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281.
Noah Weeth Feinstein Pedro Roberto Jacobi Heila Lotz-Sisitka 《Environmental Education Research》2013,19(2):218-230
International policy analysis tends to simplify the nation state, portraying countries as coherent units that can be described by one statistic or placed into one category. As scholars from Brazil, South Africa, and the USA, we find the nation-centric research perspective particularly challenging. In each of our home countries, the effective influence of the national government on education is quite limited, particularly in fringe and emerging areas of education such as Education for Sustainable Development (ESD) and Climate Change Education (CCE). This essay explores how nation-level comparisons are and are not useful for international research on ESD and CCE. We consider several layers of decentralized governance, but ultimately come to the conclusion that ESD governance in our respective countries is polycentric rather than decentralized. We discuss the implications of this idea for cross-national policy research on ESD and CCE. 相似文献
282.
María C. Cañadas Pedro Gómez Luis Rico 《International Journal of Science and Mathematics Education》2013,11(4):879-894
Spain was 1 of the 17 countries that participated in the International Association for the Evaluation of Educational Achievement’s Teacher Education and Development Study in Mathematics (TEDS-M 2008). In this paper, we explore and describe the structure of Spanish primary mathematics teacher education programs. We analyzed the documents collected from the 48 sampled Spanish institutions that participated in TEDS-M. Our approach to the syllabus analysis focused on the established content dimension of curriculum in educators’ syllabi. These contents are structured into 4 knowledge domains—school mathematics, advanced mathematics, general pedagogy, and mathematics pedagogy—and categorized into subjects and topics. The results show that Spanish teacher education programs are diverse across institutions, but follow a basic structure that emphasizes the teaching of general pedagogy subjects. 相似文献
283.
Pedro Silva Ricardo Duarte Jaime Sampaio Paulo Aguiar Keith Davids Duarte Araújo 《Journal of sports sciences》2014,32(20):1888-1896
AbstractThis study analysed the influence of field dimension and players’ skill level on collective tactical behaviours during small-sided and conditioned games (SSCGs). Positioning and displacement data were collected using global positioning systems (15 Hz) during SSCGs (Gk+4 v. 4+Gk) played by two groups of participants (NLP- national-level and RLP-regional-level players) on different field dimensions (small: 36.8 × 23.8 m; intermediate: 47.3 × 30.6 and large: 57.8 × 37.4 m). Team tactical performance was assessed through established dynamic team variables (effective playing space, playing length per width ratio and team separateness) and nonlinear signal processing techniques (sample entropy of distances to nearest opponents and the teams’ centroids’ mutual information). Results showed that the effective playing space and team separateness increased significantly with pitch size regardless of participant skill level (P < 0.001, η2 = 0.78 and P < 0.001, η2 = 0.65, respectively). Playing length per width ratio increased with pitch size for the NLP but was maintained at a relatively constant level by RLP across treatments indicating different playing shapes. There was significantly more irregularity in distances to nearest opponents for the NLP in small (P = 0.003) and intermediate fields (P = 0.01). Findings suggest that tactical behaviours in SSCGs are constrained by field size and skill level, which need to be considered by coaches when designing training practices. 相似文献
284.
ABSTRACTTo investigate the spread of peace education (PE), we examined 685 documents in SCOPUS between 1970 and 2018 in 70 countries and triangulated the information with 11369 news articles and 22 international organisation? founding dates. PE emerged in scientific databases in the 1970s, lost momentum in 1990 and then globalised after 2003. PE’s institutionalisation was furthered by: (a) the increasing search for discourses that highlighted individual agency of self-declared ‘peace educators’; (b) educational expansion that generated a greater demand for so-called best practices; and (c) the active role of professionals working on organisations such as UNESCO, UNICEF and the identified international organisations. We recognised five loosely coupled narratives: PE’s (a) philosophical foundations and relationship to critical pedagogy; (b) application to improve international relationships; c) solution to internal conflicts; (d) measurements of interventions; (e) linkages to religion. We reflect on the implications of PE as an educational discourse in curricular reforms. 相似文献
285.
Salvador Llana-Belloch Jose Ignacio Priego Quesada Pedro Pérez-Soriano Ángel G. Lucas-Cuevas Andrea Salvador-Pascual Gloria Olaso-González 《European Journal of Sport Science》2016,16(5):609-617
Disinfection by-products (DBPs) are generated through the reaction of chlorine with organic and inorganic matter in indoor swimming pools. Different DBPs are present in indoor swimming pools. This study evaluated the effects of different chlorinated formations in oxidative stress and lung damage in 20 swimmers after 40?min of aerobic swimming in 3 indoor pools with different characteristics. Biological samples were collected to measure lung damage (serum-surfactant-associated proteins A and B), oxidative stress parameters (plasma protein carbonylation and malondialdehyde, and whole-blood glutathione oxidation), and swimming exertion values (blood lactate) before and after exercise. Free chlorine and combined chlorine in water, and chlorine in air samples were determined in all the swimming pools. Chlorination as disinfection treatment led to the formation of chloramines in water samples, mainly mono- and dichloramine. However, free chlorine was the predominate species in ultraviolet-treated swimming pool. Levels of total chlorine increased as a function of the swimming activity in chlorinated swimming pools. The lower quality of the installation resulted in a higher content of total chlorine, especially in air samples, and therefore a higher exposure of the swimmer to DBPs. However, the concentration level of chlorinated DBPs did not result in significant variation in serum-surfactant-associated proteins A and oxidative stress parameters in swimmers. In conclusion, the quality of the installation affected the DBPs concentration; however, it did not lead to lung epithelial damage and oxidative stress parameters in swimmers. 相似文献
286.
