Children’s conceptions of bullying and repeated conventional transgressions: moral,conventional, structuring and personal-choice reasoning     

Robert Thornberg  Ulrika Birberg Thornberg  Rebecca Alamaa  Noor Daud 《教育心理学》2016,36(1):95-111

This study examined 307 elementary school children’s judgements and reasoning about bullying and other repeated transgressions when school rules regulating these transgressions have been removed in hypothetical school situations. As expected, children judged bullying (repeated moral transgressions) as wrong independently of rules and as more wrong than all the other repeated transgressions. They justified their judgement in terms of harm that the actions caused. Moreover, whereas children tended to judge repeated structuring transgressions as wrong independently of rules (but to a lesser degree than when they evaluated bullying) and justified their judgements in terms of the disruptive, obstructive or disturbing effects that the actions caused, they tended to accept repeated etiquette transgressions by arguing that the acts had no negative effects or simply that the rule had been removed. The findings confirm as well as extend previous social-cognitive domain research on children’s socio-moral reasoning.  相似文献   

Introducing computer-based concept mapping to older adults     

Iñaki Calvo  Ana Arruarte  Mikel Larrañaga  Julián Gutiérrez 《Educational gerontology》2017,43(8):404-416

The dramatic eruption of information and communication technology has had a remarkable effect on modern life, including the capacity to help older adults improve their quality of life and remain independent longer. However, while technology use is generally widespread, there is an observable underutilization by older people. There is sound evidence that older adults can learn and acquire computer skills just like younger people do, although they might need more time to reach a similar level of mastery. Concept maps (CMs) are considered to be an efficient creativity tool, as they allow the user’s view to be drawn over any domain or issue. An experiment was conducted with older adults using CM-ED (a concept map editor). The experiment had a twofold objective. The first objective was to measure how certain characteristics of the participants (gender, age, background) affect both their performance with such a tool and the quality of the CMs they developed. The second objective was to determine whether CM-ED is suitable for older people.  相似文献   

Review: lnternatiaal Technicd Communicatim: How to Export Information about High Technology.     

Rebecca B. Worley 《Technical Communication Quarterly》1996,5(2):198-202

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Is instant messaging the same in every language? A basque perspective     

Jasone Cenoz  Garbiñe Bereziartua 《Reading and writing》2016,29(6):1225-1243

This study focuses on computer mediated communication (CMC) in instant messaging using the Basque language in a context where exposure to English is very limited outside the classroom. This context provides an opportunity to analyze the universality of linguistic features identified in CMC in English. The corpus consists of 54 naturalistic dyadic conversations between Basque secondary school students, using the medium of instant messaging. Thirty-four of those students then took part in six focus group discussions so as to obtain information about their perception of the linguistic features used in instant messaging. The results indicate that the linguistic features used in CMC are in general terms similar in English and Basque with some exceptions which are related to the specific linguistic features of the Basque language.  相似文献   

Research Active Programme: A pilot inclusive research curriculum in higher education     

Nancy Salmon  Edurne García Iriarte  Emma Q. Burns 《International Journal of Research & Method in Education》2017,40(2):181-200

Participation of people with disabilities in producing and using research is critical for monitoring the implementation of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The Research Active Programme (RAP) is a module designed to build research capacity of students with intellectual disabilities. RAP was implemented over 11 weeks in 2 Irish universities. The mixed methods programme evaluation was completed from the students' perspectives, attending to curriculum content, pedagogical approach, the research knowledge and skills acquired by students. Twenty-five students completed interviews before and after engaging in RAP. Focus groups and quizzes were held after sessions to assess learning outcomes. Content analysis was used to interpret student perspectives. RAP was an effective approach for supporting students with intellectual disabilities to develop introductory research knowledge and skills; however, across the cohort, there were differences in demonstrated learning. Student expectations with respect to overall curriculum design, learning outcomes and delivery were reviewed. Specifically, learning outcomes, module delivery and assessment strategies were critiqued. Overall, the RAP curriculum supported research skill development in students. This module prepared people with intellectual disabilities to engage more fully as research partners in monitoring the implementation of the CRPD.  相似文献   

