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81.
Maria Isabel Pomar 《Curriculum Journal》2017,28(2):176-189
The paper we present is a biographical qualitative study on the school experience and its repercussions on the lives of young people. The paper has two aims: (1) to understand the repercussions of school experiences on the construction of personal identity, and (2) to incorporate the voices of alumni into a reflection on the present and future challenges facing primary education. The study is framed by the movement known as student voice. For this purpose, the interpretations ex-students were collected through in-depth interviews. The conclusions reveal the persistent effects of the school experience over the years as young people establish a sense of identity. The young people explain the attitudes and abilities that make up their way of living, and they relate this to what they learned in their early childhood and primary education. 相似文献
82.
Isabel Rots Antonia Aelterman Geert Devos Peter Vlerick 《Teaching and Teacher Education》2010,26(8):1619-1629
This two-wave survey study aimed at testing a hypothetical model of teacher education graduates’ decisions about whether or not to take a teaching position upon graduation. The model focuses on the relationship between teacher education and graduates’ choice on job entrance. Using path analysis and logistic regression, this model was tested in a sample of student teachers (n = 436), subsequently graduates (n = 251) of teacher training for secondary education. The results validate the relationship between teacher education variables and nearly graduates’ intention to enter the teaching profession. Furthermore, this intention proves an imperative predictor of graduates’ actual entrance. 相似文献
83.
Ghasemy Majid Sirat Morshidi Rosa-Díaz Isabel María Martín-Ruiz David 《Educational Research for Policy and Practice》2021,20(3):367-393
Educational Research for Policy and Practice - This study aims at testing a few tenets of affective events theory (AET) from a predictive perspective in the context of Malaysian private higher... 相似文献
84.
Lonnie Zwaigenbaum Susan E. Bryson Jessica Brian Isabel M. Smith Lori Sacrey Vickie Armstrong Wendy Roberts Peter Szatmari Nancy Garon Tracy Vaillancourt Caroline Roncadin 《Child development》2021,92(3):1187-1198
The objectives were to characterize behavioral signs of autism spectrum disorder (ASD) in younger siblings of diagnosed children (high-risk; HR) and examine classification features of the Autism Observation Scale for Infants (AOSI). Participants (501 HR and 180 low-risk [LR]) were assessed between 6 and 18 months using the AOSI and at age 3 for ASD diagnoses. Total AOSI scores differentiated HR infants later diagnosed with ASD starting at 12 months. ROC analyses identified 12- and 18-month cutoff scores associated with 0.52 sensitivity and 0.74 specificity and 0.73 sensitivity and 0.65 specificity, respectively. Although classification accuracy does not support use as a standalone screen, the AOSI identifies features associated with ASD starting at 6 months and differentiates HR infants with ASD by 12 months. 相似文献
85.
Learning paths in synthesis writing: Which learning path contributes most to which learning outcome?
Mateos Mar Rijlaarsdam Gert Martín Elena Cuevas Isabel Van den Bergh Huub Solari Mariana 《Instructional Science》2020,48(2):137-157
Instructional Science - This paper presents a secondary analysis of data collected during an intervention study in which students learnt to synthesise pairs of texts presenting opposite views on... 相似文献
86.
Isabel Buil Sara Catalán Eva Martínez 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):428-439
Flow is a state of total absorption and concentration in an activity that is desirable for students, as it enhances the learning experience. Due to the importance of flow for learning, this research investigates the influence of three flow preconditions—namely balance of skill and challenge, feedback and goal clarity—on students' flow, operationalized as heightened concentration, sense of control and autotelic experience, while using clickers—a type of polling device. The study also explores the impact of concentration, sense of control and autotelic experience on students' perceived learning and satisfaction. Based on a survey of 204 undergraduate students who use clickers in the classroom, the findings show that balance of skill and challenge has a positive influence on students' concentration, sense of control and autotelic experience. Both feedback provided by clickers and goal clarity have a positive influence on concentration and sense of control, but do not influence the autotelic experience. Findings also corroborate the positive impact of concentration and sense of control experienced by students on perceived learning. Finally, autotelic experience predicts both perceived learning and satisfaction. 相似文献
87.
This article presents a case study on the political thought and citizenship conceptions of children and adolescents. Considering children and adolescents as reflexive citizens and partners in community development processes, it is our purpose to understand the development of political thought, and particularly how children conceive the exercise of citizenship and participation. Participants were 97 children of a primary and middle secondary (basic) school, aged 5 to 14?years, organized into age groups of 12 children each. Focus group discussions were used as participatory research methodology which involves children as active collaborators, a method that appears to be a good alternative to the traditional individual interviews used in previous research. Results point to the existence of a developmental process of political thought that begins before the start of formal schooling, and a parallel evolution of the conception of social organization and the concepts of citizenship and participation. 相似文献
88.
Ana Isabel Pereira Teresa Marques Vanessa Russo Luísa Barros P. Barrett 《Psychology in the schools》2014,51(6):647-657
The FRIENDS for Life program is a cognitive–behavioral group program that targets anxiety in children. The main purpose of this study was to analyze the effectiveness of the Portuguese version of the FRIENDS for Life Program, which was implemented in schools to reduce anxiety problems in a group of highly anxious children. The study used a quasi‐experimental research design with two groups of children, an intervention (n = 17) and a wait‐list control group (n = 21), aged 8 to 12 years old. The impact of the program in reducing anxiety symptoms as assessed by children and mothers was analyzed through the Screen for Child Anxiety Related Emotional Disorders‐Revised (SCARED‐R). The results show a statistically significant post intervention effect on anxiety symptoms evaluated by the child, but not by the mother. The implications of these results for the prevention of anxiety disorders in Portuguese schools are discussed. 相似文献
89.
In this paper we describe two aspects of an Internet-based lesson plan development project called Science On-Line-Earth and Space Science for the Classroom. First, we discuss the design of the Science On-Line (SOL) Project, which focuses on building a community of practice, appropriate task and setting, and contact with the scientific workplace. Second, we examine strategies teachers used as they approached the task of creating Internet-based science lesson plans for the World Wide Web. Based on the analysis of data gathered during the various project phases, results show that the teacher-developed strategies have varying degrees of effectiveness in facilitating Internet-based lesson plan design, information-gathering, and organization. We describe how the strategies began to evolve into formulated practices for Internet-based lesson development within the SOL teacher community. The SOL investigation develops a case study of the strategies and emerging practices in the context of the creation and pilot-testing of Internet-based lesson plans. This case study may serve as an exemplar of tested Internet-based lesson development strategies and practices for the educational community. 相似文献
90.
Even though choice is not officially a feature in the German primary school system, some parents intervene in determining which school their child attends. Especially in urban contexts, the informal school market is growing. This demand is based on promises with respect to a certain quality of education as well as on issues that prevail in certain inner city schools. In looking at Berlin, as a global city, this article shows how contrary school choice practices gain traction in the face of ‘cultural differences’ that those practices produce discursively. Cultural semantics are activated with regard to the composition of the student body, when parents chose schools with a bilingual profile, but also when parents engage in the practice of ‘group enrolment’ into schools in inner city hotspots perceived as problematic. Our research shows how school choice practices may become acceptable despite being a public taboo, if parents argue by appeal to ‘cultural differences’. 相似文献