Error detection and self-assessment as mechanisms to promote self-regulation of learning among secondary education students     

Ángela Zamora  José Manuel Suárez  Diego Ardura 《The Journal of educational research》2018,111(2):175-185

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Norm estimates for function Lyapunov equations and applications     

Michael Gil’ 《Journal of The Franklin Institute》2018,355(10):4241-4247

We consider the function Lyapunov equation $f^{*}\left(A\right)X+Xf\left(A\right)=C,$ where A and C are given matrices, f(z) is a function holomorphic on a neighborhood of the spectrum σ(A) of A. For a solution X of that equation, norm estimates are established. By these estimates we investigate perturbations of a matrix A whose spectrum satisfies the condition $\inf ?\sigma \left(f\right(A\left)\right)>0$. In the case $f\left(z\right)=z^{\nu }$ with a positive integer ν we obtain conditions that provide localization of the spectrum of a perturbed matrix in a given angle.  相似文献   

Teachers’ intercultural competence: a requirement or an option in a culturally diverse classroom?     

Ibis Marlene Álvarez Valdivia  Iosbel González Montoto 《International Journal of Inclusive Education》2018,22(5):510-526

This paper reports an exploratory study of the development of intercultural competence (IC) in elementary school teachers in Catalonia, Spain, utilising mixed-method quantitative and qualitative assessments. Through enrolment in a teacher training activity, the starting point was the administration of the Intercultural development inventory (IDI) to assess IC. Later, a discussion group was held to reflect on the results of the evaluation and to discuss educational practices in the face of cultural diversity. The quantitative IDI findings indicated that, regardless of the presence of foreign origin students at schools, participant teachers overestimate their level of intercultural sensitivity; there is a tendency to emphasise similarities in all cultures, which can minimise significant cultural differences. Nevertheless, the teachers became interested in cultural diversity after considering their potentially controversial and problematic educational context. Beyond admitted limitations of this study, inherent to small-scale methodological approach, our practice-based reflective proposal highlights obstacles and potentialities for managing cultural diversity in the classroom. These findings support the conclusion that IC is distributed throughout members of a community rather than being strictly an individual attribute. At the same time, the study thus demonstrates a mixed-method training design as an effective means of developing and assessing IC.  相似文献   

Playing with cowboys,outlaws, and spacefarers: The remediated American Frontier in video games     

Juan F. Belmonte-Ávila 《Journal of American culture (Malden, Mass. : 2003)》2023,46(3):242-251

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Perceptions regarding open science appraised by editors of scholarly publications published in Spain     

Remedios Melero  Juan-José Boté-Vericad  Alexandre López-Borrull 《Learned Publishing》2023,36(2):178-193

Pillars of open science are often included within the editorial policies of scholarly journals, including policies on open access publication, availability of underlying research data, preprints and open peer review. The aim of this paper is to examine and analyse perceptions and editorial practices related to open access, preprints, open research data and open peer review, from the perspective of editors of scientific journals published in Spain, to gain an insight into editorial policies related to open science. Results and data were obtained by a combined method of online interviews and an online questionnaire. The online survey was sent to editors from journals indexed in the Dulcinea directory, which at the time of the study included 1875 academic journals. A total of 420 responses (22.4%) were obtained. The results indicated that 92% of the journals were open access journals, 2% of the journals conducted open peer review, 15% of the journals had instructions to allow archiving preprints, and out of 375 responses, only 59 journals (16%) reported having a policy on underlying research data. Based on these results, there is a trend in favour of open access, but the perceived barriers to open peer review outweighed the advantages. There is also some reluctance to allow preprints to be made available. This concern might be because editors want authors and readers to read and cite the contents published in their journals, rather than their preprint versions.  相似文献