Failed regulations and school composition: selective admission practices in Chilean primary schools     

Alejandro Carrasco  Gabriel Gutiérrez  Carolina Flores 《教育政策杂志》2017,32(5):642-672

This is an exploratory study about pupil selection. Admission regulations are central to understanding issues of school mix, segregation and educational justice. In Chile, student selection has been intensively discussed but scarcely studied. Using a questionnaire for headteachers (N = 581), we explore how school admission processes are organised and implemented within a market-based educational system with a high-stakes testing regime where schools are pushed to use selection practices. Despite the existence of a national (although weak) legal prohibition at the time the survey was conducted, half of the headteachers state that they use some mechanism to select students (play sessions, student testing, or interviews with parents) even when they do not face demand pressures. Exploratory data suggest higher levels of selectivity in subsidised private schools. Regression analysis shows a strong association between ‘selectivity’ and homogeneous academic intake and social composition. Presumably, the widespread use of selection procedures responds to the structuring force of a double system of educational accountability; strong pressure on performance within a testing regime and where funding depends on enrolments makes selection a fundamental strategy for schools, but which is seriously affecting equality goals.  相似文献   

A pedagogy of emotion in teaching about social movement learning     

Judith Walker  Carolina Palacios 《Teaching in Higher Education》2016,21(2):175-190

This article explores the role of emotion in teaching about social issues in higher education. We draw and expand upon Boler's notion of a ‘Pedagogy of Discomfort’, Goodman's and Curry-Steven's concept of a ‘Pedagogy for the Privileged', and on Freire's idea of a ‘Pedagogy of Hope', in reflecting on our own experiences in teaching a graduate-level course on social movement learning. We argue for the importance of further sociological theorisation of the role of emotion in teaching and learning in higher education, and acknowledge the challenges a Pedagogy of Emotion present to those teaching in the social sciences at the post-secondary level.  相似文献   

Trends in inclusive education at regional and interregional levels: issues and challenges     

Renato Opertti  Carolina Belalcázar 《Prospects》2008,38(1):113-135

The UNESCO International Bureau of Education (IBE), through the Community of Practice (COP) in Curriculum Development, organized eight Regional Preparatory Workshops on Inclusive Education in 2007. These workshops had the overall goal of initiating a participatory, consultative process in order to highlight key issues and challenges regarding inclusive education, to be presented at the 48th session of the International Conference of Education (ICE) 2008. Each preparatory regional workshop centred on four sub-themes around which the IBE Council has proposed to articulate the 48th ICE: Approaches, Scope and Content; Public Policies; Systems, Links and Transitions; Learners and Teachers. In the framework of conceptual dimensions of inclusive education, and the sub-themes of ICE 2008, this article identifies trends across regions within the ICE sub-themes and highlights points for future debate on inclusive education.

Carolina BelalcázarEmail:

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Renato Opertti   (Uruguay) Sociologist and Master in Educational Research. Universidad de la República Oriental del Uruguay and Centro de Investigación y Experimentación Pedagógica (CIEP, Montevideo, Uruguay). Consultant to ECLA, UNESCO, UNICEF and the World Bank. Currently Programme Specialist for the Capacity-Building Programme at UNESCO IBE, Geneva, Switzerland, where he co-ordinates the Community of Practice in Curriculum Development. He has published numerous studies on social policy, poverty, education and curriculum issues. Carolina Belalcázar   (Colombia) Research Fellow at UNESCO IBE. Ph.D. University of Pittsburgh in Social and Comparative Analysis in Education, with a specialization in International and Development Education. Former Outreach Director for the Council on Latin American and Iberian Studies, MacMillan Center for International and Area Studies and the Programs in International Education Resources, Yale University. Her research focuses on the relationship between policy design and implementation in the fields of education and international drug control.  相似文献   

Creating a dialogic environment for transformative science teaching practices: towards an inclusive education for science     

Cristina G. Reynaga-Peña  Marisol Sandoval-Ríos  José Torres-Frías  Carolina López-Suero  Adrián Lozano Garza  Maribel Dessens Félix 《师资教育杂志》2018,44(1):44-57

