Fourth-graders’ justifications in early algebra tasks involving a functional relationship     

Ayala-Altamirano  Cristina  Molina  Marta 《Educational Studies in Mathematics》2021,107(2):359-382

Educational Studies in Mathematics - In the context of early algebra research and as part of a classroom teaching experiment (CTE), we investigated fourth grade (9- to 10-year-old) students’...  相似文献   

Teaching writing for learning at university: a proposal based on collaborative review / Enseñar a escribir para aprender en la universidad: una propuesta basada en la revisión colaborativa     

Marta Pardo  Montserrat Castelló 《Infancia y Aprendizaje》2016,39(3):560-591

This study analyses the relationship between collaborative review and final quality of a text, as part of an intervention in which writing was used as an epistemic tool and students acted alternately as writers and reviewers. Participants included 49 psychology students, who wrote three successive versions of an argumentative synthesis. They received feedback from peers and the teacher for each of these versions. The quality of the final text, suggestions for change provided by the teacher and student reviewers on 196 drafts and the evolution of the texts during the review process were analysed. Results indicated differences regarding the type of comments and the impact on the final text, identified certain aspects of collaborative review that predicted the quality of the final text and showed the existence of different writer and reviewer profiles that had a differential impact on the quality of the final text.  相似文献   

Higher education inclusivity: when the disability enriches the university     

Anabel Moriña  Marta Sandoval  Fuensanta Carnerero 《高等教育研究与发展》2020,39(6):1202-1216

ABSTRACT

This article analyses the perspectives of faculty members on disability in higher education. Their testimonies give value to the attitudes and qualities of university students with disabilities and show how they influence their professional and personal development. We carried out a qualitative study, through interviews with 119 faculty members of different fields from 10 Spanish universities, who were nominated by students with disabilities for developing inclusive pedagogy. We conducted a progressive analysis of the data using a system of categories and codes. The results describe the motivations that drove the participants to respond to the needs of students with disabilities, the personal and professional impact posed by the challenge of adjusting the teaching and learning processes, and the perceptions of the faculty members toward the contributions of these students to the university. In the conclusions section, we delve into the need of universities to embrace inclusivity. The data provided by this study reveal that disability can be a valuable asset in a university context that dissociates from the deficit lens and acknowledges that all students are important and able to learn when the attitudes and conditions are appropriate.  相似文献   

Semi-professional school leadership in Spain: Gender differences     

Juana-María Tierno-García  Marta Camarero-Figuerola  Pilar Iranzo-García  Charo Barrios-Arós 《European Journal of Education》2020,55(4):587-601

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