Communication workers in Spain: The reward of appearance     

Raquel Fernández 《The Communication Review》2013,16(3):381-393

This article presents the views of rank‐and‐file Spanish journalists about working conditions for media professionals in Spain, based on interviews conducted in 1996.  相似文献   

Helping preservice teachers realize the transformative potential of read alouds     

Rebecca Stortz  Miriam Martinez  Raquel Cataldo  Lucinda Marie Juarez 《Journal of Early Childhood Teacher Education》2013,34(3):238-255

ABSTRACT

A common instructional practice in early childhood classrooms is the picturebook read aloud. The purpose of this investigation was to help preservice teachers learn to plan picturebook read alouds with the goal of helping children interpret the visual affordances of picturebooks, including visual elements (e.g., cclor, line) and peritextual components (e.g., title page, endpapers) as they engage in collaborative meaning making. In this qualitative study, the participants were 12 preservice teachers enrolled in an undergraduate children’s literature course. The findings presented here are focused on three participants that represented a range of growth and understandings about the picturebook format as well as growth and understandings about designing read aloud lessons. Findings indicate that while participants grew in their understandings of picturebook formats and in their ability to develop read aloud lesson plans with a visual focus, the rates and ways in which this occurred varied. Furthermore, the findings also suggest that crafting read alouds with a focus on visual affordances is a complex process and deserves careful attention in teacher preparation programs.  相似文献   

Pre-service teachers' performance from teachers' perspective and vice versa: behaviors,attitudes and other associated variables     

Raimundo Castaño  Raquel Poy  Raluca Tomşa  Noelia Flores 《Teachers and Teaching》2013,19(7):894-907

In a rapidly changing world, the mission of education deserves some reflection. Mutual understanding and assessment between trainers and trainees offers a way to promote discussion concerning goals, values, and strategies that should be promoted at schools. This study offers the views of 153 pre-service teachers and their respective trainers during their practicum. We aimed to determine if an association exists between the scores of pre-service teachers and teachers regarding behaviors and attitudes shown by the first. We also want to analyze the extent to which pre-service teachers rate the importance of different educational strategies as well as the extent to which teachers use these strategies in their daily work. We also aim to determine to what extent self-rated behaviors and attitudes of pre-service teachers are associated to their ratings on importance and utilization of different educational strategies. Two questionnaires were utilized to gather the data. Results revealed higher scores on self-evaluation than others’ evaluations; utilization of diverse educational strategies was associated to evaluations on pre-service students’ responsibility, ability to detect and meet students’ needs, and final grade in practicum. Association between pre-service teachers’ self-evaluation and evaluation on the importance of different educational strategies revealed large associations between climate for the expression of ideas, teaching methodology, and the importance given to using language appropriate to the level of the students. Average ratings on importance and utilization of different teaching strategies resulted in high scores, with utilization of teaching methodologies obtaining the lowest scores. Gender resulted in significant differences on importance, with women scoring higher than men. Importance scores were significantly higher than utilization scores. High associations were found between self- and others’ evaluations on values related to compliance with rules, as well as on behaviors associated to maintain order and discipline in the classroom. Differences in views of teaching, importance, and utilization of different teaching strategies should be debated in order to advance our understanding of effectiveness of educational practices.  相似文献   

Online disclosure of university social responsibility: a comparative study of public and private US universities     

Raquel Garde Sánchez  Manuel Pedro Rodríguez Bolívar  Antonio M. López-Hernández 《Environmental Education Research》2013,19(6):709-746

Public and private universities tasked with incorporating principles of social responsibility (SR) into their activities face the multiple challenges of addressing expectations of diverse stakeholders, establishing mechanisms for dialogue, and achieving greater information transparency. This article has two goals: first, to analyze whether SR has become an essential element in activities associated with university accountability, information transparency, and the use of the Internet; second, to analyze whether SR is used by universities as a differentiating factor in relation to their status. A comparative study of public and private US universities shows that neither is strongly committed to the online disclosure of SR information, including in relation to sustainability-related activities. Moreover, there is a uniformity in the accountability activities of both university types, suggesting that the challenges are not being faced, and SR is not being used as a differentiating factor in the pursuit of positional or competitive advantage.  相似文献   

Students’ conceptions of work and the understanding of the economic value of labor: a developmental study of unemployment and job precarity in times of an economic crisis     

Alonso  Lorena  Kohen  Raquel C. 《European Journal of Psychology of Education - EJPE》2023,38(3):929-944

In the aftermath of the financial and economic recession of 2008, 130 Spanish students of five age groups (8 to 17 years) and two socioeconomic backgrounds were individually interviewed about unemployment and lower wages. The participants were presented with two hypothetical situations, and their responses were qualitatively and quantitatively analyzed. The results indicated that children bring their conceptions of work when attempting to explain those phenomena. Specifically, it was found that the explanations were closely associated with the comprehension of the notion of surplus value (i.e., the idea that workers create more value than the cost of their salaries), and that the development of this notion proceeds in three levels. Younger children were simply unaware of the capacity of workers to create value (Level 1), which gave rise to some alternative conceptions (e.g., the idea that money for salaries comes from external sources). The children within the age range of 12–13 began to understand that workers create some value (Level 2). At this level, however, the notion of surplus value was not fully understood, and the idea that money for salaries comes from external sources persisted in a variety of ways. From the ages of 13–14, the children begin to understand that a wage is the price of labor and that the employer earns a profit because workers create more value than the cost of their wages (Level 3). The article presents a discussion of the possible reasons behind the slow progress observed and highlights some suggestions for educational practice.

