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Parental involvement is interpreted as a key form of support that can contribute to the establishment of inclusive practices in schools, but this can be difficult in sparsely populated areas. Using ethnographic methods of participant observation, informal conversations and document analysis, this article therefore focuses on family involvement practices in two small rural schools in Aragón (Spain) that carry out creative teaching practices as a way to encourage parental participation. Our data show that teachers promote parental involvement using strategies such as acceptance, expression and communication in school. These strategies seem to be negotiated in each situation based on the values prioritised by the teachers as a result of their interaction within the context they find themselves in. Factors such as family mobility, dispersion of homes and sociocultural status appear to condition these strategies. 相似文献
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The objective of this study was to evaluate the efficacy of a multicomponent program for treating attention-deficit/hyperactivity disorder (ADHD) carried out by teachers in a classroom context. Dependent measures included neuropsychological tasks, behavioral rating scales for parents and teachers, direct observation of behavior in the classroom, and academic records of children with ADHD. Fifty children with ADHD participated in the study. The teachers of 29 of the 50 students were trained in the use of behavior modification techniques, cognitive behavior strategies, and instructional management strategies. The other 21 students formed the control group. Parents' and teachers'ratings detected improvements in primary symptoms (inattention-disorganization, hyperactivity-impulsivity) and in behavioral difficulties usually associated with ADHD (e.g., antisocial behavior, psychopathological disorders, anxiety). Furthermore, the results showed increased academic scores, enhanced classroom behavioral observations, and improved teachers' knowledge about the strategies directed toward responding to the children's educational needs. 相似文献
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Eunice M.L. Soriano de Alencar 《High Ability Studies》1995,6(1):82-90
Studies on the nurturing of creativity by university teachers are rare. In the present study 233 students from two universities, one ranked as one of the best in Brazil (University A) and another ranked low among Brazilian universities (University B) were asked to fill out an inventory designed to evaluate the degree to which different aspects related to creativity had been fostered by their university teachers. Students from University A, compared with those from University B, rated their teachers as providing significantly more favourable conditions for the nurturing of creativity. It was also found that students from the first half of their courses, compared with those from the second half, evaluated their teachers as nurturing significantly more different aspects of creativity. The results point to some characteristics of the learning situation that may contribute to the promotion of creative abilities. These characteristics should be implemented in the educational setting, in order to prepare students for the creative productivity that is necessary in all societies.
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Eunice M.L. Soriano de Alencar 《High Ability Studies》1991,1(2):222-226
One of the misconceptions about creativity which prevail among teachers is the belief that it is present only in a small proportion of children. This leads to underestimation of the influence of school and society on the creative process. The creativity training program described here was designed with the main purpose of arousing teachers’ awareness of their own creative abilities and introducing basic concepts about creativity and how to nurture it into the school setting. Several studies were conducted to investigate the effects of this program on teachers’ creative thinking abilities and behaviour in the classroom. The results obtained indicated that the program was successful in developing teachers’ creative thinking and in helping them to learn the skills which are related to creative thinking and how to further it in the classroom. 相似文献
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Juan Del Coso Cristina González Javier Abian-Vicen Juan José Salinero Martín Lidon Soriano Francisco Areces 《Journal of sports sciences》2013,31(18):1680-1687
AbstractTriathlon is a popular outdoor endurance sport performed under a variety of environmental conditions. The aim of this study was to assess physiological variables before and after a half-ironman triathlon in the heat and to analyse their relationship with performance. Thirty-four well-trained triathletes completed a half-ironman triathlon in a mean dry temperature of 29 ± 3ºC. Before and within 1 min after the end of the race, body mass, core temperature, maximal jump height and venous blood samples were obtained. Mean race time was 315 ± 40 min, with swimming (11 ± 1%), cycling (49 ± 2%) and running (40 ± 3%) representing different amounts of the total race time. At the end of the competition, body mass changed by ?3.8 ± 1.6% and the change in body mass correlated positively with race time (r = 0.64; P < 0.001). Core temperature increased from 37.5 ± 0.6ºC to 38.8 ± 0.7ºC (P < 0.001) and post-race core temperature correlated negatively with race time (r = ?0.47; P = 0.007). Race time correlated positively with the decrease in jump height (r = 0.38; P = 0.043), post-race serum creatine kinase (r = 0.55; P = 0.001) and myoglobin concentrations (r = 0.39; P = 0.022). In a half-ironman triathlon in the heat, greater reductions in body mass and higher post-competition core temperatures were present in faster triathletes. In contrast, slower triathletes presented higher levels of muscle damage and decreased muscle performance. 相似文献
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Lidon Moliner Miravet Odet Moliner García 《International journal of qualitative studies in education》2013,26(10):1373-1386
This article presents an analysis of teachers’ impressions of their shared objectives and values, together with their conceptions of interculturality and inclusion. The educational reality of a school in Valencia (Spain) is described, based on the exploration through semi-structured interviews. From the systematically categorized information, we obtained two dimensions that, when analyzed, enabled us to draw up lines of action or initiatives for change. We suggest actions that may be taken to transform their school culture and to guide their work towards an inclusive and intercultural model. 相似文献
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Encarnación Soriano Ayala 《International Journal of Inclusive Education》2017,21(8):849-865
How important is the role that the different social institutions play in adolescents’ emotional development? This study alludes to the social capital framework to explain the influence that the family, school and peer relations have on the social-emotional competencies (SEC) of adolescents, immigrants and locals living in Southeastern Spain. Three social capital and socio-emotional competencies assessments scales were used in the study with 1614 pupils from 7 secondary schools. The results show that: (1) The social capital is a predictive and explanatory factor in adolescence. (2) The social relations that influence the SEC the most are those developed at school, followed by peer relations and, lastly, the family. (3) Spanish and Romanian teenagers show higher social capital and more SEC than Moroccans. (4) There are SEC gender differences among the Spanish group. (5) An immigrant school puzzle is observed in the Moroccan teenagers group who value school the most. (6) The family’s low emotional influence, particularly among Moroccan women, suggests that there is a deterioration of the institution and the existence of inter-generational differences. According to the results, schools remain a privileged space for SEC intervention programmes. 相似文献
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