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López-Crespo Ginesa Blanco-Gandía M. Carmen Valdivia-Salas Sonsoles Fidalgo Camino Sánchez-Pérez Noelia 《Education and Information Technologies》2022,27(4):5233-5248
Education and Information Technologies - The educational use of portfolios has been increasing in the last few years, especially as technology has also developed electronic versions of portfolios.... 相似文献
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孔凡洁 《河北广播电视大学学报》2014,19(5):81-84
分析当前对外汉语口语课所肩负的任务,以及其中所存在的问题。某些口语课依然存在以讲授语言点为重点,而不是侧重语言技能的训练。教学进度与练习时间冲突。在语言环境不够真实的情况下,教学方法又太过传统。在教学实践中,各任课教师集体备课,协调词汇语法教学任务。以及走出课堂,充分利用学校和社会语言环境等方法对提高口语课的实效都很有帮助。 相似文献
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Ethnic,Familial, and Religious Identity of Roma Adolescents in Bulgaria,Czech Republic,Kosovo, and Romania in Relation to Their Level of Well‐Being 下载免费PDF全文
Radosveta Dimitrova Fons J. R. van de Vijver Jitka Taušová Athanasios Chasiotis Michael Bender Carmen Buzea Fitim Uka Ergyul Tair 《Child development》2017,88(3):693-709
This study examines ethnic, national, familial, and religious identity and well‐being of 632 Roma minority and 589 majority adolescents (age: M = 15.98 years, SD = 1.34) in Bulgaria, the Czech Republic, Kosovo, and Romania. Results indicated that Roma showed lower endorsement of national identity but stronger religious identity than their majority counterparts. Path models showed positive associations of familial and religious identities with well‐being, whereas Roma identity was negatively associated with well‐being, particularly for Roma in Bulgaria and Kosovo (countries with a less active policy toward improving conditions of Roma). In the latter countries, Roma ethnic identity is less relevant and weakly associated with psychological well‐being of youth. 相似文献
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A virtual experience to strengthen students' understanding of inference in experimental design 下载免费PDF全文
María Virginia López María del Carmen Fabrizio María Cristina Plencovich 《Teaching Statistics》2018,40(3):88-93
Although our students correctly define the terms p‐value, Type I and Type II errors, they sometimes misinterpret results from real data. In this work we present an assignment intended to clear up these misconceptions. 相似文献
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One popular view of student achievement is that the quality of teaching students receive plays an important part in whether or not they do well at school. In this article we draw attention to ‘context’ as a complementary explanation, particularly regarding achievement differences between students from different socio‐economic backgrounds. In making these observations, we utilise data from one Australian secondary school located in an economically depressed rural community. Drawing on the insights of Bourdieu, our focus is on the broader social and economic influences that can adversely position students and schools, as well as work to inform the institutional stance that schools take in relation to their students. 相似文献
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Fatima E. Terrazas-Arellanes Carolyn Knox Carmen Rivas 《Cultural Studies of Science Education》2013,8(4):953-971
This paper summarizes how collaborative online projects (COPs) are used to facilitate science content-area learning for English Learners of Hispanic origin. This is a Mexico-USA partnership project funded by the National Science Foundation. A COP is a 10-week thematic science unit, completely online, and bilingual (Spanish and English) designed to provide collaborative learning experiences with culturally and linguistically relevant science instruction in an interactive and multimodal learning environment. Units are integrated with explicit instructional lessons that include: (a) hands-on and laboratory activities, (b) interactive materials and interactive games with immediate feedback, (c) animated video tutorials, (d) discussion forums where students exchange scientific learning across classrooms in the USA and in Mexico, and (e) summative and formative assessments. Thematic units have been aligned to U.S. National Science Education Standards and are under current revisions for alignment to the Common Core State Standards. Training materials for the teachers have been integrated into the project website to facilitate self-paced and independent learning. Preliminary findings of our pre-experimental study with a sample of 53 students (81 % ELs), distributed across three different groups, resulted in a 21 % statistically significant points increase from pretest to posttest assessments of science content learning, t(52) = 11.07, p = .000. 相似文献