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51.
The UNESCO International Bureau of Education (IBE), through the Community of Practice (COP) in Curriculum Development, organized
eight Regional Preparatory Workshops on Inclusive Education in 2007. These workshops had the overall goal of initiating a
participatory, consultative process in order to highlight key issues and challenges regarding inclusive education, to be presented
at the 48th session of the International Conference of Education (ICE) 2008. Each preparatory regional workshop centred on
four sub-themes around which the IBE Council has proposed to articulate the 48th ICE: Approaches, Scope and Content; Public
Policies; Systems, Links and Transitions; Learners and Teachers. In the framework of conceptual dimensions of inclusive education,
and the sub-themes of ICE 2008, this article identifies trends across regions within the ICE sub-themes and highlights points
for future debate on inclusive education.
Renato Opertti (Uruguay) Sociologist and Master in Educational Research. Universidad de la República Oriental del Uruguay and Centro de Investigación y Experimentación Pedagógica (CIEP, Montevideo, Uruguay). Consultant to ECLA, UNESCO, UNICEF and the World Bank. Currently Programme Specialist for the Capacity-Building Programme at UNESCO IBE, Geneva, Switzerland, where he co-ordinates the Community of Practice in Curriculum Development. He has published numerous studies on social policy, poverty, education and curriculum issues. Carolina Belalcázar (Colombia) Research Fellow at UNESCO IBE. Ph.D. University of Pittsburgh in Social and Comparative Analysis in Education, with a specialization in International and Development Education. Former Outreach Director for the Council on Latin American and Iberian Studies, MacMillan Center for International and Area Studies and the Programs in International Education Resources, Yale University. Her research focuses on the relationship between policy design and implementation in the fields of education and international drug control. 相似文献
Carolina BelalcázarEmail: |
Renato Opertti (Uruguay) Sociologist and Master in Educational Research. Universidad de la República Oriental del Uruguay and Centro de Investigación y Experimentación Pedagógica (CIEP, Montevideo, Uruguay). Consultant to ECLA, UNESCO, UNICEF and the World Bank. Currently Programme Specialist for the Capacity-Building Programme at UNESCO IBE, Geneva, Switzerland, where he co-ordinates the Community of Practice in Curriculum Development. He has published numerous studies on social policy, poverty, education and curriculum issues. Carolina Belalcázar (Colombia) Research Fellow at UNESCO IBE. Ph.D. University of Pittsburgh in Social and Comparative Analysis in Education, with a specialization in International and Development Education. Former Outreach Director for the Council on Latin American and Iberian Studies, MacMillan Center for International and Area Studies and the Programs in International Education Resources, Yale University. Her research focuses on the relationship between policy design and implementation in the fields of education and international drug control. 相似文献
52.
Alves João Carvalho Luísa Carvalho Renato Correia Florbela Cunha Jorge Farinha Luís Fernandes Joana Ferreira Manuela Lucas Eugénio Mourato Joaquim Nicolau Ana Nunes Sara Nunes Sandra Oliveira Pedro Pereira Cristina Pinto Sandra Silva José 《Tertiary Education and Management》2015,21(2):81-98
Tertiary Education and Management - Higher education institutions and, particularly, polytechnic institutes in Portugal are, generally speaking, recognized as the key stakeholders in regional... 相似文献
53.
This paper explores the science content knowledge of elementary school teachers, and its possible role in helping them teach effectively. These issues are explored in the context of an investigation of the views of 106 elementary school teachers who had participated in professional development courses which focused on the topic “natural and processed materials.” These practising teachers revealed a range of conceptions about materials, which have been categorized into broad types. Some of the teachers showed shifts in conceptions, from what could be described as “naïve” conceptions to more scientific views, after a 2‐day professional development activity. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1154–1170, 2000 相似文献
54.
This article presents conceptual navigation and NavCon, an architecture that implements this navigation in World Wide Web pages. NavCon architecture makes use of ontology as metadata to contextualize user search for information. Based on ontologies, NavCon automatically inserts conceptual links in Web pages. By using these links, the user may navigate in a graph representing ontology concepts and their relationships. By browsing this graph, it is possible to reach documents associated with the user desired ontology concept. This Web navigation supported by ontology concepts we call conceptual navigation. Conceptual navigation is a technique to browse Web sites within a context. The context filters relevant retrieved information. The context also drives user navigation through paths that meet his needs. A company may implement conceptual navigation to improve user search for information in a knowledge management environment. We suggest that the use of an ontology to conduct navigation in an Intranet may help the user to have a better understanding about the knowledge structure of the company. 相似文献
55.
Luiz H. P. Vieira Sérgio A. Cunha Renato Moraes Fabio A. Barbieri Rodrigo Aquino Lucas de P. Oliveira 《Research quarterly for exercise and sport》2018,89(2):210-220
Purpose: The purpose of this study was to compare the kicking performance of young soccer players in the U9 to U20 age groups. Method: Three hundred and sixty-six Brazilian players were evaluated on an official pitch using three-dimensional kinematics to measure (300 Hz) ball velocity (Vball), foot velocity (Vfoot), Vball/Vfoot ratio, last stride length, and distance between the support foot and the ball. Simultaneously, a two-dimensional procedure was also conducted to compute (60 Hz) the mean radial error, bivariate variable error, and accuracy. Possible age-related differences were assessed through one-way analysis of variance and magnitude-based inferences. Results: Ball velocity increased by 103% (p < .001, η2 = .39) from the U11 age group (48.54 ± 8.31 km/hr) to the U20 age group (98.74 ± 16.35 km/hr). Foot velocity presented a 59% increase (p < .001, η2 = .32) from the U11 age group (49.08 ± 5.16 km/hr) to U20 (78.24 ± 9.49 km/hr). This finding was due to improvement in the quality of foot–ball impact (Vball/Vfoot ratio) from U11 (0.99 ± 0.13 a.u.) to U20 (1.26 ± 0.11 a.u.; p < .001, η2 = .25). Parameters such as mean radial error and accuracy appeared to be impaired during the growth spurt (U13–U15). Last stride length was correlated, low to moderately high, with Vball in all age groups (r = .36–.79). Conclusions: In summary, we concluded that simple biomechanical parameters of kicking performance presented distinct development. These results suggest that different training strategies specific for each age group could be applied. We provide predictive equations to aid coaches in the long-term monitoring process to develop the kick in soccer or search for talented young players. 相似文献
56.
This article discusses conceptual and empirical elements concerning the development of cognitive processes that function as precursors of reading, and their association with the acquisition of reading skills in an adult population participating in literacy courses. It connects emergent literacy research with historical–cultural and bioecological concepts. Subsequently, it focuses on the problem of the development of profiles of cognitive reading precursors. A sample of 63 Chilean adults was studied through a growth/learning curves approach. The study replicated previous results indicating the existence of three major profiles of these cognitive precursors. Together, these precursors are associated with significantly different learning curves beyond the effect of each precursor considered separately. In addition, it established a negative association between initial phonological awareness and the rate of reading acquisition during the course. It has been claimed that an individual's participation in specific cultural activities throughout his/her life influences the development of the precursors of reading. Based on a complementary biographical study of a subsample of participants, preliminary evidence is presented that supports this link. 相似文献