Knowledge and values in science textbooks concerning complexity in ecological systems and environmental problems： A cross-cultural study on secondary school manuals     

AGORRAM Boujemaa CARA VITA Silvia VALENTE Adriana LUZI Daniela MARGNELLI Nicola 《美中教育评论》2009,6(2):25-37

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Overcoming feudal constraints on educational research in Spain: the impact of the CIMIE conference     

Adriana Aubert  Pilar Álvarez  Silvia Molina 《高等教育研究与发展》2019,38(3):450-464

ABSTRACT

Feudal structures and power relationships that Spanish universities inherited from Franco’s dictatorship have damaged the quality of educational research. However, the emergence of initiatives aimed to address these limitations have been identified. In this article, we analyze the impact of the Multidisciplinary International Conference on Educational Research (CIMIE). Specifically, we analyze how CIMIE is contributing to overcome some of the feudal constraints affecting educational research in Spain, such as fragmentation of areas of knowledge, limited international research efforts, and precarious and unstable employment situations of many researchers. Grounded in the communicative methodology of research and using mixed methods, we have conducted a longitudinal study of this research initiative (2012–2016), comprising interviews and communicative observations, analysis of documentation and quantitative data. The results show that participants understand that their involvement in CIMIE is contributing to make them feel released from the constraints of university feudalism by building solidarity networks and egalitarian relationships, and by rethinking research.  相似文献   

Anay’s will to learn: a woman’s education in the shadow of the maquiladoras     

Adriana Alvarez 《International Journal of Lifelong Education》2016,35(3):348-350

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Higher Education and the Values of Multicultural Civism     

Adriana Babeţi 《Higher Education in Europe》1999,24(4):527-531

Since inter‐ethnic tension and conflict is a potential problem in many parts of east and central Europe, much can be learned from the experience of the Banat region of Romania that is known for its very good inter‐ethnic relations. Efforts to make the study of multi‐ethnicity a part of the university curriculum stimulated the author and a number of other academics at the University of the West in Timi?oara to set up a Center for Comparative East and Central European Studies, a major project of which has been to prepare a multifaceted study of the ethnic and linguistic diversity of the Banat region of Romania. Aspects of this project are described and cited as an example of what can be done elsewhere to link higher education to the furtherance of the aims of civil society, one of which is inter‐ethnic tolerance and peace.  相似文献   

Learning of Core Disciplinary Ideas: Efficacy Comparison of Two Contrasting Modes of Science Instruction     

David Schuster  William W. Cobern  Betty AJ Adams  Adriana Undreiu  Brandy Pleasants 《Research in Science Education》2018,48(2):389-435

Science curricula and teaching methods vary greatly, depending in part on which facets of science are emphasized, e.g., core disciplinary ideas or science practices and process skills, and perspectives differ considerably on desirable pedagogies. Given the multi-faceted nature of science and the variety of teaching methods found in practice, it is no simple task to determine what teaching approaches might be most effective and for what purposes. Research into relative efficacy faces considerable challenges, with confounding factors, ambiguities, conflations, and lack of controls being threats to validity. We provide a conceptual framework characterizing the many teaching strategies found in practice as being variants of two fundamental contrasting epistemic modes, and we disentangle conflations of terms and confusions of constructs in both teaching practice and research. Instructional units for two science topics were developed in parallel in the alternative epistemic modes, differing in concept learning paths but otherwise equivalent. We conducted a randomized controlled study of the comparative efficacy of the two modes for learning core disciplinary ideas, using operationally defined active-direct and guided-inquiry teaching methods. Five middle school teachers taught each unit in both modes over 4 years of classroom trials in an 8-day summer program for eighth grade students. Student understanding of core ideas was assessed using pre- and post-tests, and learning gains were analyzed by mode, teacher, topic, and trial year. Although routes to concept understanding were very different in the two modes, eventual student learning gains were similar, within statistical variation. Efficacy variations between and within teachers were greater than between modes, indicating the importance of teacher effects on student achievement. Findings suggest that teachers need not be bound to one mode throughout and can flexibly decide on the pedagogical approach for each concept and situation, on several grounds other than efficacy of core content acquisition alone.  相似文献   

Planning and Doing in Professional Teaching Practice. A Study with Early Childhood Education Teachers Working with ICT (3–6 years)     

Elena Ramírez  María Clemente  Adriana Recamán  Jorge Martín-Domínguez  Inés Rodríguez 《Early Childhood Education Journal》2017,45(5):713-725

