Taking critical thinking,creativity and grit online     

Nussbaum  Miguel  Barahona  Camila  Rodriguez  Fernanda  Guentulle  Victoria  Lopez  Felipe  Vazquez-Uscanga  Enrique  Cabezas  Veronica 《Educational technology research and development : ETR & D》2021,69(1):201-206

Technology has the potential to facilitate the development of higher-order thinking skills in learning. There has been a rush towards online learning by education systems during COVID-19; this can therefore be seen as an opportunity to develop students’ higher-order thinking skills. In this short report we show how critical thinking and creativity can be developed in an online context, as well as highlighting the importance of grit. We also suggest the importance of heuristic evaluation in the design of online systems to support twenty-first century learning.

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Morphological priming effects on children’s spelling     

Joao Manuel Rosa  Terezinha Nunes 《Reading and writing》2008,21(8):763-781

Previous research has suggested that children in the early grades of primary school do not have much awareness of morphemes. In this study, a priming paradigm was used to try to detect early signs of morphological representation of stems through a spelling task presented to Portuguese children (N = 805; age range 6–9 years). Primes shared the stem with the targets and contained well-articulated, stressed vowels; the stems of the target words and pseudo-words contained non-stressed schwa vowels, which typically result in spelling difficulties. If priming proved effective, the well-articulated vowels in the prime should result in an improvement in the spelling of the schwa vowels. Primes were presented in two conditions: in only-oral or in oral-plus-written form. Effectiveness of priming was assessed by comparison with a no-priming condition. For both words and pseudowords, there was a significant interaction between priming effects and grade. No priming effects were detected in 6- and 7-year-old children; oral-plus-written priming produced higher rates of correct vowel spelling for 8- and 9-year-olds; only-oral priming was effective in improving the vowel spelling of 9-year-olds. Thus older children can use morphological information under priming conditions when the prime and the target are not phonologically transparent but there is no evidence to suggest that younger children do so.  相似文献   

Monitoring the ‘Enlaces’ educational computer network     

Pedro Hepp  Ernesto Laval  Gerardo Moënne  Miguel Ripoll 《Education and Information Technologies》1996,1(1):5-20

The use of networks in education is experiencing world-wide growth. Many schools have taken advantage of the reduction of price in modems, the emergence of electronic bulletin boards and world-wide web pages with educational content, and the availability of software for public participation in networks. Nevertheless, little information is available about the quality and quantity of existing network traffic; information that would allow organizations, network project administrators and supporters, to evaluate its impact, know its usage, evolution and projections. This paper presents some of the traffic monitoring mechanisms presently in use in a Chilean educational network (the Enlaces Project), together with examples of the information collected through these mechanisms.  相似文献   

Profiles of educators     

Krishna Kumar  Serge Wagner  Ananda W. P. Guruge  Miguel Soler Roca  Francisco Gomes de Matos 《Prospects》1989,19(4):591-619

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Should I use co-assessment in higher education? Pros and cons from teachers and students’ perspectives     

Victoria Quesada  Miguel Ángel Gómez Ruiz  Maria Beatriz Gallego Noche  Jaione Cubero-Ibáñez 《Assessment & Evaluation in Higher Education》2019,44(7):987-1002

Co-assessment is a type of participatory assessment in which the teacher and student jointly discuss, negotiate and assess the student’s task or performance. Although the literature on co-assessment is scarce, some authors highlight the benefits for students of participating in co-assessment in higher education, including learning, improved communication, and greater assessment literacy. This study has a double objective: on the one hand, to analyse the strengths and limitations perceived by students participating in co-assessment practices; on the other hand, to explore the strengths, weaknesses, opportunities and threats perceived by professors participating in the experience. The study was developed in 8 class groups with the participation of 470 students and 4 teachers. The qualitative analysis of the data obtained from the questionnaires and focus groups indicates that the students acknowledged several strengths, among which learning from mistakes was prominent. Students also noted some limitations, particularly the lack of adjusted scoring. Professors offered another perspective that complemented the vision of their students, noting that co-assessment presents opportunities as well as risks that may jeopardise its implementation.  相似文献   

Professional Portfolios: Bringing Life to Your Best Work     

Daniel Yaffe  Eunice Ofori  Miguel Nino 《TechTrends》2016,60(4):307-308

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Mapping Learning Analytics initiatives in Latin America     

Cristian Cechinel  Xavier Ochoa  Henrique Lemos dos Santos  João Batista Carvalho Nunes  Virginia Rodés  Emanuel Marques Queiroga 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):892-914

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Mid-life career changing to teaching profession: a study of secondary school teachers in a rural community     

Luis Miguel Dos Santos 《师资教育杂志》2019,45(2):225-227

There are many research projects focused on pre-service teachers’ professional development programmes but only a few focus on mid-life career-changing teachers’ career decision. This paper worked with data collected from semi-structured interviews with 11 mid-life career-changing secondary school teachers. The aim was to understand the career decisions of these participants and how they made sense of their new profession during their mature adulthood in Indiana, USA. 11 mid-life career-changing secondary school teachers referred to ‘changing the next generation with industry experience’, ‘rich life experience’, ‘life-long learning’, ‘knowledge transferring’, and ‘make a difference’ to describe their current occupation as career changing secondary school teachers. The findings also outline how to reform the curriculum and instruction of the pre-service teachers’ professional development programmes.  相似文献   

An experimental study of vocational guidance (and decision making) in Spain     

Miguel Moreno  Antonio Muñoz  Mari Carmen Vacas 《European Journal of Psychology of Education - EJPE》1999,14(3):439-450

This article describes the procedure and methodology for a vocational guidance programme framed within the most recent conceptualised as a systematic process of intervention, that gradually optimise the subjects’ vocational conduct. The programme was applied to a population of 192 subjects located in seven secondary schools in the city of Granada, with proven effectiveness of the interventions. The three objectives of the programmes applied concentrated on the increase in the optimisation of self-awareness and self-concept for the subjects, training in strategies for searching for information, and training in decision-making.  相似文献   

Dynamic Transition Patterns in Acculturation Among Hispanic Adolescents     

Tae Kyoung Lee  Alan Meca  Jennifer B. Unger  Byron L. Zamboanga  Lourdes Baezconde-Garbanati  Melinda Gonzales-Backen  Elma I. Lorenzo-Blanco  Miguel Á. Cano  Sabrina E. Des Rosiers  Daniel W. Soto  Juan A. Villamar  Monica Pattarroyo  Karina M. Lizzi  José Szapocznik  Seth J. Schwartz 《Child development》2020,91(1):78-95

Acculturation consists of multiple domains (i.e., cultural practices, identifications, and values). However, less is known about how acculturation processes influence each other across multiple domains of acculturation. This study was designed to investigate transition patterns of acculturative processes within and across domains in a sample of 302 recent-immigrant Hispanic adolescents, M_age (SD) = 14.51 years (0.88) at baseline; male = 53%). Adolescents were assessed six times over a 3-year period. Latent profile analyses identified two profiles (high [or increasing] vs. low) for each domain at each timepoint. We found largely stable transition patterns in each domain over six timepoints. Importantly, sequential associations among profiles in acculturation domains were also detected. Implication for acculturation theory and research are discussed.  相似文献