Student–teacher closeness and conflict in students with and without special educational needs     

Sofia Freire  Joana Pipa  Cecília Aguiar  Francisco Vaz da Silva  Sérgio Moreira 《British Educational Research Journal》2020,46(3):480-499

Teachers play a key role in creating effective conditions for students to succeed in school. The quality of student–teacher relationships is consistently associated with social, emotional, behavioural and academic adjustment, and this is even more relevant for students with special educational needs (SEN), considering these students’ emotional, social and learning vulnerabilities. This study aimed to examine the associations between students’ externalising and internalising behaviour, social skills and academic performance, and teachers’ perceptions of conflict and closeness in their relationships with students with and without SEN. Data regarding 360 students in Year 3, Year 5 and Year 7 (169 students with SEN) were collected. Teachers (n = 74) reported on the student–teacher relationship and students’ social skills, behaviour problems and academic performance. Special education teachers (n = 38) provided information regarding the diagnosis and profile of functioning of students with SEN. Results showed that teachers’ reports of students’ social skills and externalising problems were the strongest predictors of closeness and conflict. Internalising problems and SEN status also predicted decreased closeness, despite smaller effects. Taken together, findings support the importance of professional development opportunities focusing on facilitating teachers’ relationships with students with perceived challenging behaviour.  相似文献   

Investigating relationships within and between category networks in Wikipedia     

F.N. Silva  M.P. Viana  B.A.N. Travençolo  L. da F. Costa 《Journal of Informetrics》2011,5(3):431-438

This work maps and analyses cross-citations in the areas of Biology, Mathematics, Physics and Medicine in the English version of Wikipedia, which are represented as an undirected complex network where the entries correspond to nodes and the citations among the entries are mapped as edges. We found a high value of clustering coefficient for the areas of Biology and Medicine, and a small value for Mathematics and Physics. The topological organization is also different for each network, including a modular structure for Biology and Medicine, a sparse structure for Mathematics and a dense core for Physics. The networks have degree distributions that can be approximated by a power-law with a cut-off. The assortativity of the isolated networks has also been investigated and the results indicate distinct patterns for each subject. We estimated the betweenness centrality of each node considering the full Wikipedia network, which contains the nodes of the four subjects and the edges between them. In addition, the average shortest path length between the subjects revealed a close relationship between the subjects of Biology and Physics, and also between Medicine and Physics. Our results indicate that the analysis of the full Wikipedia network cannot predict the behavior of the isolated categories since their properties can be very different from those observed in the full network.  相似文献   

The Intersection of Inquiry-Based Science and Language: Preparing Teachers for ELL Classrooms     

Molly Weinburgh  Cecilia Silva  Kathy Horak Smith  Judy Groulx  Jenesta Nettles 《Journal of Science Teacher Education》2014,25(5):519-541

As teacher educators, we are tasked with preparing prospective teachers to enter a field that has undergone significant changes in student population and policy since we were K-12 teachers. With the emphasis placed on connections, mathematics integration, and communication by the New Generation Science Standards (NGSS) (Achieve in Next generation science standards, 2012), more research is needed on how teachers can accomplish this integration (Bunch in Rev Res Educ 37:298–341, 2013; Lee et al. in Educ Res 42(4):223–233, 2013). Science teacher educators, in response to the NGSS, recognize that it is necessary for pre-service and in-service teachers to know more about how instructional strategies in language and science can complement one another. Our purpose in this study was to explore a model of integration that can be used in classrooms. To do this, we examined the change in science content knowledge and academic vocabulary for English language learners (ELLs) as they engaged in inquiry-based science experience utilizing the 5R Instructional Model. Two units, erosion and wind turbines, were developed using the 5R Instructional Model and taught during two different years in a summer school program for ELLs. We analyzed data from interviews to assess change in conceptual understanding and science academic vocabulary over the 60 h of instruction. The statistics show a clear trend of growth supporting our claim that ELLs did construct more sophisticated understanding of the topics and use more language to communicate their knowledge. As science teacher educators seek ways to prepare elementary teachers to help preK-12 students to learn science and develop the language of science, the 5R Instructional Model is one pathway.  相似文献   

Between the remnants of colonialism and the insurgence of self-narrative in constructing participatory social maps: towards a land education methodology     

Michèle Sato  Regina Silva  Michelle Jaber 《Environmental Education Research》2014,20(1):102-114

This article summarizes a social mapping project conducted by the Environmental Education, Communication and Arts Research Group from the Federal University of Mato Grosso. The primary goals of the project were to map the vulnerable social groups of Mato Grosso, and identify the social and environmental conflicts that put them in situations of risk. The conflicts and dilemmas these groups experience are typically caused by land and water disputes. In turn, the disputes can be traced to the continuance of colonialist forms of political, economic and ecological relations implicit in the prevailing model of development in the region. Supported by the reinvention and application of a new methodology for environmental education, namely the social map, the work illustrates the significance of group identities, self-narratives and interpretive frames, and discusses how social mapping might be used in land education to enable the construction of participatory forms of public policy.  相似文献   

