Effects of academic dishonesty on dimensions of spiritual well-being and satisfaction: a comparative study of secondary school and university students     

Antonio Muñoz-García  María José Aviles-Herrera 《Assessment & Evaluation in Higher Education》2014,39(3):349-363

Recent research has shown an increase in academic dishonesty in different educational systems and levels, and negative effects on the academic institution, society and the students themselves. In order to describe the differential perception of academic dishonesty by Spanish secondary school and university students, and to study its consequences on psychological well-being, comparisons between two groups of students from secondary education and university were carried out, using measures of the perception and execution by others of dishonest behaviour, as well as psychological well-being and satisfaction with life and learning. University students revealed greater laxity of conscience, considering dishonest behaviour to be less serious and more common than secondary school students, and indulging in more dishonest behaviour themselves. They also showed greater spiritual, personal, community and environmental well-being, and greater satisfaction with learning. However, transcendental spiritual well-being was greater in the group of secondary education students. Academic dishonesty was associated with satisfaction with learning in both groups, and with satisfaction with life in secondary education. Its link with measures of spiritual well-being was greater in the group of secondary education students, being linked to transcendental well-being only in the group of university students. No gender differences were observed in any of the variables.  相似文献   

Development of a virtual tool for learning basic organisation and planning in rural engineering projects     

María Dolores Redel-Macías  Carlos Castillo  Cristina Aguilar Porro  María Polo  Encarnación V. Taguas 《European Journal of Engineering Education》2014,39(5):507-517

This paper presents a virtual lab for the contents of an Engineering project, for designing an agro-industrial building, which is also useful for a range of different transversal courses in Engineering sciences. The aims of this tool are to analyse the most important contents of a project-document (calculation, regulations, drawings and budgets), as well as their relationship with the activities which make up the work and the schedule. The design criteria we considered were: its online applications and their compatibility with Moodle; the inclusion of different learning approaches, such as exploratory learning and inquiry-based learning; its interactivity, and the use of multimedia elements for visualisation and direct analysis on material common to Engineering subjects. The students’ perceptions of the improvements brought by the virtual lab were analysed statistically through a series of questions over two academic years. The results of the questionnaires suggested that most of those who had used the e-learning tool valued positively its overall suitability for reaching the objectives in their subject as well as the way it improved the working methodology. The practical knowledge acquired by the students was also highly valued. In addition, the lack of constraints commonly related to field trips (expenses, time and complexity) illustrates the utility of self-access learning tools in key transversal disciplines such as Engineering projects.  相似文献   

Unpacking Legality Through La Facultad and Cultural Citizenship: Critical and Legal Consciousness Formation for Politicized Latinx Undocumented Youth Activists     

Susana M. Muñoz 《Equity & Excellence in Education》2018,51(1):78-91

Over the last ten years, there has been an increasingly growing body of scholarship devoted to undocumented college students in higher education. Prior scholarship has focused on how undocumented students negotiate their political and civic identity within the undocumented youth movement. However, immigration research within higher education has not addressed how undocumented students come to understand their legal consciousness. I intersect legal consciousness with Anzaldúa's (1987 Anzaldúa, G. (1987). Borderlands/La frontera: The new mestiza. San Francisco, CA: Aunt Lute Books. [Google Scholar]) la facultad/nepantla and cultural citizenship theory (Rosaldo, 1987 Rosaldo, R. (1987). Cultural citizenship concept paper, IUP Latino cultural studies working group. Stanford: Stanford University. [Google Scholar]) to frame the process of how politicized Latinx¹1. I use Latinx as an attempt to decolonize the Spanish language, center indigeneity and the African roots of Latinx peoples, and neutralize gender (Villalobos, 2015 Villalobos, J. (2015). Applying White followership in campus organizing: A leadership tool for Latinx students working for racial justice. In A. Lozano (Ed.), Latina/o College Student Leadership: Emerging theory, promising practices. Lanham, Maryland: Rowman &; Littlefield. [Google Scholar]). undocumented students come to hone their critical legal consciousness within the context of higher education and social activism. Using data from 39 individual interviews with 13 undocumented student activists who self-identified as “undocumented and unafraid,” the findings reveal four forms of navigation for how undocumented students come to understand their legal consciousness as they negotiate colonized spaces: (a) reconfiguring legality though migration and family experiences; (b) negotiating contexts and disclosure; (c) critical enactment of cultural citizenship; and (d) disrupting and reclaiming colonized spaces.  相似文献   

Evidencing the impact of teaching-related CPD: beyond the ‘Happy Sheets’     

Lucy Spowart  Jennie Winter  Rebecca Turner  Reema Muneer  Colleen McKenna  Pauline Kneale 《International Journal for Academic Development》2017,22(4):360-372

Abstract

In this paper we report the outcomes of a national survey of academic development staff in a range of UK HE Institutions to consider the approaches adopted to evaluate teaching-related continual professional development (CPD). Despite the increasing drive towards accountability, the majority of respondents undertook no benchmarking to establish existing knowledge, there was minimal use of existing data sets, and few evaluated provision longitudinally. We argue that in order to arrive at an evidence-informed approach, evaluation and teaching-related CPD must be clearly conceptualised, and aligned with institutional priorities. The involvement of students with staff CPD could also be usefully explored.  相似文献   

What's sexy? Adolescent girls discuss confidence,danger, and media influence     

Sharon Lamb  Kaelin M. Farmer  Elena Kosterina  Susan Lambe Sariñana  Aleksandra Plocha  Renee Randazzo 《Gender and education》2016,28(4):527-545

