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Ana I. Moro-Egido 《Cultura y Educación》2016,28(4):826-862
In this paper we will focus on the effects of continuous and final assessment on students’ final grades. In particular, the aim is to quantify the degree of improvement that the qualification criteria of written tasks entails, and to ascertain whether continuous assessment is crucial for the final grade of students who have passed the continuous assessment process. The results suggest that the way in which the final grade is calculated is crucial for the results. The findings indicate that continuous assessment activities (practical activities in class and submission of written papers) are more relevant for the final grade than the completion of tests throughout the course. 相似文献
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ResumenA lo largo del presente trabajo se analizan las diferencias existentes entre los diversos procesos puestos en juego por los sujetos a la hora de cuantificar lo real, destacando de entre ellos el subproceso de cuantificación extensiva métrica y uno de los esquemas básicos que lleva aparejados: el esquema de conteo. A continuación se pasa a analizar las diferentes estrategias utilizadas por nuetros escolares de 1°, 2°, 3° y 4° de E.G.B. cuando aplican este esquema para la resolución de algoritmos de adición y de sustracción, destacando la vinculación entre el desarrollo de las estrategias de conteo y la eficiencia en la solución de estos algoritmos. 相似文献
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This study investigated the support and benefits of early intervention (EI) in families with children with special needs. Data were gathered through a written questionnaire, ‘Family Benefits Inventory’, completed by 126 families with children with special needs supported by EI teams, with ages from six months to six years in Portugal. The global results obtained in this study allowed us to conclude that families considered that they obtained benefit from EI and received support most of the time in the different dimensions of the questionnaire. Furthermore, support given by an EI professional had a positive influence on families' perceptions regarding the benefits of EI. 相似文献
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Ana M. Morais 《British Journal of Sociology of Education》1999,20(1):37-53
This study analyzes the theory of instruction legitimized by the Ministry of Education in the present reform (1991) by comparison with the previous reform (1975), in order to find out possible changes in the teacher-student relation. The study is focused on the syllabuses of the discipline of Natural Sciences of Years 5/6 and 7, and is theoretically based on Bernstein's theory of pedagogic discourse. The results showed that there are differences between the 1975 and the 1991 reforms, which reveal a change from a more self-regulative theory of instruction to a mixed theory of instruction. This is particularly evident for Years 5/6 of schooling. 相似文献
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Luís de Miranda Correia Ana Paula Louo Martins 《Learning disabilities research & practice》2007,22(3):189-195
Although the Portuguese educational system advocates the accommodation of all students in regular schools, it has not adopted a coherent discourse that would contribute to meeting effectively the needs of students with specific learning disabilities (SLD). As such, the successive reorganizations of special education have resulted in uninformed decisions that have caused the education of students with SLD in Portugal to be, in many instances, detrimental to their academic and social growth. We describe the reality of SLD in Portugal, considering four main topics: (1) the establishment of the SLD concept, (2) the birth of a Portuguese definition of SLD, (3) the context of educational policy, and (4) the provision for students with SLD. 相似文献
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Nedjeljka Ruljancic Ana Bakliza Sandra Vuk Pisk Natko Geres Katarina Matic Ena Ivezic Vladimir Grosic Igor Filipcic 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(1)
IntroductionHigh prolactin (PRL) concentrations are found in laboratory test results of patients on majority of antipsychotic drugs. Prevalence rates and degrees of severity of hyperprolactinemia (HPRL) based on PRL concentration may depend on the presence of macroprolactin in the serum. The aim of the study was to investigate the difference between PRL concentrations before and after precipitation of macroprolactin and to examine if there were any changes in the categorization of HPRL between samples prior and after precipitation.Materials and methodsTotal of 98 female patients (median age 33; range 19-47 years) diagnosed with a psychotic disorder, proscribed antipsychotic drugs, and with HPRL were included. Total PRL concentration and PRL concentration after macroprolactin precipitation with polyethylene glycol (postPEG-PRL) were determined by the chemiluminometric method on the Beckman Coulter Access2 analyser.ResultsTotal PRL concentrations (median 1471; IQC: 1064-2016 mlU/L) and postPEG-PRL concentrations (median 1453; IQC: 979-1955 mlU/L) were significantly correlated using intraclass correlation coefficient for single measurements (mean estimation 0.96; 95%CI 0.93-0.97) and average measurement (mean estimation 0.98; 95%CI 0.96-0.99), and all investigated female patient had HPRL according to PRL and postPEG-PRL concentration. The median PRL recovery following PEG precipitation was 95; IQC: 90-100%. There was substantial agreement (kappa test = 0.859, 95% CI: 0.764-0.953) between the categories of HPRL severity based on total PRL concentrations and postPEG-PRL concentrations.ConclusionThe study demonstrated that HPRL was present in all subjects using the reference interval for total PRL concentration and postPEG-PRL concentration with no significant impact of macroprolactin presence in the serum on the categorization of patients according to severity of HPRL. 相似文献
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