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631.
Mora José-Ginés Ferreira Camino Vidal Javier Vieira María-José 《Tertiary Education and Management》2015,21(1):29-40
Tertiary Education and Management - The national strategy for higher education of the Albanian government (2008–2013) stated the urgent need for universities to increase their role in the... 相似文献
632.
Alves João Carvalho Luísa Carvalho Renato Correia Florbela Cunha Jorge Farinha Luís Fernandes Joana Ferreira Manuela Lucas Eugénio Mourato Joaquim Nicolau Ana Nunes Sara Nunes Sandra Oliveira Pedro Pereira Cristina Pinto Sandra Silva José 《Tertiary Education and Management》2015,21(2):81-98
Tertiary Education and Management - Higher education institutions and, particularly, polytechnic institutes in Portugal are, generally speaking, recognized as the key stakeholders in regional... 相似文献
633.
Promoting Gypsy children's behavioural engagement and school success: Evidence from a four‐wave longitudinal study 下载免费PDF全文
Pedro Rosário José Carlos Núñez Guillermo Vallejo Raquel Azevedo Raquel Pereira Tânia Moreira Sonia Fuentes Antonio Valle 《British Educational Research Journal》2017,43(3):554-571
Low schooling, high non‐attendance and school dropout rates are critical phenomena within disadvantaged groups, especially among the Gypsy community. For example, in the UK, 10%–25% of Gypsy children do not attend school regularly and have significantly higher levels of overall absence from school (percentage of half‐day sessions missed) than pupils from other ethnic groups. In Portugal, available data on Gypsy children is sparse, yet data from one geographic region of the country reports high school failure (45%) and dropout rates (15%) among this population. The present study assessed the efficacy of a four‐year intervention to promote Gypsy children's behavioural engagement and school success. Gypsy communities were contacted and 30 children participating in the four waves were randomly distributed into control and experimental groups. Every school day throughout four years, 16 children in the experimental group were called at home and invited to go to school. The effectiveness of the intervention was evaluated in four waves (at the end of each of the four school years), assessing behavioural engagement (i.e. school non‐attendance, classroom behaviour) and school achievement (i.e. mathematics achievement, student progression). Findings show the efficacy of the intervention on promoting behaviour engagement and academic success without devaluing Gypsy people's culture. 相似文献
634.
Lourdes Meroño Antonio Calderón José L. Arias-Estero Antonio Méndez-Giménez 《Cultura y Educación》2017,29(2):279-323
The purpose of this study was to design and validate an assessment tool to find out how primary school students perceive their competency-based learning. By examining the content validity (n = 35 experts), comprehension (n = 173 students) and construct (n = 523 students) of the instrument, the results showed correct psychometric quality, internal consistency, reliability and adequacy of the structural model: χ2/df = 2.08, TLI = 0.88, CFI = 0.90, GFI = 0.90, RMSEA = 0.04, and SRMR = 0.04. The final version of the Questionnaire on Perceived Competency-based Learning of primary school students (#ICOMpri1) includes eight dimensions and 27 items. The results showed a high perceived competency-based learning of primary school students. This is therefore a valid and reliable instrument that provides a more subjective and real vision of primary students’ academic performance. Nevertheless, future studies should analyse the criterion-related validity by comparing perception results with those of international academic achievement. 相似文献
635.
Lourdes Meroño Antonio Calderón José L. Arias-Estero Antonio Méndez-Giménez 《Cultura y Educación》2019,31(1):31-66
The purposes of this paper were twofold: (a) to analyse primary school teachers’ perceptions of the inclusion of the key competences in the curriculum; and (b) to test a hypothetical prediction model about the inclusion of the key competences in the curriculum according to their perceptions. The participants were 1,010 teachers from 110 schools. The results showed that the teachers need training on this new competency-based approach to teaching, learning and evaluation. The hypothetical prediction model confirmed the high predictiveness of pre-service teacher education and continuous professional development regarding the proper development of the main elements of competency-based learning which contribute to achieving the purposes of today’s education. One of the possible recommendations that could facilitate the inclusion of the key competences in the curriculum according to their perception is teacher training geared towards pedagogical models adapted to the reality of teaching today which optimize teachers’ professional performance and students’ academic achievement. 相似文献
636.