Planning is one of the professional tasks teachers have to carry out before their direct action in the classrooms. This planning is closely interrelated to the way teachers teach. The question about how and why teachers reach their decisions in their pre-class planning is a classical one in the research into curricular design and development. The aim of this paper will therefore be to establish whether there is a relationship between curricular planning and curricular practices, studying how nine early childhood education teachers using an ICT resource plan their actions and execute them. For the research, we obtained video recordings of classroom practices and interviewed the teachers just before they went into class. By applying qualitative data analysis, we have been able to identify the elements taken into consideration when the teachers make decisions in lesson, their conceptions about ICT, and the types of activity that are held in all the classes. The results confirm the conclusions reached by previous studies on the relationships between planning and doing, in the sense that the activities, understood to be teaching strategies, are the ones that link the design of what is to be done and direct action. Likewise, the results ratify prior research on the role of materials and resources as aspects that teachers can rely on for support in the management and presentation of classroom tasks and content. The introduction of ICT does not modify the teachers’ curricular planning and development.  相似文献   

Comparison of two modes of web-based instruction in a course on environmental protection     

Mladen Koljatic  Mónica Silva  Eduardo Varas  Adriana Vergara 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):657-658

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The Impact of a Study Abroad Experience on Preservice Teachers' Dispositions and Plans for Teaching English Language Learners     

Paola Pilonieta  Adriana L. Medina  Jennifer I. Hathaway 《The Teacher Educator》2017,52(1):22-38

This study explored how a study abroad experience affected preservice teachers' (PSTs') dispositions towards and plans for teaching English Language Learners (ELLs). This qualitative study involved 16 elementary education initial licensure PSTs who participated in a 2-month study abroad trip to Germany. Data in the form of surveys, interviews, and reflections were collected. The PSTs' experiences left them feeling like outsiders, fostering greater empathy for ELLs. As the PSTs faced the challenges of studying abroad, they developed ways of coping, which influenced their dispositions toward ELLs and the accommodations they wanted to make when teaching ELLs in their future classrooms. A model of the PSTs' learning progression within the study abroad experience is offered as a lens to consider their transformations. Findings suggest it would be beneficial for educators traveling abroad with PSTs to find ways to make explicit the connections between personal encounters and future teaching experiences.  相似文献   

Development of anxiety disorders in a traumatized pediatric population: a preliminary longitudinal evaluation     

Cortes AM  Saltzman KM  Weems CF  Regnault HP  Reiss AL  Carrion VG 《Child abuse & neglect》2005,29(8):905-914

OBJECTIVE: The current study was conducted to determine if post-traumatic stress disorder (PTSD) symptomatology predicted later development of non-PTSD anxiety disorders in children and adolescents victimized by interpersonal trauma. METHODS: Thirty-four children with a history of interpersonal trauma and no initial diagnosis of anxiety disorder participated in the study. Children were assessed at time one (T1) and then 12-18 months later at time two (T2). At T1, the Clinician Administered PTSD Scale for Children and Adolescents (CAPS-CA) and the Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL) were used to evaluate children's PTSD symptoms and comorbid non-PTSD anxiety disorder diagnosis. At T2, the CAPS-CA and the K-SADS-PL were repeated. RESULTS: The diagnosis of PTSD and PTSD symptoms in children exposed to interpersonal trauma at T1, particularly the symptoms associated with avoidance and constricted emotional expression (criteria C) as well as physiological hyperarousal (criteria D), predicted the development of other anxiety disorders at T2. CONCLUSION: Traumatized children with initial PTSD symptomatology may be at risk of later development of other anxiety disorders.  相似文献   

Neural Correlates of Face Familiarity in Institutionally Reared Children With Distinctive,Atypical Social Behavior          下载免费PDF全文

Ana R. Mesquita  Jay Belsky  Alberto Crego  Inês Fachada  Paula Oliveira  Adriana Sampaio  Isabel Soares 《Child development》2015,86(4):1262-1271

Although the impact of early adverse experience on neural processing of face familiarity has been studied, research has not taken into account disordered child behavior. This work compared the neural processing of familiar versus strangers' faces in 47 institutionalized children with a mean age of 54 months to determine the effects of (a) the presence versus absence of atypical social behavior and (b) inhibited versus indiscriminant atypical behavior. Results revealed a pattern of cortical hypoactivation in institutionalized children manifesting atypical social behavior and that inhibited children displayed larger neural response to a caregiver's face than to the stranger's, while indiscriminant children did not discriminate between stimuli. These findings suggest that neural correlates of face familiarity are associated with social functioning in institutionalized children.  相似文献