Validating a model of effective teaching behaviour and student engagement: perspectives from Spanish students     

Inda-Caro  Mercedes  Maulana  Ridwan  Fernández-García  Carmen-María  Peña-Calvo  José-Vicente  Rodríguez-Menéndez  M. del Carmen  Helms-Lorenz  Michelle 《Learning Environments Research》2019,22(2):229-251

Research consistently shows that teaching behaviour is a highly-important indicator of learning environments. Based on a teacher effectiveness model with six observable teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching–learning strategies, and differentiation), the present paper examines the psychometric quality of the My Teacher questionnaire for capturing student perceptions of teaching behaviour in the Spanish secondary-education context. Additionally, this study validated the model of teaching behaviour and student engagement and its relevance in Spain. 7114 students of 410 teachers attending 56 public and private Spanish schools constituted the sample. The six teaching behavioural dimensions model were confirmed in the Spanish context. Regarding student academic engagement, the presence of two domains (behavioural and emotional engagement) were confirmed. Furthermore, results of a multiple-group structural equation modeling path analysis, examining the relationship between teaching behaviour and student engagement across different teaching experiences, revealed differential effects of teaching behaviour influences on students’ engagement. The percentage of explained variance was larger for emotional engagement than for behavioural engagement. Furthermore, teachers’ teaching experience explained differences in the relationship between perceived teaching behaviour and engagement. Two domains (learning climate and activating teaching) appeared to be the two most-important teaching domains for students’ behavioural engagement while, for emotional engagement, the most important domains for student engagement were learning climate and teaching learning strategies.

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Chile's higher education: between market and state     

José Joaquín Brunner 《Higher Education》1993,25(1):35-43

Presently, most Higher Education policy issues that are debated in Chilean society revolve around the question of the type of relations that should connect the Higher Education system with the state and society.During the 1980–1990 period, Chilean Higher Education underwent drastic changes under a Military Government, directed to the achieving of three main goals: to open-up the Higher Education system, to differentiate its institutional structures, and to partially transfer the cost of state-financed institutions to the students and/or their families (cost recovery) thus forcing these institutions to diversify their funding sources.As a result of the 1980 reforms, both the institutional composition and the financing of Higher Education experienced dramatic changes. New establishments mushroomed. In turn, the rapid increase in the number of institutions resulted in three major effects:first, Higher Education became private-dominant in the non-university levels and has now a dual public/private nature at the university level;second, establishments grew more regionally dispersed but overall enrolment distribution changed in the direction of a still higher concentration in the capital city;third, creation of new entrance opportunities shows an increasing over-extension with respect to enrolment demand. Also funding of Higher Education was drastically altered by the 1980 reforms. Incremental funding was replaced by a diversified funding system which contemplates the employment of four different mechanisms: public institutional core funding, competitive public allocations rewarding institutions that enrol the best students, a Government financed student-loan scheme, and competitive financing of research projects.A new, democratically elected Government was established in 1990. Its Higher Education policies include three major objectives: to fully restore institutional autonomy cancelling all measures of governmental intervention and reinstating the right of faculty members to freely choose their authorities and provide for the self-government of public universities; to increase public spending without changing the diversified-funding approach adopted by the former Government, and to change the legal framework of Higher Education with the aim of introducing more stringent accreditation and evaluation procedures and institutional accountability.  相似文献   

AIDA: a methodology independent support tool for educational software authoring     

António José Mendes  Teresa Mendes 《Education and Information Technologies》1996,1(1):55-74

Many authoring tools have been proposed in an attempt to find more effective ways to face the challenge of developing educational software. However, most of them are reported to be restrictive, since they are strongly connected to a specific educational software development methodology. The AIDA (Ambiente Integrado para o Desenvolvimento de Aplicações educacionais) authoring environment was developed at the University of Coimbra having as its main objectives the support of most of the activities involved in authoring and making educational software development easier. The AIDA system is based on a design module, i.e. a prototyping tool allowing the creation of Windows-based software, including multimedia features. The system assists evaluation activities and it caters also for support on translation and cultural adaptation, as well as on the reutilization of educational materials. The use of the AIDA environment is illustrated by three small examples using different development methodologies.  相似文献   

Relation between cognitive and motor performance in 5- to 6-year-old children: results from a large-scale cross-sectional study     

Wassenberg R  Feron FJ  Kessels AG  Hendriksen JG  Kalff AC  Kroes M  Hurks PP  Beeren M  Jolles J  Vles JS 《Child development》2005,76(5):1092-1103

The relation between cognitive and motor performance was studied in a sample of 378 children aged 5-6. Half of these children had no behavior problems; the others were selected for externalizing (38%) or internalizing problems (12%). Quantitative and qualitative aspects of motor performance were related to several aspects of cognition, after controlling for the influence of attention. No relation between global aspects of cognitive and motor performance was found. Specific positive relations were found between both aspects of motor performance, visual motor integration and working memory, and between quantitative aspects of motor performance and fluency. These findings reveal interesting parallels between normal cognitive and motor development in 5- to 6-year-old children that cannot be ascribed to attention processes.  相似文献   

