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51.
José Domingo Villarroel Margarita Mi?ón Teresa Nu?o 《Educational Studies in Mathematics》2011,76(3):345-361
This study examines the beginning of the conceptual understanding of the first number-words and what role language can play
in developing the notion of numbers. To that end, 2?- and 3?-year-old Basque and Spanish monolingual children's (N = 131) basic numeracy skills are analysed by means of two different experimental procedures: Give-N (in which children are requested to gather sets of objects) and How-Many (based on the ability to count collections). The paper accounts for differences as regards the performance in the Give-N procedure between children with different linguistic backgrounds. In accordance with previous research, this finding can
be related to the dissimilar ways by which languages (Basque and Spanish, in this case) express grammatical number, supporting
the idea that language plays a definite role in the emergence of the earliest set-size meanings of ‘one,’ ‘two,’ and ‘three’
number-words. Eventually, the work attempts to contribute to the growing body of evidence that shows that the meaning of the
count-list appears from mapping numerals onto numerical cognitive representations produced by early core systems of numbers. 相似文献
52.
Margarita Pavlova 《Educational Research for Policy and Practice》2017,16(1):77-93
School to work transition is an important aspect of lifelong learning that has increased in significance as the knowledge-based economy takes off in developed countries. Rapid structural economic changes, the importance of innovation, and a shorter lifecycle of products require education systems to adjust to the needs of economies and individuals. Educational reforms in many countries aim to improve school students’ readiness for their important move to post-school life. Countries organize different pathways for students following secondary school level that are designed to meet both students’ demands and the needs of economies. This article explores Hong Kong students’ aspirations and realities. Although the majority of students plan to complete the final year of high school and 91.5% planned to undertake the Hong Kong Diploma of Secondary Education (HKDSE) to be eligible for higher education, in reality a significant number of school leavers do not perform well and should undertake training for employment. In addition, many students who are eligible for tertiary education cannot be admitted to government sponsored universities due to the limited number of places. This article begins with a consideration of students’ aspirations, and then outlines the realities of transition and current issues. It concludes with some suggested policy measures that could improve equity during this school to work transition period. 相似文献
53.
Martin Scanlan Margarita Zisselsberger 《Journal of Education for Students Placed at Risk》2015,20(1-2):58-78
Culturally and linguistically diverse (CLD) students comprise the most rapidly expanding, and among the most educationally marginalized, group in the United States. CLD students’ opportunities to learn are often diminished through service delivery models that are deficit-oriented, viewing linguistic diversity as a challenge to overcome, not a strength on which to build. Such models frequently leave CLD students clustered and segregated within underresourced schools. Moreover, schools that effectively educate CLD students frequently operate in isolation from one another. In this context, this article provides a counternarrative. It reports the formation of a network of schools transforming their service delivery model from monolingual English immersion to bilingual 2-way immersion. Through a nested case study, we examine how learning among educators within communities of practice occurs in and across networked schools. We discuss this at the network level, and highlight one school's use of courageous conversations and formative assessments to foster this learning. 相似文献
54.
Julia Crespo Comesaña Margarita Pino Juste 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(2):205-218
The objective of this study is to offer a view on the different environmental factors that affect health (sound, light, colour, temperature) in the design, planning and organization of school premises. To achieve this, the authors first outline the problems leading to unhealthy situations. They subsequently analyse all the building and planning factors behind those problems based on a study carried out in the Autonomous Community of Galicia, in the north west of Spain. The study took as its subject all secondary-level education centres built in Galicia since the Spanish Basic Act on the Educational System (LOGSE) was passed by the Spanish Parliament in 1990. To conclude, the article offers a number of guidelines to be taken into account when designing a school environment. 相似文献
55.
The implications of history and philosophy of chemistry are explored in the context of chemical models. Models and modeling provide the context through which epistemological aspects of chemistry can be promoted. In this work, the development of ideas and models about acids and bases (with emphasis on the Arrhenius, the Brønsted–Lowry, and the Lewis models) are presented. In addition, misconceptions (alternative and instructional ones) on acid-base (ionic) equilibria are examined from the history and philosophy of science perspective. The relation between the development of the models and students misconceptions are investigated. Finally, the hypothesis that history and philosophy could help educators anticipate students misconceptions is examined. 相似文献
56.
Margarita Holmberg 《European Journal of Engineering Education》2017,42(4):413-428
The Laplace transform is an important tool in many branches of engineering, for example, electric and control engineering, but is also regarded as a difficult topic for students to master. We have interviewed 22 university teachers from five universities in three countries (Mexico, Spain and Sweden) about their views on relationships among mathematics, physics and technology/application aspects in the process of learning the Laplace transform in engineering education. Strikingly, the teachers held a spectrum of qualitatively differing views, ranging from seeing virtually no connection (e.g. some thought the Laplace transform has no relevance in engineering), through to regarding the aspects as intimately, almost inseparably linked. The lack of awareness of the widely differing views among teachers might lead to a lack of constructive alignment among different courses that is detrimental to the quality of engineering education. 相似文献
57.
In the past few years, skills related to emotional intelligence (EI) have acquired special relevance in the educational domain. This study assesses EI in a sample of 155 students of 5 different specialities of a Master’s degree in Teacher Training for Secondary Education. Data collection was conducted through the administration of the Trait Meta Mood Scale-24 (TMMS-24) and the Mayer, Salovey & Caruso Emotional Intelligence Test (MSCEIT). Results show adequate levels of EI, especially in the strategic area, as well as some speciality-based differences among students. There is a need to develop specific training geared towards the development of emotional skills in the Master’s in Secondary Education capacitation programmes according to the trainee’s background. 相似文献
58.
59.
Margarita Pavlova 《Environmental Education Research》2013,19(5):656-672
The UN Decade of Education for Sustainable Development (DESD) charges educators with a key role in developing and ‘securing sustainable life chances, aspirations and futures for young people’. Environmental Education (EE) and ESD share a vision of quality education and a society that lives in balance with Earth’s carrying capacity, even as they differ in terms of expectations of how that vision is realized, and what might need to be balanced. Rather than treat EE and ESD as sparing partners or fellow travellers towards the same destination, this paper analyses EE and ESD from the perspective of transformative educational goals. Using these goals as a benchmark transcends immediate problems with either form of education, while also helps to clarify policies and practise formations, appropriate to a diversity of educational contexts. 相似文献
60.