Scripts or Components? A Comparative Study of Basic Emotion Knowledge in Roma and Non-Roma Children     

Marta Giménez-Dasí  Laura Quintanilla  Beatriz Lucas-Molina 《Early education and development》2018,29(2):178-191

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Cinema experiences at school: assemblages as encounters with subjectivities     

Marta Infante 《International Journal of Inclusive Education》2018,22(3):252-267

The aim of this article is to analyse how 15 students at a public elementary school detach from immobile representations of identity through aesthetic self-expressive work with cinema. Drawing on Deleuze and Guattari’s concept of assemblage, I interrogate students’ experiences of discrimination and challenge their processes of developing a short film within cinema workshops at school. I find that when new components regarding cinema, such as material apparatuses (e.g. cameras, stages, sound recorders) and expressive devices (e.g. improvisation, dialogues, corporeal movements), are applied to both the school and subjectivities, there is a rupture of rigid systems of representation and the creation of novel assemblages.  相似文献   

An examination of Hispanic college enrollment and graduation: Has the Texas Closing the Gaps plan been successful?     

Hassan Tajalli  Marta Ortiz 《Journal of Latinos & Education》2018,17(4):330-343

The purpose of this study is to assess the effectiveness of the Texas “Closing the Gaps by 2015” plan to increase Hispanic enrollment into and graduation from institutions of higher education. This study uses Interrupted Time Series with Comparison Group to analyze 26 years of student cohorts in Texas universities. Controlling for historical enrollment and graduation growth as well as population growth, the results show that Hispanic college enrollment significantly increased as a result of the plan, but graduation did not. Several recommendations are offered for those states that wish to emulate Texas policies of increasing college enrollment and graduation of Hispanics.  相似文献   

The role of habituation of the response to LiCl in the US-preexposure effect     

de Brugada I  González F  Gil M  Hall G 《Learning & behavior》2005,33(3):363-370

In two experiments, rats received preexposure consisting of six intraperitoneal injections of lithium chloride (LiCl). This treatment reduced the magnitude of the unconditioned response (UR; suppressed consumption of a novel flavor) evoked by an additional injection (Experiment 1) or by oral consumption (Experiment 2) of LiCl. In both experiments, preexposure also attenuated the acquisition of a conditioned aversion with an LiCl injection as the unconditioned stimulus (US) but had no effect on the aversion produced when the US was oral consumption of LiCl (Experiment 2). These results are consistent with the view that the reduced ability of the preexposed US to serve as a reinforcer depends on blocking by injection-related cues and is independent of habituation of the UR recorded in the present study. Possible interpretations of this dissociation are discussed.  相似文献   

Can educational engagement prevent Early School Leaving? Unpacking the school’s effect on educational success     

Aina Tarabini  Marta Curran  Alejandro Montes  Lluís Parcerisa 《Educational studies》2019,45(2):226-241

There is growing evidence that school engagement, or more specifically disengagement, is a key indicator for predicting Early School Leaving. The aim of this article is to explore the impact of secondary schools in student (dis)engagement and subsequent opportunities to succeed in school. Drawing on data from a qualitative study in five secondary schools in Barcelona, the article discusses the role of school context in inhibiting or facilitating school engagement by exploring compositional effects, organisational and pedagogical practices, and teachers’ expectations. To do so a twofold perspective is adopted: firstly, we look at the main school features and their impact on students’ educational opportunities; and secondly, a systematic analysis of the dimensions of school engagement (behavioural, emotional and cognitive) is carried out. As a result, the article contributes to the identification of the most significant variables at school level that influence student engagement and their opportunities for school success.  相似文献   

Why do students consider dropping out of doctoral degrees? Institutional and personal factors     

Montserrat Castelló  Marta Pardo  Anna Sala-Bubaré  Núria Suñe-Soler 《Higher Education》2017,74(6):1053-1068

Despite the increasing popularity of doctoral education, many students do not complete their studies, and very little information is available about them. Understanding why some students consider that they do not want to, or cannot, continue with their studies is essential to reduce dropout rates and to improve the overall quality of doctoral programmes. This study focuses on the motives students give for considering dropping out of their doctoral degree. Participants were 724 social sciences doctoral students from 56 Spanish universities, who responded to a questionnaire containing doctoral degree conditions questions and an open-ended question on motives for dropping out. Results showed that a third of the sample, mainly the youngest, female and part time students, stated that they had intended to drop out. The most frequent motives for considering dropping out were difficulties in achieving a balance between work, personal life and doctoral studies and problems with socialization. Overall, results offer a complex picture that has implications for the design of doctoral programmes, such as the conditions and demands of part-time doctoral studies or the implementation of educational proposals that facilitate students’ academic and personal integration into the scientific community in order to prevent the development of a culture of institutional neglect.  相似文献   

Missing intercultural engagements in the university experiences of Chinese international students in the UK     

Yun Yu  Marta Moskal 《Compare》2019,49(4):654-671

This paper looks at structural conditions or institutional arrangements that facilitate or hinder interactions for international students. Drawing on the contact and diversity theory, analyses compare Chinese students’ intercultural experience in business and non-business schools in one UK university and explore how these students interpret the meaning of quality intercultural contact based on their responses to the social environment around them. Findings indicate that the overwhelming number of Chinese students, particularly in business schools, combined with obstacles these students face in establishing intercultural contact around the university potentially motivates them to explore engagement with a wider host society (e.g. Christian churches). The denial of intercultural contact due to a lack of diverse environment may lead to inequality in opportunities for cross-cultural learning and personal growth. High quality intercultural contact is not only beneficial to international students, it also enhances the intercultural competency of native students in the global market place.  相似文献   

The use of methods for learning to learn for students with special needs in Slovenia     

Marta Licardo 《欧洲特需教育杂志》2019,34(1):66-82

The purpose of this study is to evaluate the quality of instruction among professionals who implement additional professional support for students with special needs in Slovenia, with a focus on methods for learning to learn. A total of 1863 professionals with various job positions participated in the study. The results revealed that seven groups of professionals most often use methods for achieving standards in different learning subjects. The largest significant differences are in methods for developing social emotional skills, methods for rehabilitation and compensation of disabilities and methods for development of attention and concentration. The results also revealed that subject teachers use most of the methods significantly less than other professionals, which rise concerns about the quality of additional professional support in the group of subject teachers.  相似文献   

Primary pre-service teachers’ skills in planning a guided scientific inquiry     

Antonio García-Carmona  Ana M. Criado  Marta Cruz-Guzmán 《Research in Science Education》2017,47(5):989-1010

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What's Theory Got to Do with It? Applying Educational Theory and Research to Revamp Freshman Library Workshops     

Marta Bladek  Karen Okamoto 《College & Undergraduate Libraries》2014,21(1):19-36

Although librarians’ increasingly important role as teachers is among the most significant shifts and trends that have been reshaping academic libraries over the past few decades, most academic librarians have not received formal training in pedagogy and teaching. The authors describe how becoming familiar with educational theory and research enabled them to revamp freshmen library workshops. They provide a theoretical overview and present practical classroom applications of learning styles theory, active learning techniques, learning by analogies, collaborative learning, and group work. Learning theories and educational research findings, the authors suggest, can be readily translated into practice and inform the teaching of information literacy to freshmen.  相似文献