Abstract

This paper focuses on the design and application of a teacher training strategy to promote the inclusive education of students with disabilities in the science classroom, through the creation of adult learning environments grounded on the principles of dialogic learning. Participants of the workshop proposal consisted of a group of twelve teachers who were working at various educational levels. Teacher teams proposed and implemented in their classroom, innovative, inclusive science-learning activities about a topic of their choice. Data were collected from interviews with teachers five months after the courses, teachers’ portfolios about their practice during implementation of such sequences, and researchers’ observations. The data suggest that it is possible to stimulate a gradual transformation of teaching practices through a teacher training proposal that promotes self-awareness and critical reflection, situated in the creation of meaning and a willingness to change in the spirit of solidarity and social action. We found elements to recommend the incorporation of these innovations at the curricular and practical level for teacher training schools and for in-service teacher development programmes in Mexico and elsewhere.  相似文献   

Parenting a Child with a Learning Disability: A Qualitative Approach     

Manuel Fernández-Alcántara  Cayetana Correa-Delgado  Ángela Muñoz  María Teresa Salvatierra  Tadeo Fuentes-Hélices  Carolina Laynez-Rubio 《International Journal of Disability, Development & Education》2017,64(5):526-543

The present study describes experiences associated with parenting children diagnosed with learning disabilities. Parents whose children were diagnosed with Attention Deficit Hyperactivity Disorder, dyslexia/language problems, and Asperger syndrome, related to poor performance at school, took part in the study. A qualitative study design was implemented, using three focus groups. The data obtained were analysed following an inductive thematic approach. Five major themes were identified: parenting emotions, diagnosis and cause, daily experiences, social relationships and concerns about the future. The parents in this study experienced a range of emotions, and assigned different explanations to the learning disability, depending on the diagnosis (attention, verbal or non-verbal). Daily experience, both at home and at school, was influenced by the child’s specific impairment. All parents, independently of the diagnosis, believe a central role is played by social relationships and expressed concerns about their child’s future development. Emotional interventions targeting these parents should take these considerations into account and address the specific type of learning disability.  相似文献   

“How do You Know this Answer?” – Children’s Use of Text Data and General Knowledge in Story Comprehension     

Ana Carolina Perrusi Brandão  Jane Oakhill 《Reading and writing》2005,18(7-9):687-713

This study investigates how, and to what extent, young readers (7–8 year-olds) use text information or their prior knowledge when answering comprehension questions about narrative texts. The children were asked to explain how they found out their responses by answering the following question: “how do you know this answer?” Their answers and justifications were analysed both qualitatively and quantitatively. The text proved to be the main source of information for these readers. However, sometimes the children seemed to ignore the text and over rely on their prior knowledge to answer the questions. The procedure of asking children to justify their answers was shown to be a good way of specifying more precisely some of their problems in text comprehension. It also seemed to encourage them to look back at the text and review their responses and, as such, it could be considered a useful tool to improve children’s reading comprehension.  相似文献   

Early non-parental care and toddler behaviour problems: Links with temperamental negative affectivity and inhibitory control     

Roseriet Beijers  Marianne Riksen-Walraven  Samuel Putnam  Marjanneke de Jong  Carolina de Weerth 《Early childhood research quarterly》2013

This longitudinal study examined the link between multiple aspects of early non-parental care and internalizing and externalizing behaviour at 30 months of age. We also examined whether this link was mediated by children's inhibitory control and moderated by early temperamental negative affectivity. Participants were 193 mothers and their infants (91 girls; 79 firstborn). Negative affectivity was measured with a temperament questionnaire at 3 months of age. Information on non-parental care (i.e. centre-based care, number of hours, number of concurrent arrangements, long-term instability of care and age of entry) was obtained through monthly maternal interviews across the first year of life. At 30 months of age, toddlers’ inhibitory control was measured with observational tasks, and behaviour problem questionnaires were completed by the mothers and the caregivers. The mediation model was not supported. Greater observed inhibitory control, however, was related to less caregiver-reported internalizing and externalizing behaviour. Furthermore, negative affectivity moderated the effect of early non-parental care on behaviour problems. Non-parental care was unrelated to behaviour problems in toddlers who displayed low or mean levels of negative affectivity as infants. For infants high in negativity, however, centre-based care was associated with higher mother-rated internalizing and externalizing problems. In sum, the link between aspects of non-parental care during the first year of life and toddlers’ behaviour problems was not mediated through inhibitory control. Instead, inhibitory control and non-parental care, in conjunction with negative affectivity, appear to be two independent predictors of toddlers’ internalizing and externalizing behaviour.  相似文献   

