to the author's knowledge, the first documented case of S. lacrymans in Portuguese built cultural heritage. Despite the antifungal solution applied and the dryer environment recommended, the water activity (Aw) levels recorded on location are still dangerously high and may allow fungal regrowth. Periodic inspections were advised. 相似文献
25.
Katherine Richardson Bruna 《Cultural Studies of Science Education》2014,9(2):335-342
In this reflection on Carolyn Parker’s article, I connect to my own professional work at the intersection of Latino education and science education as well as to my own personal interest in liberation theology. I use constructs central to liberation theology to indicate what a liberationist science might look like and push us, in doing so, to put learning, not teaching, at the center of our efforts. 相似文献
26.
The purpose of this paper is to explore, by means of semi-structured interviews, how families of adolescents perceive and describe their educational styles and the development of adolescent autonomy. Specifically, the results of two different studies will be discussed: the first was conducted with a group of 83 parents (fathers and mothers) of 15- to 18-year-old adolescents, male and female, from different cultural backgrounds (medium-low and medium-high). The second study involved both adolescents and their parents of three age-groups (10 families with 13-, 15- and 17-year-old adolescents, for a total of 90 interviews), half male and half female. In the first study fathers and mothers were asked to describe the educational style they adopted in raising their children, its consistency across situations and similarities and differences with their partner’s style; moreover, parents’ beliefs about the process of separation/ /individuation of the adolescent were assessed. The second study focused on family members’ (father, mother, adolescent) perceptions and beliefs about the nature of autonomy and its development and on their degree of congruence or incongruence within the family; moreover, the inclusion of a group of younger subjects (13-year-olds) was intended to provide a picture of a larger age span. Results of content analysis conducted on subjects’ answers showed the presence of different “models” or “styles” of education adopted by fathers and mothers, as well as different conceptions of “autonomy” and patterns of autonomy development, which appear to differ according to the sociodemographic variables considered. 相似文献
27.
Drawing on interviews with Muslim parents, students, and teachers in a Midwestern city, as well as one of the author's (Sabry's) own experiences as a member in the local Muslim community, this paper documents and describes the challenges faced by Muslim youth in U.S. schools. Grounded in the theoretical framework of cultural mismatch, the paper presents key themes of the interviews with regards to the areas of curriculum, instruction, and home-school relations. Based on these findings, and using Banks' Multicultural Education Dimensions, a proactive model of cooperation between the families of Muslim students and the public school system is proposed. The paper concludes by urging other scholars to investigate the schooling of Muslim students in the U.S. and encouraging members of the Muslim community to share their U.S. schooling experiences. 相似文献
28.