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Torres Leonor L. Palhares José A. Afonso Almerindo J. 《Educational Assessment, Evaluation and Accountability》2019,31(2):155-175
Educational Assessment, Evaluation and Accountability - The mechanisms of academic distinction of the best students, such as the Honours Boards of Excellence and Value, emerge in Portuguese state... 相似文献
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Martínez-García Cristina Afonso Olivia Cuetos Fernando Suárez-Coalla Paz 《Reading and writing》2021,34(3):565-593
Reading and Writing - Spelling and handwriting are different processes; however, they are learned simultaneously, and numerous studies have shown that they interact. Besides the commonly reported... 相似文献
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Sabina Valente Ana Paula Monteiro Abílio Afonso Loureno 《Psychology in the schools》2019,56(5):741-750
One of the fundamental problems of educational systems in many countries is related to classroom discipline. This reflects one of the worst problems faced by teachers. Classroom discipline management strategies play an effective role in creating positive teacher‐student relationships. One of the factors that influence behavior management in a classroom is emotional intelligence. Therefore, this study analyzing how teachers emotional intelligence influences the management of discipline in a classroom and the relationship between gender, academic formation, and service time of teachers with their emotional intelligence. Its sample comprises 559 basic and secondary school teachers. An Emotional Competence Questionnaire, a Scale of Teacher Efficacy in Classroom Management, and a personal and professional data inquiry have been used as instruments. Results show that teachers who have more capacity to deal with emotion demonstrate a greater management of discipline in the classroom. Most of the relationships in the model are statistically significant. 相似文献
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Jennifer Adams Bal Chandra Luitel Emilia Afonso Peter Charles Taylor 《Cultural Studies of Science Education》2008,3(4):999-1019
This forum constitutes a cogenerative inquiry using postcolonial theory drawn from the review paper by Zembylas and Avraamidou.
Three teacher educators from African, Asian and Caribbean countries reflect on problems confronting their professional practices
and consider the prospects of creating culturally inclusive science education. We learn that in Mozambique, Nepal and the
Caribbean scientism patrols the borders of science education serving to exclude local epistemological beliefs and discourses
and negating culturally contextualized teaching and learning. Despite the diverse cultural hybridities of these countries,
science education is disconnected from the daily lives of the majority of their populations, serving inequitably the academic
Western-oriented aspirations of an elite group who are “living hybridity but talking scientism.” The discussants explore their
autobiographies to reveal core cultural values and beliefs grounded in their non-Western traditions and worldviews but which
are in conflict with the Western Modern Worldview (WMW) and thus have no legitimate role in the standard school/college science
classroom. They reflect on their hybrid cultural identities and reveal the interplay of multiple selves grounded in both the
WMW and non-WMWs and existing in a dialectical tension of managed contradiction in a Third Space. They argue for dialectical
logic to illuminate a Third Space wherein students of science education may be empowered to challenge hegemonies of cultural
reproduction and examine reflexively their own identities, coming to recognize and reconcile their core cultural beliefs with
those of Western modern science, thereby dissipating otherwise strongly delineated cultural borders.
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| Jennifer AdamsEmail: |
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This article describes the tiered process used to conduct a needs assessment and the implications of the methods employed had on the design and development of interventions for a community audience. A needs assessment was conducted to identify health needs for an underserved, vulnerable population. This report emphasizes the findings addressing the need for preventative educational materials and programming. Ethnographic characteristics were used to gather information from multiple sample sources in order to triangulate data from three different perspectives: (1) the client, (2) providers and support staff, and (3) educators in the community. The outcomes of this project will serve as input for designing and implementing innovative educational outreach programs for the vulnerable and underserved populations and for community‐based physicians and medical students who serve the community. 相似文献
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Chhabra Meenakshi Ribeiro Marcelo Afonso Rossier Jérôme 《International Journal for Educational and Vocational Guidance》2022,22(3):577-579
International Journal for Educational and Vocational Guidance - 相似文献
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Emilia Z. de F. Afonso Nhalevilo 《International Journal of Science and Mathematics Education》2013,11(1):23-42
Much has been said and written about indigenous knowledge systems (IKS) or, as it is also termed, traditional ecological knowledge. My paper does not intend to discuss how it should be termed, although this is also an important issue as the way we name it frames the possibilities we open for this kind of knowledge. The paper rather looks historically at indigenous knowledge inclusion in school curricula, taking as an example the practice in Mozambique. So far, many strategies in so-called culturally inclusive science curricula tend to take students along the pathway of cultural assimilation by integrating IKS into World Modern Science topics. IKS is therefore taken as an instrument for serving the goals of World Modern Science. I argue that we need to find legitimated theories to integrate IKS in order to counteract the practice of teaching IKS in science classrooms detached from its own sociocultural context. 相似文献
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Emilia Afonso Nhalevilo 《Cultural Studies of Science Education》2012,7(2):447-450
This paper is a response to Maria Andree’s paper. Andree tells in the paper how mistakes in practical lessons may be critical
events to change students’ attitudes in regard science. While traditionally mistakes in practical lessons could obligate students
to repeat the experiment in order to get the ‘right result’ in the paper we have a good example how we can use the incident
to potentiate students’ participation. In my response I illustrate how transferable is what Andree speaks about but I put
forward further reflections about the traditions that may act as impediment for students’ participation. I thus suggest that
the critical paradigm should be a component in reflecting about science classroom practices in order to alter the traditions. 相似文献