Effect of Wholewheat Flour Particle Shape Obtained by Different Milling Processes on Physicochemical Characteristics and Quality of Bread     

Jos Luis Navarro  Malena Moiraghi  Fernanda Micaela Quiroga  Alberto Edel Len  María Eugenia Steffolani 《Food Technology and Biotechnology》2020,58(3):325

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A New Way of Using the Interactive Whiteboard in a High School Physics Classroom: A Case Study     

Bor Gregorcic  Eugenia Etkina  Gorazd Planinsic 《Research in Science Education》2018,48(2):465-489

In recent decades, the interactive whiteboard (IWB) has become a relatively common educational tool in Western schools. The IWB is essentially a large touch screen, that enables the user to interact with digital content in ways that are not possible with an ordinary computer-projector-canvas setup. However, the unique possibilities of IWBs are rarely leveraged to enhance teaching and learning beyond the primary school level. This is particularly noticeable in high school physics. We describe how a high school physics teacher learned to use an IWB in a new way, how she planned and implemented a lesson on the topic of orbital motion of planets, and what tensions arose in the process. We used an ethnographic approach to account for the teacher’s and involved students’ perspectives throughout the process of teacher preparation, lesson planning, and the implementation of the lesson. To interpret the data, we used the conceptual framework of activity theory. We found that an entrenched culture of traditional white/blackboard use in physics instruction interferes with more technologically innovative and more student-centered instructional approaches that leverage the IWB’s unique instructional potential. Furthermore, we found that the teacher’s confidence in the mastery of the IWB plays a crucial role in the teacher’s willingness to transfer agency within the lesson to the students.  相似文献   

Speaking Q’anjobal,Spanish, and English: a world where other worlds are possible     

Beatriz Eugenia Guerrero-Arias 《Diaspora, Indigenous, and Minority Education》2019,13(3):133-145

Currently, there is a call for more humane ways in humanities, for transitions to a world where other worlds are possible. This qualitative case study analyzes an emergent translingual boy’s participation in diverse spatial repertoires to address issues of learning and community belonging. José is a 4-year-old preschool Guatemalan-ancestry boy, who speaks Q’anjob’al, Spanish, and English. He was placed in an English classroom with daily 30-min Spanish and English pullout. José participated in the pullout to a desirable extent but was marginalized in the English classroom. At home, José had varied opportunities for participating in diverse spatial repertoires. I discuss how home and school have different conceptions of learning and community belonging, and how the home setting with pluriversed spatial repertoires sheds light on a pedagogical practice aimed at transitioning towards a world where other worlds are possible.  相似文献   

Social inclusion and active citizenship under the prism of neoliberalism: A critical analysis of the European Union’s discourse of lifelong learning     

Angeliki Mikelatou  Eugenia Arvanitis 《Educational Philosophy and Theory》2018,50(5):499-509

Abstract

The aim of this article is to investigate the impact neoliberalism has in shaping the discourse of the European Union’s policy of Lifelong Learning. The literature review initially presents the theoretical framework of neoliberalism as the dominant ideological and economic paradigm of our time. Thereafter, it takes a view on how neoliberalism perceives the four objectives of the European Union’s Lifelong Learning policy, namely employability/adaptability, personal fulfillment, social inclusion, and active citizenship. Through the analysis of European Commission’s policy documents on Lifelong Learning, this article explores whether these objectives, with focus on social inclusion and active citizenship, can be realized within the ideological, political, and economic framework set by the neoliberal paradigm. The data underwent Qualitative Analysis using the methods of Critical Discourse Analysis and Qualitative Content Analysis as well as Quantitative Analysis of textual data. The results indicate that only employability and adaptability seem to be compatible with the neoliberal rhetoric since the flexible and adaptable employee better serves the needs of the markets. The role neoliberalism holds for the individual is that of the consumer, product user, and voter. Therefore, the non-economic objectives of Lifelong Learning cannot be equally developed as they constitute the complete antithesis of neoliberalism’s basic principles.  相似文献   

The Relationship between Measures of Motor Educability and the Learning of Specific Motor Skills     

Eugenia Gire  Anna Espenschade 《Research quarterly for exercise and sport》2013,84(1):43-56

Abstract

Members of the Santa Barbara basketball team were tested periodically during and after the 1957–58 season of play. The changes in physical conditioning were estimated using a step test. During this period of time the blood pressure and pulse wave measurements were studied to investigate the effects of basketball conditioning on these measurements.

The resting and postexercise systolic blood pressure measurements decreased significantly during training. These changes were significant after 16 weeks, while the pulse rate changes indicated conditioning had changed in six weeks. During de-training these measurements reversed and made significant changes in ten weeks.

The pulse wave measurements more closely followed those of the step test. They changed significantly in six weeks, leveled off, and finally reversed to the starting level during de-training.  相似文献   

Researching returns emanating from participation in adult education courses: a quantitative approach     

Eugenia Panitsides 《International Journal of Lifelong Education》2013,32(5):600-619

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Multiple intelligences: Enabling diverse learning     

Eugenia Hepworth Berger  Mary Jo Pollman 《Early Childhood Education Journal》1996,23(4):249-253

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Don't Shut Fathers Out     

Eugenia Hepworth Berger 《Early Childhood Education Journal》1998,26(1):57-61

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THE SYSTEM OF COORDINATES AS AN OBSTACLE IN UNDERSTANDING THE CONCEPT OF DIMENSION     

Constantine Skordoulis  Theodore Vitsas  Vassilis Dafermos  Eugenia Koleza 《International Journal of Science and Mathematics Education》2009,7(2):253-272

The concept of dimension, one of the most fundamental ideas in mathematics, is firmly rooted in the basis of the school geometry in such a way that mathematics teachers rarely feel the need to mention anything about it. However, the concept of dimension is far from being fully understood by students, even at the college level. In this paper, we examine whether the Cartesian x-y plane is responsible for student difficulty in estimating the value of the dimension of an object, or is it only students misconceptions about dimension that lead them to a false estimation of the value of the dimension of various objects. A second question discussed in this paper examines whether the system of coordinates acts as an epistemological obstacle or whether it has only a didactical character.  相似文献   

Do It Your Way: Advice from Senior Academic Women     

Eugenia Proctor Gerdes 《Innovative Higher Education》2003,27(4):253-275

An open-ended question requesting advice for women students and women beginning careers in higher education was distributed to senior women faculty and administrators who began their careers around 1970. Responses were obtained from 94 women, averaging about three different pieces of advice per respondent. This advice was then categorized as background information, cautions, facts of life, life choices, coping strategies, or personal wisdom. Overall, these successful women exhibited optimism about women's progress, which they themselves are positioned to facilitate.  相似文献