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351.
Raquel Casado-Muñoz Fernando Lezcano-Barbero M. Esther Baños-García 《International Journal of Inclusive Education》2019,23(5):532-545
ABSTRACTThe administration of the Spanish State is based on a decentralised model consisting of 17 autonomous regions. Castilla y León represents the largest region in Spain and the third largest in the European Union. Our analysis of both national and regional (Castilla y León) legislation on the rights of children and youth with Specific Needs of Educational Support (SNES) to participate in education suggests that the relevant legislation incorporates the minimum standards proposed by various international organisations (UNCRC, UNCRPD). Nevertheless, socio-educational organisations and researchers report limitations and setbacks to the participation of children and young people in Castilla y León, which especially impact on children with SNES: no representation on Primary and Special Education School Boards, socio-economic segregation at some schools, and scarce social participation with disadvantages for girls and other vulnerable groups. In view of these challenges, we set out to ascertain the impact of legislation on the rights of children, by listening to the voices of children with SNES. Our research, a replication of a British project, is adapted to our region. We expect to perform comparative analyses, to learn from other examples of good practice, and to offer innovative proposals for international implementation and dissemination. 相似文献
352.
Professional Development of Physics Teachers in an Evidence-Based Blended Learning Program 总被引:1,自引:0,他引:1
Hana Berger Bat-Sheva Eylon Esther Bagno 《Journal of Science Education and Technology》2008,17(4):399-409
The present study examined continuity of learning between face-to-face and online environments in a “blended” professional
development program designed for 16 physics teachers. The program had nine face-to-face meetings as well as continuous online
exchanges between them through a website. The program focused on “knowledge integration” (KI) innovative activities in physics
classes using an “evidence-based” approach: The teachers implemented the activities, collected and analyzed data about their
practice and their students’ learning, and reflected on the evidence with their peers. Five reflective tools were used to
promote continuity: Your Comments, Hot Polls, Smashing Sentences, Hot Reports, and Mini Research. Continuity was assessed with regard to the ideas discussed by the teachers and the reasoning patterns that they employed.
Analysis of the online exchanges in relation to teachers’ face-to-face discourse revealed that the teachers discussed the
same ideas (KI, evidence and learner-centered pedagogies), employed the same reasoning patterns (e.g., forming generalizations),
and extended ideas in re-visitation. The online and face-to-face environments played different and complementary roles in
the teachers’ learning. This study shows that appropriate use of an online environment in a blended program can lead to a
continuous course of learning and can transform a “9 once-a-month-meetings” workshop into a “9-month” workshop. 相似文献
353.
354.
Esther de Groot B. A. M. van den Berg M. D. Endedijk P. van Beukelen P. R. J. Simons 《Vocations and Learning》2011,4(1):41-62
Informal learning communities in which participants show critically reflective work behaviour (CRWB) have the potential to
support lifelong learning. In practice this behaviour does not always occur in groups of autonomous professionals. This study
explores design principles (DPs) that could act as social affordances for CRWB, within the context of healthcare professionals.
From the literature, 28 DPs were deduced. In an online Delphi study, 12 experts gave their opinions about these. To explore
strategies for implementation of these DPs, a face-to-face expert discussion meeting was organized. The Delphi study resulted
in a subset of 13 DPs considered to be relevant for CRWB. Some of the design principles were confirmed or reformulated, others
were considered to be unimportant. Exploration of strategies for implementation confirmed the importance of having moderators
from within the group. The results of this study, combining issues of design and implementation, could contribute to the discussion
about the support and set-up of learning communities for autonomous professionals. A framework for behavioural change is considered
that could help to understand why these DPs should influence participants’ interaction. 相似文献
355.
Anna Meijer Marsh Königs Petra J.W. Pouwels Joanne Smith Chris Visscher Roel J. Bosker Esther Hartman Jaap Oosterlaan 《Child development》2022,93(4):e412-e426
Recent evidence suggests that cardiovascular fitness and gross motor skill performance are related to neurocognitive functioning by influencing brain structure and functioning. This study investigates the role of resting-state networks (RSNs) in the relation of cardiovascular fitness and gross motor skills with neurocognitive functioning in healthy 8- to 11-year-old children (n = 90, 45 girls, 10% migration background). Cardiovascular fitness and gross motor skills were related to brain activity in RSNs. Furthermore, brain activity in RSNs mediated the relation of both cardiovascular fitness (Frontoparietal network and Somatomotor network) and gross motor skills (Somatomotor network) with neurocognitive functioning. The results indicate that brain functioning may contribute to the relation between both cardiovascular fitness and gross motor skills with neurocognitive functioning. 相似文献
356.
