Fifteen years looking at the mirror: On the presence of PISA in education policy processes (Portugal, 2000‐2016)          下载免费PDF全文

Luís Miguel Carvalho  Estela Costa  Catarina Gonçalves 《European Journal of Education》2017,52(2):154-166

This article describes and discusses what happens when knowledge for policy generated within PISA is received by its target audience: what have the Portuguese policy actors been doing with PISA data and analysis when they consider, express and justify their choices? Drawing on previous and current studies, using interview materials and formal and informal policy documents, as well as texts published in the written press, the article analyses two main phenomena related to the reception of PISA and how this has evolved between 2001 and 2012 in Portugal: the consolidation of PISA's credibility as a source for policy processes and texts; the emergence of new actors and modes of intervention in the production of knowledge for national policy, drawing on PISA. Finally, it presents an analysis of the reception of PISA 2015 in the Portuguese media, focusing on the interventions by political actors in the Portuguese daily and weekly written press. Two main elements emerge from our content analysis as the main common elements of that reception: the consecration of PISA's credibility; and the practices of qualification and disqualification of educational policies and perspectives. The article concludes by emphasising the regulatory role of PISA in Portuguese policy processes and the relevant contribution played by the politics of reception in legitimising this role.  相似文献   

Some practical approaches to a course on paraconsistent logic for engineers     

Germano Lambert-Torres  Carlos Henrique Valerio de Moraes  Maurilio Pereira Coutinho  Helga Gonzaga Martins  Luiz Eduardo Borges da Silva 《European Journal of Engineering Education》2017,42(6):1296-1308

This paper describes a non-classical logic course primarily indicated for graduate students in electrical engineering and energy engineering. The content of this course is based on the vision that it is not enough for a student to indefinitely accumulate knowledge; it is necessary to explore all the occasions to update, deepen, and enrich that knowledge, adapting it to a complex world. Therefore, this course is not tied to theoretical formalities and tries at each moment to provide a practical view of the non-classical logic. In the real world, the inconsistencies are important and cannot be ignored because contradictory information brings relevant facts, sometimes modifying the entire result of the analysis. As consequence, the non-classical logics, such as annotated paraconsistent logic – APL, are efficiently framed in the approach of complex situations of the real world. In APL, the concepts of unknown, partial, ambiguous, and inconsistent knowledge are referred not to trivialise any system in analysis. This course presents theoretical and applicable aspects of APL, which are successfully used in decision-making structures. The course is divided into modules: Basic, 2vAPL, 3vAPL, 4vAPL, and Final Project.  相似文献   

Perceptions of Portuguese undergraduate students about assessment: a study in five public universities     

Diana Pereira  Maria Assunção Flores  Alexandra Barros 《Educational studies》2017,43(4):442-463

This paper draws upon a broader piece of research on assessment in higher education, particularly focusing on issues regarding the fairness and effectiveness of the assessment methods and their implications for the learning process. The perceptions of undergraduate students are analysed taking into account the effectiveness and fairness of both traditional and learner-centred assessment methods, as well their influence on the learning process. In total, 624 students participated in this study in five Portuguese Public Universities in different areas of knowledge and programmes. Data were collected through questionnaires. Findings suggest that assessment is seen as more effective and fairer when it is done through the use of learner-centred assessment methods rather than by traditional assessment (e.g. written tests or exams). The students also claim that they devote more time to study when assessment is performed through learner-centred assessment methods than by traditional ones. The most used assessment methods are written tests and oral presentations in group. However, differences in the programmes were identified as well as differences according to gender. Implications of the findings for assessment and for the teaching and learning process are discussed.  相似文献   

A comparison of parent and professional perceptions of children with autism spectrum disorder in Portugal          下载免费PDF全文

Helena Reis  Ana Pereira  Leandro Almeida 《British Journal of Special Education》2017,44(3):257-272

Improving early intervention in Portugal for children with autism spectrum disorder (ASD) requires parents and professionals to collaborate in assessing and planning intervention programmes. This article analyses parental and professional assessments of children with ASD, in the dimensions of social communication, repetitive behaviours and restricted interests, and sensory processing. The study presents contrasting perspectives from professionals and parents from a range of socio‐academic backgrounds. The sample consists of 136 Portuguese children (aged three to six years old) with ASD and involves children, parents and professionals from across the country. All children, at the time, were in preschool and receiving early special education intervention. Parents and professionals used the Assessment Scale for Children with ASD to complete the assessments. The results show that parents rate children's development and learning more positively compared to professionals; and that this difference is more significant in the field of social communication. Further, parents with higher academic qualifications showed statistically significant differences in comparison with professionals in the social communication dimension. These findings are discussed in relation to the literature and some suggestions are made regarding certain practices related to intervention in early childhood.  相似文献   

Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students     

Stephen R. Hooper  Lara-Jeane Costa  Matthew McBee  Kathleen L. Anderson  Donna C. Yerby  Sean B. Knuth  Amy Childress 《Reading and writing》2011,24(2):221-252