The importance of phonological syllables in recognition and pronunciation of visual words has been demonstrated in languages
with a high degree of spelling-sound correspondence. In Spanish, multisyllabic words with frequent first syllables are named
more quickly than those with less frequent first syllables, but receive slower lexical decisions. The latter effect is attributed
to lexical competition from other words beginning with the same syllable. We examined syllable frequency effects on naming
and lexical decision for 3029 visually presented words in English, a language with a high degree of irregularity in spelling/sound
relationships, and in which phonological syllables are less clearly marked in printed words. The results showed facilitative
effects of syllable frequency in both tasks, and these were stronger when syllables were defined orthographically than phonologically.
The results suggest that activation of lexical candidates based on a syllabic code does not occur rapidly enough to interfere
with lexical decision in English. 相似文献
287.
Cunha Jennifer Rosário Pedro Núñez José Carlos Vallejo Guilherme Martins Juliana Högemann Julia 《Metacognition and Learning》2019,14(2):89-129
Metacognition and Learning - The effectiveness of homework on improving student academic achievement depends on several factors; for example, feedback provided by the teacher (i.e. grading) and... 相似文献
288.
Sónia Cardoso Maria J. Rosa Pedro Videira Alberto Amaral 《Assessment & Evaluation in Higher Education》2019,44(2):249-262
This paper analyses teaching and non-teaching staff perceptions on the implementation of internal quality assurance (QA) practices at their higher education institutions. The aim is to understand how far different perspectives on quality – as culture, as compliance or as consistency – are reflected in the views of these two groups on such practices. Data from a survey sent to all Portuguese institutions show that, to some extent, the perspectives of quality as culture and quality as compliance seem to permeate both groups’ views. This is evident in regard to the factors identified as supporting the development of internal QA, the main features underlying the implementation of such practices and their main effects. As the study allows for a better understanding on how these practices are perceived by teaching and non-teaching staff, it can contribute to promoting the critical reflection of institutions about QA and the way it can be both more effective and aligned with academia’s needs and expectations, contributing to influencing institutional practices. 相似文献
289.
Pedro Rosrio Jennifer Cunha Ana Rita Nunes Tnia Moreira Jos Carlos Núez Jianzhong Xu 《Psychology in the schools》2019,56(1):92-108
Teachers’ homework follow‐up practices, the in‐class strategies teachers use to monitor their students’ homework assignments, have an impact on their students’ homework behaviors and academic achievement. The current study explored the perspectives of middle school mathematics teachers on the three domains of homework follow‐up: the practices used in class, the purposes of each practice, and the aspects that may influence this process. Data were collected from two data sources (i.e., focus groups and classroom observations) and were analyzed using thematic analysis. The findings showed that teachers monitored homework either using a single strategy or a combination of strategies (e.g., checking homework completion and providing individual feedback) linked to a specific purpose (e.g., promote students’ involvement). The teachers also reported that they were under certain constraints when they delivered homework follow‐up practices (e.g., pressure to follow the curriculum), so their practices’ effectiveness sometimes can be compromised. Implications for practice are discussed. 相似文献
290.
Outcomes and satisfaction of two optional cadaveric dissection courses: A 3‐year prospective study 下载免费PDF全文
Diogo Pais Diogo Casal Luís Mascarenhas‐Lemos Pedro Barata Bernard J. Moxham João Goyri‐O'Neill 《Anatomical sciences education》2017,10(2):127-136
Teaching time dedicated to anatomy education has been reduced at many medical schools around the world, including Nova Medical School in Lisbon, Portugal. In order to minimize the effects of this reduction, the authors introduced two optional, semester‐long cadaveric dissection courses for the first two years of the medical school curriculum. These courses were named Regional Anatomy I (RAI) and Regional Anatomy II (RAII). In RAI, students focus on dissecting the thorax, abdomen, pelvis, and perineum. In RAII, the focus shifts to the head, neck, back, and upper and lower limbs. This study prospectively analyzes students' academic achievement and perceptions within the context of these two, newly‐introduced, cadaveric dissection courses. Students' satisfaction was assessed anonymously through a questionnaire that included items regarding students' perception of the usefulness of the courses for undergraduate teaching, as well as with regards to future professional activity. For each of the three academic years studied, the final score (1 to 20) in General Anatomy (GA), RAI, and RAII was on average 14.26 ± 1.89; 16.94 ± 1.02; 17.49 ± 1.01, respectively. The mean results were lower in GA than RAI or RAII (P < 0.001). Furthermore, students who undertook these courses ranked them highly with regards to consolidating their knowledge of anatomy, preparing for other undergraduate courses, and training for future clinical practice. These survey data, combined with data on participating students' academic achievement, lend strong support to the adoption of similar courses as complementary and compulsory disciplines in a modern medical curriculum. Anat Sci Educ 10: 127–136. © 2016 American Association of Anatomists. 相似文献