A Multidimensional Analysis of the Disability Digital Divide: Some Evidence for Internet Use     

María Rosalía Vicente  Ana Jesús López 《The Information Society》2013,29(1):48-64

Over the last few years, information and communication technologies have become an essential part of daily life, affecting education, employment, and leisure, among other activities. Nonetheless, many individuals still reap few or no benefits from these technologies, and there are resilient gaps in their use. Within this larger context, the authors examine the Internet digital divide between people with and without disabilities from a multidimensional approach. Rather than analyzing the gap in terms of “haves” and “have-nots,” a range of Internet-related dimensions—affordability, motivation and attitudes, skills, usage, and others—is taken into account.  相似文献   

Historical and philosophical perspectives on quantum chemistry     

Hasok Chang  Jeremiah James  Paul Needham  Kostas Gavroglu  Ana Simões 《Metascience》2013,22(3):523-544

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Communicating the new chemistry in 18th-century Portugal: Seabra’s Elementos de Chimica     

Ana Carneiro  Maria Paula Diogo  Ana Simões 《Science & Education》2006,15(7-8):671-692

In this paper, we analyse the aims, contents and impact of Seabra’s two-volume textbook – Elementos de Chimica (Elements of Chemistry) – published in 1788 and 1790. Seabra’s Elements of Chemistry does not conform to the characteristics usually ascribed to textbooks by traditional historiography, and in particular to textbooks published in the peripheries. Marking the arrival of the new chemistry in Portugal, in a period in which many still resisted Lavoisier’s chemistry, this textbook was a state of the art account written in Portuguese, interspersed with critical evaluations, original comments and novel contributions. Despite being the only Portuguese chemistry textbook written during this period, it had hardly any readers, even among its natural audience at the University of Coimbra.  相似文献   

Stairway to employment? Internships in higher education     

Patrícia Silva  Betina Lopes  Marco Costa  Dina Seabra  Ana I. Melo  Elisabeth Brito  Gonçalo Paiva Dias 《Higher Education》2016,72(6):703-721

This article aims to shed light on the current debate regarding the role of internships in higher education in graduates’ employability. In specific, it analyses empirical data on a large-scale study of Portuguese first-cycle study programmes, in order to explore indicators of the professional value of internships in the employability of higher education graduates. Results demonstrate that study programmes that include internships tend to significantly enhance graduates’ employability, particularly within the universe of polytechnic and public higher education institutions. Besides the instrumental value of internships, the impact of the nature and structure of the internship on the percentage of unemployed graduates are also discussed. Mandatory internships and the inclusion of multiple, shorter internships throughout the degree are negatively associated with unemployment levels. Results indicate work-based learning can be used as a successful strategy to bridge theoretical knowledge and practice and enhance graduate employability. These findings provide important insights for the evaluation and/or the design of internship programmes in higher education.  相似文献   

Engagement Project: elements for a reformulation of the Tutorial Action Plan of the Teacher Training degrees at the University of Barcelona / Proyecto Engagement: elementos para una reformulación del Plan de Acción Tutorial de los grados de maestro en la Universidad de Barcelona     

Diego Calderón-Garrido  Josep Gustems-Carnicer  Maria-Eugènia Arús  Ana Ayuste-Gonzalez  Albert Batalla  Roser Boix 《Cultura y Educación》2019,31(1):188-197

As a teaching method, tutorials are fundamental to university education, and are underpinned by the following goals: to accompany students; to help them establish a clear training pathway; and to promote their academic achievement. Our proposal aims to introduce psychological aspects into the Tutorial Action Plan (TAP) which, while often left unattended, are closely related to academic achievement. Our objective is to identify the relation between the academic commitment of pre-service teachers (preschool education, primary education and double degree students) at the UB and stress and coping skills, academic motivation, achievement and self-efficacy, as well as the opinions of students and tutors on the resources used during TAP and potential improvements to it. This is a transversal prospective exploratory study, applying the following questionnaires: Academic commitment (UWESS-9); Perceived Stress Scale (PSS); Self-efficacy (NGSE); Motivation (MSLQ); and two ad hoc online questionnaires. In conclusion, we hope that the results of this study will help us reformulate the TAP of said degree programmes, improving personalized attention and the quality of the student tutorial system, which is one of the standards used to assess universities.  相似文献   

