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Anabela Abreu Malpique Deborah Pino-Pasternak Debora Valcan 《Reading and writing》2017,30(8):1789-1812
Accumulating evidence indicates handwriting automaticity is related to the development of effective writing skills. The present study examined the levels of handwriting automaticity of Australian children at the end of kindergarten and the amount and type of writing instruction they experienced before entering first grade. The current study involved 177 kindergarten children enrolled in 23 classrooms from seven government-funded primary schools in Western Australia. Individual child level data (e.g., handwriting automaticity and word-reading skills) were collected and teachers were asked to complete a survey assessing the amount of time and types of writing activities developed in their classrooms (e.g., teaching basic skills and teaching writing processes). Hierarchical linear models were conducted to examine total variance attributable to child and classroom levels. Results showed a total variance of approximately 20% in children’s handwriting automaticity attributable to differences among classrooms when gender and word-reading skills were controlled for. Large variability was noted in the amount and type of writing instruction reported by a subset of participating teachers. Handwriting automaticity was associated with the teaching of revising strategies but not with the teaching of handwriting. Implications for writing development and writing instruction are discussed. 相似文献
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Sara Bahia Isabel P. Freire Maria Teresa Estrela Anabela Amaral José António Espírito Santo 《Teaching in Higher Education》2017,22(4):467-482
ABSTRACTThere has been an overall change in higher education towards the achievement of outstanding patterns of quality and excellence that assure competitiveness at a global scale. Teachers feel the pressure of official regulations for achieving quality and excellence, based on questionable concepts of quality that do not take into account the experience and beliefs of teachers and lead to emotional states that may promote or hinder adjustment to changes.The present study used a categorical content analysis to capture the emotions that twelve university teachers associate with the changes experienced and with the pursuit of quality emphasized in Portugal by the Bologna Process. The results show that participants revealed mixed emotions regarding change. Students elicit mostly positive emotions, whereas bureaucracy, marketization and career changes generate negative emotions that impede the quest for quality, although in a minority of participants they prompt resilience that stimulates engagement in quality. 相似文献
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Anabela C. Alves Rui M. Sousa Sandra Fernandes Elisabete Cardoso Maria Alice Carvalho Jorge Figueiredo 《European Journal of Engineering Education》2016,41(2):123-141
Project-Based Learning (PBL) has been implemented in the first year of the Industrial Engineering and Management programme at the University of Minho, Portugal, since 2004/2005. The purpose of this paper is to analyse and discuss teachers' experiences in PBL in this programme and to explore its implications for student learning and for teaching practices in higher education. For data collection, the research method used was written narratives to these teachers, at the end of the PBL semester. Findings suggest that teachers express a positive view of PBL as a learning approach. They identify student motivation and engagement, along with a better understanding of the application of concepts in real-life situations, as important outcomes of the project for students. Besides this, teachers also highlight the importance of the development of transversal skills by students throughout the project. Recommendations for future work and implications for practice will also be discussed. 相似文献
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Maria Filomena Gaspar Anabela Mota Pinto Hugo Camilo F. da Conceição José António Pereira da Silva 《Assessment & Evaluation in Higher Education》2008,33(4):445-453
The purpose of this study was to develop a teaching quality assessment questionnaire and assess its reliability by using it with a sample of first‐year medical students. Principal components analysis with varimax orthogonal rotation resulted in the development of a 12‐item, two‐component tool, adequate for use in lectures and small‐group sessions. The two components were named ‘curriculum’ and ‘relationship’. The Cronbach coefficient alpha values indicated high reliability and internal consistency. According to the results obtained this teaching quality scale is a reliable measure and may be useful in identifying themes in disciplines and among teachers that may benefit from some professional development. Amongst its advantages is that it can be used with an optical reading tool. 相似文献
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Eunice Freitas Celeste Simões Ana Mineiro Pedro J. Rosa Anabela C. Santos 《British Journal of Special Education》2023,50(1):127-149
Resilience is an interactive process involving internal skills that should be promoted, especially in the early stages of development. This study aims to adapt and implement two themes from the European Curriculum for Resilience Promotion – RESCUR, namely, ‘Developing Communication Skills’ and ‘Establishing and Maintaining Healthy Relationships’, for deaf and hard-of-hearing (DHH) students. The study included 37 children and adolescents from three Portuguese regions and its impact was evaluated through the perspectives of the students, their guardians and their teachers. Each 90-minute session was implemented weekly. The sessions followed the RESCUR curriculum structure with necessary adaptations to the mindfulness activities, stories, role-play and worksheets. The mean scores increased from pre- to post-intervention assessment on all instruments, namely, KIDSCREEN-10 (children/adolescents), KIDSCREEN-10 (guardians) and CYRM-28 (teachers). The implementation of adapted curricula promoting resilience seems to be beneficial to DHH children, allowing the development of specific resilience-associated skills, and thus enhancing health, well-being and quality of life. 相似文献
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We report the results of an experiment designed to elicit students’ subjective beliefs about the economic returns to college education. An important feature of our experimental design is the inclusion of financial incentives for accurate reporting. We also consider the extent to which individuals’ beliefs about their own returns differ from their beliefs about the returns for others. The evidence shows that students do have a self-enhancement tendency, and this finding cannot be attributed to previously uncontrolled order effects. The evidence also indicates that there is no significant difference between beliefs elicited using hypothetical surveys or real financial incentives in the elicitation procedure. This finding suggests that economists’ reluctance to gather subjective data on earnings expectations may not be warranted. 相似文献
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Ana Margarida Veiga Simão Anabela Abreu Malpique Lourdes Maria Bragagnolo Frison André Marques 《Reading and writing》2016,29(5):955-979
Learning how to write is a challenging process, typically developed in schools. Teachers’ practices in teaching writing, however, have been under researched. The aim of this study was to survey a sample of teachers from Portugal (n = 96) and Brazil (n = 99) about their practices for and perceptions about writing instruction. Teachers reported on time devoted to student writing and the teaching of writing, on their practices to promote students’ self-regulated writing, adaptations for less skilled writers, and their perceptions about writing and the teaching of writing. Findings from this survey raised concerns about the quality of writing instruction in both countries. Teachers reported little time devoted for writing and the teaching of writing in their classes. The majority of the teachers rarely used practices to promote students’ self-regulated writing or applied explicit teaching methods for writing instruction. Both Portuguese and Brazilian teachers perceived writing as a shared responsibility. Brazilian teachers, however, agreed with this perception more strongly. Portuguese teachers’ perception of the importance of writing for students’ academic and professional success was higher than the perceptions held by Brazilian teachers. A positive correlation was found between teachers’ preparation to teach writing and their practices to promote students’ self-regulated writing. The implications of these findings are discussed. 相似文献
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