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161.
Rocio Cardenas-Rodríguez Teresa Terrón-Caro Blanca Delia Vázquez Delgado Teresa Elizabeth Cueva-Luna 《Journal of Latinos & Education》2015,14(2):86-94
Education is an indispensable element for the development of society. In Latin America, the point of origin of most of the undocumented immigrants to the United States, equal opportunity in access to education and educational achievement is still pending. The study presented here focuses on the analysis of the expectations of female migrants via Mexico’s northern border, focusing attention on educational attainment as an important aspect of the “American Dream” of the migrant women interviewed and their dependents. 相似文献
162.
163.
Stephanie M. Curenton Shana E. Rochester Jacqueline Sims Nneka Ibekwe-Okafor Iheoma U. Iruka Arlene G. García-Miranda Jessica Whittaker 《Child development》2022,93(3):681-698
This study used secondary data from the My Teaching Partner-Math/Science 2013–2016 randomized control trial to explore whether equitable sociocultural classroom interactions (see Curenton et al., 2019) were associated with the skills of 105 four- and five-year-olds (52% boys; drawn from 20 unique video recordings of preschool teachers/classrooms; 43% were Black, Latine, Asian, or other racially marginalized learners). Equitable interactions predicted children's skills with effect sizes ranging from small (0.01–0.44) to large (1.00). Moderation analyses revealed that when classrooms had more racially marginalized learners, teachers’ use of equitable disciplinary and personalized learning practices were associated with higher executive functioning gains across prekindergarten. Findings illustrate how classroom composition can be a key indicator between equitable classroom interactions and young children's early skills. 相似文献
164.
165.
Higher Education - Undergraduate internships have gained popularity among students, universities, governments and firms since the creation of the European Higher Education Area. However, empirical... 相似文献
166.
Higher Education - Scholars have widely recognised the importance of academic relationships between students at the university. While much of the past research has focused on studying their... 相似文献
167.
Irene Gómez-Marí Gemma Pastor-Cerezuela Irene Lacruz-Pérez Raúl Tárraga-Mínguez 《Journal of Research in Special Educational Needs》2023,23(2):126-135
Changes in the classification of autism and Asperger's syndrome led to changes in social perception of ASD. Since last criteria, studies indicate higher levels of stigma towards ASD than towards Asperger's. These prejudices are barriers to inclusive education. Thus, it is relevant (1) to evaluate pre-service teachers' self-efficacy towards the label of ASD; (2) to evaluate pre-service teachers' self-efficacy towards the label of Asperger's and (3) to compare those results to analyse whether the use of different diagnostic labels brings about different levels of self-efficacy. One hundred and eighty-six primary education pre-service teachers participated in the current study. Two adaptations of the Autism Self-Efficacy Scale for Teachers (ASSET) were used: a version with the label of ‘ASD’ (n = 96) and another for ‘Asperger's’ (n = 90). The scores obtained by the group asked about ASD were high according to the ASSET score range, while the scores obtained by the group asked about Asperger's were medium. After comparing the results, participants asked about the label ASD showed higher levels of self-efficacy than participants asked about Asperger's. These results could be a consequence of the consolidation of the ASD diagnosis among society and the higher presence of children with ASD in schools and cultural products, among other factors. 相似文献
168.
Katerina Bogomolova Marc A. T. M. Vorstenbosch Inssaf El Messaoudi Micha Holla Steven E. R. Hovius Jos A. van der Hage Beerend P. Hierck 《Anatomical sciences education》2023,16(1):87-98
Binocular disparity provides one of the important depth cues within stereoscopic three-dimensional (3D) visualization technology. However, there is limited research on its effect on learning within a 3D augmented reality (AR) environment. This study evaluated the effect of binocular disparity on the acquisition of anatomical knowledge and perceived cognitive load in relation to visual-spatial abilities. In a double-center randomized controlled trial, first-year (bio)medical undergraduates studied lower extremity anatomy in an interactive 3D AR environment either with a stereoscopic 3D view (n = 32) or monoscopic 3D view (n = 34). Visual-spatial abilities were tested with a mental rotation test. Anatomical knowledge was assessed by a validated 30-item written test and 30-item specimen test. Cognitive load was measured by the NASA-TLX questionnaire. Students in the stereoscopic 3D and monoscopic 3D groups performed equally well in terms of percentage correct answers (written test: 47.9 ± 15.8 vs. 49.1 ± 18.3; P = 0.635; specimen test: 43.0 ± 17.9 vs. 46.3 ± 15.1; P = 0.429), and perceived cognitive load scores (6.2 ± 1.0 vs. 6.2 ± 1.3; P = 0.992). Regardless of intervention, visual-spatial abilities were positively associated with the specimen test scores (η2 = 0.13, P = 0.003), perceived representativeness of the anatomy test questions (P = 0.010) and subjective improvement in anatomy knowledge (P < 0.001). In conclusion, binocular disparity does not improve learning anatomy. Motion parallax should be considered as another important depth cue that contributes to depth perception during learning in a stereoscopic 3D AR environment. 相似文献
169.
Panadero Ernesto Pérez Daniel García Ruiz Javier Fernández Fraile Juan Sánchez-Iglesias Iván Brown Gavin T. L. 《European Journal of Psychology of Education - EJPE》2023,38(3):1031-1051
European Journal of Psychology of Education - This study explores the effects of feedback type, feedback occasion, and year level on student self-assessments in higher education. In total, 126... 相似文献
170.
Yolanda Muñoz Martínez Cecilia Simón Rueda Mª José de Dios Pérez 《British Journal of Special Education》2023,50(1):104-126
This study analyses the attitudes of teachers in Spain towards the inclusion of learners with autism spectrum disorder in mainstream education settings and their relationship with the perceived benefits of inclusion. The ex post facto prospective design included 180 teachers from 14 schools. Data were collected using a questionnaire on teachers' attitudes towards inclusive education and a second questionnaire on the benefits of inclusion developed for the specific purposes of this study. The results show teachers' positive attitudes towards inclusion as well as the benefits perceived. This study demonstrates the fundamental role of teachers' previous experience. Implications for inclusive cultures and practices in schools are discussed. 相似文献