Do men and women perform academic work differently?

Tertiary Education and Management - Why is the gender gap so large in researchers’ career progression? Do men and women have different priorities in their academic careers? This study...     

The academic writing process in Spanish universities: perceptions of students and faculty / El proceso de escritura académica en la universidad española: percepciones de estudiantes y profesores

Abstract

This paper is intended as an exploration of university faculty and students’ perceptions of a number of dimensions involved in the written composition of academic texts. We analysed the responses to scale 3 in the European Writing Survey (EUWRIT) (in its Spanish version: Encuesta Europea sobre la Escritura Académica, EEEA) by a group of social science and humanities students (n = 1,030) and faculty (n = 230) from nine Spanish universities. We then examined the similarities and differences in their perceptions and established a factorial structure of the different dimensions underlying the writing process. The data indicate that both groups concur in the value assigned to both changing ideas in the course of the composition process (although this process seems to be understood differently by each group) and the revision and feedback processes. The students, however, claim to be involved in more planning and previous reading activities than the teachers perceive them to be. The significance of these results for a process-oriented perspective in academic writing is discussed.     

Suprasegmental Phonology Development and Reading Acquisition: A Longitudinal Study

Previous studies implicate suprasegmental phonology in reading acquisition. However, little is known about how suprasegmental sensitivity develops or how it contributes to reading. Here, 130 Spanish primary-school children participated in this 2-year longitudinal study. Nonlinguistic rhythm, lexical-stress sensitivity and metrical-stress sensitivity, along with phonological awareness, vocabulary, nonverbal intelligence, and reading aloud, were assessed on five occasions. Results suggest that prosody abilities have different developmental trajectories and that prosody explains unique variance in reading beyond that explained by other factors. There was some evidence that the contribution of each prosody skill occurred at different phases in reading development. Nonlinguistic rhythm, lexical-stress sensitivity, and metrical-stress sensitivity assessed at the end of kindergarten, the start of Grade 1, and the end of Grade 1, respectively, predicted reading performance 6 months later. Nevertheless, sample size and reliability temper the conclusions that can be made. The implications of prosody skills for literacy development are discussed.     

Between Ritual and Spiritual: Teachers’ Perceptions and Practices Regarding Prayer Education in TALI Day Schools in Israel

The aim of this qualitative study is to describe teachers’ perceptions and roles in prayer education in TALI day schools in Israel, using in-depth oral Interviews, written questionnaires and written materials of the schools’ network. Two educational ideologies were identified: Belonging to the Jewish collective and Personal-spiritual ideology. While participants perceive the aim of Jewish education as enhancing students’ belonging to the Jewish collective, prayer education introduces a personal-spiritual aspect that was not typically a part of teachers’ discourse on Jewish education.     

Education as Part of the Migratory Project of Latin American Migrant Women Traveling to the United States in Undocumented Conditions

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.     

Let’s Meet in Nepantla: The Possibility of Thirdspace as a Place “Others” Call Home

This autoethnography posits that my presence as a working-class Chicana obtaining an education in the United States consequently created a Thirdspace environment I recognize as Nepantla. Thirdspace allowed me to navigate urban schooling and elite institutions of higher education. Two narratives demonstrate opposing forms of acquired dominant and nondominant forms of cultural capital to interrogate the value of Thirdspace when considering unique knowledge generated by an insider along the margins. This article articulates that strategic construction of bridges into Nepantla may assist Latino students to successfully navigate the schooling experience and offer the potential to reframe educational discourse.     

新升本院校数学应用专业学生数学素质的调查与分析——以黄淮学院为例

学生的数学素质在很大程度上影响着综合素质,为进行数学专业的教学改革,文章以黄淮学院为例,调查分析了新升本本科院校学生的数学素质.研究表明:学生的数学素质一般,无性别差异,但有年级差异.     

Relating students’ emotions during argumentative discourse to their learning of real-life functional situations

Educational Studies in Mathematics - Argu mentative problem solving in mathematics classrooms is a crucial practice that supports important student learning goals via collaborative deliberation and...