Group-Work In Primary Education: An Analysis Of Textbooks In Spain     

Mariangeles?De La?Caba ColladoEmail author  Rafael?Lopez?Atxurra 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,51(5-6):439-458

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Development and evaluation of a biomechanics concept inventory     

Knudson D  Noffal G  Bauer J  McGinnis P  Bird M  Chow J  Bahamonde R  Blackwell J  Strohmeyer S  Abendroth-Smith J 《Sports biomechanics / International Society of Biomechanics in Sports》2003,2(2):267-277

To help instructors in evaluating innovations in biomechanics instruction, a standardised test of the key concepts taught in the introductory biomechanics course was developed. The Biomechanics Concept Inventory (BCI) consists of 24 questions that test four prerequisite competencies and eight biomechanics competencies. Three hundred and sixty seven students from ten universities throughout the United States took the test at the beginning and the end of the introductory biomechanics course. Analysis of a sub-sample of the students showed that the BCI was reliable with typical errors in internal consistency and test-retest conditions of 1.4 and 2.0 questions, respectively. Mean pre-test scores (8.5 +/- 2.0) significantly (p < 0.0001) improved to 10.5 +/- 3.2 in the posttest (n = 305). Typical biomechanics students could correctly answer half of the prerequisite questions on the pre-test. Instruction resulted in a mean normalised gain (g) of 13.0% of maximum possible improvement that was consistent with research on traditional instruction in introductory physics courses. It was concluded that the BCI could be an effective tool to evaluate the overall effect of pedagogical strategies on student learning of key biomechanical concepts in the introductory biomechanics course.  相似文献   

Culture and Commerce at a Postwar Publisher     

Rafael Chaiken 《Publishing Research Quarterly》2018,34(4):485-503

The tension between commerce and culture has long been recognized as characteristic of the publishing industry. Publishers seek to put forth quality works of cultural significance yet are constrained by the need to earn a profit. This article is a case study of how this conflict played out at a postwar New York City company, Storm Publishers. Storm was a one-person operation run by Alexander Gode-von Aesch, a German immigrant best known for his work as a linguist and translator. Gode founded the company in 1947 to publish The End Is Not Yet, a pacifist novel by the German playwright Fritz von Unruh. Storm went on to publish a diverse array of scholarly and trade books until it was dissolved in 1958. The article analyzes how Gode pursued a number of strategies—relying on personal connections, developing relationships with celebrities, purchasing advertisements, soliciting reviews, cutting costs, generating subsidiary rights income, and sheer tenacity and audacity—in order to compete with larger and more established Manhattan publishers. It argues Gode harbored a contradictory attitude toward the culture–commerce dichotomy, asserting that his aim was to distribute quality works that could not make a profit while at the same time publishing books aimed at bolstering his balance sheet and lamenting others’ lack of sales. As the first history of Storm Publishers, the article sheds light on the midcentury New York publishing industry and how a small firm sought to claim a place in the postwar intellectual economy.  相似文献   

Modified team‐based learning strategy to improve human anatomy learning: A pilot study at the Universidad del Norte in Barranquilla,Colombia          下载免费PDF全文

Emilio G. Martínez  Rafael Tuesca 《Anatomical sciences education》2014,7(5):399-405

As part of an institutional program sponsored by the Centre for Teaching Excellence at the Universidad del Norte, Barranquilla, Colombia, we developed an educational research study on two sessions of human anatomy in which we combined team‐based learning (TBL) and the use of iPads. Study data included the TBL, assessments applied during the course, student's grades on mid‐term examinations and students' perceptions of their experiences. Students reported a positive attitude toward the use of the TBL sessions, and the results showed a significant improvement in their learning between the first and second sessions. Significantly positive correlations (P < 0.05) were obtained between (a) the individual students' readiness test performance 1 and mid‐term examination 1, (b) the individual readiness test performances from Session 1 to Session 2, and (c) the group readiness test performances from the first and second sessions. These results point to positive learning experiences for these students. Analyses of the students' reflections on their activities also pointed toward future challenges. Anat Sci Educ 7: 399–405. © 2014 American Association of Anatomists.  相似文献   

Teachers negotiating discourses of gender (in) equality: the case of equal opportunities reform in Andalusia     

Mercedes Cubero  Mª Ángeles Rebollo  Rosario Cubero  Rafael García  Luisa Vega 《Gender and education》2015,27(6):635-653

