略论高校学籍管理

本结合学籍管理在高校工作中的地位和作用，探讨了学籍管理应遵循的基本原则，并针对性地提出学籍管理工作中应注意的若干问题。     

Competencies evaluation in engineering programmes

Results are reported in this paper from a study aimed at evaluating significant competencies in final-year students of some engineering programmes in Chile. The study was carried out by a group of eight universities that were interested in exploring ways to assess learning outcomes such as those demanded by the recent Chilean accreditation system. The authors actively participated in all stages of the study, contributing directly to the design, application and results evaluation of some tests. A sample of 150 students was tested, under conditions that guaranteed the comparability of results. In this paper the authors present results relating to the evaluation of effective communication. The study was backed up by a conceptual model and some hypotheses that are explained and discussed in this work.     

“Lo que yo en realidad quería hacer”: Rationales of Latina/o DACA Recipients for Pursuing Careers as Teachers

The Urban Review - The decision to rescind Deferred Action for Childhood Arrivals (DACA) will have major repercussions amongst beneficiaries, especially in terms of employment. One of the sectors...     

Innovative moments and narrative change in career counselling: a case study

International Journal for Educational and Vocational Guidance - This case study of an undecided university student has two aims: to assess the effect of life design career counselling on...     

How fast can we read in the mind? Developmental trajectories of silent reading fluency

The silent reading fluency is not an observable behaviour and, therefore, its evaluation is perceived as more challenging and less reliable than oral reading fluency. The present research is aimed to measure the silent reading speed in a sample of proficient students, assessed by an original silent reading fluency task, based on behavioural indicators of the silent reading speed. A total of 325 high school and university skilled students (age range 14–23 years) have been assessed using 3 tasks aimed to evaluate the oral reading speed (lists of words, lists of pseudowords and narrative text) and one task aimed to measure the silent reading speed. The average silent reading speed in our sample was around 12.5 syll/sec, almost double than the oral reading speed rate. The silent reading speed had an increase from 9.13 to 12.38 syll/sec from the first year of high school (ninth grade) to the fifth year of University. Conversely, the oral reading speed remained substantially unchanged for the entire academic course. Our results showed that the reading fluency in silent mode tends to increase up to the last years of University and it may be considered the most rapid and efficient reading mode. This study highlights the importance of including both silent and oral reading modes in the assessment of the older students and young adults, since silent reading is the main reading mode for proficient readers.     

Health literacy and consumer health information

The rigours of the past few years have demonstrated the importance of good health literacy levels with the imperative of being able to obtain and interpret information to maintain and improve one's health never more apparent. With this in mind, this issue is focused on consumer health information, the gender and population group differences that exist in information seeking behaviour, the challenges of understanding medical explanations and terminology, and existing criteria to assess and ultimately produce better consumer health information.     

Bully/Victim Problems Among Preschool Children: a Review of Current Research Evidence

Bullying in schools has been identified as a serious and complex worldwide problem associated with negative short- and long-term effects on children’s psychosocial adjustment (Smith 1999; Ttofi and Farrington, Aggressive Behav 34(4):352–368, 2008). Entering kindergarten is a crucial developmental step in many children’s lives mainly because it is within this context where they participate, for the first time, as members in a stable peer group and well-organized team activities. Consequently, preschool may be the first context beyond the home environment where children’s difficulties in social interactions with peers can be primarily detected and assessed by adults and professionals. This paper reviews recent empirical evidence over the nature and different aspects of bullying among preschool children. Recent findings concerning the development of preschool bullying and its prevalence, family and genetic factors, gender and age differences, participant and peripheral roles, school context, methodological issues, and prevention policies are reviewed while directions for future research are addressed.