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411.
Promoting Gypsy children's behavioural engagement and school success: Evidence from a four‐wave longitudinal study
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Pedro Rosário José Carlos Núñez Guillermo Vallejo Raquel Azevedo Raquel Pereira Tânia Moreira Sonia Fuentes Antonio Valle 《British Educational Research Journal》2017,43(3):554-571
Low schooling, high non‐attendance and school dropout rates are critical phenomena within disadvantaged groups, especially among the Gypsy community. For example, in the UK, 10%–25% of Gypsy children do not attend school regularly and have significantly higher levels of overall absence from school (percentage of half‐day sessions missed) than pupils from other ethnic groups. In Portugal, available data on Gypsy children is sparse, yet data from one geographic region of the country reports high school failure (45%) and dropout rates (15%) among this population. The present study assessed the efficacy of a four‐year intervention to promote Gypsy children's behavioural engagement and school success. Gypsy communities were contacted and 30 children participating in the four waves were randomly distributed into control and experimental groups. Every school day throughout four years, 16 children in the experimental group were called at home and invited to go to school. The effectiveness of the intervention was evaluated in four waves (at the end of each of the four school years), assessing behavioural engagement (i.e. school non‐attendance, classroom behaviour) and school achievement (i.e. mathematics achievement, student progression). Findings show the efficacy of the intervention on promoting behaviour engagement and academic success without devaluing Gypsy people's culture. 相似文献
412.
The Erasmus Programme for higher education students is supposed to play an important socio-economic role within Europe. Erasmus
student mobility flows have reached a relevant level of two million since 1987, boosted in recent years by the enlargement
of the programme to eastern countries. Thereafter, it seems that flows have staggered. In this context, the article analyses
the determinants of Erasmus student mobility establishing relevant hypotheses, which arise from the migration theory and gravity
models. A panel data set of bilateral flows for all the participating countries has been used in order to test the factors
influencing these student flows. Country size, cost of living, distance, educational background, university quality, the host
country language and climate are all found to be significant determinants. Results also reveal that there are other determinants,
like a country’s characteristics and time effects, which can affect mobility flows. Based on these findings, some general
recommendations are put forward to enhance these flows. 相似文献
413.
Carlos Maldonado 《Community College Journal of Research & Practice》2013,37(4):280-294
ABSTRACTPrevious research on remediation has examined course placement practices, but little is known about first responders and how their beliefs about proper course placements help maintain patterns in course access. This study examined how taken-for-granted racial beliefs were used as legitimate knowledge by community college counselors. Haney López’s (2000) race as commonsense theoretical perspective was used to analyze interview data from 34 counselors in 2 southern California community colleges. Data showed that counselors recreated race categories and racial hierarchy, and they did so by reinforcing beliefs about white students as intelligent and deserving higher placements and Latina/o students as comparatively lower in ability and deserving remediation. The results suggest that counselors begin institutionalizing racial sorting immediately as first-time students begin to enroll. The findings highlight the importance of racial mindfulness in policy, practice, and research. 相似文献
414.
415.
Carlos Vega Camilo Jiménez Jorge Villalobos 《Education and Information Technologies》2013,18(2):309-329
Cupi2 is a project that promotes an integral solution to problems in teaching/learning programming using a large and structured courseware, and a student-centered pedagogical model (Villalobos and Casallas 2006a; Villalobos et al. 2009a, b; Jiménez and Villalobos 2010). As a cornerstone of Cupi2, we use incremental projects intended to motivate students, and to develop high-level programming skills throughout their learning. A critical factor of these projects is that they are specially designed so that students are engaged in activities that complete a scaffold of a complete program. However, both the scaffolds and the activities needed to complete these incomplete programs must be arranged carefully by instructors in order to stress the adequate contents for students, and at the same time, to help those students acquire programming skills effectively. Jointly, scaffold versions need to comply with high quality standards, representing a high time consuming activity for instructors, and therefore, increased costs for institutions. In this paper, we describe the way we overcome these challenges using a software factory that supports the projects’ design in a scalable way. 相似文献
416.
