Introduction to the special issue ‘How adolescents read and learn on the Web: internal and external factors (Introducción al número especial ‘Cómo leen y aprenden los adolescentes en la red: factores internos y externos’)     

Mônica Macedo-Rouet  Yvonne Kammerer  Raquel Cerdán 《Infancia y Aprendizaje》2020,43(1):9-18

ABSTRACT

The World Wide Web has become a major information resource for adolescents (i.e., 10–19 years of age), offering an unprecedented amount of information on virtually any topic. While the Web can potentially offer new learning opportunities, it also presents several challenges. Reading and learning on the Web requires a set of advanced literacy skills that adolescents do not necessarily possess and need to develop in order to effectively deal with the complexity of information encountered online. This special issue brings together five empirical articles and a discussion paper that examine internal and external factors that are beneficial (or detrimental) to adolescents’ reading and learning on the Web, and contribute to explaining how young learners develop complex literacy skills. Theoretically, the special issue contributes to the conceptualization of what researchers refer to as ‘multiple documents literacy’. In practice, it informs researchers and educators of emerging empirical results regarding adolescents’ information behaviour, as well as on instructional strategies that can be effective for developing adolescents’ literacy skills.  相似文献   

The national curriculum vs. the ideal curriculum: acknowledging student learning interests     

Daniel Araneda  María Angélica Guzmán  Miguel Nussbaum 《牛津教育评论》2019,45(3):333-349

For many students, school is a place that makes no sense; a place where students’ interests are not reflected in the curriculum. Using mixed methods research, we developed an instrument that identifies student interests. This instrument was applied in a pilot study that considered 10th-grade students from three schools in Santiago, Chile. We compared student interest and national curriculum for different factors and established how well aligned these are. The results reveal that private school students prefer subjects that require greater cognitive development, related to Young’s powerful knowledge. Students from voucher schools, on the other hand, prefer to develop their knowledge of the arts and physical education, both of which are subjects they tend to enjoy. These findings are coherent with Bernstein’s theories. This pattern is also repeated when comparing high-performing students with their low-performing counterparts, regardless of school type. The findings of this study not only help identify which subjects the students want to study, but also to understand the reasons behind their preferences. Understanding these reasons is key for developing a more contextualised curriculum that makes more sense to the students.  相似文献   

Excel在回归分析中的应用   总被引：1，自引：0，他引：1  

涂虬 《武汉工程职业技术学院学报》2001,13(2):24-32

回妇分析方法是数量统计常用的一种方法。本文详细介绍了如何使用EXCEL进行回归分析的二种方法：“回归”分析工具以及工作表函数,并以实例进行了讲解。  相似文献   

Teaching of Energy Issues: A Debate Proposal for a Global Reorientation     

Josep Lluis Doménech  Daniel Gil-Pérez  Albert Gras-Martí  Jenaro Guisasola  Joaquín Martínez-Torregrosa  Julia Salinas  Ricardo Trumper  Pablo Valdés  Amparo Vilches 《Science & Education》2007,16(1):43-64

The growing awareness of serious difficulties in the learning of energy issues has produced a great deal of research, most of which is focused on specific conceptual aspects. In our opinion, the difficulties pointed out in the literature are interrelated and connected to other aspects (conceptual as well as procedural and axiological), which are not sufficiently taken into account in previous research. This paper aims to carry out a global analysis in order to avoid the more limited approaches that deal only with individual aspects. From this global analysis we have outlined 24 propositions that are put forward for debate to lay the foundations for a profound reorientation of the teaching of energy topics in upper high school courses, in order to facilitate a better scientific understanding of these topics, avoid many students’ misconceptions and enhance awareness of the current situation of planetary emergency. This paper has been conceived as a contribution to the Decade of Education for Sustainable Development, established by the UN General Assembly for the period 2005–2014.  相似文献   

School improvement trajectories: an empirical typology     

Cristián Bellei  Xavier Vanni  Juan P. Valenzuela  Daniel Contreras 《School Effectiveness & School Improvement》2016,27(3):275-292

This paper is based on a multiple case study of schools which have been identified as improving their performance for about a decade. We proposed different criteria by which to characterize and study these improvement processes and, by applying them to our sample, we elaborated a typology of school improvement trajectories: we identified 4 different trajectories of school improvement. We called the first type restricted improvement because at its center is the management of processes that mainly target academic achievement tests; the second is incipient improvement, which is based on changes that restructure the school processes; the third identified trajectory are cases where school improvement is moving toward institutionalization, while the last are those cases where improvement has been already institutionalized and the schools have achieved high levels of educational effectiveness. We identified challenges that schools face at different stages of school improvement and discussed some related policy issues.  相似文献   

Parental socialization, vagal regulation, and preschoolers' anxious difficulties: direct mothers and moderated fathers   总被引：1，自引：0，他引：1  

