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441.
The ECTS, European Credit Transfer System, is now widely used throughout higher education institutions as it facilitates student mobility within Europe and the comparison of study programs and courses. Most European institutions provide students with the number of ECTS each course and module is worth. A full-time student needs to complete 60 ECTS per academic year, which represents about 1500 to 1800 h of study. However, there is a lack of research showing that ECTS metrics have been properly implemented in different degrees and universities. The aim of this paper is to assess the relevance of the ECTS metric as a valid indicator of students’ and courses’ workloads. Detailed workload measurements have been taken in two Spanish universities, with 250,000 work hours monitored from 1400 students. This is the first study published with such a large dataset that includes a range of simultaneous courses and throughout a whole semester. Empirical distribution functions of workload indicators have been obtained. Evidence is provided indicating that nominal ECTS credit hours may be overestimated, that the variability of student workload could be too large for ECTS to sensibly characterize course workload, and that workload statistics of courses with same nominal ECTS are generally not comparable. Although the ECTS metric conception seems to be a valid metric to facilitate mobility between different institutions and higher education systems, in practice, according to this study, it requires revision, at least in the two institutions that have been included in this study. Further studies like the present one are required to test if this is a broader problem that has implications for the comparability of degrees across Europe. 相似文献
442.
This study analyzes the personal narrative of flow experiences across three elite sportsmen within their particular sport autobiographical contexts. Using a holistic formal structure analysis to examine the participants’ self-narratives, five major themes emerged: (a) early socialization as the basis of a strong athletic identity, (b) withdrawal from sports as a threat to athletic identity, (c) the dramatic weight of the narrative plots within which the experiences of flow are inserted, (d) biographical sporting flow accounts, and (e) silences and devaluations in flow narrative. The results of the narrative analyses show a close relationship between the flow experiences and athletic identity. This study concludes that, in this case, the narratives of flow experiences have had an ontological role as they served to assert the participants’ threatened athletic identity. Hence, studying narratives as practices is a useful way to better understand not only the internal coherence of the narrative fragments into which flow experiences are inserted, but also the role that they play regarding the autobiographical narrative into which these are inserted. 相似文献
443.
Promoting Gypsy children's behavioural engagement and school success: Evidence from a four‐wave longitudinal study
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Pedro Rosário José Carlos Núñez Guillermo Vallejo Raquel Azevedo Raquel Pereira Tânia Moreira Sonia Fuentes Antonio Valle 《British Educational Research Journal》2017,43(3):554-571
Low schooling, high non‐attendance and school dropout rates are critical phenomena within disadvantaged groups, especially among the Gypsy community. For example, in the UK, 10%–25% of Gypsy children do not attend school regularly and have significantly higher levels of overall absence from school (percentage of half‐day sessions missed) than pupils from other ethnic groups. In Portugal, available data on Gypsy children is sparse, yet data from one geographic region of the country reports high school failure (45%) and dropout rates (15%) among this population. The present study assessed the efficacy of a four‐year intervention to promote Gypsy children's behavioural engagement and school success. Gypsy communities were contacted and 30 children participating in the four waves were randomly distributed into control and experimental groups. Every school day throughout four years, 16 children in the experimental group were called at home and invited to go to school. The effectiveness of the intervention was evaluated in four waves (at the end of each of the four school years), assessing behavioural engagement (i.e. school non‐attendance, classroom behaviour) and school achievement (i.e. mathematics achievement, student progression). Findings show the efficacy of the intervention on promoting behaviour engagement and academic success without devaluing Gypsy people's culture. 相似文献
444.
Lourdes Meroño Antonio Calderón José L. Arias-Estero Antonio Méndez-Giménez 《Cultura y Educación》2017,29(2):279-323
The purpose of this study was to design and validate an assessment tool to find out how primary school students perceive their competency-based learning. By examining the content validity (n = 35 experts), comprehension (n = 173 students) and construct (n = 523 students) of the instrument, the results showed correct psychometric quality, internal consistency, reliability and adequacy of the structural model: χ2/df = 2.08, TLI = 0.88, CFI = 0.90, GFI = 0.90, RMSEA = 0.04, and SRMR = 0.04. The final version of the Questionnaire on Perceived Competency-based Learning of primary school students (#ICOMpri1) includes eight dimensions and 27 items. The results showed a high perceived competency-based learning of primary school students. This is therefore a valid and reliable instrument that provides a more subjective and real vision of primary students’ academic performance. Nevertheless, future studies should analyse the criterion-related validity by comparing perception results with those of international academic achievement. 相似文献
445.
