Profile of educators     

Rosario Encinas  M. 《Prospects》1986,16(1):141-145

  相似文献   

Collaborative action research between schools,a continuing professional development centre for teachers and the university: a case study in Spain     

Maria Elena González Alfaya  Maria Ángeles Olivares García  Rosario Mérida Serrano 《Educational Action Research》2017,25(5):770-789

This article describes a collaborative action research project developed over the course of the 2011/12 academic year in the Faculty of Education at Cordoba University (Spain). The RIECU school–continuing professional development centre for teachers–university learning network is part of this research process. The aim is to create and consolidate a community of practice made up of continuing professional development advisers to teachers, infant education teachers, university students who are training to become infant education teachers and university teaching staff. The most relevant findings, which respond to the questions raised, are: the action research conducted indicates that teamwork between teacher, adviser, researcher and university student is an effective strategy to facilitate the acquisition of professional competences among student teachers; and student-teachers involved in the case study have evolved in their conception and approach to childhood and have had the opportunity to learn by modelling the professional conduct of their mentor teachers.  相似文献   

Constructing Meaning Together: Developing Teachers’ Competencies in Working With Culturally and Linguistically Diverse Children and Their Families     

Rosario S. Morales 《Journal of Early Childhood Teacher Education》2013,34(3):86-94

  相似文献   

The relationship between formative assessment systems,academic performance and teacher and student workloads in higher education / Relación entre sistemas de evaluación formativa,rendimiento académico y carga de trabajo del profesor y del alumno en la docencia universitaria     

Rosario Romero-Martín  Antonio Fraile-Aranda  Víctor-Manuel López-Pastor 《Infancia y Aprendizaje》2013,36(2):310-341

  相似文献   

Assessment of prosocial–altruistic behavior of members and non-members of the scout movement     

Rosario Ruiz-Olivares  M. José Pino  Javier Herruzo 《European Journal of Psychology of Education - EJPE》2013,28(2):189-199

The aim of this study is to evaluate the differences in prosocial altruistic behavior between children and young students who belong to the scout movement and those who do not belong to this or any other similar movement. The prosocial altruistic behavior has been assessed with questionnaires for the school: self-evaluation, teacher, classmate, and parents. By means of a prospective design of case–control, every scout has been compared with another non-scout matched in variables like age; number of siblings; whether he/she is the oldest, the youngest, etc.; sex; the order between the siblings; if the mother works inside or outside the home; and if he/she lives with his/her two parents. The results show that significant differences exist between one group and another in the questionnaires of self-evaluation, for the teacher and for the classmate. It seems that children and young people who are scout members are better assessed than the non-scouts in prosocial altruistic behavior.  相似文献   

Intelligence assessment: Gardner multiple intelligence theory as an alternative     

Leandro S. Almeida  Maria Dolores Prieto  Aristides I. Ferreira  Maria Rosario Bermejo  Mercedes Ferrando  Carmen Ferrándiz 《Learning and individual differences》2010,20(3):225-230

In the multiple intelligence framework, newer and more contextualized cognitive tasks are suggested as alternative to more traditional psychometric tests. The purpose of this article is to examine whether or not these two types of instruments converge into a general factor of cognitive performance. Thus, the Battery of General and Differential Aptitudes (BADyG: reasoning, memory, verbal aptitude, numerical aptitude and spatial aptitude) and a set of Gardner's multiple intelligence assessment tasks (linguistic, logical, visual/spatial, bodily-kinesthetic, naturalistic and musical intelligences) were administered to 294 children aged 5 to 7. The confirmatory factor analysis points out the absence of a common general factor considering both batteries, indicating instead the existence of two general factors, which gather the tests that encompass them. Also, these two general factors correspond to traditional and multiple intelligence assessments and show a statistically moderate correlation between them. These results challenge Gardner's original position on refusing a general factor of intelligence, especially when considering the cognitive dimensions measured which do not coincide with the more traditional tests of intelligence.  相似文献   

Expressive vocabulary development in children from bilingual and monolingual homes: A longitudinal study from two to four years   总被引：1，自引：0，他引：1  

Erika Hoff  Rosario Rumiche  Andrea Burridge  Krystal M. Ribot  Stephanie N. Welsh 《Early childhood research quarterly》2014

