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471.
Eva Argente-Linares M. Carmen Pérez-López Celia Ordóñez-Solana 《Mentoring & Tutoring: Partnership in Learning》2016,24(5):399-414
The need of a guided and supervised learning has become the cornerstone of the new model of higher education. One response to such need has been the introduction of mentoring programs to facilitate student learning and to provide guidance. In this way, the main aim of our study is to determine the extent to which the implementation of information technology (IT) into a traditional mentoring program, improves students’ global satisfaction, and therefore its effectiveness. A survey was conducted of program participants’ overall satisfaction with the mentoring and also with each of the activities carried out. We concluded that the inclusion of IT in a traditional (face-to-face) mentoring model increases overall student satisfaction with the program, and thus its effectiveness. The findings obtained can serve as a resource to clarify the importance of educational interventions in the field of student guidance, to design new mentoring programs and to improve existing ones. 相似文献
472.
In our continuously changing society, a need for updating one’s skills and knowledge puts pressure on safeguarding the labour
market position of low-qualified employees. However, prior research and official statistics show that employees with a lower
level of education tend to participate less in training than highly-educated individuals. This limited participation is associated
with employers offering fewer opportunities to low-qualified employees, but also with the fact that low-qualified employees
themselves might be less willing to participate. In other words, their learning intentions are assumed to be weaker and more
restricted than the learning intentions of highly-educated employees. The article reports on a quantitative survey research
on the learning intentions of 406 low-qualified employees. The results showed that employees who participated in formal job-related
learning activities during the last 5 years had a stronger learning intention than those who did not. Next, the results of
the stepwise regression showed that self-directedness, financial benefits, self-efficacy, and autonomy were significant positive
predictors of the learning intentions of low-qualified employees. Also, the limited number of possibilities or opportunities
to learn was not significant. The results indicated that a learning intention can lead towards the participation in learning
activities, but participation is not merely initiated by offering opportunities for learning. Organisational aspects such
as job autonomy and financial benefits can stimulate the learning intention of an employee. Finally, regarding the socio-demographic
variables, only limited differences were found. In short, employees with no educational qualifications and a full-time contract
had the lowest intention to learn. 相似文献
473.
In Continuous Education curricula in Spain, the programs on sciences of the environment are aimed toward understandings of
sustainability. Teaching practice rarely leaves the classroom for outdoor field studies. At the same time, teaching practice
is generally focused on examples of how human activities are harmful for ecosystems. From a pedagogic point of view, it is
less effective to teach environmental science with negative examples such as catastrophe, tragedy, and crisis. Rather, teaching
environmental sciences and sustainable development might be focused on positive human-environment relationships, which is
both important for the further development of students and educators. Within rural settings, there are many such examples
of positive relationships that can be emphasized and integrated into the curriculum. In this article, we propose teaching
environmental sciences through immersion in rural cultural life. We discuss how fieldwork serves as a learning methodology.
When students are engaged through research with traditional cultural practices of environmental management, which is a part
of the real and traditional culture of a region, they better understand how positive pedagogy instead of pedagogy structured
around how not-to-do examples, can be used to stimulate the interactions between humans and the environment with their students.
In this way, cultural goods serve as teaching resources in science and environmental education. What we present is authentic
cases where adults involved in a course of Continuous Education explore ‘environmentally-friendly’ practices of traditional
agriculture in Asturias (north of Spain), employing methodologies of cultural studies. 相似文献
474.
In this study, we explore what happens to young people labelled as having attention deficit hyperactivity disorder (ADHD) after they have been excluded from mainstream class and placed in a special class. More specifically, we focus on how a specific disability identity is locally accomplished and ascribed to a girl placed in an ADHD class containing only boys. Data are drawn from the communication books that regularly passed between the parents and teachers, and from ethnographic work in a special class for children aged 7–12 years diagnosed with ADHD, during a period of one school year. We draw on ethnomethodology, especially membership categorisation analysis, when investigating unfolding trajectories of shifting identifications during a school year. The detailed analysis reveals that the girl is accomplished as capable of managing her life in school at the beginning of the year, but by the end is constructed as disabled and identified as a typical ADHD girl in very subtle ways in the teacher's communication with the parents. Furthermore, our analysis highlights how the process of exclusion and social identification of the girl as a typical ADHD girl is mutually constructed and achieved across classroom activities in everyday schooling contexts. 相似文献
475.
