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1.
AbstractThis study analyses whether narrative skill and the perception of values/countervalues among students in primary school vary according to the structure (narrative vs non-narrative) of the episodes of fiction viewed, the grade age (third and sixth, 8–12 years old), sex and attentional level. With this purpose in mind, quantitative and qualitative methodologies were implemented. The most noteworthy results include the higher narrative skill and perception of values/countervalues of students in the sixth grade of primary school and those who viewed an episode with a narrative structure. The conclusion is that when addressing narrative skills and the education in values/countervalues from the formal and informal spheres, special importance should be attached to the structure of the fiction contents, given that it can to some extent help students make the messages meaningful in terms of values and countervalues. 相似文献
2.
Inequality of opportunity for educational achievement in Latin America: Evidence from PISA 2006–2009
We evaluate how far away six Latin American countries stand from a normative goal of equality of opportunity for educational achievement in PISA 2006–2009. We work with alternative characterizations of types: gender, school type (public or private), parental education, and their combinations. Following Checchi–Peragine's (2010) non-parametric method, we find that inequality of opportunity for educational achievement in Latin America ranges from less than 1% to up to 25%, depending on the year, the country, the subject and the specification of circumstances. These magnitudes are substantial with respect to what is found in comparator countries. Parental education and school type prove to be important sources of inequality of opportunity, contrary to gender. By means of sensitivity analyses, while most results show small to moderate variation in terms of magnitudes, in ordinal terms (rankings) they remain quite stable. Brazil stands out as the most opportunity-unequal country of the sample. 相似文献
3.
This study presents the results of a web‐based questionnaire administered to 166 second language teachers and designed to obtain information about their use and needs of information and communication technologies (ICTs) as related to language learning (LL). Analyses revealed that, although teachers believe that second language acquisition is primarily driven by social interaction, they seldom use computers as a means to foster collaboration or interaction. ICTs are thought to be very helpful in individual learning scenarios but not for the interactive dimension of LL. Very few teachers incorporate interaction‐oriented digital tools in their language teaching, probably due to their self‐acknowledged deficient training in ICTs. However, instructors stated that they would like to introduce new interaction tools in their computer‐aided courses, which clearly shows the need for both teachers’ training in ICT and the technological development of proper interactive functionalities. Die Auswertung computervermittelter Technik von Zweit‐Sprachlehrern: Kollaboration und Interaktion in CALL Diese Studie zeigt die Ergebnisse einer Umfrage, die dafür entworfen wurde, Information darüber zu erhalten, die etwa Zweit Sprachlehrer verwenden, und den Bedarf an Informations‐ und Kommunikationstechniken (ICTs), die mit Sprachlernen (LL) generell verbunden sind. Analysen ergaben, dass, obwohl Lehrer glauben, dass der Erwerb einer zweiten Sprache in erster Linie von sozialer Interaktion angetrieben wird, sie selten Computer als Hilfsmittel verwenden, um Kollaboration oder Interaktion zu fördern. Es wird angenommen, dass ICTs sehr in einzelnen Lernzenarien, aber nicht für die interaktive Dimension von LL hilfreich sein kann. Sehr wenige Lehrer integrieren interaktionsorientierte digitale Werkzeuge in ihre – möglicherweise durch ihre selbstanerkannte unzulängliche Ausbildung in ICT – eigene Sprachlehre. Jedoch gaben Ausbilder an, dass sie neue Interaktionswerkzeuge in ihren computergestützten Verläufen einführen möchten. Das zeigt den Bedarf nach Ausbildung beider eindeutig: Lehrer in ICT und der technologischen Entwicklung von korrekten interaktiven Funktionalitäten. L’évaluation dela technologie informatisée chez les professeurs de langue seconde :collaboration et interaction dans l’enseignement des langues assisté par ordinateur (CALL) Cette étude présente les résultats d’une enquête conçue pour recueillir des renseignements sur la façon dont les professeurs de langue seconde utilisent et ont besoin des TICE spécifiques pour l’apprentissage linguistique. Des analyses ont révélé que les professeurs utilisent rarement les ordinateurs pour stimuler