Fostering parental involvement in writing: development and testing of the program Cultivating Writing     

Ana Camacho  Rui A. Alves 《Reading and writing》2017,30(2):253-277

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Adults with dyslexia: how can they achieve academic success despite impairments in basic reading and writing abilities? The role of text structure sensitivity as a compensatory skill     

S&#;nia Maria Pallaoro Moojen  Hosana Alves Gon&#;alves  Ana Bass&#;a  Ana Luiza Navas  Graciela de Jou  Em&#;lio S&#;nchez Miguel 《Annals of dyslexia》2020,70(1):115-140

The aim of this study was to investigate (1) whether a sample of highly educated individuals with dyslexia living under optimal personal, educational, cultural, and socioeconomic conditions continues to display core deficits in reading and writing skills during adulthood (extending prior results in Dutch, English, Hebrew, and Spanish to the Portuguese writing system); (2) whether these individuals can compensate for the effects of persistent core deficits when reading complex academic texts; (3) which cognitive resources, such as reading strategies, are used as compensatory mechanisms; and (4) whether quality of life is affected in these individuals. These questions were examined in a sample of 28 adults with dyslexia (DG) and 28 control participants (CG) paired by sex, age, education, and occupation, with a mean of 15 years of formal education. Participants completed measures of phonological awareness; decoding of syllables, words, and pseudowords; writing; reading comprehension (inferential and literal questions, recall, and sensitivity to the rhetorical structure of the target text); and quality of life. Results showed that (1) core deficits associated with dyslexia persisted into adulthood: participants with dyslexia performed worse than control subjects at all levels of phonological awareness, reading (except word reading accuracy), and spelling; (2) the groups did not differ on any measures of reading comprehension, suggesting a compensation of core deficits; (3) three compensatory mechanisms were identified: slower reading, use of text structure, and verbal ability; (4) participants with dyslexia required more family support and professional help throughout their educational careers, and had more depressive symptoms than control subjects.  相似文献   

Primary pre-service teachers’ skills in planning a guided scientific inquiry     

Antonio García-Carmona  Ana M. Criado  Marta Cruz-Guzmán 《Research in Science Education》2017,47(5):989-1010

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A cross-cultural investigation into how tasks influence seatwork activities in mathematics lessons     

Ana M. Serrano 《Teaching and Teacher Education》2012

This study examined how types of tasks influenced student activities/thinking and defined the role of Seatwork in mathematics lessons. It used 60 lessons from the TIMSS videotaped Study. These data indicated that practice was the most prevalent form of tasks in the U.S. In Germany, students completed mathematical calculations after a complex problem-solving segment. In Japan, teachers combined practice of routine procedures in Seatwork with opportunities to prepare material, think about problems, and explore concepts. Findings expand our understanding of how tasks organize learning opportunities and effect how students come to understand mathematics.  相似文献   

The role of educational quality and quantity in the process of economic development     

Amparo Castelló-Climent  Ana Hidalgo-Cabrillana 《Economics of Education Review》2012

We develop a theory of human capital investment to study the effects of school quality on student choices of education, and to understand its effect on economic growth. In a dynamic general equilibrium closed economy, primary education is mandatory but there is an opportunity to continue to secondary education and beyond. High-quality education increases the returns to schooling, and hence the incentives to accumulate human capital. This is caused by two different channels: higher quality makes education accessible to more people (extensive margin), and once individuals decide to participate in higher education, higher-quality increases the investment made per individual (intensive margin). Furthermore, educational quality determines human capital composition and growth. Cross-country data evidence shows that the proposed channels are quantitatively important and that the effect of the quality and quantity of education on growth depends on the stage of development.  相似文献