Arts‐Based Educational Research in Museums: ‘Art for Learning Art’, an A/r/tographic Mediation     

Paloma Palau‐Pellicer  Jaime Mena  Olga Egas 《The International Journal of Art & Design Education》2019,38(3):670-680

This article discusses forms of arts‐based mediation in museums that use creation as the primary tool in the learning process. We present four mediation experiences based on the arts‐based teaching methodologies promoted by the project ‘Art for Learning Art’. These experiences have been developed in four museums: the Centre Pompidou Málaga, the State Russian Museum in Málaga and the Espai d'Art Contemponeo [Center of contemporary art] in Castellón in Spain and the Modern Art Murilo Mendes Museum of Minas Gerais in Brazil. Four experiences in three cities of two countries that work in a methodology which involves participative and collaborative visitor connections with the works exhibited using arts‐based strategies. In all cases, the artistic works of the exhibitions are the conceptual basis for mediation proposals that are offered to the public in order to encourage participation. We link the aesthetic experience as the origin of the mediation process in two fundamental aspects: creation and appreciation. In the act of creative appreciation, most art education objectives are met. The actions and processes are directed by collaborative and contemporary creation strategies around two axes: museum educator‐artists in training and visitors‐artists as learners. In the four experiences that we present here, this confluence takes place. The four events have been adapted to the conditions of the place, public and art exhibitions, contributing new approaches to the model that has been promoted from the University of Granada since 2013.  相似文献   

The Impact of School Improvement Grants on Student Outcomes: Findings From a National Evaluation Using a Regression Discontinuity Design     

Lisa Dragoset  Jaime Thomas  Mariesa Herrmann  John Deke  Susanne James-Burdumy  Dara Lee Luca 《Journal of research on educational effectiveness》2019,12(2):215-250

As part of the American Recovery and Reinvestment Act of 2009, the School Improvement Grants (SIG) program received more than $3 billion with the goal of substantially improving student achievement. The SIG program’s funding was to help states turn around the nation’s persistently lowest-achieving schools using one of four school intervention models—transformation, turnaround, restart, or closure. We used a regression discontinuity design and a large sample of schools from more than 20 states to evaluate the impact of implementing a SIG-funded intervention model on use of SIG-promoted practices and student outcomes. Our regression discontinuity design exploited cutoff values on the continuous variables used to define the SIG eligibility tiers to compare outcomes in schools that just met the eligibility cutoff for receiving SIG funding to outcomes in schools that just missed it. We found that SIG had no impact on any of the outcomes we examined, including math and reading test scores, high school graduation rates, and college enrollment rates. Using a correlational analysis, we found the turnaround model was associated with larger student achievement gains in math than the transformation model for grades 6 through 12.  相似文献   

Elementary teachers’ use of content knowledge to evaluate students’ thinking in the life sciences     

Jaime L. Sabel  Cory T. Forbes  Leslie Flynn 《International Journal of Science Education》2016,38(7):1077-1099

Science learning environments should provide opportunities for students to make sense of and enhance their understanding of disciplinary concepts. Teachers can support students’ sense-making by engaging and responding to their ideas through high-leverage instructional practices such as formative assessment (FA). However, past research has shown that teachers may not understand FA, how to implement it, or have sufficient content knowledge to use it effectively. Few studies have investigated how teachers gather information to evaluate students’ ideas or how content knowledge factors into those decisions, particularly within the life science discipline. We designed a study embedded in a multi-year professional development program that supported elementary teachers’ development of disciplinary knowledge and FA practices within science instruction. Study findings illustrate how elementary teachers’ life science content knowledge influences their evaluation of students’ ideas. Teachers with higher levels of life science content knowledge more effectively evaluated students’ ideas than teachers with lower levels of content knowledge. Teachers with higher content exam scores discussed both content and student understanding to a greater extent, and their analyses of students’ ideas were more scientifically accurate compared to teachers with lower scores. These findings contribute to theory and practice around science teacher education, professional development, and curriculum development.  相似文献   

Does the New Digital Generation of Learners Exist? A Qualitative Study     

Jaime Sánchez  Alvaro Salinas  David Contreras  Eduardo Meyer 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):543-556

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A place for arguing in engineering education: a study on students’ assessments     

Carlinda Leite  Rui Trindade  José M. Martins Ferreira  Ana Faustino  Jaime E. Villate 《European Journal of Engineering Education》2011,36(6):607-616