Book reviews     

Paul Lengrand  Henri Dieuzeide  José Blat Gimeno  Arthur Gillette 《Prospects》1974,4(1):129-137

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Non-centralized control for flow-based distribution networks: A game-theoretical insight     

Julian Barreiro-Gomez  Carlos Ocampo-Martinez  Nicanor Quijano  José M. Maestre 《Journal of The Franklin Institute》2017,354(14):5771-5796

This paper solves a data-driven control problem for a flow-based distribution network with two objectives: a resource allocation and a fair distribution of costs. These objectives represent both cooperation and competition directions. It is proposed a solution that combines either a centralized or distributed cooperative game approach using the Shapley value to determine a proper partitioning of the system and a fair communication cost distribution. On the other hand, a decentralized non-cooperative game approach computing the Nash equilibrium is used to achieve the control objective of the resource allocation under a non-complete information topology. Furthermore, an invariant-set property is presented and the closed-loop system stability is analyzed for the non-cooperative game approach. Another contribution regarding the cooperative game approach is an alternative way to compute the Shapley value for the proposed specific characteristic function. Unlike the classical cooperative-games approach, which has a limited application due to the combinatorial explosion issues, the alternative method allows calculating the Shapley value in polynomial time and hence can be applied to large-scale problems.  相似文献   

Scaffolding in Teacher–Student Interaction: A Decade of Research     

Janneke van de Pol  Monique Volman  Jos Beishuizen 《Educational Psychology Review》2010,22(3):271-296

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Faculty attitudes and training needs to respond the new European Higher Education challenges     

María José Fernández Díaz  Rafael Carballo Santaolalla  Arturo Galán González 《Higher Education》2010,60(1):101-118

The main objective of the Bologna Process is to create a “European space” for higher education that allows for comparability, compatibility, and coherence between the existing systems of higher education across Europe. This objective is commonly known as the European higher education area (EHEA). The creation of the EHEA is a new and specific challenge for higher education in Europe, one that depends upon improved faculty development and training across Europe. The integration of Spain and other European countries into European higher education more generally entails these challenges. In order for necessary changes in faculty development and training to take place, university managers and policy makers must account for designing training plans, as well the knowledge, attitudes and needs of faculty members. This investigation was undertaken with these themes in mind. Conducted in Madrid, Spain, it included 257 professors from ten different schools of the Universidad Complutense de Madrid. The aim of the investigation was to understand faculty knowledge and attitudes about changes in higher education in Europe. Moreover, with an eye to helping faculty members cope with the change that is accompanying the creation of EHEA, the investigators sought to understand the importance that faculty members place upon professional development and how current approaches to professional development at the university level could be improved. The results indicate a degree of ignorance regarding changes in European higher education as well as a feeling of resistance on the part of many faculty members. While many faculty members consider knowledge of change processes and adaptability to be important qualities, faculty responses also indicate a clear need for guidance if they are going to integrate new learning models and adequate coping strategies into their work in higher education.  相似文献   

Career coping styles: differences in career attitudes among secondary school students     

Isabel N. Janeiro  José Ferreira Marques 《International Journal for Educational and Vocational Guidance》2010,10(1):35-48

The types of difficulties associated with career attitudes were studied using Super’s model of career maturity (1990) in a group of 620 Portuguese students from grades 9 and 12. A cluster analysis identified four styles with different patterns of association between time perspective, attributional beliefs, self-esteem and career attitudes. The adaptive style showed more committed career attitudes, and the other three styles—superficial, insecure and pessimistic—showed lower levels of career maturity. Implications for career counselling are further discussed.  相似文献   

Effect of 6-weeks WBVT on the behaviour of the lower limb muscle fibres during vertical jumping     

Jacobo Ángel Rubio-Arias  Domingo Jesús Ramos-Campo  Paula Esteban  Fernando Martínez  José Fernando Jiménez 《Journal of sports sciences》2018,36(4):398-406

The purpose of the current study was to examine the effect of 6 weeks of whole body vibration training (WBVT) on body composition, muscle activity of the gastrocnemius and vastus lateralis, gastrocnemius muscle architecture (static and dynamic) and ground reaction forces (performance jump) during the take-off phase of a countermovement jump in young healthy adult males. A total of 33 men (23.31 ± 5.62 years) were randomly assigned to a whole body vibration group (experimental group, EG_WBVT: n = 17; 22.11 ± 4.97 years) or a control group (CG: n = 16; 24.5 ± 6.27 years). The total duration of the intervention phase (WBVT) was 6 weeks with a frequency of 3 sessions per week. Statistically significant differences were observed (P ≤ 0.05) between pre- and post-test in the power peak (Δ 1.91 W · kg^?1; P = 0.001), take-off velocity (0.1 cm · s^?1; P = 0.002) and jump height (Δ 0.4 cm; P = 0.002) for EG_WBVT. There were no statistically significant differences in any of the body composition and muscle architecture variables. Moreover, no significant differences were found between EG_WBVT and CG nor changes in muscle activity during take-off phase of the gastrocnemius and vastus lateralis pre- versus post-training. This study suggests that a 6-week WBVT programme with increasing intensity improves jump performance but does not alter muscle activity nor muscle architecture in healthy young men.  相似文献