Teacher preparation for equitable access through the integration of TESOL standards,multiple intelligences and technology

Abstract

Schools need teachers who can provide English language learners with equal access to academic content and to information technologies. The authors propose that the integration of standards in TESOL (teaching English to speakers of other languages), the theory of multiple intelligences (MI) and technology can provide an equitable education, support learning differences and develop English language skills across the curriculum. The authors suggest how the integration of TESOL standards, MI theory and technology can become a part of pre-service teacher education and discuss some of the challenges to transferring this integration into the classroom     

Media Consumption and Public Connection: Toward a Typology of the Dispersed Citizen

This paper explores the nature and extent of citizens’ connection to public space through media consumption. It reports on a study of data from two qualitative sources: panel responses and individual in-depth interviews. The authors’ findings are, first, that people's media consumption and forms of public connection may be significantly constrained by limitations on their time—not just objectively, but also subjectively (their sense of lacking time to use media or pursue information). Second, such is the complexity of how people think about their public connection that research methodologies must be sensitive to the details of people's reflexivity, while enabling effective typologies of the positions people take up in thought and practice. Third, such research may reveal not a consensus, but instead a range of incompatible framings of whether public connection matters and how it can be achieved. Research should aim, therefore, not at a redefinition of something as unified as “civic culture,” but rather at tracking the hetereogeneity of the “dispersed citizen.”     

Patterns of accelerometer-derived sedentary time across the lifespan

ABSTRACT

We aimed to describe ST and its patterns on a national level. A hip-worn accelerometer (ActiGraph GT1M) was used to collect data during waking hours from 4575 Portuguese’ participants from 2007–2009 (2683 females) aged 10–102 years old. Data was presented by sex, in 5-years age intervals, and by adolescents (n=2833), adults (n=1122), and older adults (n=620). Lambda-mu-sigma (LMS) smoothed percentile curves were estimated. Girls, women, and older women spent 61, 57, and 64% of wear time in ST, respectively. In males, ST represented 57, 60, and 62% of wear time respectively for boys, men, and older men. Comparing to other age groups, older adults spent a larger amount of ST in bouts ≥30-min (women: 33%, men: 39% of total ST). The number of breaks/ST hour were: 10.6 in girls, 11.7 in women, and 9.6 in older women. In males, the number of breaks/ST hour were: 11.2, 10.5, and 8.5 for boys, men, and older men. In conclusion, ST was not consistently higher at older ages. Instead, we found that the potential critical moments in which ST may be higher are during adolescence and in the transition from adulthood into older adulthood, which represents critical periods for interventions.     

The National Student Survey: validation in Portuguese medical students

The UK National Student Survey (NSS) is a sound and widely used instrument for assessing students’ academic experiences. We aimed to translate the NSS for Portuguese students and to validate the instrument in a sample of medical undergraduates. The research team translated and adapted the NSS for Portuguese students (NSS-P). The survey was administered on an online platform to 1,256 final-year students at eight Portuguese medical schools. A total of 329 medical students (69.9% female) replied to the NSS-P, a response rate of 26.2%. Confirmatory factor analysis showed that the original six-factor structure had an adequate fit to the data. Adequate internal consistency was observed for all the subscales. Medium to large correlations were found among all the subscale scores and between the subscale scores and the students’ overall satisfaction. Multiple regression showed that the scores on the Teaching, Organization and Management and Personal Development subscales significantly predicted the students’ overall satisfaction. Approximately 64% of the students reported being satisfied with the quality of their courses. Significant differences among the medical schools in their NSS-P scores were found. The NSS-P is a valid and reliable measure for assessing medical students’ perceptions of academic quality.     

Altering the model: the challenge of achieving inclusion

Besides “inclusion” meaning incorporation within the education system, there is also “inclusion” signifying the incorporation of knowledge, two distinct processes which went hand-in-hand to start with but which, as education systems expanded, have begun to drift apart. While the population as a whole, including the more deprived sectors, has improved its educational level over past decades, in more recent times there has been little to show for the considerable efforts made. It is as if the process had reached a ceiling, owing to practices of educational marginalization that are so embedded that they perpetually recreate themselves. The education system has lost its bearings because a new approach is needed with the emergence of the information and communication society, which implies a new definition of knowledge, cut off from its origins. The idea of “including” must also be a key notion in relation to the search for a fairer, more democratic society. This implies developing a number of viewpoints or fundamental attitudes when we consider inclusive education. There is the ideological/political point of view—which means developing the ideal of justice and democracy within the framework of education as a right; the epistemological aspect—which entails supporting the new educational approach in the very latest developments of the theory of complexity; the pedagogical aspect—which entails adopting the advances made in the new learning sciences in order to develop a new “technology of educational production” (didactics) that will guarantee the entire population’s ability to reason; and the institutional point of view—which requires reviewing the notion of a “school system” and incorporating other institutional spaces by considering the whole of society as offering potential “learning environments”.

开封学生反蒋迎解放的斗争

解放战争时期,河南省府开封市的各校学生积极投入到了反对外国干涉和国民党反动统治的斗争中,汇入了全国人民的斗争洪流当中,在中国现代学运史上写下了光辉的一页.     

在体育课堂设计中实施素质教育的探讨

“学校教育要树立健康第一的指导思想“,这就要求学校体育必须深化教学改革,全面实施素质教育.素质教育的主阵地是课堂教学,而课堂教学的关键是课堂设计,因此,掌握课堂设计中的目标、内容、主体及教法等问题,使学生身心智能全面协调发展,增强体育意识和能力,为体育事业奠定基础.     

The scientific heritage of Portuguese secondary schools: a historical approach

Portuguese schools hold important collections, most organised in the late nineteenth and early twentieth centuries. This scientific heritage, however, is still to be discovered. This article focuses on the creation, development, and role of natural history collections in Portuguese secondary schools, between the second half of the nineteenth century and the early twentieth century, that is, before and after the introduction of laboratory-based teaching in science education. Material culture is thus used to expand the current narrative of science teaching in Portugal, by tracking these kinds of collections. Contrary to the current view on science teaching in Portuguese secondary education, in this article I argue that by focusing on collections, and more generally on the material culture of secondary schools, a new picture emerges that contradicts the traditional discourse emphasising the scarcity of appropriate school buildings, infrastructure, and equipment. A brief overview of the current state of Portuguese natural history teaching collections is also provided, drawing attention to their vulnerability, given the absence of a general policy or guidelines orienting its conservation.     

A novel actuation method of transporting droplets by using electrical charging of droplet in a dielectric fluid

We evaluate the feasibility of manipulating droplets in two dimensions by exploiting Coulombic forces acting on conductive droplets immersed in a dielectric fluid. When a droplet suspended in an immiscible fluid is located near an electrode under a dc voltage, the droplet can be charged by direct contact, by charge transfer along an electrically conducting path, or by both mechanisms. This process is called electrical charging of droplet (ECOD). This charged droplet may then be transported rapidly by exploiting Coulombic forces. We experimentally demonstrate electrical actuation of a charged droplet by applying voltage sequences. A charged droplet is two dimensionally actuated by following the direction of the electrical field signal. The droplet does not contact the surface of the microfluidic chip when it moves. This characteristic is very advantageous because treatments of the substrate surfaces of microfluidic chip become simpler. In order to test the feasibility of using ECOD in a droplet-based microreactor, electrocoalescence of two oppositely charged droplets is also studied. When two droplets approach each other due to Coulombic attraction, a liquid bridge is formed between them. We postulate that if the applied electric field is weaker than a certain critical level, the two droplets coalesce instantaneously when the charges are exchanged and redistributed through this liquid bridge.