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21.
Aisenson Gabriela Legaspi Leandro Pablo María Valenzuela Viviana Czerniuk Renee Miguelez Violeta Vicente Moulia Lourdes Larriba Gerardo Solano Lila Alonso Diego Eduardo 《International Journal for Educational and Vocational Guidance》2022,22(3):739-758
International Journal for Educational and Vocational Guidance - This article presents results of an investigation that explored the school pathways of young Argentine unskilled workers without a... 相似文献
22.
Lourdes Diaz Soto 《The Urban Review》1989,21(3):145-149
A positive view of culturally diverse learners is advocated. The written medium can serve as an opportunity for self-expression and empowerment. A reciprocal interaction model that allows for student control and capitalizes on student interest is far more culturally responsive than current deficit models. 相似文献
23.
Ana Iglesias Javier Jiménez Pablo Revuelta Lourdes Moreno 《Interactive Learning Environments》2016,24(4):829-843
Education is a fundamental human right, however unfortunately not everybody has the same learning opportunities. For instance, if a student has hearing impairments, s/he could face communications barriers in the classroom, which could affect his/her learning process. APEINTA is a Spanish educational project that aims for inclusive education for all. This project proposes two main accessible initiatives: (1) real-time captioning and text-to-speech (TTS) services in the classroom and (2) accessible Web-learning platform out of the classroom with accessible digital resources. This paper presents the inclusive initiatives of APEINTA. Also an evaluation of the into-the-classroom initiative (real-time captioning and TTS services) is presented. This evaluation has been conducted during a regular undergraduate course at a university and during a seminar at an integration school for deaf children. Forty-five hearing students, 1 foreign student, 3 experts in captioning, usability and accessibility, and 20 students with hearing impairments evaluated these services in the classroom. Evaluation results show that these initiatives are adequate to be used in the classroom and that students are satisfied with them. 相似文献
24.
This paper reviews the literature on teacher trainers with special reference to current initiatives in Spain, and provides a case study of the design, delivery and follow‐up to a course for teacher trainers of English language teaching and the pedagogy of language. The course was designed to promote the concept of teachers as reflective practitioners. 相似文献
25.
The R-SPQ-2F is an instrument used in many studies to measure learning approaches. However, its internal structure is still a matter of debate. It is important to confirm its underlying structure in order to find out which variables are being measured with it. A survey method is used with 279 students of the Faculty of Education at the University of León, and alternative models found in the literature are compared using covariance structure analysis, specifically, Confirmatory Factor Analysis (CFA). We conclude that the structure that best fits the data is a two-factor structure in line with the results obtained in other studies. Future research should take these two primary factors into account when interpreting their findings. Solutions are also offered for improving the scale with the original 20 items. 相似文献
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Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners
Buxton Cory Harman Ruth Cardozo-Gaibisso Lourdes Jiang Lei Bui Khanh Allexsaht-Snider Martha 《Research in Science Education》2019,49(4):977-988
Research in Science Education - We report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science... 相似文献
29.
Dr. Lourdes M. Ferrer 《Research in Science Education》1990,20(1):95-104
In recent years there have been many studies on learners developing conceptions of natural phenomena. However, so far there
have been few attempts to investigate how the characteristics of the learners and their environment influence such conceptions.
This study began with an attempt to use an instrument developed by McCarthy (1981) to describe learners in Malaysian primary
schools. This proved inappropriate as Asian primary classrooms do not provide the same kind of environment as US classrooms.
It was decided to develop a learning style checklist to suit the local context and which could be used to describe differences
between learners which teachers could appreciate and use. The checklist included four dimensions — perceptual, process, self-confidence
and motivation. The validated instrument was used to determine the learning style preferences of primary four pupils in Penang,
Malaysia.
Later, an analysis was made regarding the influence of learning environment and learning styles on conceptual understanding
in the topics of food, respiration and excretion. This study was replicated in the Philippines with the purpose of investigating
the relationship between learning styles and achievement in science, where the topics of food, respiration and excretion have
been taken up. A number of significant relationships were observed in these two studies.
Specializations: science education, primary science, educational research and measurement, educational management. 相似文献
30.
María de Lourdes Villarreal Hugo A. García 《Community College Journal of Research & Practice》2016,40(10):838-853
This Grounded Theory study utilized Self-determination Theory to analyze the interview results of 18 community college African American and Latino males. The goal was to learn what helped participants to succeed and persist in developmental and transfer-level writing courses despite the obstacles that they faced. Three major themes emerged: (a) Male students of color continued to take and complete English courses because they were determined to achieve their academic goals; (b) they sought assistance and guidance from their English professors, from the writing lab attached to the basic skills course and from the writing tutoring staff; and (c) when they felt overwhelmed and considered dropping their English classes, their determination to achieve their goals and the assistance they received from faculty and other writing staff ultimately kept them from doing so. Therefore, first, community colleges should encourage students’ ability to be autonomous. Second, they can help students develop a sense of relatedness by providing a better sense of belonging. Third, institutions should develop strong faculty networks within the college to increase student motivation and self-determination by providing mentoring opportunities. Finally, institutions should consider utilizing faculty and other institutional agents to help students by providing information regarding various student support services that may help address issues students may be encountering. 相似文献