The Distance Education Programme of Verkmenntaskolinn at Akureyri (VMA)     

Haukur Ágústsson 《Educational Media International》2013,50(2):54-56

Abstract

This article details the distance education (DE) courses that have been set up and run by the Verkmenntaskolinn at #atAkureyri (VMA) in Iceland. It describes how students are led into their course, how contacts are maintained and assignments dealt with using the net. It looks to future expansion, even in a country with a population of only 250,000.

Abstract français: Cet article donne des informations sur les cours d'enseignement à distance qui one été créés et donnés par le Verkmenntaskolinn a Akureyri (VMA) en Islande. Il décrit comment les élèves sont guides dans leurs coins, comment les contacts sont maintenus et les exercices faits en utilisant le réseau. On cherche à étendre ce système même pour une population de seulement 250,000 habitants.  相似文献   

Assessment of special educational needs integration by the educational community in Spain     

Álvaro Marchesi  Elena Martín  Gerardo Echeita  Eva M. Pérez 《欧洲特需教育杂志》2013,28(4):357-374

The study collected and contrasted the opinions of different sectors of the educational community about the functioning and integration of students with special educational needs. In order to do this, a broad questionnaire was sent to teachers of diverse educational stages, to counsellors, parents and to students, both with and without special educational needs. The objective was to examine the respondents’ approach to mainstream integration and their opinions about how their school operated. At the same time, the study examined their opinion concerning the work of the teachers, the learning and social development of the students, the relationships with families and the input of the education authorities. Barriers which create difficulties for educational integration were assessed.  相似文献   

Thinking more deeply about networks in education   总被引：1，自引：0，他引：1  

Jorge Ávila de Lima 《Journal of Educational Change》2010,11(1):1-21

In education, initiatives to restructure and reculture schools through their involvement in intra- and inter-institutional networks have grown in number in recent years. Networks of teachers and schools (often linked to institutions outside education) are becoming a key focus of change efforts promoted by professionals and policymakers. However, in current research, writing and policymaking, the use of the network concept has been generally vague, normative and mostly instrumental. This paper develops a discussion of network concepts and proposes more systematic, less normative ways of addressing and researching network issues in education. It outlines a set of key dimensions of intra- and inter-organizational networks and makes a case for more a comprehensive research approach to these phenomena.  相似文献   

The politics of historical discourse analysis: a qualitative research method?   总被引：1，自引：0，他引：1  

Ingólfur Ásgeir Jóhannesson 《Discourse: Studies in the Cultural Politics of Education》2010,31(2):251-264

This article deals with the ways in which historical discourse analysis is at once different from and similar to research described as qualitative or quantitative. It discusses the consequences of applying the standards of such methods to historical discourse analysis. It is pointed out that although the merit of research using historical discourse analysis must not be judged by the standards of qualitative methods alone, it can be easier to admit the influence of the discourse on methodology. Therefore, the article considers whether and how the ideas of validity, reliability, sample, and transferability can be used to explain the merit of study using historical discourse analysis. The author also discusses the basic concepts and principles of historical discourse analysis, and he describes step-by-step a particular way of conducting historical discourse analysis.  相似文献   

Ethnographic Accounts of Gender and Ethnicity in British Schools     

HELÁN E. PAGE 《Equity & Excellence in Education》2013,46(2):78-79

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Assisting learning in e-assessment: a closer look at educational supports     

Marc Lafuente  Ana Remesal  Ibis M. Álvarez Valdivia 《Assessment & Evaluation in Higher Education》2014,39(4):443-460

This study analyses the educational support offered through information and communication technology during formative assessment in two different cases in higher education. We analysed one blended and one virtual case from two different universities. The study aimed at identifying specific patterns of educational support intended to foster two interaction processes: (1) the promotion of greater autonomy in the students and (2) the construction of more appropriate meanings by them. The analysis showed that these two processes were achieved with different attainment levels in each of the two study cases. Specific patterns of support mediated by technology were found underlying these different results. This led us to identify ‘suitable’ and ‘undesirable’ patterns of support in e-assessment practices.  相似文献   

Acculturative Stress and Depressive Symptomatology Among Mexican and Mexican American Students in the U.S.: Examining Associations with Cultural Incongruity and Intragroup Marginalization     