Building on qualitative research about sexualisation by media and culture and the impact on girls' development, in this article we present a discourse analysis of three focus groups of teen girls of colour and of diverse ethnicities asked to talk about sexiness. We focus on the ways the girls both support and resist hegemonic discourses about femininity and sexuality as well as on the discursive strategies used by the girls to separate sexiness from lack of respectability and present themselves as both knowing consumers of media and passive responders. The girls constructed sexiness in three ways that we refer to as interpretive repertoires and analyse each for paradoxes, contradictions, and resistance to mainstream conceptualisations of sexiness. These are sexy as confident; disadvantages and advantages to sexy; and sexy as sold to you.  相似文献   

Framing Appropriate Accommodations in Terms of Individual Need: Examining the Fit of Four Approaches to Selecting Test Accommodations of English Language Learners     

Jennifer Koran  Rebecca J. Kopriva 《教育实用测度》2017,30(2):71-81

Providing appropriate test accommodations to most English language learners (ELLs) is important to facilitate meaningful inferences about learning. This study compared teacher large-scale test accommodation recommendations to those from a literature- and practitioner-grounded accommodation selection taxonomy. The taxonomy links student-specific needs, strengths, and schooling experiences to large-scale test accommodation recommendations that differentially minimize barriers of access for students with different profiles. A blind panel of experts rated four sets of recommendations for each of 114 ELLs. Results found the taxonomy was a significantly better fit for distinguishing accommodations by student need than teacher recommendations. Further, the fit of teacher recommendations showed no difference when the teacher used a structured data collection procedure to gather profile information about each of their ELLs and when they did not, and teachers’ recommendations were not found to differ significantly from a random set of accommodations. Findings are consistent with previous literature that suggests the task of matching specific accommodations to individual needs, rather than the task of identifying individual needs, is where teachers struggle in recommending appropriate test accommodations.  相似文献   

Changes in involvement in homework throughout compulsory secondary education / Cambios en la implicación en los deberes escolares a lo largo de la Educación Secundaria Obligatoria     

Bibiana Regueiro  José C. Núñez  Pedro Rosário  Susana Rodríguez  Natalia Suárez 《Cultura y Educación》2017,29(2):254-278

This paper analyses the changes found in students’ involvement in homework throughout the four grade levels of compulsory secondary education in Spain (ages 12–15). It also analyses the relationship between the changes in students’ involvement in homework throughout schooling and motivational and emotional variables related to homework. Findings indicated that: (a) the amount of homework completed and homework time management diminished slightly throughout the grade levels researched; however, this result is clearer in terms of the amount of homework completed; (b) prior academic achievement is significantly related to the variables associated with students’ involvement in homework; (c) the motivational and affective variables researched explained statistically significant variance related to two of the three dependent variables associated with involvement in homework; and (d) the association between the motivational and affective variables and involvement in homework is lower.  相似文献   

Social Justice,Sport and Judaism: A Position Statement     

Rebecca T. Alpert 《Quest (Human Kinetics)》2019,71(2):138-149

ABSTRACT

Jewish teachings on social justice include the maxim attributed to Hillel the Elder in the Mishnah: “If I am not for myself, who will be for me? But if I am only for myself, what am I? And if not now, when?” This maxim indicates Jewish responses to experiencing anti-Semitism in the context of sports, as Jews have stood up for themselves through protest, cultural adaptation, and boycott, as illustrated in phenomena such as the creation of the HaKoach sports teams in Europe, the South Philadelphia Hebrew Association basketball team in the United States, and international responses to the 1936 Berlin Olympics. It illuminates how others have “been for them,” including Football 4 Peace, responses in Europe to Jewish-identified football teams and anti-Semitism. And it illustrates how the Jewish state, Jewish athletes and teams have responded to the call to stand up for others in American baseball and Israeli football.  相似文献   

Prospective biology teachers’ understanding of the nature of science through an analysis of the historical case of Semmelweis and childbed fever     

Aragón-Méndez  María del Mar  Acevedo-Díaz  José Antonio  García-Carmona  Antonio 《Cultural Studies of Science Education》2019,14(3):525-555

Cultural Studies of Science Education - This article presents a qualitative study of the understanding of various epistemic and non-epistemic aspects of the nature of science (NOS), based on...  相似文献   

Nuclear power plants? Yes or no? Thank you! The argumentative use of tables and graphs / ¿Centrales nucleares? ¿Sí o no? ¡Gracias! El uso argumentativo de tablas y gráficas     

Merce Garcia-Mila  Mª Puy Pérez-Echeverría  Yolanda Postigo  Eduardo Martí  Constanza Villarroel  Fernando Gabucio 《Infancia y Aprendizaje》2016,39(1):187-218

Abstract

The present paper deals with how eleventh grade high school students and university undergraduate students studying environmental science use evidence to write an argumentative text. They were presented with a dilemma with four sets of data (two pro and two anti nuclear energy). Half the sample was given the data in graph format and the other half in table format. The four sets of data differed according to their complexity. We analysed the structure of argument, the use of the evidence (either provided or their own) according to the participants’ position on the dilemma, and the presence of confirmation bias. Our results show a good argumentative competence that does not seem to be affected either by the students’ educational level or data format. We observed an effect of the complexity of the data in relation to the participants’ position.  相似文献