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Bounded Boards: a Commentary on the Limitations of Knowledge and Scope of Research on Boards of Higher Education     

Rall  Raquel M.  Morgan  Demetri L.  Commodore  Felecia 《Innovative Higher Education》2022,47(3):389-412

Innovative Higher Education - Despite the emergence of new scholarship, public higher education boards in the United States remain relatively under-investigated. While the literature on higher...  相似文献   

Maximal and submaximal physiological responses to adaptation to deep water running     

Liane B. Azevedo  Mike I. Lambert  Paulo S. Zogaib  Turibio L. Barros Neto 《Journal of sports sciences》2013,31(4):407-414

Abstract

The aim of the study was to compare physiological responses between runners adapted and not adapted to deep water running at maximal intensity and the intensity equivalent to the ventilatory threshold. Seventeen runners, either adapted (n = 10) or not adapted (n = 7) to deep water running, participated in the study. Participants in both groups undertook a maximal treadmill running and deep water running graded exercise test in which cardiorespiratory variables were measured. Interactions between adaptation (adapted vs. non-adapted) and condition (treadmill running vs. deep water running) were analysed. The main effects of adaptation and condition were also analysed in isolation. Runners adapted to deep water running experienced less of a reduction in maximum oxygen consumption ([Vdot]O_2max) in deep water running compared with treadmill running than runners not adapted to deep water running. Maximal oxygen consumption, maximal heart rate, maximal ventilation, [Vdot]O₂ at the ventilatory threshold, heart rate at the ventilatory threshold, and ventilation at the ventilatory threshold were significantly higher during treadmill than deep water running. Therefore, we conclude that adaptation to deep water running reduces the difference in [Vdot]O_2max between the two modalities, possibly due to an increase in muscle recruitment. The results of this study support previous findings of a lower maximal and submaximal physiological response on deep water running for most of the measured parameters.  相似文献   

Modelling the dynamics of children’s gross motor coordination     

Ana Carolina Reyes  Raquel Chaves  Adam D G Baxter-Jones  Olga Vasconcelos  Lisa M Barnett  Go Tani 《Journal of sports sciences》2013,31(19):2243-2252

ABSTRACT

This study modelled children’s gross motor coordination, investigated sex-differences and identified the effects of fixed and dynamic correlates on motor coordination development. A total of 344 Portuguese children (170 girls), from 6 age cohorts (5 to 9 years of age), were followed consecutively for three years (age range 5 to 11 years) using a mixed-longitudinal cohort design. Birth weight, hand dominance and socioeconomic status (SES) were identified. Gross motor coordination, body mass index, physical fitness (PF) and physical activity (PA) were assessed annually. A sequence of multilevel hierarchical linear models were developed. Model 1 found that age, age², sex, sex-by-age and sex-by-age² were significant predictors (p < 0.05) of gross motor coordination. Boys outperformed girls from 6 years of age onwards. Model 2 found a cohort effect (p < 0.05). Model 3 found that right handers were more coordinated (p < 0.05). When the confounders of body mass index, PF and PA were added to the model (Model 4) it was found that boys and girls had parallel trajectories in their gross motor coordination development. In conclusion children with increasing body mass index were less coordinated, while those who were stronger and more agile had steeper trajectories of gross motor coordination with age.  相似文献   

Association between fundamental motor skills and physical activity in the early years: A systematic review and meta-analysis     

Dan Jones  Alison Innerd  Emma L. Giles  Liane B. Azevedo 《运动与健康科学(英文)》2020,9(6):542-552

BackgroundPhysical activity (PA) in the early years is associated with a range of positive health outcomes. Fundamental motor skill (FMS) competence is associated with PA and is theorized to be driven by PA in the early years and vice versa in mid to late childhood. However, to date, no studies have meta-analyzed the association between PA and FMS in the early years.MethodsSix electronic databases were searched for articles published up to April 2019. Cross-sectional and longitudinal studies were included if they targeted children (ages 3–6 year) as the population of the study and assessed the association between objectively measured PA and FMS. Total FMS, total physical activity (TPA), and moderate-to-vigorous physical activity (MVPA) data were meta-analyzed using a random effects model.ResultsWe identified 24,815 titles and abstracts. In total, 19 studies met the inclusion criteria, including 14 cross-sectional and 4 longitudinal studies, as well as 1 study with cross-sectional and longitudinal analysis. There was a significant but small positive association between FMS and MVPA (r = 0.20, 95% confidence interval (CI): 0.13–0.26) and TPA (r = 0.20, 95%CI: 0.12–0.28). Findings from longitudinal studies revealed that PA drives FMS in early childhood. Mediation was explored in 1 study, which found that perceived motor competence did not mediate the association between FMS and PA.ConclusionUsing a meta-analysis, this study is the first to show a positive association between FMS, MVPA, and TPA in the early years of childhood, suggesting that the association begins at an early age. Limited evidence from longitudinal studies supports the theory that PA drives FMS in the early years of childhood. More evidence is needed from large studies to track PA and FMS until mid to late childhood and to explore the mediators of this association.  相似文献   

Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion     

Roger Azevedo 《Metacognition and Learning》2009,4(1):87-95

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