Interferential therapy effect on mechanical pain threshold and isometric torque after delayed onset muscle soreness induction in human hamstrings     

Clarice S. Rocha  Fábio J. Lanferdini  Carolina Kolberg  Marcelo F. Silva  Marco A. Vaz  Wania A. Partata 《Journal of sports sciences》2013,31(8):733-742

Abstract

This study was undertaken to examine the acute effect of interferential current on mechanical pain threshold and isometric peak torque after delayed onset muscle soreness induction in human hamstrings. Forty-one physically active healthy male volunteers aged 18?33 years were randomly assigned to one of two experimental groups: interferential current group (n = 21) or placebo group (n = 20). Both groups performed a bout of 100 isokinetic eccentric maximal voluntary contractions (10 sets of 10 repetitions) at an angular velocity of 1.05 rad · s^?1 (60° · s^?1) to induce muscle soreness. On the next day, volunteers received either an interferential current or a placebo application. Treatment was applied for 30 minutes (4 kHz frequency; 125 μs pulse duration; 80?150 Hz bursts). Mechanical pain threshold and isometric peak torque were measured at four different time intervals: prior to induction of muscle soreness, immediately following muscle soreness induction, on the next day after muscle soreness induction, and immediately after the interferential current and placebo application. Both groups showed a reduction in isometric torque (P < 0.001) and pain threshold (P < 0.001) after the eccentric exercise. After treatment, only the interferential current group showed a significant increase in pain threshold (P = 0.002) with no changes in isometric torque. The results indicate that interferential current was effective in increasing hamstrings mechanical pain threshold after eccentric exercise, with no effect on isometric peak torque after treatment.  相似文献   

Interferential therapy effect on mechanical pain threshold and isometric torque after delayed onset muscle soreness induction in human hamstrings     

Rocha CS  Lanferdini FJ  Kolberg C  Silva MF  Vaz MA  Partata WA  Zaro MA 《Journal of sports sciences》2012,30(8):733-742

This study was undertaken to examine the acute effect of interferential current on mechanical pain threshold and isometric peak torque after delayed onset muscle soreness induction in human hamstrings. Forty-one physically active healthy male volunteers aged 18-33 years were randomly assigned to one of two experimental groups: interferential current group (n = 21) or placebo group (n = 20). Both groups performed a bout of 100 isokinetic eccentric maximal voluntary contractions (10 sets of 10 repetitions) at an angular velocity of 1.05 rad · s(-1) (60° · s(-1)) to induce muscle soreness. On the next day, volunteers received either an interferential current or a placebo application. Treatment was applied for 30 minutes (4 kHz frequency; 125 μs pulse duration; 80-150 Hz bursts). Mechanical pain threshold and isometric peak torque were measured at four different time intervals: prior to induction of muscle soreness, immediately following muscle soreness induction, on the next day after muscle soreness induction, and immediately after the interferential current and placebo application. Both groups showed a reduction in isometric torque (P < 0.001) and pain threshold (P < 0.001) after the eccentric exercise. After treatment, only the interferential current group showed a significant increase in pain threshold (P = 0.002) with no changes in isometric torque. The results indicate that interferential current was effective in increasing hamstrings mechanical pain threshold after eccentric exercise, with no effect on isometric peak torque after treatment.  相似文献   

Intergenerational conflict and public education expenditure when there is co-residence between the elderly and young     

Paulo Roberto Arvate  Ana Carolina Pereira Zoghbi 《Economics of Education Review》2010

The main objective of this paper is to show that a family arrangement in which the elderly co-reside with the young determines that the elderly support the public education expenditure. Considering that this type of family arrangement is more common in Latin American countries than in the United States, our study is concentrated in Brazil. This study is based on a panel of 2054 Brazilian municipalities using data from the 1991 and 2000 censuses.  相似文献