Research consistently shows that teaching behaviour is a highly-important indicator of learning environments. Based on a teacher effectiveness model with six observable teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching–learning strategies, and differentiation), the present paper examines the psychometric quality of the My Teacher questionnaire for capturing student perceptions of teaching behaviour in the Spanish secondary-education context. Additionally, this study validated the model of teaching behaviour and student engagement and its relevance in Spain. 7114 students of 410 teachers attending 56 public and private Spanish schools constituted the sample. The six teaching behavioural dimensions model were confirmed in the Spanish context. Regarding student academic engagement, the presence of two domains (behavioural and emotional engagement) were confirmed. Furthermore, results of a multiple-group structural equation modeling path analysis, examining the relationship between teaching behaviour and student engagement across different teaching experiences, revealed differential effects of teaching behaviour influences on students’ engagement. The percentage of explained variance was larger for emotional engagement than for behavioural engagement. Furthermore, teachers’ teaching experience explained differences in the relationship between perceived teaching behaviour and engagement. Two domains (learning climate and activating teaching) appeared to be the two most-important teaching domains for students’ behavioural engagement while, for emotional engagement, the most important domains for student engagement were learning climate and teaching learning strategies.
Co-assessment is a type of participatory assessment in which the teacher and student jointly discuss, negotiate and assess the student’s task or performance. Although the literature on co-assessment is scarce, some authors highlight the benefits for students of participating in co-assessment in higher education, including learning, improved communication, and greater assessment literacy. This study has a double objective: on the one hand, to analyse the strengths and limitations perceived by students participating in co-assessment practices; on the other hand, to explore the strengths, weaknesses, opportunities and threats perceived by professors participating in the experience. The study was developed in 8 class groups with the participation of 470 students and 4 teachers. The qualitative analysis of the data obtained from the questionnaires and focus groups indicates that the students acknowledged several strengths, among which learning from mistakes was prominent. Students also noted some limitations, particularly the lack of adjusted scoring. Professors offered another perspective that complemented the vision of their students, noting that co-assessment presents opportunities as well as risks that may jeopardise its implementation. 相似文献
For the consolidation of entrepreneurial education as a field of research, a number of challenges must be met, among them, a better connection between pedagogical objectives and the design of programmes, as well as greater methodological rigour in the evaluation of their impact. With this in mind, this paper analyses the results of an entrepreneurial education programme carried out with a group of students from a Spanish university, contrasting the results with a control group. The results indicate that, after this process, the participating students displayed greater entrepreneurial potential than the group of students that had not participated. However, this difference is due more to a loss of entrepreneurial intention in the group not participating in the programme than to an improvement in the participating students. 相似文献
Abstract Inclusive education is promoted as an educational setting that brings together students with disabilities alongside non-disabled peers. As the rise in inclusive education continues, many recognize the Salamanca Statement of 1994 as an influencer. This paper discusses how the vision of inclusion grounded in “the need to work towards ‘schools for all’” remains unfulfilled through a lack of intersectionality. Centering the experiences of Spanish-speaking mothers of emergent bilinguals labeled as disabled, this paper presents how educators limit parents’ abilities to engage as equal stakeholders. Therefore, this paper explores the tensions culturally and linguistically diverse mothers encounter during Individual Education Plan (IEP) meetings and the possibilities that can come from reimagining IEPs and IEP meetings in ways that allow stakeholders to actively tend to the intersectional vision of inclusive education that Salamanca put forth and that emergent bilinguals labeled as disabled desperately need. 相似文献
AbstractThis study provides evidence on the impact of including warm messages in elaborated feedback. These messages are aimed at the motivational process that can be mobilised by feedback and that which can condition its reception and the way students face the task (post-feedback behaviour). In a task where secondary school students had to learn a new strategy for improving their reading skills in a computer-based environment, we compared the use of elaborated feedback with the use of elaborated feedback enhanced with motivational messages (warm elaborated feedback) and a control condition (without feedback). The results showed that students receiving warm elaborated feedback revisited the text more often than those receiving only the elaborated feedback, and that both groups revisited the text more than the control group. This finding suggests that controlling the motivational aspects in feedback messages may increase the effectiveness of elaborated feedback. 相似文献
The Portuguese and Spanish empires were both global and long lasting. This essay focuses on colonial Spanish America, particularly on the practices of natural history. It also suggests that chivalric-epic ideologies permeated early modem epistemologies, including those of the French and the British. The essay criticizes the application of nineteenth-century models of empire to the understanding of the early modern composite monarchies in the New World. Finally, it explores the ways metropolitan natural philosophy was transformed in the New World kingdoms to bolster patriotic identities. 相似文献
This article describes the procedure and methodology for a vocational guidance programme framed within the most recent conceptualised
as a systematic process of intervention, that gradually optimise the subjects’ vocational conduct. The programme was applied
to a population of 192 subjects located in seven secondary schools in the city of Granada, with proven effectiveness of the
interventions. The three objectives of the programmes applied concentrated on the increase in the optimisation of self-awareness
and self-concept for the subjects, training in strategies for searching for information, and training in decision-making. 相似文献
