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The AGIRE project, under the Edulab concept, aims to promote the adoption of innovative teaching practices. This paper reports the support strategies used to evaluate the teacher practices at the end of a teacher training course (TTC) and analyse its impact on teacher technology integration, using a design-based methodology. Teachers’ initial perception was gathered using an online questionnaire comprising ICT personal and professional competencies. The questionnaire results and the classroom observations showed that the majority of teachers were at the level of ICT adoption, before attending the TTC, reaching the adaptation level of integration of ICT, after the TTC. A variety of teaching strategies (flipped classroom, collaborative work, …) and technologies (interactive white boards, tablets, videos, …) were explored. The results sustain the thesis that, with proper support, ICT can be integrated in educational contexts in an innovative way and contribute to the development of teachers’ digital literacy. 相似文献
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We examined equal opportunity climate (EOC) perceptions of reserve component personnel in the US Army (n = 949). We expected that gender and ethnic group membership would influence perceptions of the equal opportunity climate; and that gender and ethnic group membership would moderate the relationship between equal opportunity climate perceptions and ratings of job satisfaction, organizational commitment and workgroup effectiveness. Consistent with our hypothesis, we found the women and minorities perceptions regarding the equal opportunity climate were less favorable than White men. We also found that both gender and ethnicity moderated the relationship between equal opportunity climate perceptions and job outcomes of these groups. Our findings suggest that different groups are sensitive to particular aspects of EOC (e.g., harassment or discrimination) and that these sensitivities affect job-related outcomes. 相似文献
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Edson M. Huziwara Saulo M. Velasco Gerson Y. Tomanari Deisy G. de Souza Armando D. Machado 《Learning & behavior》2013,41(2):192-204
In two experiments, we investigated emergent conditional relations in pigeons using a symbolic matching-to-sample task with temporal stimuli as the samples and hues as the comparisons. Both experiments comprised three phases. In Phase I, pigeons learned to choose a red keylight (R) but not a green keylight (G) after a 1-s signal. They also learned to choose G but not R after a 4-s signal. In Phase II, correct responding consisted of choosing a blue keylight (B) after a 4-s signal and a yellow keylight (Y) after a 16-s signal. Comparisons G and B were both related to the same 4-s sample, whereas comparisons R and Y had no common sample. In Phase III, R and G were presented as samples, and B and Y were presented as the comparisons. The choice of B was correct following G, and the choice of Y was correct following R. If a relation between comparisons that shared a common sample were to emerge, then responding to B given G would be more likely than responding to Y given R. The results were generally consistent with this prediction, suggesting, for the first time in pigeons, the emergence of novel relations that involve temporal stimuli as nodal samples. 相似文献
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Adriana Auyuanet Helena Modzelewski Silvia Loureiro Daniel Alessandrini Marina Míguez 《European Journal of Engineering Education》2018,43(1):55-64
This paper presents and analyses the results obtained by applying Active Learning techniques in overcrowded Physics lectures at the University of the Republic, Uruguay. The course referred to is Physics 1, the first Physics course that all students of the Faculty of Engineering take in their first semester for all the Engineering-related careers. Qualitative and quantitative data corresponding to three semesters are shown and discussed, indicating that the students that attended these lectures outperformed the students that followed the course in the traditional way: the pass rates increased, whereas the failure rates decreased. The students highly valued this methodology, in particular, the interactive and relaxed dynamics, highlighting the concern of professors to answer questions by means of new questions so as to promote reasoning. The results obtained point to a work path that deserves to be deepened and extended to other Engineering courses. 相似文献
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Armando Villarroel 《Prospects》1988,18(1):55-61
Author of Aspectos operativos en universidades a distancia. 相似文献
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This study presents a theory by which to understand how pigeons learn response patterns in simple choice situations. The theory assumes that, in a choice situation, patterns of responses compete for the final common path; that the competition is governed by two variables, the overall reinforcement probability obtained by emitting the patterns,T, and the differences in reinforcement probabilities among the patterns,D; and that the ratioD/T determines the final strength of specific response patterns. To test these predictions, three experiments were run in which pigeons were more likely to receive food when they pecked the momentarily least-preferred of three response keys. On the basis of previous research, it was predicted that the birds would be indifferent among the keys (molar aspect) and would also acquire a response pattern that consisted of pecking each key once during three consecutive trials (molecular aspect). The present theory went further and predicted that the strength of that pattern would increase with the ratioD/T. In the first two experiments,D was manipulated whileT remained constant, and in the third,T was manipulated whileD remained constant. The results agreed with the theory, for the strength of the response pattern increased withD and decreased withT, whereas overall choice proportions were always close to the matching equilibrium. 相似文献
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We offer a theoretical and ecological argument for the preparation of citizens in U.S. public schools. This democratic education
draws legitimacy from the concern of the nations founders for a populace educated to govern itself. We also emphasize the
need for new democratic skills and knowledge in the face of today’s challenges, and our responsibility to prepare the young
for the 21st century. A critique of the current school reform movement is provided because of its undemocratic nature. We
issue a call for the transformation to democratic schools. We specifically argue that current efforts at reform are maintaining
historical inequities, while also depriving those that enjoy social and economic advantages of the education needed to meet
the challenges of a rapidly changing world. The democratic education proposed is based on three goals: citizenship preparation, inclusion, and an optimum learning environment. Seven well established principles of democracy and their relationship to schooling are presented. These include; the nature
of authority, inclusiveness, equal availability of the understanding required for deliberating the most serious challenges
to democracy and livability, equal access to centers of political decision-making, guaranteed inalienable rights, equality,
and universal access to an optimum learning environment. We offer a fundamentally different approach to educational reform:
calling for a reassessment of the role of public schools in a democracy that recognizes the importance of citizenship preparation,
and a “bottom up” reform model that starts in the classroom and can be implemented by individual teachers. 相似文献