Self‐reported measures are an easy, time‐efficient, and low‐cost way to collect research data compared to other assessment methods. They are, however, characterized by several limitations regarding the quality and the clarity of the data they produce, especially when they are implemented in education. The main purpose of the current study was to use a method called discrete choice modeling (DCM) in education, in order to develop a self‐reported instrument that will reduce the bias for socially desirable responses and to assess teachers’ practices in physical activity. DCM method has the ability to overcome the respondents’ tendency to answer in a socially desirable way. A nationally representative sample of 531 Greek early educators participated in this study and were administered a self‐assessment questionnaire based on DCM. Results showed that the DCM based newly developed instrument manages to assess effectively educators’ practices and provided evidence of the applicability of the method in education. Further implications and future recommendations regarding the effective application of DCM in education are discussed. 相似文献
Traditionally, citation count has served as the main evaluation measure for a paper's importance and influence. In turn, many evaluations of authors, institutions and journals are based on aggregations upon papers (e.g. h-index). In this work, we explore measures defined on the citation graph that offer a more intuitive insight into the impact of a paper than the superficial count of citations. Our main argument is focused on the identification of influence as an expression of the citation density in the subgraph of citations built for each paper. We propose two measures that capitalize on the notion of density providing researchers alternative evaluations of their work. While the general idea of impact for a paper can be viewed as how many researchers have shown interest to a piece of work, the proposed measures are based on the hypothesis that a piece of work may have influenced some papers even if they do not contain references to that piece of work. The proposed measures are also extended to researchers and journals. 相似文献
ABSTRACTAs educational interventions that integrate death issues in the school curriculum are rarely designed, implemented and evaluated, our action research (AR) project aimed at investigating the complexities of integrating the concepts of loss and grief in the primary school curriculum of Cyprus. The purpose of this paper is to identify and analyze convergences and divergences between AR and lesson study (LS), as they emerged in our project. We particularly focus on the ways that AR served to legitimate ethically and politically those aspects of the project that constituted the experimentation of lesson plans on loss and grief. The AR and LS elements of our project functioned differently and served different purposes, and we speculate that this is not irrelevant to the controversial aspects of the lesson plans’ topic, namely loss and grief. The paper argues that it may be strategically important, for ethical and political reasons, to both demarcate and associate AR and LS, navigating between them, particularly if a controversial issue is involved. 相似文献
This study moves in the space between two fields: science and technology studies (STS) and childhood studies; it thus belongs to the broader STS literature that investigates everyday practices outside the laboratory. The interpretation of ethnographic and bibliographic data on contemporary cardiovascular and obesity prevention in German kindergartens makes evident that when knowledge travels from biomedical laboratories to the preschool, then psychology comes into play! Bodies of knowledge such as behavioural or cognitive theories shape prevention and intervention practices, which could be seen as originally resulting from biomedical findings and trends. Accompanying this development is a change in the primary sciences that deal with childhood: these are no longer pedagogy or developmental and educational psychology (at least in their traditional forms), but ‘developmental science’. All this shapes contemporary childhood in quite normative ways. It thus remains an open question what non- or less normative institutional practices and bodies of knowledge could look like. 相似文献
Underfat individuals have been neglected as a malnourished population in terms of redox homeostasis. The aim of the present study was to evaluate the effect of body composition on redox homeostasis at rest and in response to exercise. Underfat, lean and overfat women, classified according to their BMI and body fat percentage, participated in the study and were subjected to an acute session of eccentric exercise. With regard to muscle function and damage, a significant group × time interaction was found for range of motion (P < .01), isometric peak torque at 90° (P < .01), delayed onset muscle soreness (P < .01) and creatine kinase (P < .05), with the lean group generally exhibiting faster recovery compared to the underfat and overfat groups. With regard to redox homeostasis, a significant group × time interaction was found for F2-isoprostanes, protein carbonyls and glutathione (P < .01 for all biomarkers), with the underfat and overfat groups exhibiting increased resting oxidative stress levels and lower exercise-induced reactive species production . In conclusively, our data underline the importance of normal body composition for redox homeostasis, since underfat and overfat women demonstrate a similar pattern of redox disturbances both at rest and in response to exercise. 相似文献
Teacher conceptions of assessment are influential mediators of how assessment policy initiatives are implemented in schools.
