Conquest or Reconquest? Students’ Conceptions of Nation Embedded in a Historical Narrative     

Cesar Lopez  Mario Carretero  Maria Rodriguez-Moneo 《学习科学杂志》2015,24(2):252-285

This article focuses on university students’ understanding of the concept of nation. First an analysis of this concept from a historiographical point of view is presented. This allows for distinguishing between different conceptions of the nation related to 3 main approaches: the romantic, the modernist, and the ethnosymbolic approaches. Based on this analysis and also taking into account present research about history education and the construction of national identities, 5 different dimensions of the concept are presented: (a) historical subject, (b) identification, (c) territory, (d) legitimate claim, and (e) general concept scheme. Qualitative individual interviews were carried out with 31 Spanish college students about a Spanish foundational historical narrative, embedding the concept of nation, called the Reconquest (711 ad–1495 ad). Results indicated that although students showed tensions in their narratives, romantic conceptions dominated most of them. Possible reasons for the existence of these views are analyzed in terms of how the concept of nation is presented in and out of school. Also, implications for teaching and learning this concept are discussed, looking at learning strategies that could improve the understanding of this concept through its 5 analyzed dimensions.  相似文献   

Setting Clear Direction and Ensuring Alignment     

Ingrid Guerra‐Lopez 《Performance Improvement Quarterly》2016,28(4):3-5

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La Roja: A Journey Through Spanish Football     

Francisco Javier Lopez Frías 《Soccer & Society》2015,16(1):149-151

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Externally Contingent and Unstable Self‐Worth as Predictors of Depression in College Women: A 3‐Month Study          下载免费PDF全文

Frederick G. Lopez  Brittany Thorne  Sydney Schoenecker  Kevin Siffert  Rebecca Chaliman  Erica Castleberry 《Journal of College Counseling》2014,17(2):102-115

Undergraduate women completed measures of externally contingent self‐worth, self‐esteem instability, and depression at the beginning (Time 1) and again 3 months later near the end (Time 2) of an academic semester. Findings indicated that when Time 1 depression scores were controlled for, each Time 1 facet of self‐esteem made significant contributions to Time 2 depression scores. Implications of these findings for the counseling of depressed college students are discussed.  相似文献   

School-Based Consultation to Improve Concussion Recognition and Response     

Susan C. Davies  Jenna M. Sandlund  Lisa B. Lopez 《Journal of educational and psychological consultation》2016,26(1):49-62

Many students who have sustained concussions return to school requiring academic adjustments while their brains heal. However, school personnel often are not trained to accommodate these students. This exploratory project examined the usefulness of school-based training paired with ongoing consultation and continued dissemination of information to improve both concussion recognition and response among school personnel. A case study design was employed in which a school district received training that was followed by ongoing consultation and continued dissemination of concussion resources. This study highlights the importance of involving school psychologists in concussion management programs.  相似文献   

Creative instructional design: Practical applications for librarians,B.K. West,K.D. Hoffman,M. Costello (Eds.), Association of College and Research Libraries,Chicago (2017), (384 pp. $72.00), ISBN: 978-0-8389-8929-6     

Erica Lopez 《The Journal of Academic Librarianship》2019,45(5)

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Students’ use of personal technologies in the university classroom: analysing the perceptions of the digital generation     

Debra Langan  Nicole Schott  Timothy Wykes  Justin Szeto  Samantha Kolpin  Carla Lopez 《Technology, Pedagogy and Education》2016,25(1):101-117

Faculty frequently express concerns about students’ personal use of information and communication technologies in today’s university classrooms. As a requirement of a graduate research methodology course in a university in Ontario, Canada, the authors conducted qualitative research to gain an in-depth understanding of students’ perceptions of this issue. Their findings reveal students’ complex considerations about the acceptability of technology use. Their analysis of the broader contexts of students’ use reveals that despite a technological revolution, university teaching practices have remained largely the same, resulting in ‘cultural lag’ within the classroom. While faculty are technically ‘in charge’, students wield power through course evaluations, surveillance technologies and Internet postings. Neoliberalism and the corporatisation of the university have engendered an ‘entrepreneurial student’ customer who sees education as a means to a career. Understanding students’ perceptions and their technological, social and political contexts offers insights into the tensions within today’s classrooms.  相似文献   

Establishing the Initial Validity of the REDFLAGS Model: Implications for College Counselors     

Michael T. Kalkbrenner  Anna L. Lopez  Jessica R. Gibbs 《Journal of College Counseling》2020,23(2):98-112

The aim of this study was to initially validate the REDFLAGS model, 8 cautionary warning signs of mental distress in college students. A test of internal consistency reliability and factor analysis supported the model's reliability and construct validity. Hierarchical logistic regression models endorsed the model's predictive validity; students’ recognition of the REDFLAGS model was significantly associated with increases in the odds of a peer‐to‐peer referral to the counseling center. Implications for college counselors are discussed.  相似文献   

Integrating Scaffolding Strategies Into Technology-Enhanced Assessments of English Learners: Task Types and Measurement Models     

Mikyung Kim Wolf  Danielle Guzman-Orth  Alexis Lopez  Katherine Castellano  Igor Himelfarb  Fred S. Tsutagawa 《Educational Assessment》2016,21(3):157-175

This article investigates ways to improve the assessment of English learner students' English language proficiency given the current movement of creating next-generation English language proficiency assessments in the Common Core era. In particular, this article discusses the integration of scaffolding strategies, which are prevalently utilized as an instructional strategy for English learner students, into the design of technology-enhanced assessment tasks. The article includes sample tasks and student responses to illustrate the design of scaffolding assessment tasks and their potential to increase the accuracy of measuring students' English language proficiency. We also explore possible scoring and psychometric models for the scaffolding tasks in large-scale standardized assessments.  相似文献   

Korean 4‐ to 11‐year‐old student conceptions of heat and temperature     

Seoung‐Hey Paik  Boo‐Kyung Cho  Young‐Mi Go 《科学教学研究杂志》2007,44(2):284-302

The aim of the present study is to shed light on the conceptions that young students have of heat and temperature, concepts that are both important in school science curricula and closely related to daily life. The subjects of the study were students from a rural district in South Korea and they ranged in age from 4 to 11 years. Interviews were conducted with each student on the basis of questions on temperature, thermal insulation, and heat equilibrium. After calculating the frequency and percentage of student responses and analyzing the rationale for their answers, it was found that younger students tended to view temperature as “size” or a “summation of numbers.” This tendency gradually diminished in older students. Most students had alternative conceptions of thermal insulation regardless of age; however, reasoning differed according to age. Younger students displayed a greater tendency to view insulation as a material property, whereas older students showed a greater tendency toward rational heat and temperature conceptions. Most students did not have clear concepts of heat equilibrium regardless of age, but possessed numerous alternative conceptions. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 284–302, 2007  相似文献