The primary purpose of this study was to examine several key questions related to the neuropsychological contributors to early written language. First, can we develop an empirical measurement model that encompasses many of the neuropsychological components that have been deemed as important to the development of written language? Second, once derived, will the neuropsychological components of this model remain stable over first and second grades or will the model change in its composition? Third, will the strength of the relationships between neuropsychological components and writing outcomes be constant over time, or will the strength of the relationships change over time? Finally, will the derived empirical model show significant concurrent and predictive relationships with written expression? The sample included 205 first grade students recruited from a single school district who were followed into the second grade via two cohorts: Measures were aligned with major neuropsychological components as extracted from theoretical models of written expression and available empirical findings examining the neuropsychological contributors to writing in children. These domains included fine-motor speed, language, short-term memory, long-term memory, and various attention/executive functions including working memory. Confirmatory factor analyses (CFAs) and longitudinal structural equation modeling (SEM) methods documented that three core latent traits were present and stable at both grades 1 and 2: Fine-Motor, Language, and Attention/Executive Functions. The overall model was highly related to written expression and spelling at both grades 1 and 2, with the first grade latent traits accounting for 52 and 55% of the variance in second grade written expression and spelling, respectively. At both grades, the Language and Attention/Executive Functions latent traits were more highly associated with written expression and spelling than the Fine-Motor latent trait.  相似文献   

Theorising technology in education: an introduction     

Cristina Costa  Michael Hammond  Sarah Younie 《Technology, Pedagogy and Education》2019,28(4):395-399

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Novel Functional Whey-Based Drinks with Great Potential in the Dairy Industry     

Carlos Pereira  Marta Henriques  David Gomes  Andrea Gomez-Zavaglia  Graciela de Antoni 《Food Technology and Biotechnology》2015,53(3):307-314

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High-throughput study of alpha-synuclein expression in yeast using microfluidics for control of local cellular microenvironment   总被引：1，自引：0，他引：1  

Rosa P  Tenreiro S  Chu V  Outeiro TF  Conde JP 《Biomicrofluidics》2012,6(1):14109-141099

Microfluidics is an emerging technology which allows the miniaturization, integration, and automation of fluid handling processes. Microfluidic systems offer low sample consumption, significantly reduced processing time, and the prospect of massive parallelization. A microfluidic platform was developed for the control of the soluble cellular microenvironment of Saccharomyces cerevisiae cells, which enabled high-throughput monitoring of the controlled expression of alpha-synuclein (aSyn), a protein involved in Parkinson's disease. Y-shaped structures were fabricated using particle desorption mass spectrometry-based soft-lithography techniques to generate biomolecular gradients along a microchannel. Cell traps integrated along the microchannel allowed the positioning and monitoring of cells in precise locations, where different, well-controlled chemical environments were established. S. cerevisiae cells genetically engineered to encode the fusion protein aSyn-GFP (green fluorescent protein) under the control of GAL1, a galactose inducible promoter, were loaded in the microfluidic structure. A galactose concentration gradient was established in the channel and a time-dependent aSyn-GFP expression was obtained as a function of the positioning of cells along the galactose gradient. Our results demonstrate the applicability of this microfluidic platform to the spatiotemporal control of cellular microenvironment and open a range of possibilities for the study of cellular processes based on single-cell analysis.  相似文献   

Multidimensional relevance: Prioritized aggregation in a personalized Information Retrieval setting     

Célia da Costa Pereira  Mauro Dragoni  Gabriella Pasi 《Information processing & management》2012

A new model for aggregating multiple criteria evaluations for relevance assessment is proposed. An Information Retrieval context is considered, where relevance is modeled as a multidimensional property of documents. The usefulness and effectiveness of such a model are demonstrated by means of a case study on personalized Information Retrieval with multi-criteria relevance. The following criteria are considered to estimate document relevance: aboutness, coverage, appropriateness, and reliability.  相似文献   

Analysing feedback processes in an online teaching and learning environment: an exploratory study     

Anna Espasa  Julio Meneses 《Higher Education》2010,59(3):277-292

Within the constructivist framework of online distance education the feedback process is considered a key element in teachers’ roles because it can promote the regulation of learning. Therefore, faced with the need to guide and train teachers in the kind of feedback to provide and how to provide it, we establish three aims for this research: identify the presence of feedback according to the regulation of learning required; characterise this feedback according to content (i.e. the meaning of feedback); and, finally, to explore possible relationships between feedback and the results of the teaching and learning process (i.e. students’ satisfaction and final grades). The results for a sample of 186 students, taking nine courses at the Open University of Catalonia, are discussed in the light of feedback, which is considered a central element in university teaching practice in online environments. We conclude that, in general, the presence of feedback is associated with improved levels of performance and higher levels of satisfaction with the general running of the course.  相似文献