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Beyond educational attainment: The importance of skills and lifelong learning for social outcomes. Evidence for Europe from PIAAC 
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下载免费PDF全文 Esperanza Vera‐Toscano Margarida Rodrigues Patricia Costa 《European Journal of Education》2017,52(2):217-231
Empirical evidence suggests that educational attainment nurtures people's social outcomes and promotes active participation in society and stability. However, it is unclear to what extent other types of human capital also correlate with social outcomes. Hence, we explored the opportunity offered by the PIAAC survey through its provision of information on educational attainment, observed individual key skills proficiency, and participation in adult education and training (adult lifelong learning). We therefore studied the association between these human capital variables and social outcomes, and more specifically interpersonal trust and participation in volunteering activities. Results revealed that these social outcomes were affected not only by the formal qualification obtained, determined by the education variable, but also throughout the life‐cycle. Indeed, education and training when undertaken during adult life have a significant impact, especially on volunteering. The fact that the skill proficiency also plays a significant role is extremely relevant, as skills are more likely to change over the life‐cycle, either in a positive or negative way. Whilst the formal education received is constant after exiting the educational system, skills reflect competences more accurately: first, because those with the same level of education may have different skill levels because of differences in the quality of education or ability; second, because skills can vary over time. For example, they may increase with work experience or informal education, or decrease as a result of depreciation and ageing. These findings suggest that social outcomes are prone to be affected by many factors other than formal education, suggesting that policy makers can implement recommendations even after formal education has been completed. 相似文献
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Lyda Fontes McCartin Stephanie Evers Brianne Markowski 《The Journal of Academic Librarianship》2019,45(3):262-267
Library instruction often involves one-shot sessions where librarians interact with students for a short period of time and are then left wondering what the students thought of the session and if students perceive the session as helpful for their course work. Using two surveys to gather data, this study compared student perceptions of a redesigned library curriculum and of their own information literacy skills immediately after attending a library workshop and six weeks later after completing a research paper. The findings indicate that the library workshop is meeting student needs and has a lasting effect. Additionally, the researchers found that students were better able to articulate gaps in their own knowledge after having the opportunity to apply their skills to a research assignment. The researchers recommend that librarians using surveys to inform one-shot curricular changes gather data after students have applied the skills and knowledge gained in the instruction session. 相似文献
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Juliana FELGUEIRAS Joana Vieira SILVA Margarida FARDILHA 《Journal of Zhejiang University. Science. B》2014,(1)
研究目的:这篇综述系统地阐述了前列腺癌的发生、发展、相关分子信号通路以及分子标志物用于前列腺癌的临床诊断和前列腺癌诊治所面临的挑战。重要结论:许多分子信号通路通过影响细胞生长、凋亡、血管生成等病理生理过程而参与了前列腺癌的起始、发生和发展。这些研究基础有助于寻找前列腺癌的肿瘤标志物和改进前列腺癌的治疗。虽然去势治疗是早期前列腺癌治疗的金标准,但是晚期的激素抵抗型前列腺癌(CRPC)的治疗仍面临着巨大的挑战。所幸的是,目前研究发现可以通过切断特异的蛋白-蛋白相互作用或者通过调节某些影响肿瘤生长和转移的关键分子来治疗前列腺癌,能减少传统治疗所带来的副作用;相关临床研究已开始实施。这些研究进展给前列腺癌的诊治带来了新的曙光。 相似文献
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Tania Gaspar Helena Bilimória Francisca Albergaria Margarida Gaspar Matos 《International Journal of Disability, Development & Education》2016,63(5):500-513
Children and adolescents with cognitive and developmental difficulties show difficulty in social interaction, feelings of rejection, autonomy, social rules and in behavioural and emotional self-regulation. Importantly, their subjective well-being is associated to social support and personal factors, such as self-esteem and a positive self-image. The data were collected in 16 schools, 8 in the North Region and 8 in the Lisbon Region of Portugal. The sample is composed by 1181 young people of which 51.5% were female, with ages ranging between 8 and 17 years. From the sample, 2.6% had special educational needs (SEN), and 3% did not use the Portuguese language at home. 12.2% had been retained one grade or more. Three regression models were built. Model 1 establishes the association between having SEN, grade and subjective well-being. The final model with all variables showed that social and personal characteristics present a stronger explicative value on children and adolescents’ subjective well-being. The model also showed that, when social and personal variables are included the association between being a student with SEN and well-being is not statistically significant. Research and intervention implications include the need to promote subjective well-being, social and personal skills and a positive development in children and adolescents with SEN. 相似文献
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Margarida César Isolina Oliveira 《European Journal of Psychology of Education - EJPE》2005,20(1):29-43
Portuguese schools in urban areas became multicultural during the 90s. Some students are quite distanced from the school culture.
