Does formative feedback on search behaviour help students in answering comprehension questions from an available text? / ¿Ayuda la retroalimentación formativa sobre el comportamiento de búsqueda a contestar preguntas de comprensión en lecturas con texto disponible?     

Ana-Cristina Llorens  Eduardo Vidal-Abarca  Raquel Cerdán  Vicenta Ávila 《Infancia y Aprendizaje》2015,38(4):808-841

This study analyses the efficacy of formative feedback to boost students’ search behaviour when answering comprehension questions in a with-text reading situation, which is a common reading situation in instructional and assessment settings. In these reading situations search strategies play an important role to predict students’ performance. Sixty-five high school students read two texts and answered eight multiple-choice comprehension questions per text using the software Read&Answer, which recorded all the students’ actions. After answering each question, students received either global-search-feedback or specific-search-feedback, which differed in the specificity of their information, or no-feedback. Participants who received any feedback had a second chance to correct their wrong answers. Specific-search-feedback increased students’ search decisions and improved their use of relevant information to repair wrong answers over global-search-feedback. Consequently, specific-search-feedback improved students’ performance when they corrected wrong answers over global-search-feedback. These results have implications for the design and implementation of formative feedback in computer-based systems aimed at improving students’ performance and teaching reading literacy skills.  相似文献   

Continuities and discontinuities in secondary education in Western Europe     

Manuel Joaquim de Azevedo Ph.D. 《Prospects》2001,31(1):87-102

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Exercise intensity optimization for men with high cardiorespiratory fitness     

Azevedo LF  Perlingeiro PS  Brum PC  Braga AM  Negrão CE  de Matos LD 《Journal of sports sciences》2011,29(6):555-561

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Assessing the influence of personal preferences on the choice of vocabulary for natural language generation     

Raquel Hervás  Virginia Francisco  Pablo Gervás 《Information processing & management》2013

Referring expression generation is the part of natural language generation that decides how to refer to the entities appearing in an automatically generated text. Lexicalization is the part of this process which involves the choice of appropriate vocabulary or expressions to transform the conceptual content of a referring expression into the corresponding text in natural language. This problem presents an important challenge when we have enough knowledge to allow more than one alternative. In those cases, we need some heuristics to decide which alternatives are more appropriate in a given situation. Whereas most work on natural language generation has focused on a generic way of generating language, in this paper we explore personal preferences as a type of heuristic that has not been properly addressed. We empirically analyze the TUNA corpus, a corpus of referring expression lexicalizations, to investigate the influence of language preferences in how people lexicalize new referring expressions in different situations. We then present two corpus-based approaches to solve the problem of referring expression lexicalization, one that takes preferences into account and one that does not. The results show a decrease of 50% in the similarity error against the reference corpus when personal preferences are used to generate the final referring expression.  相似文献   

Perceived emotional intelligence as predictor of psychological adjustment in adolescents: a 1-year prospective study     

José M. Salguero  Raquel Palomera  Pablo Fernández-Berrocal 《European Journal of Psychology of Education - EJPE》2012,27(1):21-34

In recent years, emotional intelligence has appeared as a predictor of adults’ mental health, but little research has examined its involvement in adolescents’ psychological adjustment. In this paper, we analyzed the predictive validity of perceived emotional intelligence (attention to feelings, emotional clarity, and emotional repair) over psychological adjustment in an adolescent sample at two temporal stages with a 1-year interval. At Time 1, the results indicated that adolescents with high scores in attention to feelings and low scores in emotional clarity and repair display poorer psychological adjustment, concretely, higher levels of anxiety, depression, and social stress and lower levels of general mental health. At Time 2, attention to feelings and emotional repair significantly predicted adolescents’ psychological well-being, even when the effects of previous psychological adjustment were controlled for. The findings suggest that perceived emotional intelligence is a stable predictor of adolescent adjustment and may serve as a useful resource for preventive interventions.  相似文献   

THE EFFECTS OF A SOCIAL–EMOTIONAL LEARNING PROGRAM ON ELEMENTARY SCHOOL CHILDREN: THE ROLE OF PUPILS’ CHARACTERISTICS     

Raquel Raimundo  Alexandra Marques‐Pinto  Maria Luísa Lima 《Psychology in the schools》2013,50(2):165-180

