Students with disabilities in higher education: a biographical-narrative approach to the role of lecturers     

Anabel Moriña Díez  Rosario Gavira López  Víctor M. Molina 《高等教育研究与发展》2015,34(1):147-159

This article presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project being developed by a multidisciplinary team employing a non-usual research methodology in higher education (HE) research and students with disabilities: biographical-narrative methodology. The general aim is to analyse – by listening to the students themselves – barriers and support identified as affecting access, academic performance and overall perception of the HE experience. The present paper analyses lecturer-centred data to focus specifically on one of the objectives of our research project: the role that lecturers play in the inclusive education of students with disabilities. Unlike other international research, this article explores the barriers and support differentiating between five fields of knowledge: health sciences, experimental sciences, social sciences (law and education), engineering and technology and humanities. Findings are organized in four topic areas: lecturer attitudes, practices in the classroom, curricular adaptations and faculty training. Key findings are discussed in the conclusions section, together with a discussion of contributions made by earlier studies.  相似文献   

Validation of a Spanish version of the Distance Education Learning Environments Survey (DELES) in Spain     

Maria Dolores Fernández-Pascual  Rosario Ferrer-Cascales  Abilio Reig-Ferrer  Natalia Albaladejo-Blázquez  Scott L. Walker 《Learning Environments Research》2015,18(2):179-196

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Collaborative action research between schools,a continuing professional development centre for teachers and the university: a case study in Spain     

Maria Elena González Alfaya  Maria Ángeles Olivares García  Rosario Mérida Serrano 《Educational Action Research》2017,25(5):770-789

This article describes a collaborative action research project developed over the course of the 2011/12 academic year in the Faculty of Education at Cordoba University (Spain). The RIECU school–continuing professional development centre for teachers–university learning network is part of this research process. The aim is to create and consolidate a community of practice made up of continuing professional development advisers to teachers, infant education teachers, university students who are training to become infant education teachers and university teaching staff. The most relevant findings, which respond to the questions raised, are: the action research conducted indicates that teamwork between teacher, adviser, researcher and university student is an effective strategy to facilitate the acquisition of professional competences among student teachers; and student-teachers involved in the case study have evolved in their conception and approach to childhood and have had the opportunity to learn by modelling the professional conduct of their mentor teachers.  相似文献   

DEVELOPMENTALLY AND CULTURALLY APPROPRIATE PRACTICE (DCAP)‐BASED EARLY CHILDHOOD TEACHER PREPARATION MOVEMENT THROUGH NAECTE RESEARCH‐NET ACTIVITY: A BRIEF REPORT     

Eunsook Hyun  Saundra DiPento  Georgianna Duarte  Celeste Matthews  Rosario Morales  Jocelynn Smrekar 《Journal of Early Childhood Teacher Education》2013,34(2):215-226

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What do students do to agree on academic knowledge? Structured tasks and non-structured tasks for classroom-based learning / ¿Qué hacen los estudiantes para consensuar el conocimiento? Tareas estructuradas y tareas no estructuradas de aprendizaje en el aula     

Celia González  Rosario Cubero 《Cultura y Educación》2013,25(3):505-534

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Emeriti faculty as mentors: the benefits and rewards of mentoring the next generation     

Sylvia L. Mendez  Jennifer A. Tygret  Valerie Martin Conley  Rebecca Keith  Comas Haynes  Rosario Gerhardt 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):439-457

ABSTRACT

This holistic single-case study reports on the benefits mentors derived from participating in the Increasing Minority Presence within Academia through Continuous Training (IMPACT) mentoring program. The IMPACT program was sponsored by the National Science Foundation Office for Broadening Participation in Engineering 15–7680 (awards #1542728 and #1542524). In this program, emeriti faculty were matched with underrepresented minority faculty in the engineering professoriate for career-focused mentorship. The conceptual framework of the Benefits of Being a Mentor grounded this study. Findings indicate mentors appreciate the opportunity to give back and remain engaged in the field, to relive past academic career experiences, and to support the next generation of engineering professors while adjusting to retirement. These findings aligned with the conceptual framework on three factors: rewarding experience, improved job performance, and generativity. Implications for administrators and faculty, as well as additional research areas, are discussed.  相似文献   

Does continuous assessment in higher education support student learning?     