This paper focuses on the issue of how engineering programmes demand and/or promote argumentative reasoning, which is a subsequent aspect of curricular development. This was the main objective of the project on which this paper reports. This is to say that the focus is on assessment as a way to establish to what extent argumentative reasoning is demanded and mobilised in teaching and learning processes. This aim was achieved using a sample of assignments developed in courses in different Bologna undergraduate programmes at the Engineering School at the University of Porto, during the first semester of the academic year 2009/2010. Whereas problem solving in engineering constitutes a structural element in the curricular organisation of the engineering programmes and is strongly related to argumentative skills, it was possible to conclude that students demonstrate and explain extensively, but do not argue, possibly because their teachers do not invite them to do so in assessment situations.  相似文献   

Education with ICT in South Korea and Chile     

Jaime Sánchez  Álvaro Salinas  Jordan Harris 《International Journal of Educational Development》2011

This article presents a linear-analytical case study on the development of ICT within the educational systems of Chile and South Korea. Through a comprehensive meta-data analysis and bibliographic review, we collected information on both educational systems and their ICT adoption policies. Key differences necessary to understand how both countries have developed their educational systems by integrating ICT were analyzed, including the educational system structure, the organization of state entities responsible for educational ICT, cultural characteristics, the creation of policies regarding ICT in education, and the effectiveness of such policies for the expansion of infrastructure and the ICT curriculum integration. We analyze these key differences in order to understand two cases of ICT integration initiatives on a national level, so that we might better understand the primary factors that influence successful ICT integration, as well as those that may hinder progress in this area.  相似文献   

Preservice Primary Teachers' Understanding of the Concept of Altitude of a Triangle     

Angel Gutiérrez  Adela Jaime 《Journal of Mathematics Teacher Education》1999,2(3):253-275

The way teachers understand mathematics strongly influences their teaching and what their pupils learn. Using Vinner's model of acquisition of mathematical concepts with its distinction of concept image and concept definition as a framework, we analyze concept images, difficulties, and errors related to the concept of altitude of a triangle exhibited by 190 preservice primary teachers in a written test. We describe the influence of two variables on the preservice teachers' performances: (a) the presence of a formal definition and (b) previous classroom activities that dealt with the concept of altitude. We categorize and analyze some common errors and identify the concept images that may lead to those errors. Finally, we present some implications of our results for teacher education. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Towards the use of multidimensional performance indicators in football small-sided games: the effects of pitch orientation     

Hugo Folgado  Jorge Bravo  Paulo Pereira  Jaime Sampaio 《Journal of sports sciences》2019,37(9):1064-1071

This study aimed to compare youth football players’ performance during two small-sided games with different pitch orientation: i) 40x30m and ii) 30x40m formats. Twenty under-15 players (age = 14.1 ± 0.5 years) participated in nine GK+4vs4+GK situations in each format, with the duration of six minutes each. Positional data were collected using individual GPS units, and computed for tactical and physical performance indicators. The SSG were video recorded, using notational analysis for collecting technical indicators. A novel method that incorporates time dependent notational information with spatiotemporal data was used to compute multidimensional parameters. Standardised effect sizes and non-clinical magnitude-based inferences were used to compare formats. Results showed that players covered more distance at higher intensities, presented more passes and dribbles and were more synchronised in the longitudinal axis while playing in the 40x30m pitch. In the 30x40m pitch, results showed a lower distance between team centroids, higher number of shots, more lateral passes and a wider team positioning. Multidimensional indicators, as players position and distance to the closest defender while shooting, revealed a more constant distance between attacker and defender in the 40x30m pitch. These results highlight the importance of integrating information from different indicators for a contextually valid information.  相似文献   

Experiences of social demand in a simulated gaming environment     

Jaime Banks  Caleb T. Carr 《Qualitative Research Reports in Communication》2019,20(1):27-34

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Intangible resources and technology adoption in manufacturing firms     

Jaime Gómez  Pilar Vargas 《Research Policy》2012,41(9):1607-1619

Our objective in this paper is to analyse the determinants of the use of advanced manufacturing technologies in manufacturing firms. We go beyond more traditional approaches and consider the role of complementarities in technology adoption at two levels. First, we adapt Teece's (1986) framework to study the incentives to use new technology that stem from investments in R&D, human capital and advertising. Second, we analyse whether technology use is conditioned by a system effect that arises from the use of related technologies. We test our hypotheses on a representative sample of manufacturing firms in Spain. Our results fully support the idea that R&D investments increase the likelihood of technology use, but only offer partial support for human capital and advertising investments. Export intensity, being part of a business group and epidemic effects are also important determinants of adoption.  相似文献