TAM and stages of adoption of blended learning in higher education by application of data mining techniques     

Antonio Víctor Martín-García  Fernando Martínez-Abad  David Reyes-González 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(5):2484-2500

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Disciplinary containment: whiteness and the academic scarcity narrative     

Lisa A. Flores  Logan Rae Gomez 《传播与批判/文化研究》2020,17(2):236-242

ABSTRACT

Amid rising controversy around the alleged distinctions between merit and excellence lies a familiar refrain, scarcity. The narrative of academic scarcity, proclaiming the insufficient numbers of scholars and academics of color, permeates conversations in higher education. We suggest that the academic scarcity narrative, a remnant of stagnant logics of diversity, circulates as a contemporary mechanism of what we name disciplinary containment. Extending disciplinary conversations around rhetorical containment, we argue that disciplinary containment perpetuates whiteness.  相似文献   

The science/technology interaction: Implications for science literacy     

Fernando Cajas 《科学教学研究杂志》2001,38(7):715-729

Science literacy includes understanding technology. This raises questions about the role of technology in science education as well as in general education. To explore these questions, this article begins with a brief history of technology education as it relates to science education and discusses how new conceptions of science and technological literacy are moving beyond the dichotomies that formerly characterized the relationship between science and technology education. It describes how Benchmarks for Science Literacy, the National Science Education Standards, and the Standards for Technological Literacy have been making a case for introducing technology studies into general education. Examples of specific technological concepts fundamental for science literacy are provided. Using one example from the design of structures, the article examines how understanding about design (i. e., understanding constraints, trade‐offs, and failures) is relevant to science literacy. This example also raises teaching and learning issues, including the extent to which technology‐based activities can address scientific and technological concepts. The article also examines how research can provide guides for potential interactions between science and technology and concludes with reflections on the changes needed, such as the creation of curriculum models that establish fruitful interactions between science and technology education, for students to attain an understanding of technology. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 715–729, 2001  相似文献   

Trainee teachers' conceptions of teaching and learning,classroom layout and exam design     

Fernando Dome´nech Betoret 《Educational studies》2004,30(4):355-372

The objective of this study centres on identifying and classifying the conceptions of teaching and learning held by future secondary school teachers, and on analysing the relationship between these conceptions and the way classroom space is organized and exams are designed. The test instruments used were applied to a sample of 138 graduates, who were all following the Pedagogical Aptitude Course (CAP) during the academic year 2002/03. Results show that the more traditional teaching/learning models are related to a more vertical classroom layout. Significant correlations between beliefs and exam demands were also found.  相似文献   

Covariation between variables in a modelling process: The ACODESA (collaborative learning,scientific debate and self-reflection) method     

Fernando Hitt  Alejandro S. González-Martín 《Educational Studies in Mathematics》2015,88(2):201-219

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Do men and women perform academic work differently?     

González Ramos  Ana M.  Fernández Palacín  Fernando  Muñoz Márquez  Manuel 《Tertiary Education and Management》2015,21(4):263-276

Tertiary Education and Management - Why is the gender gap so large in researchers’ career progression? Do men and women have different priorities in their academic careers? This study...  相似文献   

Different Argentine Rural Extensionists' Mindsets and Their Practical Implications     

Fernando Landini 《The Journal of Agricultural Education and Extension》2015,21(3):219-234

Purpose: This paper reflects upon the practice of Argentine rural extensionists working in the extension public system through the process of identifying different rural extensionists' types of mindsets and comparing them with transfer of technology extension approach, dialogical processes of horizontal knowledge exchange, participatory perspectives and innovation system approach.

Design/Methodology/approach: A quali-quantitative investigation was conducted. Surveys containing closed and open questions were sent via email to rural extensionists. This allowed the researcher to identify their beliefs about different issues connected to extension practice. The sample was incidental (n = 219; 143 men, 76 women). Qualitative data was categorized and quantified. Finally, a two-steps cluster analysis was implemented.

Findings: Two types of rural extensionists' mindsets were identified, one of which relates to the transfer of technology approach and other to the dialogical/horizontal model, yet neither of them fitting the ideal of the most important extension institution of the country, which supports an innovation system approach.

Practical implications: Extensionists' practices and institutional ideals do not coincide. Reflexive training processes are required to make beliefs about rural extension explicit in order to build a contextually suitable extension proposal. Originality/Value: Through a quali-quantitative approach to the issue of rural extensionists' mindsets, this paper contributes to a better understanding of Argentine rural extensionists' practices.  相似文献   

Flawed heroes and great talents: the challenges associated with framing soccer legends in the NASL     

Fernando Delgado 《Soccer & Society》2014,15(5):780-793

The essay explores the ways that the North American Soccer Leagues (NASL) attempted to frame footballing stars in terms that North American fans would understand and embrace. The impetus for this approach was economic and influenced by the success of Pelé. However, the essay argues that the approach was deeply flawed and missed the obvious challenge of replacing Pelé – that he was irreplaceable. Nevertheless, the NASL and its boosters sought to position several stars as the natural successors to Pelé, including Franz Beckenbauer, George Best and Johan Curyff. The essay thus explores how these NASL stars were framed and how these frames would ultimately become limited.  相似文献   

Orthographic learning in Spanish children     

Paz Surez‐Coalla  Marta lvarez‐Caizo  Fernando Cuetos 《Journal of Research in Reading》2016,39(3):292-311

In order to read fluently, children have to form orthographic representations. Despite numerous investigations, there is no clear answer to the question of the number of times they need to read a word to form an orthographic representation. We used length effect on reading times as a measure, because there are large differences between long and short words for unknown words, differences that disappear when reading frequent words. Two lists of new words (half short and half long) were presented to 102 second‐grade to sixth‐grade Spanish children, to be read aloud six times. One of the lists was presented as part of a story and the other in isolation. Comparison of the length effect at the first and sixth exposure showed large differences between short and long words in the first presentation and small differences at the sixth presentation, indicating that Spanish children develop representations of words after just a few repetitions.  相似文献   

School principals’ views of teacher evaluation policy: lessons learned from two empirical studies     

Maria Assunção Flores  Mary Lynne Derrington 《International Journal of Leadership in Education》2017,20(4):416-431

Teacher evaluation accountability policies are emerging worldwide. This study examines principals’ perceptions of teacher evaluation in terms of commonalities and differences arising from two research projects conducted in Portugal and in the US. Perceptions of school principals in regard to a new policy on teacher evaluation as well as its perceived effects at school and conditions for its implementation will be analysed. Findings point to the challenges and successes of coping with mandated accountability measures in two different contexts. Principals balanced perceived conflicting goals, sought maintenance of positive teacher relationships and school culture and managed the tensions of policy implementation and the making sense of its effects at school. Implications of the findings are discussed.  相似文献