This article is focused on the analysis of the narratives produced by a group of teachers, experts in coeducation, while they were discussing their everyday activities. They are responsible for the implementation of a Plan for Gender Equality in public secondary schools in Andalusia (Spain). This study is based on contributions about doing gender view, according to which gender is not an attribute of individuals, but a way of making sense of interactions and practising a complex system as functioning on three levels: sociocultural, interactional, and individual. We use these levels to understand gender culture in schools through teachers’ discourse. Our interest lies particularly in the meanings, contradictions, difficulties, and conflicts experienced by expert teachers in co-education. Our study was based on group discussions with teachers in charge of the plan for equal opportunities between women and men in school settings. Results show teachers’ conflicts about meanings and how they are supposed to apply the Equality Plan. We observed interactional levels during these conflicts and analysed how teachers construct and validate their discourse.  相似文献   

Kindergarten and First-Grade Students’ Understandings and Representations of Arithmetic Properties     

Ramirez Ucl&#;s  Rafael  Brizuela  B&#;rbara M.  Blanton  Maria 《Early Childhood Education Journal》2022,50(2):345-356

Early Childhood Education Journal - We present a study that explores Kindergarten and first-grade students’ understandings and representations of arithmetic properties. The 16 students...  相似文献   

A model of equitable and sustainable redistribution of knowledge     

Ana María Delgado García  Rafael Oliver Cuello 《Educational technology research and development : ETR & D》2010,58(6):781-790

Education is one of the pillars in which a Welfare State is effectively based on in order to achieve an equitable distribution of wealth. In contemporary society, knowledge and education are among the most appreciated goods, and everyone should have the right to acquire them, without distinction of gender, race, age, health or religion. From our experience of over 15 years at the Universitat Oberta de Catalunya we can claim that virtual learning makes access to education easier for certain population strata, whereas otherwise, they would be excluded from such a right. A very significant group of students to consider are women with family burdens who, thanks to this kind of education, are able to gain access to higher education for the first time in their lives and at their maturity ages. Another significant group is students with disabilities, for whom virtual education makes it possible to get training in fields for which it would be more difficult to get in the case of the non-virtual university. Geographic factors are also relevant, since virtual education has provided rural areas and other places with poor infrastructures with a chance to gain access to higher education. This brings with it a redistribution of wealth among territories, and also among different social strata with fewer resources and limitations to commute long distances to higher education institutions. Another issue that needs pointing out is virtual communication. As it is asynchronic, it can lead to a high degree of reflection. All these elements enable us to have a virtual discussion about cultural and linguistic issues which have huge educational value.  相似文献   

Comparison of motor competence levels on two assessments across childhood     

Alessandro H. N. Ré  Samuel W. Logan  Maria T. Cattuzzo  Rafael S. Henrique  Mariana C. Tudela  David F. Stodden 《Journal of sports sciences》2018,36(1):1-6

This study compared performances and motor delay classifications for the Test of Gross Motor Development-2nd edition (TGMD-2) and the Körperkoordinationstest Für Kinder (KTK) in a sample of 424 healthy children (47% girls) between 5 and 10 years of age. Low-to-moderate correlations (r range = 0.34–0.52) were found between assessments across age. In general, both boys and girls demonstrated higher raw scores across age groups. However, percentile scores indicated younger children outperformed older children, denoting a normative percentile-based decrease in motor competence (MC) in the older age groups. In total, the TGMD-2 and KTK classified 39.4% and 18.4% children, respectively, as demonstrating very low MC (percentile ≤5). In conclusion, the TGMD-2 classified significantly more children with motor delays than the KTK and the differences between children’s motor skill classification levels by these assessments became greater as the age groups increased. Therefore, the TGMD-2 may demonstrate more susceptibility to sociocultural influences and be more influenced by cumulative motor experiences throughout childhood. Low-to-moderate correlations between assessments also suggest the TGMD-2 and KTK may measure different aspects of MC. As such, it may be important to use multiple assessments to comprehensively assess motor competence.  相似文献   

Correction to: Kindergarten and First-Grade Students’ Understandings and Representations of Arithmetic Properties     

Ramirez Uclés  Rafael  Brizuela  Bárbara M.  Blanton  Maria 《Early Childhood Education Journal》2022,50(2):357-357

Early Childhood Education Journal - The original version of this article unfortunately contained a typo in co-author name.  相似文献