Creating Peace by Confronting Prejudice: Examining the Effects of a Multicultural Communication Skills Group Intervention     

Eve M. Adams  Michael Waldo  Robert Steiner  Robert Mayfield  Stacy J. Ackerlind  Luisa P. Castellanos 《International journal for the advancement of counseling》2003,25(4):281-291

This study investigated the effects of a Multicultural Relationship Enhancement Workshop on American education majors' ability to confront prejudice in order to create more peaceful communities in school settings. Due to the diverse group membership, participants were provided an opportunity to practice communication skills in a multicultural context that emphasized a social justice perspective. A repeated measures design with random assignment of participants to experimental (n = 26) and wait-list control (n = 22) groups was employed. Participants were studied at three different points in time, in five-week intervals, with the experimental group participating in the workshop during the first five-week interval and the control group receiving the treatment during the second five-week interval. The repeated measures analysis of variance revealed significant time by treatment interaction effects between Times 1 and 2 on a measure of communication skills in multicultural situations. The intervention is discussed in the context of policies that promote cultures of peace.  相似文献   

Are teachers ready for CLIL? Evidence from a European study     

María Luisa Pérez Cañado 《欧洲师范教育杂志》2016,39(2):202-221

This article presents the outcomes of a European study on the main training needs which pre- and in-service teachers, teacher trainers, and coordinators consider they have in order to adapt to a bilingual education model. The macro-study has designed, validated and administered four sets of questionnaires to 706 informants across the whole of Europe, which have allowed a detailed diagnosis of language teachers’ training needs in terms of linguistic and intercultural competence, theoretical and methodological aspects based on the new options associated to Content and Language Integrated Learning (CLIL), teaching materials and resources, and ongoing professional development. After framing the topic against the backdrop of prior investigations, the article expounds on the research design of the study and outlines its main findings in relation to the afore-mentioned fields of interest. A detailed diagnosis of where we currently stand in this process of preparation for CLIL models in Europe is provided and within- and across-cohort comparison is carried out in terms of a series of intervening variables. The ultimate aim is to base decisions regarding language degrees and teacher training courses on empirically grounded guidelines in order to guarantee a success-prone implementation of CLIL in our continent, country and region.  相似文献   

Fostering Distributed Science Learning Through Collaborative Technologies     

Jesús Vázquez-Abad  Nancy Brousseau  Waldegg C. Guillermina  Mylène Vézina  Alicia D. Martínez  Janet Paul de Verjovsky 《Journal of Science Education and Technology》2004,13(2):227-232

TACTICS (French and Spanish acronym standing for Collaborative Work and Learning in Science with Information and Communications Technologies) is an ongoing project aimed at investigating a distributed community of learning and practice in which information and communications technologies (ICT) take the role of collaborative tools to support social construction of knowledge. This community is composed of researchers, graduate students, and high-school teachers and their students, from six schools and four universities in Canada and Mexico. It set out in fall 2000 to develop a community around the general topic of integrating concepts in science school subjects. Once a prototype community is established, it can become a terrain where different aspects could be studied. Subsequently, researchers could gradually take a back seat allowing as well as ensuring the autonomy of the school members involved and, thereby, the viability of the learning community. The set up of the proposed prototype distributed science learning community was therefore an essential yet far from trivial first step. This paper discusses the process of setting up the community and the lessons learned.  相似文献   

Immediate and long-term effects of a cognitive intervention on intelligence,self-regulation,and academic achievement     

M.?Luisa?Sanz?de Acedo?LizarragaEmail author  M.?Dolores?Ugarte  M.?Dolores?Iriarte  M.?Teresa?Sanz?de Acedo?Baquedano 《European Journal of Psychology of Education - EJPE》2003,18(1):59-74

The main purpose of this study was to evaluate the effects of a package of activities, knows as “Portfolio”, on cognitive functioning, self-regulation, and academic achievement. The study was carried out with a group of 40 students from Compulsory Secondary Education (mean age 13 years old) during 12 hours distributed over two school years. A quasi-experimental pretest-posttest-1 and posttest-2 design was employed. Treatment consisted of the administration of specifically selected tasks, assessed in previous studies, from the psycho-pedagogical Instrumental Enrichment Program, the Philosophy for Children Program, and Project Intelligence. The students were evaluated in the criteria variables at the beginning and at the end of treatment, and once again two years later. The results indicate that the procedure was effective in all the variables studied and that gains observed at posttest-1 were maintained for at least two years after the intervention. Some relevant conclusions and suggestions at the educational and scientific level are commented upon.  相似文献   