476.
This article features a stress management approach that is becoming increasingly influential in schools: mindfulness-based stress reduction. The authors describe what it is, provide research-based evidence of its usefulness, and highlight mindfulness resources that educators can use to manage stress and improve their well-being (including coursework, daily practices, books, apps, and online audio recordings). 相似文献
477.
In this paper we address the problem of coarse synchronization of ultra wideband signals in the dense multipath channel, following the widely used hypothesis testing approach in which the uncertainty region for the timing offset is divided into a certain number of cells. We propose a novel strategy for the search of the correct cells, within the constant increment perspective. We show that under a simple model the proposed strategy achieves practically the minimum possible mean acquisition time, independently of the length of the channel impulse response, as opposed to previous constant increment approaches. A comparative analysis of the proposed strategy and another convenient one reveals that, strictly speaking, none of them can be considered optimum from the point of view of the mean acquisition time. The proposed method is advantageous from the point of view of computational complexity in the general case. Simulations with a realistic channel model confirm that the proposed strategy is very appropriate for the problem of coarse synchronization of UWB signals. 相似文献
478.
Although much is known about what precedes emotional distress, less is known about what follows such distress. The goal of this research was to examine the process by which emotional distress contributes to competence estimation. Children 9 to 13 years of age in fourth through sixth grade (N = 932) participated in a 3-wave longitudinal study spanning 12 months. Their emotional distress, views of themselves and their world, and competence estimation were assessed. Emotional distress predicted negative beliefs about the self and the world over time; these beliefs in turn predicted decrements in competence estimation over time. Negative views of the self and the world mediated the path from emotional distress to competence underestimation. The findings suggest that the experience of emotional distress has negative implications for children's development. 相似文献
479.
Marjatta Takala Eva Silfver Yvonne Karlsson Minna Saarinen 《Scandinavian Journal of Educational Research》2020,64(3):313-332
ABSTRACTThe purpose of this study was to investigate the different support systems used by teachers in compulsory education. Class and subject teachers and special educators from Finland (N?=?57) and Sweden (N?=?57) participated in the study, in which both qualitative and quantitative methods were used. Participants completed an electronic questionnaire to identify the supports and methods they use when working with pupils who have special educational needs. The findings indicate both similarities and differences between the two countries. One of the most common forms of support was individualisation, including pedagogical modifications. Methods of supporting academic skills such as reading differed from those used to support behavioral issues. Positive pedagogy and structuring the environment were used ways of supporting pupils with behavioral challenges. Results for both countries are compared and support needs are discussed. 相似文献
480.
The importance of shared environment in mother-infant attachment security: a behavioral genetic study 总被引:1,自引:0,他引:1
Bokhorst CL Bakermans-Kranenburg MJ Fearon RM van IJzendoorn MH Fonagy P Schuengel C 《Child development》2003,74(6):1769-1782
In a sample of 157 monozygotic and dizygotic twins, genetic and environmental influences on infant attachment and temperament were quantified. Only unique environmental or error components could explain the variance in disorganized versus organized attachment as assessed in the Ainsworth Strange Situation Procedure. For secure versus nonsecure attachment, 52% of the variance in attachment security was explained by shared environment, and 48% of the variance was explained by unique environmental factors and measurement error. The role of genetic factors in attachment disorganization and attachment security was negligible. Genetic factors explained 77% of the variance in temperamental reactivity, and unique environmental factors and measurement error explained 23%. Differences in temperamental reactivity were not associated with attachment concordance. 相似文献