What is the key to academic success? An analysis of the relationship between time use and student performance / ¿Dónde está la clave del éxito académico? Un análisis de la relación entre el uso del tiempo y el rendimiento académico     

Carmen Díaz-Mora  Juan A. García  Arturo Molina 《Cultura y Educación》2016,28(1):157-195

University students’ use of time is one of the most relevant inputs to their education process. The aim of this work is therefore to explore the effect that the time spent on different academic and non-academic activities (collected using a diary) has on student performance, in order to determine which of these activities improve students’ marks. Moreover, we investigate the role of quality variables such as study skills. Using a sample of undergraduate business students, we find that academic activities such as doing assignments in teams, attending university lectures and self study have significant positive effects on students’ marks. It is thus concluded that to improve academic performance it is not only the quantity of time that matters but also quality aspects like the ability to schedule.  相似文献   

Book reviews     

Alphons Silbermann  Michael R. Eraut  Marcel Danesi  H. S. Bhola  Pablo Latapí  Robert Balfanz  Jacques Fijalkow  Helmut Stolz  James Lynch 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1991,37(2):279-292

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Preventing and reducing school violence: development of a Student and Family Office—a pilot study     

Patrícia Gouveia  Isabel Leal  Jorge Cardoso 《Educational Psychology in Practice》2019,35(1):67-81

This study introduces a pilot project—the creation of a Student and Family Office to reduce school violence—and suggests the benefits of the combined use of different strategies to decrease peer aggression and victimisation. The programme was implemented over a two-and-a-half-year period and included 132 Portuguese adolescents attending the third cycle of basic education. A considerable number of problematic situations, previously reported by students, changed after SFO intervention.. The results suggest that the local (universal and multimodal) intervention programme contributed to a decrease in harassment, coercion and aggressiveness, victimisation and reactive overt aggression rates, and also promoted the social and personal skills essential for successful interpersonal dynamics and peer conflict interventions. The implications for practice are discussed.  相似文献   

A study of writing mechanisms in Spanish primary education children / Estudio de los mecanismos de escritura en niños españoles de Educación Primaria     

Nagore González-Martín  Paz Suárez-Coalla  Olivia Afonso  Fernando Cuetos 《Infancia y Aprendizaje》2017,40(1):88-119

Several studies performed on deep orthography systems reveal variables that influence writing latencies that occur over the course of learning. In transparent orthographies such as Spanish there are very few studies on writing that measure latencies and duration. The aim of this present study was to take a more in-depth look at knowledge of the writing mechanisms used by Spanish children in primary education, by studying the errors, latencies and duration of the writing of words. To do this, sixty children performed a copying task and a dictation task with regular words of different frequency and length. The obtained results show changes in the writing mechanisms used by the children as they became more expert, as indicated by the greater effect of word length in the first years of primary. This word length effect is a more determining factor with regard to the number of letters in words than for the number of syllables. These results hold important implications for the teaching of writing in Spanish.  相似文献   

Against ‘teaching excellence’: ideology,commodification, and enabling the neoliberalization of postsecondary education     

Daniel B. Saunders  Gerardo Blanco Ramírez 《Teaching in Higher Education》2017,22(4):396-407

ABSTRACT

In this article, the notion of excellence in relation to teaching is removed from its privileged place in order to render it, and its implications, for analysis. We argue that teaching excellence needs to be understood in the larger context of the neoliberal university in which competition is taken for granted, and therefore, metrics for comparison are evermore necessary. Following this argument, we explore excellence as an instrument of neoliberal ideology in higher education. We explore different manifestations of teaching excellence enacted in policies that that are illustrative of five different countries. Implications for further analysis, and for resistance to the expansion of neoliberal ideology through teaching excellence, are presented.  相似文献   

Newton and Colour: the Complex Interplay of Theory and Experiment     

Martins  Roberto De Andrade  Celestino  Cibelle 《Science & Education》2001,10(3):287-305

The general aim of this paper is to elucidate some aspects of Newton's theory of light and colours, specially as presented in his first optical paper of 1672. This study analyzes Newton's main experiments intended to show that light is a mixture of rays with different refrangibilities. Although this theory is nowadays accepted and taught without discussion it is not as simple as it seems and many questions may arise in a critical study. Newton's theory of light and colour can be used as an example of the great care that must be taken when History of Science is applied to science teaching. An inadequate use of History of Science in education may convey to the students a wrong conception of scientific method and a mythical idea of science.  相似文献   

How in Spite of the Rhetoric,History of Chemistry has Been Ignored in Presenting Atomic Structure in Textbooks     

