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911.
In this study we compare the distribution of parental educational styles and the scores reported both by parents and students for various family characteristics (acceptance, control, involvement, and expectations) and socio‐demographic factors (socio‐economic status, family structure, number of children, and order of birth of the children) in a group of adolescents with normal achievement (n?=?105) and in a group which present low achievement (n?=?205). Likewise, we examine which variables best predict academic achievement in the two groups and of adolescents. The results indicate differences in the distribution of parental styles in the two groups for the majority of the variables analysed. We also observed a differential pattern in the prediction of academic success. In the group of adolescents with normal academic achievement, socio‐demographic variables better predict achievement; for students with low achievement, family variables play a more important role in predicting achievement. 相似文献
912.
913.
Basic to the struggle for educational equity and academic achievement is the role of the teacher. Central to how a teacher's role is enacted is the preparation a teacher receives, largely defined by teacher certification standards and impacted by legislation such as Proposition 227. In California, where one of four students enrolling in school is an English language learner, and 90% of the teachers are monolingual English speakers, the preparation prospective teachers receive becomes glaringly critical. This article examines how the anti-immigrant legislation affects teacher (mis)preparation by forcing teachers to regress to passive roles emphasizing standards-driven, technical, one-size-fits-all approaches in addressing the complex educational needs of English language learners. A bilingual teacher educator shares her attempts to humanize the teacher's role by engaging her students in critical examinations of schooling and their role as teachers. 相似文献
914.
The research presented in this article concerns la Agencia Española de Cooperación Internacional (Spanish Agency for International Cooperation—AECI) and its growing presence in Latin America since the late 1990s. The aim is to evaluate the transformative potential that bilateral funding can have on educational reform in the region. The article starts with a brief history of Spain’s past and present strategies for educational initiatives in Latin America, and then it focuses on three of AECI’s successful projects: basic and adult literacy; gender mainstreaming in development projects; and multicultural and bilingual education. The article explains the effectiveness of Spanish-sponsored projects in Latin America and compares their strategies with those of other bilateral and multilateral donors, such as PREAL. The article concludes by analysing multi-sectoral development efforts that are the foundation of educational strategies sponsored with Spanish funds, based on the grounds that elimination of poverty will not result from projects that focus exclusively on the individual or the family, but rather from those at the community level. AECI’s efforts are directed at cultivating internal capacities already present in the communities through training human resources and deploying financial resources. 相似文献
915.
Isabel Hilliger Margarita Ortiz-Rojas Paola Pesántez-Cabrera Eliana Scheihing Yi-Shan Tsai Pedro J. Muñoz-Merino Tom Broos Alexander Whitelock-Wainwright Dragan Gašević Mar Pérez-Sanagustín 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):915-937
In Latin American universities, Learning Analytics (LA) has been perceived as a promising opportunity to leverage data to meet the needs of a diverse student cohort. Although universities have been collecting educational data for years, the adoption of LA in this region is still limited due to the lack of expertise and policies for processing and using educational data. In order to get a better picture of how existing data-related practices and policies might affect the incorporation of LA in Latin American institutions, we conducted a mixed methods study in four Latin American universities (two Chilean and two Ecuadorian). In this paper, the qualitative data were based on 37 interviews with managers and 16 focus groups with 51 teaching staff and 45 students; the quantitative data were collected through two surveys answered by 1884 students and 368 teachers, respectively. The findings reveal opportunities to incorporate LA services into existing data practices in the four case studies. However, the lack of reliable information systems and policies to regulate the use of data imposes challenges that need to be overcome for future LA adoption. 相似文献
916.
Mercedes García Victoria Sánchez Isabel Escudero Salvador Llinares 《Journal of Mathematics Teacher Education》2007,9(2):109-128
This paper addresses issues linking research in student teacher learning with reflection on practice in mathematics teacher
education. From a situated perspective on learning and practice, we explore our own practice as teacher educators while researching
student teacher learning in our classrooms. We describe a study on student teacher learning, considering student teacher learning
as a “process of becoming”, and how the results of this research have affected our development as mathematics teacher educators
and members of a community of inquiry. Our work shows how in the mathematics teacher education context the relationship between
theory and practice becomes an element of both teacher educator and researcher development. 相似文献
917.
Samuel García Jr. 《International journal of qualitative studies in education》2018,31(8):726-746
AbstractThis article documents the emergence of a Mexican-American political consciousness in a Central Texas Community and the efforts to dismantle decades of inequitable, exclusionary educational policies and practices. We take readers into a community on the verge of profound change by exploring primary historical data and situating the voices of community leaders in a historical context. We employ a theory of change framework (RASPPA) to chronicle a community’s response to macro-level societal changes. To understand the need for Mexican-American activism in Central Texas, we providing a survey of literature that chronicles Mexican-American experience in Texas. This is a story about a community realizing its political capacity and leveraging its own agency for change. We take a walk-through history and use place, race, identity and courage to inform a new vision for educational equity. 相似文献
918.
Paz Suárez-Coalla Nerea Villanueva Soledad González-Pumariega María González-Nosti 《Infancia y Aprendizaje》2016,39(2):275-311
In addition to reading difficulties, a significant proportion of developmental dyslexics have spelling problems, which persist into adulthood. Studies carried out in languages with opaque orthographies have found that dyslexics frequently make phonological substitutions when spelling and have difficulties in developing orthographic representations of irregular words. Those errors seem to derive from an excessive use of phonological codes when writing. Minimal research in Spanish (relatively transparent orthography) about the relationship between dyslexia and spelling difficulties has been carried out to date. In this study, 19 Spanish-speaking developmental dyslexics (from 7 to 11 years old) and 28 controls (from 6 to 11 years old, distributed in two groups, one matched for age and the other for reading level with the dyslexics) performed a dictation task of 80 stimuli with different levels of orthographic consistency, in order to discover the codes they use in the writing process. Results showed that Spanish children with dyslexia made significantly more spelling errors, especially among the ruled and irregular words. These findings are consistent with the idea that these children have difficulties in developing orthographic representations and use phonological codes more frequently than non-dyslexics, resulting in phonologically plausible errors when writing irregular words. These results have important implications for the treatment of spelling difficulties in children with dyslexia, highlighting the need to focus on the correct acquisition of grapheme-phoneme conversion rules as well as the development of appropriate orthographic representations. 相似文献
919.
采用状态空间平均法建立了单端反激式开关电源的状态空间平均模型 ,并对其稳态及低频小信号特性进行了研究 ,可用于这类电源的稳定性分析 相似文献
920.
Bayram Cotu Alipaa Ayas Mansoor Niaz Suat ünal Muammer ?alik 《Journal of Science Education and Technology》2007,16(6):524-536
The objective of this study was to construct a teaching strategy for facilitating students’ conceptual understanding of the
boiling concept. The study is based on 52 freshman students in the primary science education department. Students’ ideas were
elicited by a test consisting of nine questions. Conceptual change strategy was designed based on students’ alternative conceptions.
Conceptual change in students’ understanding of boiling was evaluated by administering a pre-, post- and delayed post-test.
The test scores were analysed both by qualitative and quantitative methods. Statistical analysis using one-way ANOVA of student
test scores pointed to statistically significant differences in the tests and total scores (p < 0.05). Quantitative analysis of students’ responses on each test revealed different schema about changing their knowledge
system. Both qualitative and quantitative analyses suggest that the teaching activities facilitated students’ conceptual understanding.
No statistically significant differences were found between post-test and delayed post-test scores, suggesting that the teaching
strategy enabled students to retain their new conceptions in the long-term memory. 相似文献