Towards Decentralized and Goal-oriented Models of Institutional Resource Allocation: The Spanish Case     

María José González López 《Higher Education》2006,51(4):589-617

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The influence of aspirations on higher education choice: a telecommunication engineering perspective     

José María Cubillo-Pinilla  Joaquin Sánchez-Herrera  Waldo S. Pérez-Aguir 《European Journal of Engineering Education》2006,31(4):459-469

This paper analyses the influence of external factors that affect the decision-making process in the selection of telecommunications engineering studies. Particularly, we have studied the influence of factors related to the generation of expectations about the studies. A survey was conducted on a sample of 701 male and female telecommunications engineering students. The results show the existence of a direct relationship between the choice of telecommunications studies in non-vocationally oriented students and their expectations of finding a job more easily, getting higher salaries and more prestige. On the other hand, non-vocationally oriented students show similar academic performance to that of vocationally oriented students.  相似文献   

Research self-efficacy sources and research motivation in a foreign language university faculty in Mexico: implications for educational policy     

María del Rosario Reyes-Cruz  Moisés Damián Perales-Escudero 《高等教育研究与发展》2016,35(4):800-814

The research self-efficacy and motivation of foreign language (FL) faculty in periphery countries is under-researched, yet there is a need to understand the impact of public policies that drive such faculty to conduct research. This paper reports a qualitative case study investigating research self-efficacy and research motivation in a group of Mexican FL professors. Interview data show variation in self-efficacy levels connected with academic degree, motivation types and strategic behaviors. Professors with doctorates, intrinsic motivation and use of strategies showed the highest self-efficacy. Professors with master's degrees and low motivation show the lowest self-efficacy. Previous experience and mentoring are influential sources of self-efficacy. Policies such as forced collaboration, financial rewards and the threat of employment termination seem to exert some effect on self-efficacy. It is recommended that policies be enacted to recognize and promote mentoring formally.  相似文献   

Designing a Field Code: Environmental values in primary school     

María Pilar Jiménez Aleixandre  Ramón López Rodríguez 《Environmental Education Research》2001,7(1):5-22

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Novel dissection of the central nervous system to bridge gross anatomy and neuroscience for an integrated medical curriculum          下载免费PDF全文

Rebecca J. Hlavac  Rachel Klaus  Kourtney Betts  Shilo M. Smith  Maureen E. Stabio 《Anatomical sciences education》2018,11(2):185-195

Medical schools in the United States continue to undergo curricular change, reorganization, and reformation as more schools transition to an integrated curriculum. Anatomy educators must find novel approaches to teach in a way that will bridge multiple disciplines. The cadaveric extraction of the central nervous system (CNS) provides an opportunity to bridge gross anatomy, neuroanatomy, and clinical neurology. In this dissection, the brain, brainstem, spinal cord, cauda equina, optic nerve/tract, and eyes are removed in one piece so that the entire CNS and its gateway to the periphery through the spinal roots can be appreciated. However, this dissection is rarely, if ever, performed likely due to time constraints, perceived difficulty, and lack of instructions. The goals of this project were (i) to provide a comprehensive, step‐by‐step guide for an en bloc CNS extraction and (ii) to determine effective strategies to implement this dissection/prosection within modern curricula. Optimal dissection methods were determined after comparison of various approaches/tools, which reduced dissection time from approximately 10 to 4 hours. The CNS prosections were piloted in small group sessions with two types of learners in two different settings: graduate students studied wet CNS prosections within the dissection laboratory and medical students used plastinated CNS prosections to review clinical neuroanatomy and solve lesion localization cases during their neurology clerkship. In both cases, the CNS was highly rated as a teaching tool and 98% recommended it for future students. Notably, 90% of medical students surveyed suggested that the CNS prosection be introduced prior to clinical rotations. Anat Sci Educ 11: 185–195. © 2017 American Association of Anatomists.  相似文献