Private actors and the right to education     

Maria Ron Balsera  Delphine Dorsi  Andreu Termes  Xavier Bonal  Antoni Verger  Javier Gonzalez Diaz 《Compare》2016,46(6):976-1000

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Strategy rules for educational reforms—An international perspective on the Spanish situation     

Torsten Husén 《Interchange》1988,19(3-4):114-120

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Spanish Teachers' Epistemological and Scientific Conceptions: Implications for teacher education1     

Rafael Porlán Ariza  Rosa Martín Del Pozo 《欧洲师范教育杂志》2002,25(2-3):151-169

We present the theoretical framework, the central issues, bibliographic antecedents, and most relevant results of three studies concerning Spanish teachers' epistemological and scientific conceptions. The samples analysed present a majority tendency towards an absolutist view of knowledge and an empiricist conception of science. In our view, this represents a real obstacle to constructive and active professional development. Finally, we argue the need for an epistemological education of teachers that is closely linked to the design and development of the school curriculum, and that does not reproduce the traditional academicist-type models.  相似文献   

Changes in involvement in homework throughout compulsory secondary education / Cambios en la implicación en los deberes escolares a lo largo de la Educación Secundaria Obligatoria     

Bibiana Regueiro  José C. Núñez  Pedro Rosário  Susana Rodríguez  Natalia Suárez 《Cultura y Educación》2017,29(2):254-278

This paper analyses the changes found in students’ involvement in homework throughout the four grade levels of compulsory secondary education in Spain (ages 12–15). It also analyses the relationship between the changes in students’ involvement in homework throughout schooling and motivational and emotional variables related to homework. Findings indicated that: (a) the amount of homework completed and homework time management diminished slightly throughout the grade levels researched; however, this result is clearer in terms of the amount of homework completed; (b) prior academic achievement is significantly related to the variables associated with students’ involvement in homework; (c) the motivational and affective variables researched explained statistically significant variance related to two of the three dependent variables associated with involvement in homework; and (d) the association between the motivational and affective variables and involvement in homework is lower.  相似文献   

Responsiveness and resistance in the educational system to changing needs of society: Some Swedish experiences     

Torsten Husén 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1969,15(4):476-487

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Effects of elements or compound preexposure on conditioned taste aversion as a function of retention interval     

Roberto Álvarez  Matías López 《Learning & behavior》1995,23(4):391-399

The effects of element or compound preexposure and retention interval were examined in three experiments with the taste-aversion paradigm. In Experiment 1, preexposure to the elements of a compound flavor produced less latent inhibition to the compound than did preexposure to the compound itself when a 1-day preexposure-conditioning interval was used. However, preexposing the elements or the compound resulted in equivalent latent inhibition effects when a 21-day retention interval was used. In Experiment 2, a similar pattern of results was observed when the conditioning-test interval was manipulated. Experiment 3 explored the effect of element or compound preexposure when preexposure and test were carried out in different contexts. Attenuated latent inhibition following preexposure to the elements was found when preexposure and test were carried out in the same context. In contrast, preexposure to the elements resulted in as much latent inhibition as did preexposure to the compound when the context was switched from preexposure to testing. The implications of these findings for a retrieval-oriented view of latent inhibition are discussed.  相似文献   

Brexit: some implications for African higher education     

Patrício V. Langa  Patríck Swanzy  David Law 《Perspectives: Policy and Practice in Higher Education》2019,23(1):28-32

This article considers how the decisions of the UK government, following the Brexit referendum, may impact on higher education in Africa. Ghana and South Africa are the two countries chosen to exemplify the claim that academic staff in African higher education will lose opportunities to acquire experience in British universities. Academic mobility between Africa and the UK is expected to fall significantly following Brexit.  相似文献   

Students’ understanding of the number line / Estudiantes pensando en la recta numérica     

Virginia Montoro  Marcela Cifuentes  Natalia Salva  María-Jesús Bianchi 《Infancia y Aprendizaje》2017,40(2):302-342

We studied the conceptions of students coming from secondary education and university regarding the number line as a representation of real numbers. In the context of a wider questionnaire, 307 students were presented with a task consisting of two verbal items and one graphic item related to the number line. The students were all at different levels in their study of mathematics (in the third, fourth or fifth year of secondary education, or at the beginning or advanced stage of a university degree in mathematics, biology or physical education). A gradient in the depth of the students’ conceptions, associated with the level of their studies in mathematics, was found. This gradient extends from the estrangement of facing the problem or a conception of a drawn or physical matter line, which was associated with students with a lower level of mathematical studies, passing through a vision centred around potential numeric density or a line containing points (discrete), up to an instrumental conception of the line as supportive of magnitudes in advanced students of biology and focusing on continuity sustained by advanced students of mathematics.  相似文献   

Origin and decline of the first university radio web in France     

Sebastián Mariano Giorgi 《Educational Media International》2017,54(3):185-198

Résonances was the first university radio web in France. It was founded at the University of Limoges, in 2010. This article is about the origin and decline of this transmedia project. Two strategies are here unfolded: historical the first one, ranging from the conception of the idea, the vicissitudes experienced by the team for implementing the radio and keeping it alive; the second one, a short semiotical approach. Following the principle according to which is sometimes necessary to move to a higher level of analysis to understand the lower one, the thesis of this article is that the suppression of Résonances cannot be understood either historically or semiotically without adding a higher level of analysis.  相似文献   

Do executive functions contribute to writing quality in beginning writers? A longitudinal study with second graders     

Cordeiro  Carolina  Limpo  Teresa  Olive  Thierry  Castro  São Luís 《Reading and writing》2020,33(4):813-833

Reading and Writing - Writing is an important activity that involves many demanding processes. Given the complexity and goal-directed nature of writing, this activity is heavily dependent on...  相似文献