Recognition of prior learning: the participants’ perspective     

Marta C. Miguel  José H. Ornelas  João P. Maroco 《Studies in Continuing Education》2016,38(2):179-194

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Sustainable assessment revisited     

David Boud  Rebeca Soler 《Assessment & Evaluation in Higher Education》2016,41(3):400-413

Sustainable assessment has been proposed as an idea that focused on the contribution of assessment to learning beyond the timescale of a given course. It was identified as an assessment that meets the needs of the present in terms of the demands of formative and summative assessment, but which also prepares students to meet their own future learning needs. This paper reviews the value of such a notion for assessment; how it has been taken up over the past 15 years in higher education and why it might still be needed. It identifies how it has been a successful intervention in assessment discourse. It explores what more is needed to locate assessment as an intervention to focus on learning for the longer term. It shows how sustainable assessment can help bridge the gap between assessment and learning, and link to ideas such as self-regulation, students’ making judgements about their own work and course-wide assessment.  相似文献   

Evaluating Environmental Education Programmes: Some issues and problems     

Marta Rovira 《Environmental Education Research》2000,6(2):143-155

This article presents the evaluation of a local government programme on environmental education (Programa Integral d'Educació Ambiental de Cornellà PIDEAC—Global Environmental Education Programme of Cornellà) in Catalonia. The programme aimed to change the habits of the local population. The evaluation has deployed quantitative and qualitative techniques in order to find out if that objective had been fulfilled. Its results show that the common understanding of environmental education has actually changed in the local population, although in a different sense than expected. The relationship of several social groups toward environmental issues should be taken into account to explain these results.  相似文献   

Desaturation Patterns Detected by Oximetry in a Large Population of Athletes     

Raul P. Garrido-Chamorro  Marta González-Lorenzo  Jose Sirvent-Belando  Cristina Blasco-Lafarga  Enrique Roche 《Research quarterly for exercise and sport》2013,84(2):241-248

Optimal exercise performance in well trained athletes can be affected by arterial oxygen saturation failure. Noninvasive detection of this phenomenon when performing a routine ergometric test can be a valuable tool for subsequent planning of the athlete's training, recovery, and nutrition. Oximetry has been used to this end. The authors studied 339 athletes performing a similar exercise trial under well controlled environmental conditions. Maximum speed, oxygen uptake, and heart rate levels were simultaneously measured. From the obtained data, six patterns were found: (a) athletes in whom oxygen saturation is constant (≥ 95%) during test execution; (b) athletes displaying a progressive desaturation with incremental exercise intensities; (c) athletes presenting a transient desaturation in the anaerobic threshold region; (d) athletes starting with a mild-to-moderate desaturation at the beginning of the test, but reaching normal saturation values at the end; (e) athletes displaying mild-to-moderate desaturation levels throughout the whole test; and (f) athletes displaying a transient desaturation in the anaerobic threshold region and a new desaturation at the end of the test. In conclusion, it is believed that establishment of desaturation patterns by validated oximetry could be a first approach to evaluate the adaptation of the cardiorespiratory system to exercise intensity, helping to improve results.  相似文献   

Counterstories of college persistence by undocumented Mexicana students: navigating race,class, gender,and legal status     

Susana María Muñoz  Marta María Maldonado 《International journal of qualitative studies in education》2013,26(3):293-315

This paper draws from four sets of four in‐depth interviews and one subsequent focus group to examine how undocumented Mexicana students navigate identities and the meanings of race, gender, class, and legal status. We mobilize a critical race theory framework to center and explore the content of students’ counterstories. While majoritarian stories perpetuate stereotypical narratives that portray communities of color as culturally deficient, counterstorytelling creates a space for exposing and resisting hegemonic narratives in the home, community, and college settings. We argue that, through counterstories, Mexicana students are able to develop a positive self‐image that allows them to hang on to their academic aspirations, to persist in college, and to envision and pursue the possibility of success. We look at how undocumented Mexicana students’ narratives also reproduce and/or reinscribe elements of oppressive discourses of race, class, and gender in the contemporary USA. We consider some implications of our discussion of counterstories for educational theory and policy.  相似文献   

A critical review of education support practices in Spain     

Marta Sandoval Mena  Cecilia Simón Rueda  Gerardo Echeita Sarrionandia 《欧洲特需教育杂志》2013,28(4):441-454

