Theorising teaching and learning: pre-service teachers’ theoretical awareness of learning     

Göran Brante  Mona Holmqvist Olander  Per-Ola Holmquist  Marta Palla 《欧洲师范教育杂志》2015,38(1):102-118

We examine pre-service teachers’ theoretical learning during one five-week training module, and their educators’ learning about better lecture design to foster student learning. The study is iterative: interventions (one per group) were implemented sequentially in student groups A–C, the results of the previous intervention serving as the baseline for the design developed for the next. These learning study participants, 79 students from year three of a teacher training programme, studied the variation theory (VT) of learning. Three lesson cycles were completed, each comprising four steps: (1) a pre-test, (2) a 15-min intervention discussing VT, (3) a post-test and (4) a delayed post-test conducted eight weeks later. The results indicated learning differences between groups; qualitative analysis identified three categories of student answers, i.e. emergent, premature and unaware, regarding their theoretical understanding. Group C had more students with emergent knowledge (36%) than did groups A (20%) or B (17%) at post-testing.  相似文献   

A peer-mentoring scheme for immigrant students in English secondary schools: a support mechanism for promoting inclusion?     

Kyriaki Messiou  Marta Cristina Azaola 《International Journal of Inclusive Education》2018,22(2):142-157

Immigration in Europe has increased rapidly over the last years. As a result, schools are accepting students arriving from other countries at various stages of the school year. This can be a challenging process both for students and for schools. This paper describes the introduction of a peer-mentoring scheme to support immigrant students in three English schools, which took part in a European Union funded project that involved five countries. Data from semi-structured interviews with mentors, mentees and facilitators were analysed and highlighted a number of positive impacts, such as getting support from mentors, making new friends and increased confidence both for mentors and mentees. However, it seems that the way that the programme was implemented in the English schools, focused only on the individual students, rather than having an impact on the whole school. The implications of such an approach in relation to inclusion are discussed.  相似文献   

Exploring the role of human capital,renewal capital and entrepreneurial capital in innovation performance in high-tech and low-tech firms     

Marta?Buenechea-ElberdinEmail author  Josune?Sáenz  Aino?Kianto 《知识管理研究与实践》2017,15(3):369-379

According to past research, intellectual capital (IC) is a key driver of innovation performance and subsequent competitive advantage. Given the human nature of innovation activities (i.e. human beings produce innovations), human capital (HC) deserves special attention. Although researchers in the past have analysed the HC–innovation linkage, we still do not have a detailed understanding of how specific human capabilities affect innovation. Furthermore, the technology level of the firm could generate major differences in the HC–innovation relationship as it influences both the type of knowledge prevalent within the company and the radicalness of the innovations developed. Nevertheless, former literature has largely omitted technology level when studying the IC–innovation linkage. To fill this research gap, this study examines the role of human attributes, including knowledge, skills and motivation (i.e. traditional HC), learning capability (i.e. renewal capital) and entrepreneurial attitude (i.e. entrepreneurial capital) on innovation in high-tech versus low-tech companies. To that end, survey data from 180 Spanish companies were analysed by means of structural equation modelling based on partial least squares. The results obtained confirm that the influence of HC, renewal capital and entrepreneurial capital on innovation differs depending on the technology level.  相似文献   

Semi-professional school leadership in Spain: Gender differences     

Juana-María Tierno-García  Marta Camarero-Figuerola  Pilar Iranzo-García  Charo Barrios-Arós 《European Journal of Education》2020,55(4):587-601

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