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21.
Andreina Bruno Laura Galuppo Silvia Gilardi 《European Journal of Psychology of Education - EJPE》2011,26(4):527-543
Reflexivity is a primary requirement for professional work. Our aim was to describe a methodology suitable for detecting the
development of reflexive practice through the analysis of 59 Master’s degree students’ journals. We explore the use and changes
of reflexive practice in relation to the settings and activities of the course using analysis of the mental language: We analyse
how the reflexive practice is characterized, how it evolves through time and how it can be promoted. Data analysis shows that
reflexivity is not monodimensional but multidimensional. Reflexive practice increases during the course: The different dimensions
vary over time according to different organizational and educational conditions. This methodology allows us to formulate new
hypotheses about which elements of the setting and process are effective in supporting participants’ reflexive practice. 相似文献
22.
Strasser BJ 《Isis; an international review devoted to the history of science and its cultural influences》2011,102(1):60-96
Today, the production of knowledge in the experimental life sciences relies crucially on the use of biological data collections, such as DNA sequence databases. These collections, in both their creation and their current use, are embedded in the experimentalist tradition. At the same time, however, they exemplify the natural historical tradition, based on collecting and comparing natural facts. This essay focuses on the issues attending the establishment in 1982 of GenBank, the largest and most frequently accessed collection of experimental knowledge in the world. The debates leading to its creation-about the collection and distribution of data, the attribution of credit and authorship, and the proprietary nature of knowledge-illuminate the different moral economies at work in the life sciences in the late twentieth century. They offer perspective on the recent rise of public access publishing and data sharing in science. More broadly, this essay challenges the big picture according to which the rise of experimentalism led to the decline of natural history in the twentieth century. It argues that both traditions have been articulated into a new way of producing knowledge that has become a key practice in science at the beginning of the twenty-first century. 相似文献
23.
Bart Van Looy Paolo LandoniJulie Callaert Bruno van PottelsbergheEleftherios Sapsalis Koenraad Debackere 《Research Policy》2011,40(4):553-564
The phenomenon of entrepreneurial universities has received considerable attention over the last decades. An entrepreneurial orientation by academia might put regions and nations in an advantageous position in emerging knowledge-intensive fields of economic activity. At the same time, such entrepreneurial orientation requires reconciliation with the scientific missions of academia. Large-scale empirical research on antecedents of the entrepreneurial effectiveness of universities is scarce. This contribution examines the extent to which scientific productivity affect entrepreneurial effectiveness, taking into account the size of universities and the presence of disciplines, as well as the R&D intensity of the regional business environment (BERD). In addition, we assess the occurrence of trade-offs between different transfer mechanisms (contract research, patenting and spin off activity). The data used pertain to 105 European universities. Our findings reveal that scientific productivity is positively associated with entrepreneurial effectiveness. Trade-offs between transfer mechanisms do not reveal themselves; on the contrary, contract research and spin off activities tend to facilitate each other. Limitations and implications for future research are discussed. 相似文献
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Luana L. Cabral Fábio Y. Nakamura Joice M. F. Stefanello Luiz C. V. Pessoa Bruno P. C. Smirmaul Gleber Pereira 《Measurement in physical education and exercise science》2020,24(2):103-114
ABSTRACTThe aims of this study were to perform the cross-cultural adaptation of the Borg Rating of Perceived Exertion (RPE) 6–20 Scale to Brazilian Portuguese language and to start testing its validity and reliability. After performing the cross-cultural adaptation of the Scale, concurrent and discriminative validity, and reliability were determined on a treadmill in young (18–30 years) and older adult women (60–75 years). Considering young and older adult women, RPE presented high and moderate positive correlation with heart rate and high and low positive correlation with oxygen consumption, respectively. Older adult women presented RPE (11 ± 2) significantly higher than young ones (8 ± 1) exercising at the same absolute intensity. Intraclass coefficient correlation was excellent for RPE to young and older adult women. The Scale presented concurrent validity only to young adult women, whereas it presented discriminative validity between such groups of women. Moreover, the scale is reliable to young and older adult women. 相似文献
27.