Technology is modifying the way companies do business all over the world. The education sector is no exception; virtual education has emerged as a basic tool to satisfy the changing needs of traditional and newly incorporated students, as well as meet the new requirements of educational institutions. This article therefore tries to achieve a double objective: to analyze what drives the development of online education within the Universities of the European Union and to design a theoretical framework that permits to obtain responses to que question of why students continue their estudies at the same educational institution. Thus, first, the analysis of external factors identifies social, political and technological capacity as issues that explain the rise of e-learning within the field of European higher education. Second, the empirical work shows the design of a cause-effect model with relationships between different variables in which market orientation of Universities and usability play an important role in the future intentions of use for students. 相似文献
417.
João Carlos C. B. Soares De Mello Marcos P. E. Lins Maria Helena C. Soares De Mello Eliane G. Gomes 《European Journal of Engineering Education》2002,27(2):209-218
This paper compares the efficiency of calculus classes. Two kinds of classes are evaluated: the traditional ones and others that use computational methods in teaching. This experiment was performed at Fluminense Federal University, Niterói, Brazil, from 1998 to 2000. The emphasis of this paper is on the quantitative evaluation using two operational research tools: multicriteria decision aid methods (mainly using the MACBETH approach) and data envelopment analysis. The evaluating variables are the level at which students enter the university and the performance of the students after studying calculus. 相似文献
418.
This article deals with the determinants of artistic innovation by arts organizations. First, we define artistic innovation. Second, we review the literature on its determinants, identifying some gaps. In particular, we observe that existing research mostly focuses on macro-environmental factors and tends to ignore the role of the organizations themselves. Thus, drawing from the organizational literature on innovation we formulate testable propositions that relate organizational factors to artistic innovation. We hope that our focus on organizational factors contributes to a more comprehensive framework on the determinants of artistic innovation in particular and programming in general. 相似文献
419.
Niaz Mansoor Abd-El-Khalick Fouad Benarroch Alicia Cardellini Liberato Laburú Carlos E. Marín Nicolás Montes Luis A. Nola Robert Orlik Yuri Scharmann Lawrence C. Tsai Chin-Chung Tsaparlis Georgios 《Science & Education》2003,12(8):787-797
This commentary is a critical appraisal of Gil-Pérez et al.'s (2002) conceptualization of constructivism. It is argued that the following aspects of their presentation are problematic: (a) Although the role of controversy is recognized, the authors implicitly subscribe to a Kuhnian perspective of `normal' science; (b) Authors fail to recognize the importance of von Glasersfeld's contribution to the understanding of constructivism in science education; (c) The fact that it is not possible to implement a constructivist pedagogy without a constructivist epistemology has been ignored; and (d) Failure to recognize that the metaphor of the `student as a developing scientist' facilitates teaching strategies as students are confronted with alternative/rival/conflicting ideas. Finally, we have shown that constructivism in science education is going through a process of continual critical appraisals. 相似文献
420.
Rodrigo Ramírez-Campillo Marcelo Vergara-Pedreros Carlos Henríquez-Olguín Cristian Martínez-Salazar Cristian Alvarez Fábio Yuzo Nakamura 《Journal of sports sciences》2016,34(8):687-693
In a randomised controlled trial design, effects of 6 weeks of plyometric training on maximal-intensity exercise and endurance performance were compared in male and female soccer players. Young (age 21.1 ± 2.7 years) players with similar training load and competitive background were assigned to training (women, n = 19; men, n = 21) and control (women, n = 19; men, n = 21) groups. Players were evaluated for lower- and upper-body maximal-intensity exercise, 30 m sprint, change of direction speed and endurance performance before and after 6 weeks of training. After intervention, the control groups did not change, whereas both training groups improved jumps (effect size (ES) = 0.35–1.76), throwing (ES = 0.62–0.78), sprint (ES = 0.86–1.44), change of direction speed (ES = 0.46–0.85) and endurance performance (ES = 0.42–0.62). There were no differences in performance improvements between the plyometric training groups. Both plyometric groups improved more in all performance tests than the controls. The results suggest that adaptations to plyometric training do not differ between men and women. 相似文献