Rosario Hernández 《Higher Education》2012,64(4):489-502

A distinction is often made in the literature about “assessment of learning” and “assessment for learning” attributing a formative function to the latter while the former takes a summative function. While there may be disagreements among researchers and educators about such categorical distinctions there is consensus that both types of assessment are often used concurrently in higher education institutions. A question that often arises when formative and summative assessment practices are used in continuous assessment is the extent to which student learning can be facilitated through feedback. The views and perceptions of students and academics from a discipline in the Humanities across seven higher education institutions were sought to examine the above question. A postal survey was completed by academics, along with a survey administered to a sample of undergraduate students and a semi-structured interview was conducted with key academics in each of the seven institutions. This comparative study highlights issues that concern both groups about the extent to which continuous assessment practices facilitate student learning and the challenges faced. The findings illustrate the need to consider more effective and efficient ways in which feedback can be better used to facilitate student learning.  相似文献   

A study in usability: redesigning a health sciences library's mobile site     

Rosario JA  Ascher MT  Cunningham DJ 《Medical reference services quarterly》2012,31(1):1-13

A mobile site redesign was conducted at a medium-sized academic health sciences library with the goal of creating a site that meets the mobile information needs of its users. The redesign phases included (1) needs assessment, (2) usability testing, and (3) site design. The survey results showed that Apple devices were the most prevalent; the most desirable activities performed on a mobile site were searching for articles, accessing full-text articles and e-books, searching databases, and searching the catalog. These activities guided the development of the usability testing tasks and the redesign. All phases were completed within six months, and the total project cost was $50 for incentive purchases.  相似文献   

Un marco conceptual para la interpretación psicológica del juego infantil     

Rosario Ortega 《Infancia y Aprendizaje》2013,36(55):87-102

Resumen

El artículo plantea un análisis conceptual de la teoría del juego de Piaget y la compara críticamente con la teoría que se desprende del pensamiento vygotskiano sobre el tema. Aunque hay una elección por parte de la autora del trabajo de este último constructo teórico, el estudio está dirigido a resaltar aquellos aspectos del discurso piagetiano que considera fundamentales para elaborar una teoría psicológica del juego infantil, y a criticar aquellos otros que le parecen contradictorios o deficitarios.  相似文献   

Development and Validation of a Scale to Assess Students’ Attitude towards Animal Welfare     

Beatriz Mazas  Mª Rosario Fernández Manzanal  Francisco Javier Zarza  Gustavo Adolfo María 《International Journal of Science Education》2013,35(11):1775-1799

This work presents the development of a scale of attitudes of secondary-school and university students towards animal welfare. A questionnaire was drawn up following a Likert-type scale attitude assessment model. Four components or factors, which globally measure animal welfare, are proposed to define the object of the attitude. The components are animal abuse for pleasure or due to ignorance (C1), leisure with animals (C2), farm animals (C3) and animal abandonment (C4). The final version of the questionnaire contains 29 items that are evenly distributed among the four components indicated, guaranteeing that each component is one-dimensional. A sample of 329 students was used to validate the scale. These students were aged between 11 and 25, and were from secondary schools in Aragon and the University in Zaragoza (Aragon's main and largest city, located in NE Spain). The scale shows good internal reliability, with a Cronbach's alpha value of 0.74. The questionnaire was later given to 1,007 students of similar levels and ages to the sample used in the validation, the results of which are presented in this study. The most relevant results show significant differences in gender and level of education in some of the components of the scale, observing that women and university students rate animal welfare more highly.  相似文献