关于大学生责任教育内容体系的思考

责任教育是道德教育的核心内容。以“八荣八耻”为内容的社会主义荣辱观构成了时代的道德基石,极大地丰富了大学生责任教育的基本内涵。应在德育系统论和受众理论的指导下,坚持因材施教和德育实践性原则,以大学生成人、成才、奉献为思想脉络,构建以生命责任、行为责任、成才责任和回馈责任为主要内容的大学生责任教育内容体系,提高责任教育的实效性。     

Enhancing self-regulation and approaches to learning in first-year college students: a narrative-based programme assessed in the Iberian Peninsula

A programme to enhance first-year college students’ self-regulated learning strategies is proposed and assessed in two samples, one from the University of Oviedo (Spain) and the other from the University of Minho (Portugal). Each sample was divided into two groups (experimental and control). The Spanish sample comprised 44 students in the experimental group and 40 in the control group, whereas in the Portuguese sample, the number of students was 48 and 44, respectively. The narrative-based intervention programme is organised around a set of fictional letters from a first-year college student in which he reports his own academic experiences. Each letter focuses on a learning strategy as an opportunity to teach and enhance the students’ deep approaches to learning and their self-regulated learning processes. In both samples, findings confirm the programme efficacy to teach efficient learning strategies and to promote self-regulation. Implications for college students and for teaching are discussed.     

El software educativo y el laboratorio de lengua

Escribir a mano es importante. Escribir a máquina también, aunque la escuela ha ignorado esa destreza como ajena a los procesos esenciales de la lectoescritura. Pero escribir en ordenador con un procesador de textos no es ya algo que pueda ignorar la escuela a menos que pague un precio abrumadoramente mayor que el simple hecho de dejar a la mayoría de la población inerme ante los teclados mecánicos o ejerciendo un cómico tecleado con dos deditos. El procesador de textos no sólo ejecuta el nivel inferior del proceso de escribir, sino que se mueve en todos y cada uno de los niveles. Su aprendizaje y uso en la educación y en las clases de lenguas puede tener un efecto positivo en una enorme diversidad de tareas didácticas, algunas de las cuales se proponen en este artículo.     

Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self‐Concept and Academic Goals

The aim of this article was fourfold: first, to determine whether there are significant differences between students with (N= 173) and without learning disabilities (LD; N= 172) in the dimensions of self‐concept, causal attributions, and academic goals. Second, to determine whether students with LD present a uniform attributional profile or whether there are subgroups of attributional profiles among students with LD. Third, to explore differences between these profiles on the dimensions of self‐concept, academic goals, perception of competence‐incompetence, persistence when faced with failure, peer relationships, and academic achievement. Fourth, to determine whether there are significant differences in the dimensions of self‐concept and academic goals between NLD students and the different LD subgroups. The results indicate the existence of two very distinct attributional profiles in students with LD (Helplessness Profile and Adaptive Profile). The implications of these data with regard to theory and research, as well as educational practice, are discussed.     

Production and evaluation of a Personal Learning Environment for faculty training: analysis of an experience / Producción y evaluación de un Entorno Personal de Aprendizaje para la formación universitaria: análisis de una experiencia

Abstract

The creation of a Personal Learning Environment (PLE) process. The research project Dipro 2.0 had different objectives, one of which was the creation of a learning environment using Web 2.0 architecture. This was done in three stages: the design of a prototype, an analysis by members of the research team and its evaluation by experts and students. The first environment is a PLE and the second environment contains the learning materials distributed in 14 units. Fifty-seven educational technology experts from different Latin American countries participated in the evaluation of both environments; they were selected from the criterion of expert competence and 284 students from different Spanish universities. The instrument used was created ad hoc, and results confirmed that both environments are positively valued; it is recommended for teacher training.     

Connecting goals and actions during reading: the role of illustrations

The ability to integrate information that is separated within a text, such as connecting a character’s action to a goal stated earlier in the text, is a critical factor in narrative comprehension. In the present study, we analyze the ability of 9- and 11-year olds to integrate such information. In addition, we examined the effect of illustrations on integration process by using on-line comprehension measures. Participants read narratives that conveyed a character’s goal early in the text, and an action was described later on that was either consistent or inconsistent with the goal. Narratives were presented either with an illustration that mirrored the situation described in the goal, or without an illustration. The results show that 11-year-olds spent more time on the inconsistent actions than on the consistent actions; in addition, 9-year-olds detected the inconsistency when illustrations were provided. An additional finding was that working memory moderated children’s ability to connect actions and goals. These results suggest that children as young as 9 years form connections between characters’ actions and their goals during text processing, although they need an illustration to keep the goal information activated to detect the inconsistency. Illustrations’ effectiveness was interpreted in terms of extra processing of the characters’ goal.     

Misspoken in Arizona: Latina/o Students Document the Articulations of Racism

This article reports on racism expressed by school personnel (administrators and teachers) and experienced by Latina/o students at a high school located in Tucson, Arizona. Students in a specialized social science research program, called the Social Justice Education Project (SJEP), documented personal encounters with racist articulations at their school. After students conducted observations of their own interactions on campus, they would write (weekly) field notes as part of a research assignment to document racism in education. Most verbal exchanges influenced by racism can be categorized into direct racist statements or racial microaggressions. Both of these racist articulations are tantamount to derogatory comments or slurs that attempt to make an individual from a marginalized group feel inferior to or different (in a negative sense) from the dominant group. This article focuses on the SJEP, implemented at one particular Tucson high school, during the 2010–2011 school year. Excerpts from the students’ field notes pr esent evidence of racist articulations. The article concludes with recommendations on how to ameliorate the educational experiences of students of color with culturally relevant and responsive policies and practices that will move the discourse on marginalized groups in a positive direction.     

Home advantage in judo: A study of the world ranking list

Abstract

In 2009, the International Judo Federation established a ranking system (RS) to classify athletes and to distribute the competitor quotas of the Olympic Games. However, the RS does not consider the home advantage. This issue has not been studied in judo, and its implications for the RS have not been determined. The objective was to verify the home advantage in judo in terms of winning a medal or the number of matches won. Therefore, 25 competitions that computed points for the RS in 2009 were analysed. Logistic regression analysis and the Poisson generalised linear model were used for the analyses, which included the relative quality of the athletes. The sample was composed only of athletes who had competed both at home and away. The odds ratio for winning medals was higher for athletes who competed at home for both males and females. The association between the number of matches won and competing at home was significant only for the male athletes. The home advantage was observed in the competitions that used the judo RS. Thus, it is likely that athletes from countries that host competitions using the RS have an advantage in terms of obtaining their Olympic classification.