Lourdes Meroño Antonio Calderón José L. Arias-Estero Antonio Méndez-Giménez 《Cultura y Educación》2019,31(1):31-66
The purposes of this paper were twofold: (a) to analyse primary school teachers’ perceptions of the inclusion of the key competences in the curriculum; and (b) to test a hypothetical prediction model about the inclusion of the key competences in the curriculum according to their perceptions. The participants were 1,010 teachers from 110 schools. The results showed that the teachers need training on this new competency-based approach to teaching, learning and evaluation. The hypothetical prediction model confirmed the high predictiveness of pre-service teacher education and continuous professional development regarding the proper development of the main elements of competency-based learning which contribute to achieving the purposes of today’s education. One of the possible recommendations that could facilitate the inclusion of the key competences in the curriculum according to their perception is teacher training geared towards pedagogical models adapted to the reality of teaching today which optimize teachers’ professional performance and students’ academic achievement. 相似文献
446.
447.
Simon Bell Chris Douce Sandra Caeiro Antonio Teixeira Rosa Martín-Aranda Daniel Otto 《Open Learning》2017,32(2):95-102
Higher Education (HE) is experiencing disruption from technologies, demographics, the globalising world and longer life expectancy. Historically Higher Education has had a legacy of being seen as the requirement for an educated ‘elite’, there has been a policy ambition set in various countries (including the UK) for it to become the expectation for much wider segments of the population as a whole. As students become ‘everyone’ and learning becomes ‘all the time’ Distance Teaching and Research Institutions have a tremendous opportunity but there are also many disruptions and barriers to overcome. Higher Education institutions have an important role within Education for Sustainable Development and sustainable lifestyles; one of the important goals and targets of the United Nations Sustainable Development goals for 2030. Higher Education can contribute to sustainability in many ways – social, technical and environmental; globally and locally. In particular distance-learning universities due to the flexibility in the learning process, use of technologies, and inter-disciplinary approach to teaching and learning, constitute key factors in education for sustainable development. But what will this contribution look like? In this paper, the responses from senior leaders in four major European distance-learning universities are presented, compared and discussed. The tentative conclusions draw out some strategic imperatives for sustainable higher education in the twenty first century. 相似文献
448.
We describe, discuss and illustrate a metaphoric parallel between the history of the most famous Spanish liqueur, “Anís del Mono” (Anís of the Monkey), and the evolution of living organisms in the light of Darwinian theory and other biological hypotheses published
subsequent to Charles Darwin’s Origin of Species. Also, we report the use of a caricature of a simian Darwin with a positive connotation, perhaps the only one ever produced.
We conclude that, like some species in the natural world, Anís of the Monkey has evolved, adapted, survived and become the fittest and most successful anís in the Spanish market and possibly the world. We hope this paper will contribute a new useful metaphor for the teaching of
biological evolution. 相似文献
449.
Se revisan aquí las funciones que tiene el título de un texto y se propone un modelo de “instrucción razonada” en tres fases para que el adiestramiento en titulación constituya una nueva vía para mejorar la comprensión lectora. 相似文献
450.
Lluïsa Quevedo-Junyent José Antonio Aznar-Casanova Dolores Merindano-Encina Genís Cardona Joan Solé-Fortó 《Research quarterly for exercise and sport》2013,84(4):644-651
In this study, we examined differences in dynamic visual acuity between elite and subelite water polo players and sedentary students. To measure dynamic visual acuity binocularly, we asked participants to indicate the orientation of a broken ring, similar to the Landolt C, which increased in size as it moved across a computer screen. Two different speeds, three possible trajectories, and two different levels of contrast were evaluated. There were statistically significant differences between elite players and sedentary students for each combination of speed, contrast, and trajectory. Elite players achieved better dynamic visual acuity scores, and results also improved for some combinations of speed, contrast, and trajectory. Comparison between elite and subelite groups failed to reveal any 相似文献