Teaching writing for learning at university: a proposal based on collaborative review / Enseñar a escribir para aprender en la universidad: una propuesta basada en la revisión colaborativa     

Marta Pardo  Montserrat Castelló 《Infancia y Aprendizaje》2016,39(3):560-591

This study analyses the relationship between collaborative review and final quality of a text, as part of an intervention in which writing was used as an epistemic tool and students acted alternately as writers and reviewers. Participants included 49 psychology students, who wrote three successive versions of an argumentative synthesis. They received feedback from peers and the teacher for each of these versions. The quality of the final text, suggestions for change provided by the teacher and student reviewers on 196 drafts and the evolution of the texts during the review process were analysed. Results indicated differences regarding the type of comments and the impact on the final text, identified certain aspects of collaborative review that predicted the quality of the final text and showed the existence of different writer and reviewer profiles that had a differential impact on the quality of the final text.  相似文献   

Competency Maps: an Effective Model to Integrate Professional Competencies Across a STEM Curriculum     

Fermín Sánchez Carracedo  Antonia Soler  Carme Martín  David López  Alicia Ageno  Jose Cabré  Jordi Garcia  Joan Aranda  Karina Gibert 《Journal of Science Education and Technology》2018,27(5):448-468

Curricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students’ domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM (science, technology, engineering, and mathematics) degree program, and assesses the results of its implementation after 4 years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by a set of expected learning outcomes at three domain levels. This model allows careful analysis, revision, and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: (1) students’ grades (classes graduated from 2013 to 2016, the first 4 years of the new Bachelor’s Degree in Informatics Engineering at the Barcelona School of Informatics); (2) students’ surveys (answered by students when they finished the degree); (3) the government employment survey, where former students evaluate their satisfaction of the received training in the light of their work experience; and (4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees’ university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree.  相似文献   

Higher education inclusivity: when the disability enriches the university     

Anabel Moriña  Marta Sandoval  Fuensanta Carnerero 《高等教育研究与发展》2020,39(6):1202-1216

ABSTRACT

This article analyses the perspectives of faculty members on disability in higher education. Their testimonies give value to the attitudes and qualities of university students with disabilities and show how they influence their professional and personal development. We carried out a qualitative study, through interviews with 119 faculty members of different fields from 10 Spanish universities, who were nominated by students with disabilities for developing inclusive pedagogy. We conducted a progressive analysis of the data using a system of categories and codes. The results describe the motivations that drove the participants to respond to the needs of students with disabilities, the personal and professional impact posed by the challenge of adjusting the teaching and learning processes, and the perceptions of the faculty members toward the contributions of these students to the university. In the conclusions section, we delve into the need of universities to embrace inclusivity. The data provided by this study reveal that disability can be a valuable asset in a university context that dissociates from the deficit lens and acknowledges that all students are important and able to learn when the attitudes and conditions are appropriate.  相似文献   

TH1/TH2 cytokines: an easy model to study gene expression in immune cells     

Morán JM  González-Polo RA  Soler G  Fuentes JM 《CBE life sciences education》2006,5(3):287-295

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Semi-professional school leadership in Spain: Gender differences     

Juana-María Tierno-García  Marta Camarero-Figuerola  Pilar Iranzo-García  Charo Barrios-Arós 《European Journal of Education》2020,55(4):587-601

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Effectiveness of antigraffiti treatments in connection with penetration depth determined by different techniques     

Paula María Carmona-Quiroga  Sagrario Martínez-Ramírez  Santiago Sánchez-Cortés  Mohamed Oujja  Marta Castillejo  María Teresa Blanco-Varela 《Journal of Cultural Heritage》2010,11(3):297-303

The elimination of spray paint using traditional (chemical and mechanical) methods inevitably entails altering surface characteristics. Hence, the impact and deterioration caused by graffiti in heritage buildings and monuments have led to the development and application of preventive systems in the form of antigraffiti coatings (which prevent paint from seeping into the pores of the surface material and facilitate cleaning). The effectiveness of two of these treatments, a commercial product (fluoroalkyl siloxane, protectosil, marketed by Degussa) and a hybrid organic-inorganic material (Ormosil), was evaluated in five construction materials (limestone, granite, cement mortar, lime mortar and brick), in terms of their penetration into the substrate. A number of techniques were used to determine the penetration depth (SEM/EDX, micro-Raman and LIBS), because a comparative analysis showed that none was universally valid for all types of treatments. The results show that the presence of the coating on the surface of less porous materials only ensures effective cleaning when the surface is fairly smooth. In granite, for instance, the CF₃ terminals in the fluorinated treatment hinder spray paint bonding more effectively than Ormosil, but not efficiently enough to ensure complete removal of the paint from granite surfaces.  相似文献