On our way to the European higher education space A proposal for a teaching guide for the management control course in the business management and administration degree     

RUIZ Mercedes TIRADO Pilar MENOR Esther 《美中教育评论》2009,6(6):9-22,36

In order to adapt curricula to the new European system of credits, ECTS （European Credit Transfer System）, it is necessary to previously elaborate a teaching guide. The teaching guide clarifies the subject syllabus making it easier for learners to understand, sets objectives related to the competencies and skills to be acquired, plans activities that should be developed according to new objectives and analyzes the learner workload that involved in these activities. This paper proposes a teaching guide written by the lecturers of management control, a fifth year subject in the Business Management and Administration Degree. For its elaboration, we followed the guidelines in the White Book sponsored by the Spanish National Agency for the Evaluation of Quality and Accreditation, as well as the guidelines for specific curricula used in the institution, together with the lecturers＇ experience and knowledge in this field.  相似文献   

Justification and Persuasion about Cloning: Arguments in Hwang’s Paper and Journalistic Reported Versions   总被引：4，自引：4，他引：0  

María Pilar Jiménez-Aleixandre  Marta Federico-Agraso 《Research in Science Education》2009,39(3):331-347

We examine the argumentative structure of Hwang et al.’s (2004) paper about human somatic cell nuclear transfer (SCNT, or ‘therapeutic cloning’), contrasted with four Journalistic Reported Versions (JRV) of it, and with students’ summaries of one JRV. As the evaluation of evidence is one of the critical features of argumentation (Jiménez-Aleixandre 2008), the analysis focuses on the use of evidence, drawing from instruments to analyze written argumentation (Kelly et al. 2008) and from studies about the structure of empirical research reports (Swales 2001). The objectives are: 1) To examine the use of evidence and the argumentative structure of Hwang et al.’s Science, 303: 1669–1674 (2004) original paper in terms of the criteria: a) pertinence of the evidence presented to the claims; b) sufficiency of the evidence for the purpose of supporting the claims; and c) coordination of the evidence across epistemic levels. 2) To explore how the structure of Hwang’s paper translates into the JRV and into university students’ perceptions about the evidence supporting the claims. The argumentative structure of Hwang’s paper is such that its apparently ostensible main claim about NT constitutes a justification for a second claim about its therapeutic applications, for which no evidence is offered. However, this second claim receives prominent treatment in the JRV and in the students’ summaries. Implications for promoting critical reading in the classroom are discussed.  相似文献   

Supporting Teaching and Learning Using Authentic Scientific Texts: A Rejoinder to Danielle J. Ford   总被引：1，自引：1，他引：0  

Anat Yarden  Hedda Falk  Marta Federico-Agraso  María Pilar Jiménez-Aleixandre  Stephen P. Norris  Linda M. Phillips 《Research in Science Education》2009,39(3):391-395

In her commentary Danielle J. Ford mainly focused on three issues that highlight the promises and challenges for the use of Adapted Primary Literature (APL) in science curricula: the possible contribution of APL to authentic experiences in secondary schools, implementation issues of APL including the support required for the teachers, and the possibilities to extend the use of APL to younger and older students. In this rejoinder, we first offer some general comments on Ford’s commentary. Then we offer more specific comments on two areas of her response, authenticity and the support for teachers.  相似文献   

Teaching methodologies at university and their relationship with the development of transversal competences / Metodologías de enseñanza en la universidad y su relación con el desarrollo de competencias transversales     

Pilar Martínez-Clares 《Cultura y Educación》2018,30(2):233-275

This paper aims to understand the use of different methodologies and their relationship with the development of transversal competencies within higher education. A total of 1,137 final-year undergraduate students from the University of Murcia participated in this study, and the data collection instrument used is the CECTGRA questionnaire designed ad hoc. Among the most noteworthy results is the prevalence of lectures compared with other more active methodologies and the perception that the development of transversal competencies could be improved. A positive correlation is obtained between the use of active methodologies and the successful development of different types of competencies. This work invites reflection on the methodologies used by university teachers to develop transversal competencies and the reconsideration of their educational practice.  相似文献   

Accelerated Schools for Quality Education: A Hong Kong Perspective     

John?Chi-kin?LeeEmail author  Henry?Levin  Pilar?Soler 《The Urban Review》2005,37(1):63-81

This article addresses the application of the Accelerated Schools Project (ASP) model in Hong Kong, as well as specific aspects of implementation in two schools. One lesson from the localized project, the Accelerated Schools for Quality Education (ASPQE), is that change is slow. This suggests that time should be given for both cultural change and building communities of inquiry, especially in cases where the staff may not be initially receptive of school reform models such as the Accelerated Schools Project. A second important lesson is that the commitment of the principal and a core group is critical for change.  相似文献   

PIAAC results on opportunities for informal learning in the workplace in Spain / Resultados PIAAC sobre las oportunidades para el aprendizaje informal en el puesto de trabajo en España     