Many repeat grades. The curriculum emerges as a means of (re)organizing school practice, so that it is designed to foster
inclusion. It is a tool for social mediation between the culture and knowledge of teenagers, and academic ones. It shapes
the interactions between participants, cultural tools and knowledge. The principles of inclusive schooling promote the respect
for diversity, underlining the need to listen to all voices of a learning community. According to the sociocultural approach
appropriating knowledge and developing competencies is a complex process. Interactive practices shape students’ academic performances.
Collaborative project work has been used to promote students’ engagement. This action-research project developed an alternative
curriculum in a class (grades 5 and 6) from a poor and multicultural school in Lisbon. A follow-up investigated the impact
of the educational changes on the learners’ participation in school and in social practices, and on their future life. We
aim at analyzing this alternative curriculum process by focussing on students’ narratives. Results highlight improvements
in students’ academic and social competencies. Changing practices during compulsory education facilitated achievement and
resulted in a better socialization. 相似文献
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Ernesto Panadero Margarida Romero 《Assessment in Education: Principles, Policy & Practice》2014,21(2):133-148
The objective of this study was to compare the effects of situations in which self-assessment was conducted using rubrics and situations in which no specific self-assessment tool was used. Two hundred and eighteen third-year pre-service teachers were assigned to either non-rubric or rubric self-assessment for designing a conceptual map. They then assessed their own maps. The dependent variables were self-regulation measured through a questionnaire and an open question on learning strategies use, performance based on an expert-assigned score, accuracy comparing self-scores with the expert’s scores and task stress using one self-reported item. The results showed that the rubric group reported higher learning strategies use, performance and accuracy. However, the rubric group also reported more problems coping with stress and higher performance/avoidance self-regulation that was detrimental to learning. 相似文献
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Lyda Fontes McCartin Andrea Falcone Shannon Marie Smith 《Public Services Quarterly》2013,9(3):214-230
In order to align with university-wide assessment initiatives and to promote a systematic approach to one-shot assessment within our library, a team of five librarians participated in a campus-wide professional development program about student learning assessment. We then implemented library-specific professional development about student learning assessment for one-shot instruction. We provide an overview of the professional development program and discuss our study that explored the impact of the program on librarians’ knowledge, skills, and attitudes about student learning assessment. Our findings indicate that faculty participants had a positive change in practice, knowledge, and attitude after participating in the professional development program. 相似文献
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Since 2007/2008 project-based learning models have been used to deliver two fundamental courses on Geotechnics in University of Aveiro, Portugal. These models have evolved and have encompassed either cooperative or collaborative teamwork. Using data collected in five editions of each course (Soil Mechanics I and Soil Mechanics II), the different characteristics of the models using cooperative or collaborative teamwork are pointed out and analysed, namely in terms of the students’ perceptions. The data collected include informal feedback from students, monitoring of their marks and academic performance, and answers to two sets of questionnaires: developed for these courses, and institutional. The data indicate students have good opinion of the project-based learning model, though collaborative teamwork is the best rated. The overall efficacy of the models was analysed (sum of their effectiveness, efficiency and attractiveness). The collaborative model was found more adequate. 相似文献
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