Sobre la didáctica del texto expositivo. Algunas propuestas para la clase de lengua     

Ana Martínez  Carmen Rodríguez 《Cultura y Educación》2013,25(3-4):77-87

La omnipresencia del texto expositivo en el ámbito escolar, tanto en el discurso del profesor como en el de los alumnos, constituye una razón importante para que pase a ser objeto de enseñanza y aprendizaje en la clase de lengua, no como información «sobre» la exposición ni como simple adiestramiento práctico, sino como trabajo de análisis y producción de textos. Ante las frecuentes quejas sobre la pobreza de vocabulario de los alumnos, la falta de orden en la expresión de sus ideas y, en general, sobre su poca destreza en la exposición oral y escrita, conviene señalar que estas habilidades que echamos de menos en nuestros alumnos se pueden enseñar y, si no se enseñan, no debe extrañarnos que no se aprendan. Las autoras de este trabajo pretenden llamar la atención sobre la importacia y las posibilidades del texto expositivo para la clase de lengua en la enseñanza secundaria.  相似文献   

The longitudinal effect of the Aprender a Convivir (learning to live together) programme in childhood: the development of social competence / Efecto longitudinal del programa Aprender a Convivir en la infancia: desarrollo de la competencia social     

Guadalupe Alba  María Fernández-Cabezas  Fernando Justicia  M. Carmen Pichardo 《Cultura y Educación》2013,25(1):186-220

Abstract

In the context of a changing society, strategies are required to eradicate the phenomenon of antisocial behaviour. The Aprender a Convivir universal prevention programme tries to provide such a response. This study attempts to test the effectiveness of the programme through a quasi-experimental long-term study carried out over three years in some nursery schools. Of the students who participated in this study (N = 784), those from the experimental group showed significant increases in social competence compared to the control group, and behavioural problems decreased, albeit not in any significant way. To draw conclusions about the effectiveness of the programme, further improvements are proposed to the design of the study.  相似文献   

Cognición,contexto y enseñanza de las matemáticas     

Carmen Gómez 《Cultura y Educación》2013,25(11-12):11-26

El 57 por ciento de los niños españoles no alcanzan los conocimientos matemáticos escolarmente exigidos y no parecen contar con una alfabetización matemática funcional mínima para desenvolverse en la matemizada vida cotidiana del futuro. Este artículo se propone una vía para alcanzar una enseñanza matemática funcionalmente válida tendiendo un puente entre los conocimientos matemáticos que el niño construye a través de las actividades de su vida extraescolar y el conocimiento matemático racional y descontextualizado que caracteriza las actividades de instrucción formal.  相似文献   

City doctors: A systemic approach to transform Colon City,Panama     

Mariano L. Bernardez  Carmen Arias Vallarino  Adam Krivatsy  Roger Kaufman 《Performance Improvement Quarterly》2012,24(4):41-60

A project for the president and minister of tourism of Panama was designed to transform (not change or tinker with) the City of Colon. Colon is the second largest city in Panama and the eastern entrance to the Panama Canal, and it is a city in crisis, with high crime and a low standard of living for most citizens, which is teetering on the edge of community collapse. Applying the concepts and tools of Mega thinking and planning, and using the Bernardez two‐level business case, it has been shown how the entire city could be transformed with a positive return on investment in the first year.  相似文献   

The impact of teacher factors on achievement and behavioural outcomes of children with Attention Deficit/Hyperactivity Disorder (ADHD): a review of the literature     

Jody Sherman  Carmen Rasmussen 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):347-360

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Presentación     

Carmen Gomez-Granell 《Infancia y Aprendizaje》2013,36(59-60):5-10

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Psicología y Didáctica de las matemáticas     

Carmen Gómez-Granell  Javier Fraile 《Infancia y Aprendizaje》2013,36(62-63):101-113

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Variables involved in personal, social and school adjustment in a sample of preschool-aged children from different cultural backgrounds     

María Dolores Calero  Antonio Fernández-Parra  Sonia López-Rubio  Rosario Carles  Sara Mata  María del Carmen Vives  Elena Navarro  José Márquez 《European Journal of Psychology of Education - EJPE》2013,28(1):133-155

The continuing incorporation of immigrant populations into the Spanish educational system poses an important challenge in that all participants must cooperate toward creating the best possible adaptation process at the academic level as well as on the personal and social levels. A number of different factors appear to influence children’s adjustment during the preschool stage, and these factors are especially relevant since many studies have shown that this is a key period for the prevention of future difficulties. The present study examines the variables involved in the adaptation of a group of preschool-aged children from different cultural backgrounds in Spain. The results indicate that preschoolers, regardless of their background, have similar performance and learning potential, with language proficiency being the factor that most clearly affects the other variables investigated. It was also found that children’s attitudes toward learning were related to the presence of behavioral difficulties and with the quality and type of parental child-rearing practices. These practices appear to be related to a number of difficulties immigrant children may experience on personal and social levels.  相似文献   

mtDNA analysis of the human remains buried in the sarcophagus of Federico II     

Alfredo Salerno  Giampietro Lago  Andrea Berti  Francesco Calì  Mario Mirisola  Patrizia Carta  Carmen Ferro  Valentino Romano   《Journal of Cultural Heritage》2005,6(4):313-319

The sarcophagus containing the remains of Federico II, located in the Cathedral of Palermo (Sicily, Italy), was opened on 1998 to perform a multidisciplinary survey [1]. Next to the remains of Federico II and in close contact with them were laying two other skeletons belonging, according to historical records, to Pietro II di Aragona and to an anonymous person (“The Third Individual”), probably a woman. The bones appeared severely deteriorated. Chemical analysis performed on bone samples excluded that the bodies underwent some kind of embalming process. The analysis of mtDNA from bone samples taken from the three skeletons was successful in only one of the two labs involved. The HVR1-mtDNA sequence (region: from nt 16,035 to nt 16,395), obtained from the bone samples of Federico II and “The Third Individual” appear identical but bear double peaks at the same nucleotide positions, suggesting mixing (i.e. contamination) of different mtDNA types. The HVR1 sequence obtained from the bone sample of Pietro II di Aragona does not present double peaks and differ from the Cambridge Reference Sequence (CRS) at six nucleotide positions. Cloning experiment of the Federico II amplicon demonstrated that the mixed mtDNA types are only two: one identical to CRS, the other identical to the sequence of Pietro II di Aragona. A reconstruction of these data are proposed in the Discussion. Due to the problematic context in which this study was carried out (mixed and deteriorated biological material, failure to replicate results in two different labs), our results and reconstruction can only be offered on a tentative basis. It is hoped that the data presented in this study will reveal useful, for future comparison, if further molecular genetics research will be carried out on the royal dynasties that ruled Sicily in the early centuries of the past millennium.  相似文献   

I listen and I believe,I see and I understand: a collective reflection approach to understanding children's learning experiences     

Carmen Mohamed 《Education 3-13》2013,41(5):517-528

The project on which this report is based set out to establish how exploring children's musicality might encourage adults to consider their engagement with the musical play and learning of children under the age of five. Through reflection and evaluation the participants became aware that they were challenging their own teaching style in response to the children's exploratory learning. This became the central focus for the practitioners involved as it changed their understanding of their own practice. This paper endeavours to share the findings pertaining to the reflection, collaboration and change process of participants involved in the research project. It also describes practitioner involvement in this programme as an effective example of encouraging non-academic practitioners to take part in educational research.  相似文献