ABSTRACT

The objective of this study is to analyse different models of educational support that are used in schools with public funding from the perspective of support teachers, counsellors and members of management teams. Participants were 79 professionals from the three areas mentioned above. The methodological approach was a phenomenological qualitative one using focus groups and subsequent qualitative analysis of the data. The systems of categories and subcategories underwent a progressive process of triangulation. The results show that professionals identify support practices that can be divided into two differentiated models: a traditional model linked to a medical perspective of providing personal support to the most vulnerable students and a support model consistent with inclusive education. There are also discrepancies among professionals, especially about the need for support to be provided within the reference classroom. The discussion focuses on identifying essential aspects, to more effectively support students and teachers in an ordinary school context. In addition, professionals question the regulations for their disconnection from the reality they experience in schools. All this requires a rethinking of the functions of support teachers supported by careful initial and ongoing training.  相似文献   

Relevance matters. Eighteen-month-olds’ use of relevant informative pointing as a predictor of two-year-olds’ language abilities / La relevancia es importante. El uso de gestos deícticos relevantes e informativos por parte de niños de año y medio como factor predictor de las capacidades lingüísticas a los dos años     

Arkadiusz Białek  Marta Białecka-Pikul  Anna Filip  Maria Broda 《Infancia y Aprendizaje》2013,36(4):674-701

Abstract

The significance of pointing gestures in the development of linguistic communication is linked to their referential character and formation of common ground in use of gestures and speech. Our longitudinal study aimed to define the nature of this relationship more precisely and to explore whether the relevance vs lack of relevance of a child’s pointing gestures is related to development of language abilities. We developed a special protocol to measure relevant and irrelevant pointing gestures in 18-month-olds, sampled production of spontaneous speech and measured their language comprehension at two years of age. A group of 343 children was tested, and using structural equation modelling we showed that relevant gestures predict the level of development of language production and comprehension. As predicted, this association was not applied to irrelevant gestures. It is likely that a child’s more frequent use of relevant pointing gestures helps the caregiver to recognize the child’s communicative intentions and to comment on his/her behaviour appropriately. The identified developmental/predictive relationship is valid in both mentalistic and teleological interpretation of early communicative development.  相似文献   

Self-regulating activity: use of metacognitive guides in the interpreting classroom     

Maria Dolors Cañada  Marta Arumí 《Educational Research and Evaluation》2013,19(3):245-264

This research studies the development of metacognitive skills in students of consecutive interpreting from German into Spanish. The purpose is to discover which self-regulating processes appear after introducing a specific pedagogical action based on metacognitive guides. Our hypothesis is that self-regulating activity will increase as work with the guides advances. We also analyse the changes which occur as the course progresses. The analysis of the corpus enables us to describe metacognitive activity in consecutive interpretation students and also to justify the introduction of a component of self-regulation in teaching andlearning processes. The research contributes to pedagogical development in consecutive interpretation since it sheds light on how to use effective teaching and learning patterns that can lead to self-regulation.  相似文献   

Web 2.0 and Information Literacy Instruction: Aligning Technology with ACRL Standards   总被引：1，自引：0，他引：1  

Marta L. Magnuson 《The Journal of Academic Librarianship》2013

The purpose of this article is to report on how Web 2.0 tools in an online information literacy instruction course aligned with ACRL's Information Literacy Competency Standards for Higher Education. A qualitative case study was undertaken on an online graduate course related to information literacy instruction. Data collected included: course activities, assignments, emails, online discussions, and surveys. The educational theory of constructivism and its adherence to reflection, active learning, and social interaction was used to find patterns in the data. Activity theory provided a framework for data analysis and interpretation related to the patterns of activities that took place while students used each Web 2.0 tool. Web 2.0 was found to enhance all five information literacy standards. These standards related to collaboration, information organization, creativity, discussion, and technology education.  相似文献   

Bibilometrics Services and the Academic Library: Meeting the Emerging Needs of the Campus Community     

Marta Bladek 《College & Undergraduate Libraries》2014,21(3-4):330-344

The increasing importance of research assessment is but one factor within the ever-changing scholarly communication landscape that is challenging libraries to develop new services to serve the needs of their academic communities. Institutional budget allocations, grant funding, and faculty tenure and promotion increasingly depend on performance indicators, including bibliometrics such as citation counts, impact factors, the h-index, and other quantitative measurements of research output. With their longstanding expertise in collecting, categorizing, and analyzing data, not to mention their familiarity with scholarly databases and indexes tracking cited references, librarians are well qualified to meet the emerging demand for bibliometrics services.  相似文献