Hastings PD  Sullivan C  McShane KE  Coplan RJ  Utendale WT  Vyncke JD 《Child development》2008,79(1):45-64

Parental supportiveness and protective overcontrol and preschoolers' parasympathetic regulation were examined as predictors of temperamental inhibition, social wariness, and internalizing problems. Lower baseline vagal tone and weaker vagal suppression were expected to mark poorer dispositional self-regulatory capacity, leaving children more susceptible to the influence of parental socialization. Less supportive mothers had preschoolers with more internalizing problems. One interaction between baseline vagal tone and maternal protective overcontrol, predicting social wariness, conformed to the moderation hypothesis. Conversely, vagal suppression moderated several links between paternal socialization and children's anxious difficulties in the expected pattern. There were more links between mothers' self-reported parenting and child outcomes than were noted for direct observations of maternal behavior, whereas the opposite tended to be true for fathers.  相似文献   

What do K-12 students feel when dealing with technology and engineering issues? Gardner's multiple intelligence theory implications in technology lessons for motivating engineering vocations at Spanish Secondary School     

Jesús Sánchez-Martín  García J. Álvarez-Gragera  M. Antonia Dávila-Acedo  Vicente Mellado 《European Journal of Engineering Education》2017,42(6):1330-1343

The interest on engineering and scientific studies can be raised up even from the early years of academic instructional process. This vocation may be linked to emotions and aptitudes towards technological education. Particularly, students get in touch with these technological issues (namely STEM) during the Compulsory Secondary Education in Spain (12–16 years old).This work presents a preliminary evaluation of how relevant is Gardner's multiple intelligence theory (MIT) in the teaching–learning process within the Technology Lessons. In this sense, MIT was considered as an explanation variable of the emotional response within the different educational parts (so-called syllabus units, SU) in the Technology spanish curriculum. Different intelligence style (IS) will orient the student to a vision of the engineering and technology. This work tries to identify which relationships can be established between IS and specific technology and engineering learning. This research involved up to 135 students were subsequently tested about their predominant (IS) and on the emotions that arouse in them when working with each SU. The results were statistically significant and only those with a Logic-arithmetic or Environmental IS were not affected by the SU.Best teaching and learning practicesare required for encouraging further engineering studies.  相似文献   

From resource to document: scaffolding content and organising student learning in teachers’ documentation work on the teaching of series     

Alejandro S. González-Martín  Elena Nardi  Irene Biza 《Educational Studies in Mathematics》2018,98(3):231-252

We examine teachers’ use of resources as they prepare to teach the topic of numerical series of real numbers, in order to identify how their personal relationship with mathematical content—and its teaching—interacts with their use of a commonly used textbook. We describe this interplay between textbook and personal relationship, a term coined in the Anthropological Theory of the Didactic (ATD, Chevallard, 2003), in terms of documentation work (resources, aims, rules of action, operational invariants), a key construct from the documentational approach (DA, Gueudet & Trouche, in Educational Studies in Mathematics, 71, 199–218, 2009). We do so in the case of five post-secondary teachers who use the same textbook as a main resource for teaching the topic. Documentational analysis of interviews with the teachers led to the identification of their aims and rules of action (the what and how of their resource use as they organise their teaching of the topic) as well as the operational invariants (the why for this organisation of their teaching). We describe the teachers’ documentation work in two sets of aims/rules of action: scaffolding mathematical content (series as a stepping stone to learning about Taylor polynomials and Maclaurin series), and organising student learning about series through drill exercises, visualisation, examples, and applications. Our bridging (networking) of theoretical constructs originating in one theoretical framework (personal relationship, ATD) with the constructs of a different, yet compatible, framework (documentation work, DA) aims to enrich the latter (teachers’ documentation work) with the individual agency (teachers’ personal relationships with the topic) provided by the former.  相似文献   

Higher education and economic development in the OECD: policy lessons for other countries and regions     

Rómulo Pinheiro  Pundy Pillay 《Journal of Higher Education Policy & Management》2016,38(2):150-166

This paper sheds light on the role of tertiary or higher education in economic development across two successful OECD case studies: Finland and South Korea. A number of key aspects are discussed, from the nature of the social contract between higher education and the economy to the endogenous characteristics of domestic higher education to the links between the sector and regional development, innovation and the labour market. The lessons learned are of importance to policy makers and institutional planners across the world, not least to less developing nations and regions, due to the unprecedented opportunities brought by a global, knowledge-based economy.  相似文献   

Exploring pre-service primary teachers’ progression towards inquiry-based science learning     

Soraya Hamed  Ángel Ezquerra  Rafael Porlán  Ana Rivero 《Educational research; a review for teachers and all concerned with progress in education》2020,62(3):357-374

ABSTRACT