This quasi‐experimental exploratory study investigated whether a social–emotional learning program, implemented during a 1‐year period, could lead to gains in social–emotional competencies and a reduction in internalizing and externalizing problems. Furthermore, it showed which pupils would benefit most from the program. The program was applied to 213 fourth‐grade Portuguese pupils. One hundred five controls followed an Origami curriculum during the same period. Sixteen teachers also participated in this study. Self‐report (pupils) and hetero‐report (teachers) questionnaires were administered before and after the intervention. There were significant intervention gains in some social–emotional competencies, namely, peer relations and social competence, but no gains were found in internalizing and externalizing problems. Intervention pupils with average pre‐test scores profited more in self‐management and peer relations than controls. Boys showed greater gains in self‐management, aggressiveness, and social problems than girls. There were no significant differences regarding socioeconomic status.  相似文献   

Improving clinical care outcomes for Canadian seniors: findings of a pilot study evaluating an applied simulated and integrated learning approach (ASILA) for home care workers     

Veronique M. Boscart  Lauren Crutchlow  Linda Sheiban Taucar  Sandra Schelling  Elliott Fung  Raquel S. D. Betini 《Educational gerontology》2013,39(10):612-623

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Psychometric Characteristics of the California Preschool Social Competence Scale in a Spanish Population Sample     

Jordi Julvez  Maria Forns  Núria Ribas-Fitó  Carlos Mazon  Maties Torrent  Raquel Garcia-Esteban 《Early education and development》2013,24(5):795-815

Research Findings: Few rating scales measure social competence in very young Spanish or Catalan children. We aimed to analyze the psychometric characteristics of the California Preschool Social Competence Scale (CPSCS) when applied to a Spanish- and Catalan-speaking population. Children were rated by their respective teachers within 6 months following their 4th birthday in two population-based birth cohorts in Spain (N = 378). A confirmatory factor analysis (CFA) was used to compare the underlying structure of the Spanish–Catalan version with that of the original version. Cronbach's alpha coefficient was used to determine the internal consistency of each of the confirmed factors. Cohen's kappa formula was used to calculate the test–retest reliability in a small subset of children who were rated again one month later. Five correlated factors (Considerateness, Task Orientation, Extraversion, Verbal Facility, and Response to Unfamiliar) were optimally confirmed as a result of CFA. The first three factors had robust internal consistency. The kappa coefficient was satisfactory in 29 items out of 30. Children's cognitive abilities as assessed by the McCarthy Scales, children's gender, maternal social class and level of education were related to the social competence scores as indicators of criterion-related factors. Practice or Policy: The bilingual version of the CPSCS has good psychometric properties allowing it to be used in further studies in either Spanish or Catalan populations.  相似文献   

Engaged Scholarship in the Academy: Reflections from the Margins     

Elizabeth R. Drame  Sandra Toro Martell  Jennifer Mueller  Raquel Oxford  Debora B. Wisneski  Yaoying Xu 《Equity & Excellence in Education》2013,46(4):551-565

This paper represents a series of reflections on collective and individual efforts of diverse women scholars to reconcile alternative views of scholarship within the academy. We document our collective experience with embedding the concept of the “scholarship of engagement” in our practice of research, teaching, and service through a process of collaborative inquiry. In addition, we discuss individual efforts to challenge university colleagues and students (many of whom are teachers in training) to interrogate issues of social justice, diversity, and marginalization in their academic environments. Our experiences provide a critical examination of the supports needed for diverse women faculty who engage in critical dialogues that challenge traditional institutional structures while on the tenure path.  相似文献   

Minority Students and the Health Professions     

Raquel Bauman 《Equity & Excellence in Education》2013,46(2-4):22-30

Individuals from minority groups are underrepresented in medical school. . . . We must achieve a 12 percent representation of these individuals in the health professions . . . in order to equate the number of students from minority groups in medical school with the percentage of their distribution in the population at large. [Cooper, 1970]  相似文献