Rodríguez  María A.  Niaz  Mansoor 《Science & Education》2002,11(5):423-441

Recent research in science education has recognized the importance of history and philosophy of science. This study has the following objectives:(a) To show how the importance of history of chemistry has been recognized in theclassroom, starting from the 1920s to the present; (b) How criteria based on history andphilosophy of science can be used to evaluate presentation of atomic structure in generalchemistry textbooks; (c) Comparison of the new (1970–1992) and old textbooks (1929–1967)with respect to the presentation of atomic structure. Results obtained show thatmost of the new and old textbooks not only ignore the history and philosophy of sciencebut also present experimental findings as a `rhetoric of conclusions'. It isconcluded that such presentations are not conducive towards a better understanding of scientificprogress. It is suggested that history and philosophy of science can be introduced in theclassroom not necessarily through formal courses in the history of chemistry or commentsand anecdotes, but rather by incorporating the `heuristic principles' that guided thescientists to elaborate their theories.  相似文献   

Acquisition of schedule-induced polydipsia by rats in proximity to upcoming food delivery     

López-Crespo G  Rodríguez M  Pellón R  Flores P 《Learning & behavior》2004,32(4):491-499

Food-deprived rats that receive intermittent delivery of small amounts of food develop excessive drinking--specifically, schedule-induced polydipsia (SIP). A main characteristic of SIP is its occurrence at the beginning of interfood intervals. The purpose of this study was to demonstrate that SIP can be developed toward the end of interfood intervals, in closer proximity to upcoming than to preceding food delivery. In Experiment 1, two groups were exposed to a fixed-time (FT) 30-sec food schedule with water available during the first or the last 15 sec of each interfood interval. Two additional groups, which had access to water throughout, were exposed to FT 30-sec or FT 15-sec schedules of food presentation. The FT 30-sec group with free access to water developed the highest level of intake; similar and intermediate levels were induced in all the remaining groups. In Experiment 2, three groups of rats were exposed to an FT 90-sec food schedule with water available during the first, the second, or the last 30 sec of each interfood interval. One additional group with access to water throughout was exposed to the FT 90-sec schedule of food presentation. The group with free access to water developed a higher level of consumption than did the other groups, but by the end of training none of the four groups showed statistical differences in polydipsic drinking. Results show that adjunctive drinking can be developed in proximity to upcoming food delivery even with long interfood intervals.  相似文献   

Bimodal compositions of gesture and vocalization at the beginning of verbal communication / Composiciones bimodales de gesto y vocalización en el inicio de la comunicación verbal     

Fernando-Gabriel Rodríguez  Silvia-Ana Español 《Infancia y Aprendizaje》2016,39(4):661-693

Abstract

This study contributes empirical evidence regarding the central role that gesture plays in the general process of language acquisition. Previous studies have highlighted this factor during the holophrastic stage (12–18 months), however a void exists in relation to the stage immediately following and immediately preceding the appearance of grammatical structures, the two-word stage. A single case longitudinal study was performed using the constant comparative method. Frequency data were obtained, indicating a permanent choice of the oral communication modality over the gestural modality, while at the same time a prevalence of bimodal compositions (gesture-vocalization) over oral unimodal compositions was seen. This suggests that bimodal compositions function as a cognitive-communicative procedural antecedent of the exclusively oral compositions that will prevail with the arrival of two words before the handling of grammatical structures, in other words, before the (relative) unimodalization of verbal expression. These results subscribe to the non-modularistic theory of language from the role of gesture in the language acquisition process.  相似文献   

Emotional intelligence throughout Portuguese secondary school: a longitudinal study comparing performance and self-report measures     

Ana Costa  Luísa Faria 《European Journal of Psychology of Education - EJPE》2016,31(3):419-437

This study examines the developmental trajectories of ability and trait emotional intelligence (EI) in the Portuguese secondary school. Within a three-wave longitudinal design, 395 students (M _age ?=?15.4; SD?=?.74) completed both the Emotional Skills and Competence Questionnaire (ESCQ) and the Vocabulary of Emotions Test (VET). Results revealed that EI exhibited different developmental trajectories during late adolescence according to the type of measure used, while students’ VET levels evidenced an increase during secondary school, their ESCQ levels remained stable during this period. Moreover, students’ gender, verbal indicator, and type of school (public vs. private) have no significant effect on their rate of EI change, whereas students from lower sociocultural and lower professional status backgrounds demonstrated significantly greater increases on the ESCQ and VET compared to higher status adolescents. The results are examined in the context of adolescent emotional development.  相似文献