In this article, we share the vernacular literacy practices of a sixth grade students in Mexico City. From a sociocultural, ethnographic perspective and based on the contributions of the sociolinguistics of mobility and funds of knowledge, we describe the experiences and knowledge that children bring with them from home and the community to school, to write and read texts on their own during class. The findings show how they appropriate literacy practices to provide meaning to their reading and writing through the relationship between school and everyday literacy and the continuum between their oralities and literacies. Children construct literacy according to their day-to-day experiences, in and out of the classroom, and embed their literacy practices within their funds of knowledge developed at home with their families. Based on these findings, we question the significance and quintessential role that has been attributed to the school in the teaching of reading and writing, as well as the prevalence of individualistic and rigid approaches to the teaching of reading and writing. 相似文献
357.
Jeffery H. Marshall Claudia R. Aguilar Mario Alas Renán Rápalo Castellanos Levi Castro Ramón Enamorado Esther Fonseca 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(1):51-77
Honduras has made steady progress in expanding post-primary school coverage in recent years, but many rural communities still do not provide a middle (lower secondary) school. As a result, Honduras has implemented a number of middle school alternative programmes designed to meet the needs of at-risk populations throughout the country. This article analyses dropout in three of the four main alternative lower secondary school programmes in Honduras over a three-year period for a cohort of roughly 5,500 students. The results show that these programmes are indeed reaching a vulnerable population in the country, but dropout rates are generally very high – upwards of 50 per cent in some cases – between Grades 7 and 9. Furthermore, even in the control school comparison samples made up of formal lower secondary schools, about 25 per cent of children leave school between Grades 7 and 9. The authors’ analysis includes propensity score matching (PSM) methods that make more focused comparisons between students in alternative programmes and control samples. These results show that dropout rates in alternative programmes are not much different than in control schools, and only significant in one programme comparison, when taking into account family background characteristics like socioeconomic status (SES). Multivariate analysis within alternative programme samples finds that attrition is lower in those learning centres which have adopted key features of formal schools, such as university-educated teachers. The results highlight the tremendous variation in the alternative middle school sector in terms of programme features, school quality and student outcomes, as well as the challenges of expanding this sector to meet the growing demand for lower secondary schooling in Honduras. 相似文献
358.
Pessia Tsamir Dina Tirosh Esther Levenson Michal Tabach Ruthi Barkai 《Journal of Mathematics Teacher Education》2014,17(1):61-83
This article describes a study that investigates preschool teachers’ knowledge of their young students’ number conceptions and the teachers’ related self-efficacy beliefs. It also presents and illustrates elements of a professional development program designed explicitly to promote this knowledge among preschool teachers. Results indicated that teachers’ knowledge of students’ number conceptions improved and that their related self-efficacy increased. Furthermore, prior to participating in the programs, a significant negative correlation between knowledge and self-efficacy was reported. However, no significant correlation was found after the program. 相似文献
359.
Haviland MG Sonne JL Anderson DL Nelson JC Sheridan-Matney C Nichols JG Carlton EI Murdoch WG 《Child abuse & neglect》2006,30(6):589-598
OBJECTIVE: To explore the relationships between psychological symptoms and thyroid hormone levels in adolescent girls who had experienced the traumatic stress of sexual abuse. METHOD: The study design was cross-sectional/correlational. Subjects (N=22; age range=12-18 years) had their blood drawn, and they completed 2 psychological tests (depression and general distress/posttraumatic stress disorder [PTSD]). A pediatrician completed a sexual abuse questionnaire after reviewing law enforcement and Child Protective Services reports and conducting forensic interviews and medical examinations. RESULTS: Girls' average free T4, total T4, free T3, total T3, and TSH levels were within age-specific laboratory reference range limits, as were most individual concentrations. The strongest correlations (p<.05) were between free T3 and PTSD total score (-.50), PTSD-avoidance/numbing (-.49), and general distress (-.48); and between total T3 and depression (-.46), general distress (-.45), and PTSD-arousal (-.44). CONCLUSIONS: Our findings support one of the two contemporary models of the relationships between thyroid hormones (i.e., free and total T3) and psychological symptoms (i.e., depression, general distress, and PTSD)--one of "shutting down" (vs. "activation") in the face of trauma. 相似文献
360.
Esther Burkitt 《教育心理学》2018,38(1):75-98
The present study assessed concordance between child reported and adult observed strategies to depict single and mixed emotion in the same human figure drawings. 205 children (104 boys, 101 girls) aged 6 years 2 months to 8 years 3 months formed two age groups (6 years 2 months–7 years 2 months and 7 years 3 months–8 years 3 months) across two conditions drawing either themselves or another child. They heard vignettes designed to elicit single and mixed emotion and drew a baseline drawing, counterbalanced happy and sad, and a mixed emotion drawing. Categories of children’s verbal reports and adults’ observations were similar with some variation of use by condition, age group and emotion type. Mixed emotion strategies were more similar to those observed and reported in happy drawings. Findings are discussed in relation to a framework theory of art and social display rules. 相似文献