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11.
RUIZ Mercedes TIRADO Pilar MENOR Esther 《美中教育评论》2009,6(6):9-22,36
In order to adapt curricula to the new European system of credits, ECTS (European Credit Transfer System), it is necessary to previously elaborate a teaching guide. The teaching guide clarifies the subject syllabus making it easier for learners to understand, sets objectives related to the competencies and skills to be acquired, plans activities that should be developed according to new objectives and analyzes the learner workload that involved in these activities. This paper proposes a teaching guide written by the lecturers of management control, a fifth year subject in the Business Management and Administration Degree. For its elaboration, we followed the guidelines in the White Book sponsored by the Spanish National Agency for the Evaluation of Quality and Accreditation, as well as the guidelines for specific curricula used in the institution, together with the lecturers' experience and knowledge in this field. 相似文献
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This study was designed to examine the role of intelligence (IQ) in the definition of reading disabilities (RD) in languages with different orthographic systems. A sample of 94 Spanish children and 157 English-speaking Canadian children with RD was classified into four groups on the basis of IQ scores from the Wechsler Intelligence Scale for Children-Revised (< 80; 81-90; 91-109; 110-140). We examined the reading and spelling skills of Canadian and Spanish children as a function of Full Scale, Verbal, and Performance IQ scores. Significant differences between the languages were found when reading performance was analyzed as a function of Verbal IQ scores, in that there were some differences between the groups of Canadian children with RD but not between the groups of Spanish children. The Canadian children with Verbal IQ scores < 80 demonstrated relatively lower performance in reading and spelling skills than the Canadian groups with higher IQ scores. There were differences in reading tasks as a function of Performance IQ in English but not in Spanish. The differences in the role of IQ as a function of orthographic systems may relate to the greater significance of visual-orthographic as opposed to phonological processing in English. 相似文献
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Mercedes González-Sanmamed Pablo-César Muñoz-Carril Francisco-José Santos-Caamaño 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1639-1655
The educational landscape has changed in recent years, requiring reflection about new pedagogical methods and theories. There are three important perspectives as drivers of pedagogical reflection: lifelong and life-wide learning, the idea of learning as a social construct in which internal elements and changing external factors converge, and the recognition of technology as a resource that can promote ubiquitous and expanded learning. Learning ecology has been proposed as a conceptual and empirical framework, but its still emergent nature along with its multidimensionality and complexity require further exploration. The Delphi study we present as part of a broader research project aims to identify the components of learning ecologies. Three panel rounds with international experts were carried out, after which two important dimensions emerged in the structure of learning ecologies. The first is related to intrinsic “learning dispositions,” which is made up of three categories: the subject's ideas about learning, their motivations and expectations. The second dimension, called “learning processes,” comprises four components: relationships, resources, actions and context. The identification of the components of learning ecologies and their influence on formal, non-formal and informal training processes will provide guidance for educational policies and help to better organize training programmes. 相似文献
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The Bologna Process affects the academic community, particularly faculty members who have to implement the process. This study is an initiative by a group of lecturers to evaluate the perception of faculty members in the implementation of the Bologna Process. The aim was to assess the evolution of their opinion on the process since a 2011 survey, and their degree of agreement with the European Higher Education Area (EHEA). The results show that faculty members call for more adequate training for the new EHEA process and more institutional support. The study reveals the need for greater involvement and collaboration among faculty members to improve the reform process. 相似文献
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This study is focused on the relationship between the development of segmental awareness and dyslexia. More specifically we have tried to address the question, is it possible to learn to segment well and yet continue to read and write poorly? For this purpose, 14 second and third grade dyslexic children were assigned to three different training programs. Those who participated in the first two programs were taught the skills required to use the phonemes, while those in the third program, who served as a pseudo-control group, were given the exercises in perceptual and psychomotor activities. After the training program, children who had received the first two training programs reached a level of performance similar to that of normal readers in different tasks of segmentation of phonemes. The improvements observed in these tasks were correlated in dictation but not in reading, where there was no difference after training. 相似文献
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This study is part of a wider research program, which seeks to investigate the existence (or not) of relationships between sociomathematical and mathematical norms at different academic levels. Here, we consider the norms that arise in the interaction between primary student teachers when they solve a mathematical task related to the mathematical definition. We hypothesize that in the colloquial mathematical discourse between these students coexist two types of discourse as follows: sociomathematical and mathematical, each one with its specific norms. This coexistence can originate commognitive conflicts. We have been able to identify different commognitive conflicts that arose from the simultaneous existence of sociomathematical norms and mathematical norms linked to defining, approaching their generation. 相似文献
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Marcia Villasana Rafael Alcaraz-Rodríguez Mario Moisés Alvarez 《Gender and education》2016,28(1):148-166
The phenomenon of women engaging in entrepreneurship is expanding and becoming acknowledged as a valuable resource that must be institutionally and socially supported. Through entrepreneurship education, female students, as potential entrepreneurs, can develop and strengthen those skills and behaviours identified as characteristic of successful entrepreneurs. This paper explores four attributes associated with entrepreneurship (creativity, problem management, risk management, and self-confidence) of 1838 undergraduate students from 11 universities in Latin America (Mexico, Argentina, Brazil, Chile, Colombia, Costa Rica, El Salvador, Guatemala, and Uruguay) and one in Spain, used as a control group. By comparing the results for the male and female student population, self-confidence appears as an attribute that is present at the same level in both groups; statistically significant differences were reported for the other three attributes (creativity, problem management, and risk management). Entrepreneurship programmes can utilise such information to strengthen in female students those attributes for successful engagement in entrepreneurial activity. 相似文献
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Mercedes García Victoria Sánchez Isabel Escudero Salvador Llinares 《Journal of Mathematics Teacher Education》2007,9(2):109-128
This paper addresses issues linking research in student teacher learning with reflection on practice in mathematics teacher
education. From a situated perspective on learning and practice, we explore our own practice as teacher educators while researching
student teacher learning in our classrooms. We describe a study on student teacher learning, considering student teacher learning
as a “process of becoming”, and how the results of this research have affected our development as mathematics teacher educators
and members of a community of inquiry. Our work shows how in the mathematics teacher education context the relationship between
theory and practice becomes an element of both teacher educator and researcher development. 相似文献