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Alexandre Guilherme Marilia Morosini Pricila Kohls dos Santos 《Globalisation, Societies & Education》2018,16(4):409-421
ABSTRACTThis article presents a study that analyses interviews of African students participating in the PEC academic mobility programme, so to gain an understanding of the individual and corporate experience of living and studying in Brazil. However, our analysis also demonstrates a highly significant finding that the historical process of colonisation, experienced for centuries by the Great South, has impinged on the outlook held by individuals from the Great South, who tend to understand that the Great North is the desirable option. Consequently, this attitude has directly affected South-South relations and the cooperation between developing and emerging countries. The work of Franz Fanon, who is a pivotal figure in the process of decolonisation, serves as a framework for our analysis because it both conceptualises and demonstrates the symptoms of psychological violence in a colonised context. As it will become clear, this has ramifications for the process of internationalisation and globalisation of Higher Education. 相似文献
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This paper examines social coordination by the Brazilian Black Movement in the area of Brazilian education. It explains how these developments relate to the construction of race-based public education policies in the country. Focus goes to the process of creation and implementation of law 10.639 in Brazilian Basic education. Using the concept ‘diffuse governance’, the argument is made that at present it are the multiple actions by the Brazilian Black Movement, in diverse arenas of dispute, and interacting with a range of actors, that enable us to understand the social coordination/regulation in the process of constructing and implementing Law 10.639. 相似文献
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Luis Miguel Dos Santos 《师资教育杂志》2019,45(2):225-227
There are many research projects focused on pre-service teachers’ professional development programmes but only a few focus on mid-life career-changing teachers’ career decision. This paper worked with data collected from semi-structured interviews with 11 mid-life career-changing secondary school teachers. The aim was to understand the career decisions of these participants and how they made sense of their new profession during their mature adulthood in Indiana, USA. 11 mid-life career-changing secondary school teachers referred to ‘changing the next generation with industry experience’, ‘rich life experience’, ‘life-long learning’, ‘knowledge transferring’, and ‘make a difference’ to describe their current occupation as career changing secondary school teachers. The findings also outline how to reform the curriculum and instruction of the pre-service teachers’ professional development programmes. 相似文献
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John Cook Yishay Mor Patricia Santos 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1155-1167
The paper contributes to design discourse by drawing on Educational Design Research (EDR) that has been conducted into what we call a Zone of Possibility (ZoP) over the past seven years. We define a ZoP as a place where individuals can overcome the constraints of expectations and power structures to effect desired change. Specifically, this paper presents details of how our initial research question (RQ1) has evolved to the one presented in the conclusions (RQ2); both RQs are summarised below in the section “Research Questions.” To describe this evolution, the paper is presented as 3 cases (Confer, ZoP Stokes Croft and Google Lens in HE) that have provided insights to explore the concept of the ZoP and its implications for EDR. Specifically, one of the main conclusions is the importance of bridging positioning practices as “successful communication” and an understanding of social context in hybrid contexts (ie, the ZoP). 相似文献
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Thais Barbosa Monica Carolina Miranda Ruth F. Santos Orlando Francisco A. Bueno 《Reading and writing》2009,22(2):201-218
One of the most usual flaws that lead to literacy disability regards cognitive difficulties and alterations some children
present in the literacy process. Many studies have found alterations in phonological processing, more specifically in phonological
working memory (PWM) and phonological awareness (PA). Therefore, our aim was to identify alterations in skills of phonological
working memory, phonological awareness and language (semantic, syntactic and phonological aspects) of Brazilian children with
literacy disabilities (age 7–8). They were divided into two groups: (1) Group of Normal Literacy (NL); and (2) Group With
Literacy Disabilities (LD). The evaluation comprised tests that assessed general cognitive functions and the skills at stake.
The LD presented a poorer performance than the NL in the skills of PWM, PA and language aspects. The factor analysis showed
that these skills prevailed in differentiating the groups. Thus, children with literacy disabilities presented deficits in
phonological processing and language. These deficits seem to be a result of alterations of the phonological representations
and poor language skills that are prior to the literacy period. Consequently, we believe that the early identification of
these alterations can be very useful for the prevention of future literacy problems. 相似文献
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Brian E. Vaughn Nana Shin Mina Kim Gabrielle Coppola Lisa Krzysik António J. Santos Inês Peceguina João R. Daniel Manuela Veríssimo Anthon DeVries Eric Elphick Xiomara Ballentina Kelly K. Bost Wanda Y. Newell Ellaine B. Miller J. Blake Snider Byran Korth 《Child development》2009,80(6):1775-1796
The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5‐group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first‐order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within‐sample levels but not for age within sample. In 2 groups, teachers’ ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers’ ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children. 相似文献