Miguel Ángel Cano  Linda G. Castillo  Yessenia Castro  Marcel A. de Dios  Angelica M. Roncancio 《International journal for the advancement of counseling》2014,36(2):136-149

This study examined associations of intragroup marginalization and cultural incongruity with acculturative stress and depressive symptoms among 155 undergraduate U.S. college students of Mexican heritage. Findings indicate that perceived interpersonal distancing by the family (intragroup marginalization) and perceived lack of cultural fit between the respondent and academic institution (cultural incongruity) had statistically significant direct and indirect effects on depressive symptoms via acculturative stress. Results also show that 39.7 % of the variance corresponding with depressive symptoms was accounted for by intragroup marginalization, cultural incongruity, acculturative stress, and other exogenous variables.  相似文献   

Possibilities in the Boy Turn? Comparative Lessons from Australia and Iceland     

Ingólfur Ásgeir Jóhannesson  Bob Lingard  Martin Mills 《Scandinavian Journal of Educational Research》2013,57(4):309-325

Recognising that there is now a globalised educational discourse about “failing boys” circulating in the privileged nations of the global north, this article provides a comparative perspective on educational policy responses to the “boy turn” in Australia and Iceland. Specificities of the responses to the boy turn in the two societies offer interesting insights into this policy domain. For instance, Australian policy has been state‐centric with the media playing a significant role in backlash politics and with federal government funding interventions for boys, and Iceland was the only nation in which girls outperformed boys in all areas of mathematics in the PISA 2003 study. The article concludes by arguing the need for a renewed feminist and profeminist agenda to challenge dominant constructions of masculinity and for the establishment of a more equal gender order.  相似文献   

Observational analysis of the offensive sequences that ended in a shot by the winning team of the 2010 UEFA Futsal Championship     

Daniel Lapresa  Leandro Álvarez  Javier Arana  Belén Garzón  Valvanera Caballero 《Journal of sports sciences》2013,31(15):1731-1739

Abstract

This article analyses the offensive phase of the national team than won the 2010 UEFA Championship. More specifically, the observational sampling includes all plays in which the Spanish national futsal team managed to “shoot” in the competition in question. This data was obtained by adapting an observational and recording tool typically used for football to the technical specifications of futsal; the SOF-CODER (Jonsson et al., 2006). Two types of analysis have been performed. One statistical analysis using the SPSS programme, version 15.0, the most relevant results from which refer to the significant differences found on linking: the zone from which the shot is made and the type of shot (χ² = 55.821, P = 0.006); and the contact surface used and the type of shot (χ² = 30.293, P = 0.017). And another, using the Theme programme, version 5.0, through which regular behaviour structures (temporal patterns) have been detected within the plays that include shooting. The temporal patterns obtained – in addition to elaborating on the relationship between the area from which the shot is made, the contact surface used and the type of shot – enable a tactical interpretation of the technical actions that support the development of the offensive phase of futsal.  相似文献   

Psychometric properties of the triangulated version of the European Bullying Intervention Project Questionnaire: Prevalence across seven roles     

Joaquín González-Cabrera  Nicolás Sánchez-Álvarez  Esther Calvete  Ana León-Mejía  Izaskun Orue  Juan M. Machimbarrena 《Psychology in the schools》2020,57(1):78-90

This study created a Spanish triangulated version of the European Bullying Intervention Project Questionnaire and obtained indicators of its validity and reliability. This new tool allows researchers to triangulate and flexibly investigate the three main roles in school bullying, obtaining seven potential roles (pure victim, pure bully, pure bystander, bully/victim, victim/bystander, bully/bystander, and bully/victim/bystander). The sample was 2,068 adolescents and young adults aged 11–19 years (M_age = 14.2 ± 1.48 years old; 53.8% females). Confirmatory factor analysis indicated a good fit for the three-related-factor model and adequate reliability (ω > 0.91) in all dimensions. About 28.2% of the sample reported victimization; of whom only 2.9% were pure victims, 15.1% were victim/bystanders, and 9.8% were involved in all three roles (bully/victim/bystanders). Only 0.8% played the role of a pure bully, and 0.4% were bully/victims. The most prevalent profile was that of pure bystander (30%). These results are discussed in light of their importance for the interpretation of the prevalence of traditional bullying, and their implications for bullying assessments and interventions.  相似文献