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...     

La percepción de contingencias y el conocimiento social temprano

Resumen

La «hipótesis del juego» («Game hipothesis»), propuesta por Watson en 1972, establece que la percepción de relaciones contingentes entre acciones y estímulos ambientales es, con independencia de la naturaleza de tales estímulos, un determinante poderoso del desarrollo social del bebé. Se investiga la posible influencia de la naturaleza de los estímulos contingentes mediante el uso de estímulos «sociales» (emisiones lingüísticas) y «no sociales» (música) en una situación de percepción de contingencias, que se estableció para 6 bebés, con una edad media de 3 meses y 2 días. Los resultados demuestran que existen diferencias entre los estímulos sociales y no-sociales tanto en lo referente a los patrones de adquisición de las «operantes» o «respuestas circulares» ante las contingencias, como en las respuestas emocionales que acompañaban a los procesos de adquisición y extinción. Estas diferencias sugieren la necesidad de reconocer la importancia de la naturaleza de los estímulos contingentes en la interpretación del papel social de los procesos de percepción de contingencias.     

Science teachers' knowledge about and attitudes towards the use of models and modelling in learning science

A semi-structured interview was used to enquire into the knowledge of models and modelling held by a total sample of 39 Brazilian science teachers working in 'fundamental' (ages 6-14 years) and 'medium' (ages 15-17 years) schools, student teachers, and university teachers. This paper focuses on their perceptions of the role of models in science teaching. The teachers' ideas are organized in three groups: the status and value of models; the influences that inform the translation of these general ideas into classroom practice; and how they respond to the outcomes of students' modelling activities. The teachers interviewed generally showed an awareness of the value of models in the learning of science but not of their value in learning about science. They were also uncertain of the relationship that could exist in the classroom between various types of models. Modelling, as an activity by students, whilst praised in theory, would not seem to be widely practised. Where practised, the outcomes are by no means always treated with that integrity that learning about science would call for.     

Perceived health problems in swimmers according to the chemical treatment of water in swimming pools

The objective of this study was to determine which chemical treatment used for disinfecting water in indoor swimming pools had the least impact on users' perceptions of health problems, and which generated the greatest satisfaction with the quality of the water. A survey on satisfaction and perceived health problems was given to 1001 users at 20 indoor swimming pools which used different water treatment methods [chlorine, bromine, ozone, ultraviolet lamps (UV) and salt electrolysis]. The findings suggest that there is a greater probability of perceived health problems, such as eye and skin irritation, respiratory problems and skin dryness, in swimming pools treated with chlorine than in swimming pools using other chemical treatment methods. Pools treated with bromine have similar, although slightly better, results. Other factors, such as age, gender, time of day of use (morning and afternoon) and type of user (competitive and recreational), can also affect the probability of suffering health problems. For all of the above, using combined treatment methods as ozone and UV, or salt electrolysis produces a lower probability of perceived health problems and greater satisfaction.     

#OscarsSoWhite: how Stuart Hall explains why nothing changes in Hollywood and everything is changing

ABSTRACT

Stuart Hall’s work on culture, representation, ideology and hegemony positions Hollywood as a cultural institution informed by and informative of US social values and norms. Thus contemporary debates over Hollywood's diversity are indicative of broader social conflicts. Empirically the article examines 2014–2015 news coverage of Hollywood to question the Hollywood paradox—the lack of diversity in film/TV production yet TV’s increasing shift towards on-screen diversity. It maps three discursive frames: Hollywood exceptionalism, economic imperatives, and institutionalized racism and sexism. The article concludes by using Hulu’s East Los High to reflect on TV’s digital turn and innovative models in production and representation.     

To answer questions from text,one has to understand what the question is asking: differential effects of question aids as a function of comprehension skill

Reading and Writing - The present study investigates the effectiveness of question paraphrases in supporting students’ understanding of a specific task. Secondary school students (i.e.,...     

Predicting transition and adjustment to college: biomedical and behavioral science aspirants’ and minority students’ first year of college

The purpose of this study is to explore key factors that impact the college transition of aspiring underrepresented minority students in the biomedical and behavioral sciences, in comparison with White, Asian students and non-science minority students. We examined successful management of the academic environment and sense of belonging during the first college year. Longitudinal data were derived from the Higher Education Research Institute’s (HERI) 2004 Cooperative Institutional Research Program (CIRP) Freshman Survey and the 2005 Your First College Year (YFCY) Survey. Using a reformulation of the integration model (Nora, Barlow, and Crisp, 2005), we find concerns about college financing, negotiating family support and responsibility, and campus racial dynamics (perceived and behavioral) affect student adjustment and sense of integration in the first year. This study was made possible by the support of the National Institute of General Medical Sciences, NIH Grant Number 1 RO1 GMO71968-01. This independent research and the views expressed here do not indicate endorsement by the sponsor.     

The Czech Republic Between Studentocracy,Academic Oligarchy and Managerialism: Are students powerful or powerless?

Tertiary Education and Management - In this article, we will argue that students played an important role at several crucial junctures of modern Czech history, which secured them a central position...     

Metaphors we’re colonised by? The case of data-driven educational technologies in Brazil

ABSTRACT

This article discusses issues concerning the spread of data-driven educational technologies in Brazil. Here, as elsewhere, educational technology continues to be promoted optimistically as the bearer of a panacea for historically-rooted social problems. Whilst some of these technologies have indeed contributed to important widening-participation programmes in the last two decades, widespread advocacy of technological ‘solutionism’, reflected in gradually stronger policy demands for efficiencies to be improved through ‘innovation’, has supported a relentless marketisation of the country’s educational systems. As transnational corporations position themselves to take control of key areas of these systems, threatening to restructure the whole sector, data-driven educational technologies provide the latest example in a series of ‘new’ ideas offered in an ever-expanding market. Based on the notion of ‘conceptual metaphors’, which encapsulate specific ways of perceiving, thinking and relating with the world, this article examines key metaphors underpinning discourses surrounding data-driven educational technologies in Brazil. In particular, the article analyses ways in which these specific metaphors may be promoting perspectives that ignore difference and obscure broader questions concerning education, thus contributing to the reproduction of previously existing problems and supporting new forms of colonisation.     

Validation of a self-perceived media competence instrument for pre-service teachers / Validación de un instrumento de autopercepción de competencia mediática para docentes en formación

Abstract

Key to guaranteeing the fundamental human rights of freedom of expression and information is the development of media competence, particularly in schools. Training teachers in the area of media competence is particularly important for developing these skills in the broader citizenry. In order to provide educators and educational policymakers with a useful diagnostic tool, we have designed a self-perception questionnaire. The questionnaire was applied to a sample of Peruvian education students (N = 501). On the one hand, the results confirm the construct’s coherence, validity and instrumental reliability. On the other hand, they allow us to propose a theoretically based update to the way in which this construct is interpreted and applied, confirming the multidimensionality of media competence. Finally, we use this empirical evidence to discuss the integral, transversal and ecological status of media competence.