Cunha Jennifer Rosário Pedro Núñez José Carlos Vallejo Guilherme Martins Juliana Högemann Julia 《Metacognition and Learning》2019,14(2):89-129
Metacognition and Learning - The effectiveness of homework on improving student academic achievement depends on several factors; for example, feedback provided by the teacher (i.e. grading) and... 相似文献
637.
638.
José Á. Martínez-Huertas Olga Jastrzebska Ricardo Olmos José A. León 《Assessment & Evaluation in Higher Education》2019,44(7):1029-1041
Automated summary evaluation is proposed as an alternative to rubrics and multiple-choice tests in knowledge assessment. Inbuilt rubric is a recent Latent Semantic Analysis (LSA) method that implements rubrics in an artificially-generated semantic space. It was compared with classical LSA’s cosine-based methods assessing knowledge in a within-subjects design regarding two validation sources: a comparison with the results of rubric scores and multiple-choice tests, and the sensitivity of predicting the academic level of the test-taker. Results showed a higher reliability for inbuilt rubric (from Pearson correlation coefficient .81 to .49) over the classical LSA method (from .61 to .34), and a higher sensitivity using binary logistic regressions and effect sizes to predict academic level. It is concluded that inbuilt rubric has a qualitatively higher reliability and validity than classical LSA methods in a way that is complementary to models based on semantic networks. Thus, it is concluded that new automated summary evaluation approaches such as the inbuilt rubric method can be practical in terms of reliability and efficiency, and, thus, they can offer an affordable and valuable form of knowledge assessment in different educational levels. 相似文献
639.
Richard A. Young Sheila K. Marshall José F. Domene Matthew Graham Corinne Logan Laura Templeton Anat Zaidman-Zait Ladislav Valach 《International Journal for Educational and Vocational Guidance》2007,7(3):149-158
A framework for understanding career transitions based on the joint processes and goals of those engaged in the transition and significant others in the person’s social network was used to study the transition to adulthood of youth aged 17–19 years and their families. Twenty parent-youth dyads participated in this study in which a transition project was identified and monitored for 6 months. Two cases are used to illustrate the characteristics of the motivated transition project at the levels of meaning, functional processes, and conscious and unconscious behaviour and structural support and resources. 相似文献
640.
José Joaquín Brunner 《Prospects》1992,22(2):185-194
Conclusion Education is, however, already beginning to reflect the whole range of pluralisms that constitute the relatively complex, urbanized and semi-industrialized societies of most of Latin America.Modernity in these societies assumes the form of cultural pluralism with a centrifugal and fragmented social basis, in which deep divisions of class and social strata still exist alongside emerging tensions due to the spread of markets, privatization in civil society, the disintegration of the traditional state, the rapid internationalization of communications and expectations, and the consolidation of liberal-democratic regimes that enable all this diversity to be expressed more freely.The new pluralism of Latin American education has therefore more to do with the modernization of societies and their cultures than with the more restrictive notion of complementarity among well-structured socio-cultural elements that fight to preserve their identity and that attain a form of expression recognized by the state in the field of education. The latter type of pluralism, found in more stable and better structured societies, is replaced in Latin America by a more fluid and ambiguous educational pluralism which, in the final analysis, reflects a process of construction of modernity that began only recently but is now in full swing.
Specialist in the sociology of education. Professor-researcher at the Latin American Faculty of Social Sciences (FLACSO), vice-president of the Chilean Higher Council of Education, where he chaired the Presidential Study Commission on Higher Education. Member of the Executive Committee of the Latin American Social Sciences Council. His most recent books are: Educación superior en América latina: cambios y desafíos (1990), Chile: transformaciones culturales y modernidad(1989), and Recursos humanos para la investigación en América latina (1989). 相似文献