Four hierarchical, intercorrelated factors (i.e., assessment for improvement, school accountability, and student accountability,
and assessment as irrelevant) of how teachers' conceive of assessment have been reported. However, most studies have been
conducted only in English in jurisdictions with policies of low-stakes testing. This paper extends the research by surveying
249 Greek-Cypriot teachers with a Greek translation of the Teachers' Conceptions of Assessment inventory. Cyprus has a relatively
low-stakes assessment policy during the compulsory school years, suggesting, under the assumption of ecological rationality,
that conceptions would be similar to previous English-language studies. Exploratory factor analysis of the Cyprus data led
to a five-factor solution with 24 items within two inversely correlated second-order factors (i.e., assessment is positive
and negative; r = −0.49). A multigroup nested invariance confirmatory factor analysis found statistical invariance between the Cyprus and
the New Zealand data. Mean score differences were small for two improvement-oriented conceptions, moderate for assessment
that is bad, and large for school accountability and ignoring assessment factors. Similarities and differences in conceptions
appear to reflect commonalities and discrepancies in educational system policies and practices. 相似文献
Within the last two decades intercultural teacher education has become a priority in many European countries. The consensus among researchers, it seems, is that intercultural education should begin with the initial training of teachers. In this paper we present the implementation of a collaborative action research programme in which we built a collaborative network through which we tried to help student teachers develop practices of intercultural education. First, we briefly examine the existing situation regarding teacher education in Cyprus and we discuss generally teacher education in relation to intercultural education. Subsequently, we explain the term ‘collaborative networks’ and then analyse the methodology we followed for the research that led to this paper. Finally, we present and analyse, with additional research, the themes that arose through our paper's former data analysis.
Pendant les dernières décennies, dans beaucoup de pays européens, l'éducation interculturelle a pris une place très importante parmis les sujets développés dans le domaine éducatif. Des chercheurs pensent que l'éducation interculturelle doit commencer dès la formation initiale des enseignants (des maîtres). Dans cet article, nous présentons un programmeme de «recherche‐action» collective, pour lequel nous avons créé un réseau de collaboration. A travers ce programmeme nous tentons d'aider les élèves maîtres à développer des pratiques d'éducation interculturelle. Pour commencer, nous examinons brièvement la situation actuelle à Chypre, en ce qui concerne la formation des enseignants et nous nous penchons ensuite sur la dimension interculturelle de l'éducation. Par la suite, nous examinons la notion de «réseaux de collaboration» et analysons la méthodologie suivie pour mener à bien notre recherche, et aboutir à cet article. Pour finir, nous présenterons et argumenterons les principaux sujets dégagés de l'analyse des données.
En las ultimas dos decadas la educacion de profesores intercultural se ha vuelto una prioridad en muchos paises europeos. Parece ser que el consenso entre investigadores es que la educación intercultural deberia empezar con la formación inicial de profesores. En este articulo presentamos la aplicación de un programmea de investigación de mecanismo colaborativo en el que creamos una red de colaboración a traves de la cual intentamos ayudar a los profesores alumnos a desarrollar practicas de educación intercultural. Primero, examinamos brevemente la situación existente tocante a la educación de profesores en Chipre y contrastamos de forma general la educación intercultural con respecto a la de profesorado. Posteriormente, explicamos el termino ‘red de colaboración’ y después analizamos la tecnica que seguimos para la investigación que nos llevo a escribir este articulo. Finalmente, presentamos y analizamos, con investigación adicional, los temas que surgieron a traves de nuestros analisis de datos del articulo anterior.
In den letzten zwei Jahrzehnten hat die interkulturelle Lehrerausbildung in vielen europäischen Ländern zentrale Bedeutung erlangt. Es scheint in der Forschung mittlerweile Konsens darüber zu herrschen, dass interkulturelle Schulung schon bei der Lehrerausbildung einsetzen sollte. In diesem Artikel präsentieren wir die Ergebnisse eines Forschungsprogrammems für kollaborative Netzwerke, in dessen Rahmen ein kollaboratives Netzwerk aufgebaut wurde, durch das wir versuchen, Referendaren bei der Entwicklung interkultureller Lehr‐ und Lerntechniken zu helfen. Wir werden zuerst die gegenwärtige Situation der Lehrerausbildung auf Zypern analysieren und uns dann allgemein mit der Lehrerausbildung in Bezug auf interkulturelle Lerninhalte beschäftigen. Danach werden wir den Terminus “kollaborative Netzwerke” erklären und dann die Methodik erläutern, der wir während der Forschungsarbeit, die zu diesem Artikel geführt hat, gefolgt sind. Im Schlussteil präsentieren und analysieren wir, unter Berücksichtigung weiterer Forschungsarbeiten, die Themen, die während der Datenanalyse in den Vordergrund getreten sind. 相似文献