The early course of language development among children from bilingual homes varies in ways that are not well described and as a result of influences that are not well understood. Here, we describe trajectories of relative change in expressive vocabulary from 22 to 48 months and vocabulary achievement at 48 months in two groups of children from bilingual homes (children with one and children with two native Spanish-speaking parents [ns = 15 and 11]) and in an SES-equivalent group of children from monolingual English homes (n = 31). The two groups from bilingual homes differed in their mean levels of English and Spanish skills, in their developmental trajectories during this period, and in the relation between language use at home and their vocabulary development. Children with two native Spanish-speaking parents showed steepest gains in total vocabulary and were more nearly balanced bilinguals at 48 months. Children with one native Spanish- and one native English-speaking parent showed trajectories of relative decline in Spanish vocabulary. At 48 months, mean levels of English skill among the bilingual children were comparable to monolingual norms, but children with two native Spanish-speaking parents had lower English scores than the SES-equivalent monolingual group. Use of English at home was a significant positive predictor of English vocabulary scores only among children with a native English-speaking parent. These findings argue that efforts to optimize school readiness among children from immigrant families should facilitate their access to native speakers of the community language, and efforts to support heritage language maintenance should include encouraging heritage language use by native speakers in the home.  相似文献   

LEARNING POTENTIAL ASSESSMENT AND ADAPTATION TO THE EDUCATIONAL CONTEXT: THE USEFULNESS OF THE ACFS FOR ASSESSING IMMIGRANT PRESCHOOL CHILDREN     

M. Dolores Calero  Sara Mata  Rosario Carles  Carmen Vives  Sonia López‐rubio  Antonio Fernández‐parra  Elena Navarro 《Psychology in the schools》2013,50(7):705-721

The objective of this study was to test the usefulness of dynamic assessment for determining cognitive abilities such as classification, auditory and visual memory, pattern sequences, perspective taking, verbal planning, learning potential, and metacognition in immigrant preschool children with and without competence in the dominant language (Spanish). One hundred seventy‐six preschool‐children were distributed in three groups according to the cultural background of their parents (native Spanish/Spanish‐speaking immigrants/non‐Spanish speaking immigrants). The children were assessed by means of the K‐BIT, the Application of Cognitive Functions Scale (ACFS), and metacognition, language competence and academic performance estimates. The results show that although there are initial differences in execution between the two groups (Spanish/immigrants), there are no differences with regard to learning potential. The study also demonstrates the importance of behavioral, attitudinal, and metacognitive variables in children's test execution and academic performance.  相似文献   

Cultural Persistence,Political Resistance,and Hope in the Community and School-Based Art of a Puerto Rican Diaspora Neighborhood     

Eli Tucker-Raymond  Enid M. Rosario-Ramos  Maria L. Rosario 《Equity & Excellence in Education》2013,46(2):270-286

The authors describe themes of cultural persistence, political resistance, and hope in the art of one Puerto Rican neighborhood in the Midwestern United States. The themes are described across three contexts: community mural art, poetry from students in an alternative high school, and poetry from seventh grade students in a neighborhood middle school. In describing currents of Puerto Rican identity-making, resistance to gentrification, and struggles against local oppression that are evident in all three contexts, the authors argue that as they name their worlds, students commit acts of social justice through their perpetuation of historical and cultural themes situated within a tradition of community activism.  相似文献   

Instituciones,servicios, centros     

Olga Gómez-Ortiz  Rosario Del Rey  José-Antonio Casas 《Cultura y Educación》2013,25(1):132-134

Abstract

The present research was conducted to explore the relationship between bullying and parenting styles in an incidental sample of 626 high school students (49.7% girls). The information was collected by means of a self-report questionnaire that contained two instruments: European Bullying Intervention Project Questionnaire and Scale for the assessment of the parenting styles of mothers and fathers of adolescents. The results show statistically significant differences in the perception of parenting styles between the students involved and not involved in bullying and between the different kinds of involvement. Different dimensions of parenting styles are also categorized as being risk or protective factors of bullying involvement. In agreement with the previous research, we have specifically found that perception of parenting styles (especially behavioural control and affection and communication) is significantly related to bullying involvement, especially regarding the role of aggressor.  相似文献