Learning citizenship through social participation outside and inside school: An international,multilevel study of young people's learning of citizenship     

Bryony Hoskins  Jan Germen Janmaat  Ernesto Villalba 《British Educational Research Journal》2012,38(3):419-446

In this article we revisit and re‐analyse data from the 1999 IEA CIVED transnational study to examine the factors associated with the ways in which young people learn positive attitudes towards participation in, and knowledge and skills about democracy. Less formal learning, wherever it takes place, has recently been conceptualised as a process of social participation, and we explore its effects using Lave and Wenger's and Wenger's understanding of learning through communities of practice. This is then contrasted with the effect of the volume of civic education. The analysis shows that learning through social participation, both inside and outside school, and in particular through meaning‐making activities shows a strong positive relationship with citizenship knowledge, skills and dispositions across a wide range of countries. Moreover, it demonstrates the usefulness of situated learning theory in the field of civic learning, and its applicability in large‐scale, quantitative studies.  相似文献   

Using informant directed interviews to discover risk orientation: How formative evaluations based in interpretive analysis can improve persuasive safety campaigns     

Tarla Rai Peterson  Kim Witte  Ernesto Enkerlin‐Hoeflich  Lorina Espericueta  Jason Todd Flora  Nanci Florey 《Journal of Applied Communication Research》2013,41(3):199-215

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Learning how teachers learn in underdeveloped countries     

Noel F. McGinn  Ernesto Schiefelbein F. 《Prospects》2010,40(4):431-445

This paper argues that practitioners and researchers in underdeveloped countries should organize themselves into teams to find and share research and experience-based information about factors that influence the quality of teaching. The teams would compile locally-developed knowledge about three topics: What teaching practices are most effective in classrooms? How do teachers who use those practices learn them? How and what should teacher training institutions teach teachers so that they will use effective practices? The paper briefly reviews published research to argue that the answers to the latter two questions are not yet fully developed, and especially not for underdeveloped countries.  相似文献   

Maximizing achievement for potentially gifted and talented and regular minority students in a primary classroom     

Ronda Uresti  Jeanie Goertz  Ernesto M. Bernal 《Roeper Review》2013,35(1):27-31

Meeting the cognitive, emotional, and social needs of young, culturally and linguistically different (CLD) children in an inclusive classroom can be a challenge. A teacher used selected parts of the Autonomous Learner Model (Betts, 1985) with children in a first grade ESL classroom, where half the students were English‐language learners, to promote the educational progress of all the children and find potentially gifted CLD children early in their schooling. The first graders quickly learned independence, responsibility, resourcefulness, and higher order thinking skills. Their mean scores on norm‐referenced achievement tests, while in the average range, were believed to be the highest of any first grade group in the recent history of the school. Several gifted children emerged from the group by the end of first grade.  相似文献   

From sixth form to university: motivation and transition among high achieving state‐school language students     

Ernesto Macaro  Ursula Wingate 《牛津教育评论》2013,39(4):467-488

This paper reports on a research project involving a sample of 19 state‐educated students in their first year of a German course at Oxford University. The project is one of a number of research studies into widening participation issues funded by the Higher Education Funding Council of England (HEFCE) and the Sutton trust. The paper describes the students' motivation for applying to study German at Oxford and their experiences of the transition from school to university. This is part of a larger scale study looking at access and transition data. The findings, based on data from semi‐structured interviews, suggest that the students had instrumentally oriented motivation for wanting to do a language course which was qualitatively different from the one experienced at A level. Although several factors might have alienated the students, most managed to adapt to the academic requirements at Oxford. It is argued that the students' ability to adapt and succeed is due to a high level of preparedness and to a flexibility of motivational orientation. The study contributes to the widening participation debate in general by commenting on issues of transition in terms of how well matched certain prestige university courses are to the aspirations of the applicants.  相似文献   

The NIEO as a deterrent to educational development     

Ernesto Schiefelbein 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(4):449-449

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Research trends in Latin America: Seminario 80     

Ernesto Schiefelbein 《Prospects》1981,11(3):368-371

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Strategic Plan for a Processed Foods Company Using Megaplanning and Balanced Scorecard     

Ernesto A. Lagarda‐Leyva  Gulliver Castaeda‐Rodriguez  Ivan Soto‐Fierro 《Performance Improvement Quarterly》2016,28(4):27-54

This article presents a case study for a strategic plan developed using a megaplanning model approach, as well as the balanced scorecard proposal, for a company that produces processed foods in the southern state of Sonora in Mexico. The strategic planning process began with the ratification of the business mission and vision in an internal analysis of the company with the help of its employees in a dynamic participatory workshop in which they discussed perceived strengths and weaknesses. The next step was to perform the external analysis of the environment surrounding the company. Both analyses of the SWOT matrix immediately identified strategic objectives and strategies, as well as the scorecard, and concluded with a project proposal. The most significant results fall under the scope of two key strategies. The first regards innovation in business models; and the second, the expansion into new markets, which, along with the organization's philosophy, guides the future of the company. The main lessons learned are presented in the developmental stages of this case study, so it is important to emphasize that a special development in the results section, which can be useful for similar studies using the proposed methodology, be carried out. Finally, a strategic planning–oriented approach focusing on megaplanning represents a vision on how to add value to society, seeking to create interest among stakeholders to meet performance indicators that have a positive impact on the communities where the company is located.  相似文献   

Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes          下载免费PDF全文

Diana Leyva  Christina Weiland  M. Barata  Hirokazu Yoshikawa  Catherine Snow  Ernesto Treviño  Andrea Rolla 《Child development》2015,86(3):781-799

Quality of teacher–child interactions is central to prekindergarten children's learning. In the United States, the quality of teacher–child interactions is commonly assessed using the teaching through interactions conceptual framework and an associ/ated observational tool, the Classroom Assessment Scoring System (CLASS). This study examined: (a) whether there was evidence supporting three distinctive domains of teacher–child interactions in Chile (construct validity) and (b) whether these domains predicted end‐of‐prekindergarten language, academic, and executive function skills in Chile (predictive validity). The sample consisted of 91 Chilean prekindergarten classrooms (1,868 four‐year‐old children). The findings support both construct and predictive validity of the teaching through interactions conceptual framework as assessed by the CLASS in Chile. Implications for cross‐country comparison of quality of teacher–child interactions in prekindergarten classrooms are discussed.  相似文献   

Scholarly management research in Spanish language: A bibliometric analysis (2000–2010)     

Ernesto R. Gantman  Carlos J. Fernández Rodríguez 《Journal of Business & Finance Librarianship》2017,22(1):7-23

In this article, the authors analyze the characteristics of the vernacular management literature in Spanish-speaking countries and examine what factors can explain the differences observed in the production of these countries. The results indicate that management research has gained ground in the last decade, as revealed by the apparition of new journals and the number of articles published. The article also shows that Spain has a different profile of published articles than that of the other countries, as its production is mostly composed of empirical-quantitative articles. Finally, a negative binomial regression model suggests that the countries' scientific output is positively associated with their level of economic development and the size of their economies.  相似文献