Performance equivalency between computer‐based and traditional pen‐and‐paper assessment: A case study in clinical anatomy 下载免费PDF全文
Bruno Guimarães José Ribeiro Bernardo Cruz André Ferreira Hélio Alves Ricardo Cruz‐Correia Maria Dulce Madeira Maria Amélia Ferreira 《Anatomical sciences education》2018,11(2):124-136
The time, material, and staff‐consuming nature of anatomy's traditional pen‐and‐paper assessment system, the increase in the number of students enrolling in medical schools and the ever‐escalating workload of academic staff have made the use of computer‐based assessment (CBA) an attractive proposition. To understand the impact of such shift in the assessment method, an experimental study evaluating its effect on students’ performance was designed. Additionally, students’ opinions toward CBA were gathered. Second‐year medical students attending a Clinical Anatomy course were randomized by clusters in two groups. The pen‐and‐paper group attended two sessions, each consisting of a traditional sectional anatomy steeplechase followed by a theoretical examination, while the computer group was involved in two similar sessions conducted in a computerized environment. At the end of each of the computer sessions, students in this group filled an anonymous questionnaire. In the first session, pen‐and‐paper group students scored significantly better than computer‐group students in both the steeplechase (mean ± standard deviation: 66.00 ± 14.15% vs. 43.50 ± 19.10%; P < 0.001) and the theoretical examination (52.50 ± 12.70% vs. 39.00 ± 21.10%; P < 0.001). In the second session, no statistically significant differences were found for both the steeplechase (59.50 ± 17.30% vs. 54.50 ± 17.00%; P = 0.085) and the theoretical examination (57.50 ± 13.70% vs. 54.00 ± 14.30%; P = 0.161). Besides, an intersession improvement in students’ perceptions toward CBA was registered. These results suggest that, after a familiarization period, CBA might be a performance equivalent and student accepted alternative to clinical anatomy pen‐and‐paper theoretical and practical examinations. Anat Sci Educ 11: 124–136. © 2017 American Association of Anatomists. 相似文献
28.
Providing for equality of educational opportunity at racially isolated schools continues to be an important area of concern for educational policy makers. Quality teachers to staff instruction programs at these schools is essential to promoting equal opportunity for minority groups. Unfortunately, these schools continue to suffer chronic teacher shortages. Recently, California implemented a teacher certification examination (CBEST) designed specifically to improve the quality of teachers entering the profession. An unintended consequence of the certification movement was the exacerbation of the teacher shortage problem at racially isolated schools. The purpose of this study is to examine the characteristics of teachers who passed and failed the CBEST. The study finds that failure rates are highest among minority teachers that are presently employed. The study also finds that the mathematics knowledge subscale scores best discriminate those passing from those failing the CBEST. An analytical approach for determining optimal cutoff scores on the CBEST which balances the need for certification with the problem of teacher shortage is proposed. 相似文献
29.
Recently there has been a great amount of research and professional educator interest in at-risk, poor academically attaining students, especially low socioeconomic status students at U.S. inner-city schools. A major factor that has been hypothesized in the research literature as being associated with poor academic attainment is the lack of critical and timely instructional feedback or formative evaluation. Using a sample of 130 inner-city senior high school students, the perceived quality and quantity of formative evaluation received by these students at their elementary and secondary school levels were assessed. in addition, each student was given a mathematics (pre-algebra) assessment using both a one and two-dimensional format (recognition plus confidence) to determine present levels of mathematics attainment. Finally data were collected from the cumulative grade-level folders of a subset of these students, especially norm-referenced data (NRT) in mathematics, to examine their relationship to scores on the Scholastic Aptitude Test-Quantitiative portion. The study finds that in addition to extremely poor mathematics attainment and poor formative evaluation practices there is little association between SAT (quantitative) scores and the grade-level (mathematics) NRT scores. These findings suggest that parents cannot depend on traditional norm-referenced measures to indicate actual mathematics attainment as these students are progressing through the schools. These findings also challenge urban school administrative personnel to reassess the use of NRT measures to monitor student progress and to develop more comprehensive and systematic formative evaluation procedures and practices for individual students as they progress through each grade level. 相似文献
30.
Dr. James E. Bruno 《The Urban Review》1995,27(2):101-120
“Doing time” is an expression that is generally associated with prisoners who are disconnected from society and find themselves
counting the days and minutes until their release from prison. In many respects, at-risk students attending our nation's large,
urban, inner-city middle and high schools also consider themselves as not being connected to school or society and to be “doing
time” in the classroom. Qualitative and subjective impressions of doing time at school have become the theme of many movies,
books, and research articles. This study extends this qualitative type of research by quantitatively framing time allocation
preferences and temporal dominance characteristics for a large sample of teacher-perceived “at-risk” students at several large
urban high school sites. A sample of normal attaining students at the same school site served as a comparison group. The findings
of this research effort generally support other more qualitative studies and indicate that there are strong preferences in
at-risk students toward nondirected time-consuming activities (i.e., hanging out, video games, watching TV, etc.) with low-directed
to nondirected time preference ratios. Normal attaining students had the reverse pattern, i.e., higher-directed to nondirected
time preference ratios and higher preferences toward directed time-consuming activities that might be associated with investments
in the schooling process (homework, studying, personal development, etc.). Interpretation of the circles test, a projective
psychological procedure for establishing temporal dominance for at-risk students, revealed a general lack of recognition and
connectiveness between past, present, and future events in their life and weak temporal dominance or orientation toward the
future. 相似文献