Early narrative skills in Chilean preschool: Questions scaffold the production of coherent narratives     

Macarena Silva  Katherine Strasser  Kate Cain 《Early childhood research quarterly》2014

This study examined whether or not question answering aided the construction of coherent narratives in pre-readers. Sixty Chilean preschoolers completed two tasks using a wordless picture-book: 30 children answered questions about the story and then produced a narrative using the book; 30 children completed the tasks in reverse order. Elements of coherence were assessed in both tasks, namely problem, resolution, and mental-states. The findings indicate that questions can scaffold the production of more coherent narratives. Narratives elicited after questions were judged to be more coherent than those produced before the question–answering task. In contrast, there were no differences between scores for the question answers in the different order conditions. The results are discussed regarding the interactional role of questions and the facilitative effect they have on focusing attention to the narrative task.  相似文献   

Snub Publishing: Evidence from the Anthurium Literature     

Jaime A. Teixeira da Silva 《Publishing Research Quarterly》2014,30(1):166-178

Snub publishing is a new term that was coined in 2013 to describe a range of publishing cases in which the failure of quality control manifested itself through references in such a way that it would cause unintended damage to snubbed scientists whose names or identity were incorrectly represented in the literature. In this paper, real case studies are presented, mostly related to the author as a “victim” of incompetent editorial oversight, inexperienced or biased authors, or as a “victim” of direct professional conflicts of interest. In essence, this paper serves as a prototype showing in concrete terms how a scientist can or may be professionally snubbed (intentionally or unintentionally). Using the Anthurium literature, this paper aims to raise awareness about snub publishing and seeks to encourage other scientists to also quantify how they too may have been professionally snubbed in the literature.  相似文献   

Incorporation of Caprylic Acid into a Single Cell Oil Rich in Docosahexaenoic Acid for the Production of Specialty Lipids     

Daniela Kanno Mathias  Jacqueline Piazentin Costa  Carolina Rodrigues Calvo  Roberta Claro da Silva  Attilio Converti  Nadia Segura  Ivn Jachmanin  Luiz Antonio Gioielli  Juliana Neves Rodrigues Ract 《Food Technology and Biotechnology》2020,58(4):411

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Diagnosis of pathologies in ancient (seventeenth-eighteenth centuries) decorative blue-and-white ceramic tiles: Green stains in the glazes of a panel depicting Lisbon prior to the 1755 earthquake     

Teresa P. Silva  Maria-Ondina Figueiredo  Maria-Alexandra Barreiros  Maria-Isabel Prudêncio 《文物保护研究》2014,59(2):63-68

Decorative panels of ceramic glazed tiles comprise a valuable cultural heritage in Mediterranean countries. Their preservation requires the development of a systematic scientific approach. Exposure to an open-air environment allows for a large span of deterioration effects. Successfully overcoming these effects demands a careful identification of involved degradation processes. Among these, the development of micro-organisms and concomitant glaze surface staining is a very common effect observed in panels manufactured centuries ago. This paper describes a study on the nature of green stains appearing at the surface of blue-and-white tile glazes from a large decorative panel with more than one thousand tiles, called Vista de Lisboa that depicts the city before the destruction caused by the 1755 earthquake. The characterization of green-stained blue-and-white tile glazes was performed using non-destructive X-ray techniques (diffraction and fluorescence spectrometry) by directly irradiating the surface of small tile fragments, complemented by a destructive scanning electron microscopy (SEM) observation of one fragment. Despite the green staining, analytical X-ray data showed that no deterioration had occurred irrespective of the blue or white color, while complementary SEM-EDX data provided chemical evidence of microorganism colonization at the stained glaze surface.  相似文献   

Phonological abilities and writing among portuguese preschool children     

Margarida Alves Martins  Cristina Silva 《European Journal of Psychology of Education - EJPE》2006,21(2):163-182

The objective of this study was to identify causal relationships between the development of phonological abilities and progress in writing in preschool children. The participants were 44 children, with an average age of 5 years and 6 months, and whose writing was syllabic with phonetization. The children were divided into three groups. They were subjected to a pre-test and a post-test that were intended to evaluate both their writing and their phonological skills. In between the two tests experimental group 1 underwent a writing training program designed to lead them to produce syllabic-alphabetic/alphabetic writing, while experimental group 2 was subjected to a phonological training program designed to work on phonetic units. The third group served as a control group. The number of letters known and the level of intelligence were controlled. The children in the two experimental groups achieved results that revealed a similar degree of progress (greater than the control group) in both their writing and their phonological abilities.  相似文献   

Community involvement in research as a formal and informal mechanism for science education: Project Egret Watch     

Dr. Max Maddock AM 《Research in Science Education》1992,22(1):415-416

Specializations: science and environmental education, biology of herons.  相似文献