la collaboration et l’interaction et ce, bien qu’ils croient que l’acquisition d’une langue seconde est avant tout entraînée par l’interaction humaine. Ils pensent que les TICE sont très utiles dans des situations d’apprentissage individuel mais pas pour la dimension interactive de l’apprentissage des langues. Très peu nombreux sont les professeurs qui intègrent des outils numériques à orientation interactive dans leurs cours de langues, ceci étant probablement dÛ à une formation informatique déficiente qu’ils reconnaissent eux‐mêmes. Certains professeurs ont toutefois indiqué qu’ils voudraient introduire de nouveaux outils interactifs dans leurs cours assistés par ordinateur ce qui fait clairement apparaître le double besoin de formation aux TICE pour les professeurs et d’un développement technique de fonctionnalités interactives appropriées. Una evaluación de la tecnología basada en ordenadores por parte de los profesores de la segunda lengua: colaboración y interracción en aprendizaje de idiomas asistido por ordenador Esta investigación presenta los resultados de una encuesta diseñada para conseguir información sobre las necesidades específicas para el aprendizaje de lenguas y el uso de las tecnologías de la información y la comunicación (TICs) por parte de 166 profesores de segunda lengua. Los análisis han revelado que, aunque los profesores creen que la adquisición de una segunda lengua está fundamentalmente impulsada por la interacción social, en realidad hacen poco uso del ordenador para incentivar la colaboración y la interacción. Los docentes piensan que las TICs son muy útiles para la modalidad de aprendizaje individual pero no para la dimensión interactiva del aprendizaje de idiomas. Son pocos los profesores que incluyen herramientas digitales con orientación interactiva en sus cursos de idiomas, probablemente, como confiesan ellos mismos, debido a las carencias de su propia formación digital. No obstante, algunos profesores señalan que quieren introducir nuevas herramientas interactivas dentro de sus cursos asistidos por ordenador, lo que claramente demuestra la necesidad tanto de una buena formación en TICs para los profesores como del desarrollo tecnológico de nuevas funcionalidades interactivas adecuadas. 相似文献
4.
Leonard Jacqueline Buss Alan Gamboa Ruben Mitchell Monica Fashola Olatokunbo S. Hubert Tarcia Almughyirah Sultan 《Journal of Science Education and Technology》2016,25(6):860-876
Journal of Science Education and Technology - This paper describes the findings of a pilot study that used robotics and game design to develop middle school students’ computational thinking... 相似文献
5.
Morgan S. Polikoff Hovanes Gasparian Shira Korn Martin Gamboa Andrew C. Porter Toni Smith Michael S. Garet 《Educational Measurement》2020,39(2):38-47
As the standards movement continues into its third decade, there remains a need for alignment methodologies that can be broadly applied to study instruction and policy. This article reports on a series of development efforts meant to revise the Surveys of Enacted Curriculum (SEC) surveys and methods to study the implementation of new college- and career-readiness standards. The work included a meeting of content experts, a series of cognitive interviews, two validation studies, and a small pilot. We discuss both the results of the specific studies and the implications of the work for other potential users of the SEC or SEC-like tools. 相似文献
6.
Cieszczyk P Ostanek M Leońska-Duniec A Sawczuk M Maciejewska A Eider J Ficek K Sygit K Kotarska K 《Journal of sports sciences》2012,30(1):31-35
The aims of this study were to determine the distribution of the AMPD1 genotype among groups of high-level Polish power-oriented athletes, and to investigate potential associations between genetic polymorphism in exon 2 of the AMPD1 gene and power-oriented athlete status. Altogether, 158 male Polish power-oriented athletes were genotyped by PCR-RFLP. The genetic control group comprised 160 unrelated male volunteers. We observed significant differences in genotype distribution when all 158 athletes (89.25% CC, 10.75% CT, 0.00% TT; P = 0.0025) were compared with controls (75.00% CC, 23.75% CT, 1.25% TT). A significant deficiency of the T allele was noted in all subgroups (short-distance runners: 5.21%, P = 0.032; short-distance swimmers: 5.56%, P = 0.031; weightlifters: 5.36%, P = 0.024) compared with controls (13.13%), while this trend was even stronger when the frequency of the T allele was compared between controls and all 158 athletes (5.38%, P = 0.0007). Our results indicate a lower frequency of the AMPD1 exon 2 T34 allele in elite Polish power-oriented athletes. Our data suggest that the C allele may help athletes to attain elite status in power-oriented sports. 相似文献
7.