Pilar Pineda-Herrero  Laura Arnau-Sabatés 《Cultura y Educación》2017,29(1):151-182

This article uses data from the PIAAC (Programme for the International Assessment of Adult Competences) Background Questionnaire to describe conditions related to informal learning (IL) in the workplace and opportunities to learn informally in organizations in Spain. PIAAC data indicate that in Spain, informal learning processes in organizations are a common, everyday practice. However, some differences have been found in the intensity of this learning by gender, the position that the employee occupies and the business sector in which the organization is framed. This study opens some future avenues to develop further knowledge about IL mechanisms and practices in the workplace, as a strategy to help towards the development of people and organizations.  相似文献   

Influence of eye movements,auditory perception,and phonemic awareness in the reading process     

Laura Megino-Elvira  Pilar Martín-Lobo 《The Journal of educational research》2016,109(6):567-573

The authors' aim was to analyze the relationship of eye movements, auditory perception, and phonemic awareness with the reading process. The instruments used were the King-Devick Test (saccade eye movements), the PAF test (auditory perception), the PFC (phonemic awareness), the PROLEC-R (lexical process), the Canals reading speed test, and the ACL-1 (reading comprehension). The sample was composed of 52 first-year primary school pupils. After the correlational analysis, results indicate that all of these factors correlate in reading (lexical process, speed, and word comprehension). Moreover, the nonparametric Mann-Whitney U test reveals that children with saccade eye movements and auditory perception problems obtain lower reading levels. In addition, children with lexical problems obtain a lower level of phonemic awareness. Given the importance of these variables, the authors conclude with a proposal of neuropsychological activities to improve reading skills.  相似文献   

Within-Year Retention Among Ph.D. Students: The Effect of Debt,Assistantships, and Fellowships     

Pilar Mendoza  Pedro Villarreal III  Alee Gunderson 《Research in higher education》2014,55(7):650-685

This study employs the 2007–2008 National Postsecondary Student Aid Study and the National Research Center’s survey data, “A Data-Based Assessment of Research-Doctorate Programs in the United States,” to investigate the (1) the effects of debt in relation to tuition and fees paid and (2) the effects of teaching assistantships, research assistantships, and fellowships on within year retention among Ph.D. students. We created an innovative conceptual model for this study by merging a socioeconomic model for graduate students and a graduate student socialization model. We used propensity score weights for estimating average treatment effects and average treatment effect on the treated as well as a series of control and balancing variables. This study provides timely insights into which of these financial strategies are likely to improve the already low doctoral retention rates nationwide. To the best of our knowledge, this is the first study that includes proxies of socialization variables in examining the role of various funding mechanisms in doctoral retention using a national representative dataset.  相似文献   

The Use of Criteria in Argumentation and the Construction of Environmental Concepts: A university case study     

Araitz Uskola  Gurutze Maguregi  María‐Pilar Jiménez‐Aleixandre 《International Journal of Science Education》2013,35(17):2311-2333

We have analysed the processes of argumentation of three university student groups (A: six students, C: five students, and J: seven students) while making a decision about an environmental problem (selection of a heating system). The discussions took place in three 1½‐hour sessions that were audio‐taped and transcribed. For the analysis of the oral discussions, on the one hand, we have taken into account some of the dimensions characterising the quality of this decision‐making process, including the number and variety of criteria utilised, whether criteria, which did not favour the selected option, were considered and whether priorities were established among criteria, and, on the other hand, the use of environmental concepts such as renewable and sustainability as well as the meanings that were constructed for both concepts. We have determined that the students in this study proposed and utilised, both explicitly and implicitly, a high number and great variety of criteria to support their choices, although they were rarely able to consider contradictory evidence; that is, those that demonstrated disadvantages of the option selected. In terms of the construction of knowledge, we observed that in some groups the proposed task favoured the construction of a concept of sustainability that took the future into consideration and which was utilised as the most important justification in their selection. In terms of the concept of renewable, we found that they did not relate depletion of resources to economic consequences. We discuss the implications for the educational competence development.  相似文献   

¿Han sido seleccionados o se han acostumbrado? Ideas de estudiantes de biología sobre la selección natural y consistencia entre ellas     

María Pilar Jiménez  Joaquín Fernández 《Infancia y Aprendizaje》2013,36(47):67-81

Resumen

Estudiantes universitarios de Biología, ante problemas de respuesta abierta sobre la selección natural, utilizan, en porcentajes alarmantes, interpretaciones que consideran la adaptación como cambios heredables en los individuos. Se encontró un cierto grado de consistencia entre las respuestas de cada sujeto a los problemas en diferentes contextos; pero hay también casos en que una persona empleó esquemas conceptuales diferentes. Se sugiere que una de las condiciones para promover el cambio conceptual es que los profesores tengan en cuenta las ideas de los estudiantes.  相似文献