Sport education-based irregular teaching unit and students’ physical activity during school recess     

Carolina Casado-Robles  Santiago Guijarro-Romero  Jesús Viciana 《The Journal of educational research》2020,113(4):262-274

Abstract

The aim of the study was to compare the effect of a Sport Education-based irregular teaching unit on the high-school students’ physical activity (PA) during school recess. A sample of 91 adolescents (45 girls) aged 13–16?years old met the exclusion criteria. The six classes were cluster-randomly assigned to the Irregular Sport Education group (Sport Education methodology with competitions in recess), Traditional Sport Education group (Sport Education methodology with competitions in Physical Education lessons), or to the control group (non-intervention). The students’ PA during school recess periods were objectively assessed by GT3X accelerometers. The results of the repeated-measures nested analysis of variance showed that the Sport Education-based irregular teaching unit significantly improved the students’ PA during recesses (p?<?0.001). The competitions phase of the Sport Education model performed at school recesses seems to be a valuable strategy for increasing students’ PA contributing to the achievement of the daily recommendations.  相似文献   

Le contrat didactique: un cadre interprétatif pour comprendre les savoirs manifestés par les elèves en mathématique     

Maria Luisa Schubauer-Leoni 《European Journal of Psychology of Education - EJPE》1986,1(2):139-153

This article describes the dynamic inherant in the didactic relation involving the teacher, the pupil and knowledge. Its purpose is to demonstrate the pertinance of analysing pupils’ actualizations of knowledge using the concept of «didactic contracts». In order to specify the nature of didactic contract, this concept is compared to the notion of exerimental contract between an experimenter, a subject and scholastic knowledge. This analysis draws on empirical examples from experimental situations organized either in the classroom (where the pupils are placed in the familiar situation of written tests) or outside the classrom (where each pupil is placed in a face-to-face relation with an experimenter). The actualizations of knowledge elaborated by pupils when they are asked to resolve an elementary written addition problem are therefore dealt with in the cognitive and social dimensions inherant in these situations of questioning.  相似文献   

Attitudes towards genetics: a case study among Brazilian high school students     

Massarani L  Moreira Ide C 《Public understanding of science (Bristol, England)》2005,14(2):201-212

The objective of our study was to investigate young people's attitudes towards modern genetics and biotechnology. Quantitative and qualitative studies were conducted among high school students in Rio de Janeiro. These included a survey of students in nine public and private schools as well as focus groups for a complementary analysis of their attitudes and perceptions with respect to these subjects. We observe that, in general, students are relatively well informed about some of the main issues related to the applications of genetics. In their assessment of the utility, the potential risks, and the need for encouragement of the different techniques used in genetic manipulation, they were able to make clear distinctions between the different purposes of each technique. Most students believed that transgenic food could be useful and that it should be encouraged, but they were also aware that there were risks involved. Furthermore, the students were strongly supportive of the labeling of transgenic food.  相似文献   

Exploring the Functionality of Visual and Non-Visual Strategies in Solving Rotation Problems     

Núria Gorgorió 《Educational Studies in Mathematics》1998,35(3):207-231

This article deals with the solving of rotation problems, and shows that there is an alternative to using mental rotations or their encoding into verbal terms: namely using geometrical properties. The idea is consistent with the theory which distinguishes between visual and analytical individuals, but uses the construct strategies instead of the construct preferred processing mode. Moreover, contrary to many researchers who refer to this distinction, but who often use it to classify students, this researcher introduces a new parameter, namely the nature of the task. The article presents the analysis of the functionality and effectiveness of the different kind of strategies as a function of the task's characteristics. The research, dealing not with individual traits but with solving strategies, offers information that could be helpful for the improvement of geometry teaching.  相似文献   

The Scientific Periphery in Spain: The Establishment of a Biomedical Discipline at the Centro de Investigaciones Biológicas, 1956-1967     

Santesmases  María Jesús  Muñoz  Emilio 《Minerva》1997,35(1):27-45

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Applying video game interaction design to business performance round 2     

Ara Shirinian  Erik Dickelman 《Performance Improvement》2002,41(10):29-33

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