Creating inclusive learning environments: difficulties and opportunities within the new political ethos     

Freire S 《Journal of deaf studies and deaf education》2009,14(1):131-135

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Introduction     

Parker  Laurence  Villenas  Sofia 《The Urban Review》1999,31(3):221-223

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Intergroup contact and the projection of positivity     

Sofia Stathi  Richard J. Crisp   《Int J Intercult Relat》2010,34(6):580-591

Three studies investigated whether intergroup contact reduces prejudice, in part, via the extension of positive attributes that define the self to the outgroup. Study 1 found that positive intergroup contact predicted self-outgroup overlap, and this overlap mediated the contact–attitude relationship. This mediational path was specific to outgroup, but not ingroup, attitudes. In Study 2 we found that it was the attribution of specifically positive, as opposed to negative, traits that mediated the contact–attitude relationship in a model that also included intergroup anxiety. In Study 3 an elaborated model was supported, in which perceived self-other similarity mediated the effects of positive contact on the attribution of positive self-traits. We discuss the findings in the context of recent advances in Intergroup Contact Theory.  相似文献   

Energy balance and dietary habits of America's Cup sailors     

Bernardi E  Delussu SA  Quattrini FM  Rodio A  Bernardi M 《Journal of sports sciences》2007,25(10):1153-1160

This research, which was conducted with crew members of an America's Cup team, had the following objectives: (a) to assess energy expenditure and intake during training; (b) to evaluate the sailors' diet, and (c) to identify any dietary flaws to determine the appropriate intake of nutrients, correct possible dietary mistakes, and improve their food habits. Energy expenditure was estimated on 15 sailors using direct measurements (oxygen consumption) and a 3-day activity questionnaire. Oxygen consumption was measured on sailors during both on-water America's Cup sailing training and dry-land fitness training. Composition of the diet was estimated using a 3-day food record. Average daily energy expenditure of the sailors ranged from 14.95 to 24.4 MJ, depending on body mass and boat role, with the highest values found in grinders and mastmen. Daily energy intake ranged from 15.7 to 23.3 MJ (from +6% to -18% of energy expenditure). The contributions of carbohydrate, protein, and fat to total energy intake were 43%, 18%, and 39% respectively, values that are not in accord with the recommended guidelines for athletes. Our results show the importance of assessing energy balance and food habits for America's Cup sailors performing different roles. The practical outcome of this study was that the sailors were given dietary advice and prescribed a Mediterranean diet, explained in specific nutrition lectures.  相似文献   

Principals’ qualifications in special education and students with and at risk for disabilities’ reading achievement growth in kindergarten     

Elizabeth Bettini  Sungur Gurel  Yujeong Park  Walter Leite  James McLeskey 《Exceptionality》2019,27(1):18-31

To effectively teach reading to students with and at risk for disabilities, special and general education teachers depend on principals who support effective specialized reading instruction. Yet, extant research indicates that principals have inadequate preparation for supporting specialized instruction. To address this issue, scholars have recommended that leader preparation programs should provide prospective leaders with more preparation in special education. However, research to date provides limited indications of whether more preparation would in fact support more effective leadership for special education. Therefore, we examined data from the Early Childhood Longitudinal Study to determine whether principals’ qualifications in special education and in reading predicted struggling readers’ and students with disabilities’ reading achievement growth in kindergarten. We found no effects; principals’ coursework in special education, coursework in reading, prior experiences as a special education teacher, and experience in school leadership did not predict reading achievement growth among students with or at-risk for disabilities.  相似文献   

Teacher perceptions of inclusive education in the Cook Islands     

Angela Page  Christopher Boyle  Kathy McKay  Sofia Mavropoulou 《Asia-Pacific Journal of Teacher Education》2019,47(1):81-94

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Understanding change in higher education: an archetypal approach     

Sofia Bruckmann  Teresa Carvalho 《Higher Education》2018,76(4):629-647

During the past three decades, higher education institutions have been changing, moving away from the traditional bureaucratic archetype towards a more managerialist one. Empirical research already demonstrated that organisations tend to be in a hybrid area of archetypal change. Considering the specific case of a government-imposed reform in Portugal, and using a case study approach of six public universities, this study aims to explore archetypal hybridism through the lens of two main dimensions: systems and structures and interpretive scheme. The theoretical background lies on academic literature on organisational change in higher education and specifically on archetype theory. The findings drawn from document analysis and interviews outline the main characteristics of the hybrid archetype that we chose to name efficient-collegiality.  相似文献   

“Orientation” in Spanish universities     

D. Benito Echeverria  D. Pilar Figuera  D. Sofia Gallego 《International journal for the advancement of counseling》1996,19(1):3-13

In the present period of change, the Spanish systems of secondary and higher education, too, are confronted with new challenges. People have realized that factors within and outside universities demand the development of effective helping services for students, particularly on the level of orientation. Two different models are described, one that relies on tutors, mainly; the other one employs orientation professionals. The article also describes the skills and the training experiences that are necessary for professionals in orientation services.Facultat de Psicologia i Pedagogia, Universitat Roman Llull  相似文献   

Facilitating teachers as action researchers and reflective practitioners: new issues and proposals     

Sofia Avgitidou 《Educational Action Research》2020,28(2):175-191

ABSTRACT

In this article I reflect on my experiences facilitating teachers as researchers and reflective practitioners and the importance of enhancing the dynamic and complementary relationship between theory, research, practice and reflection at every step of action research. Given the complexity of teachers’ participation in action research, I drew on a reflexive research-based account within a second-order process of action research to support a group of teacher-researchers to rethink their understanding of participatory education and transform their own practices. This research-based account describes the challenges faced, the decisions made, and the actions taken, all shaped by ongoing dialogues with teachers’ beliefs and practices, with the goals of action research, and with the processes of gradual transformations observed in both the teachers’ thinking and practice and in my own as a facilitator. The present study adds to the discussion of the interrelationships between theory, research, practice and reflection by providing an example of their enactment at every step of action research in order to support participatory education.  相似文献   

Learning objects and learning content management systems in engineering education: implications of new trends     

Ellen Sjoer  Sofia Dopper 《European Journal of Engineering Education》2006,31(4):363-372

Learning objects and learning content management systems are considered to be ‘the next wave in engineering education’. The results of experiments with these new trends in ICT in engineering education are described in this paper. The prospects were examined and the concepts of reusability of content for teachers and for personalized education using learning objects delivered on demand to students were put to the test. The hurdles that need to be overcome and the benefits of using learning objects and learning content management systems are discussed. This paper is concluded with a discussion of the findings for future developments in engineering education.  相似文献