Vitor Gamboa Maria Paula Paixão Saúl Neves de Jesus 《International Journal for Educational and Vocational Guidance》2014,14(2):221-244
The provision of workplace-based experiences (internships) is an important component of the training program for students attending vocational education courses. The purpose of this study was to clarify the relationship between internship quality and students vocational development, considering students’ vocational profiles, in a sample of 346 twelfth grade students from southern Portugal, using a longitudinal design. Results show that internship quality is associated with the career development of students, mainly concerning the process of career exploration, and has an effect that appears to be more pronounced for some of the clusters. Implications for career intervention are discussed. 相似文献
8.
Knowledge assets have become relevant to every organization and society since they are the most valuable product and production means in the knowledge economy. But measuring intangible assets still remains a challenge. The emerging knowledge-based view is still far from being a widely accepted theory. Researchers in this field are faced with knowledge-based value dynamics, changing environments and uncertainty. Knowledge assets are embedded capabilities in individuals, organizations or societies. This research is focused on the design of artifacts that enhance Intelligence Capital. Intelligence, understood in a comprehensive manner, is a knowledge asset that leverages adaptive capabilities through information gathering, sense-making and adaptation. From this approach, developing Intelligence Capital means to increase adaptive capabilities to make better decisions supported on internal and external knowledge. The purpose of this research is to apply the Intelligence Capital framework to a Technology Development Centre at the Tecnologico de Monterrey. It is expected that through this intervention, Intelligence Capital capabilities of this Centre can be assessed and managed. This model is an innovating proposal that deals with Capital Systems, adaptive capabilities and complexity. 相似文献
9.
The authors examine the determinants of information and communications technology (ICT) usage among low-income people in three developing countries: Colombia, Mexico, and Peru. Using two composite indicators, they focus on cross-country differences and similarities in ICT usage across gender, age, education, and income levels. The authors’ analysis indicates that the single most important factor limiting the digitalization of low-income people in all three countries was lack of education. The impact of income itself was low although positive. Their findings also suggest that comprehensive measures that mix standard ICTs with very advanced ones can be misleading. 相似文献
10.
Borja Sañudo Adrian Feria Luis Carrasco Moisés de Hoyo Rui Santos Hugo Gamboa 《Journal of sports sciences》2013,31(14):1537-1544
Abstract This study aimed to investigate the effect of whole body vibration (WBV) training on the knee kinematics and neuromuscular control after single-legged drop landings. Surface electromyographic (EMG) activity of the rectus femoris and hamstring muscles and knee and ankle accelerometry signals were acquired from 42 healthy volunteers. Participants performed three pre-test landings and after a recovery period of three minutes, they completed one set of six bouts of WBV each of one minute duration (30 Hz – 4 mm), followed by a single-leg drop landing. After the WBV intervention no significant changes were observed in the kinematic outcomes measured, although the time to stabilise the lower-limb was significantly lower after the vibration training (F(8,41) = 6.55; P < 0.01). EMG analysis showed no significant differences in the amplitude of rectus femoris or hamstring muscles after WBV training, however, significant differences in EMG frequency of the rectus femoris were found before (F(8,41) = 7.595; P < 0.01) and after toe-down (F(8,41) = 4.440; P < 0.001). Finally, no significant changes were observed in knee or ankle acceleration after WBV. Results suggest that WBV can help to acutely enhance knee neuromuscular control, which may have clinical significance and help in the design of rehabilitation programmes. 相似文献