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21.
De Almeida Maia Denise Pohl Steffi Okuda Paola Matiko Martins Liu Ting Puglisi Marina Leite Ploubidis George Eid Michael Cogo-Moreira Hugo 《Educational Assessment, Evaluation and Accountability》2022,34(2):227-239
Educational Assessment, Evaluation and Accountability - The Bracken School Readiness Assessment (BSRA) has been used in large studies such as the Millennium Cohort Study (MCS). Important... 相似文献
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Rowland Jussara Estevens João Krzewińska Aneta Warwas Izabela Delicado Ana 《Science & Education》2022,31(5):1399-1424
Science & Education - Public trust in science and expertise remains a contentious issue. When public trust is analysed, it often simplifies a complex process of information retrieval and... 相似文献
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The main goal of this study is to show that the association between university entrance score and first-year students’ academic performance varies randomly across courses after controlling for students’ sociodemographic, schooling trajectory and motivational variables. The sample consists of 2697 first-year students who were enrolled in 54 courses at a Portuguese public university in 2015/16. Multilevel modelling of academic performance suggests that 34% of variability in grade point average is due to differences among courses and that 80% of such variability is explained by the field of study, whether the university is the student’s first choice, and the student’s gender, age and parents’ level of education. In addition, the results corroborate that the university entrance score is the strongest predictor of first-year academic performance. 相似文献
24.
In an attempt to build a more comprehensive and holistic understanding of the complexity, dynamics and idiosyncrasies involved in becoming a teacher, this study focussed on the experiences of 295 student teachers. Their feelings, cognitions and perceptions regarding teaching practice were analysed using the short version of the Inventory of Experiences and Perceptions of the Teaching Practice. Results emphasise some of the difficulties experienced during this period (e.g., stress, sense of weariness and ‘vulnerability’), as well the positive perceptions of these student teachers regarding their growing knowledge and skilfulness, as well as their sense of efficacy, flexibility and spontaneity in their performance and interactions. Their perception of their accomplishments in achieving reasonable levels of acceptance and recognition within the school community and their positive evaluation of the guidance and support provided by their supervisors are also emphasised. Differences were found – in terms of gender and graduate course background – in the way these student teachers experienced some aspects of teaching practice. 相似文献
25.
António Almeida Clara Maria Vasconcelos Orlando Strecht-Ribeiro Joana Torres 《International Journal of Science Education》2013,35(2):312-334
This study used an individual structured interview to (1) verify the incidence of non-anthropocentric reasoning in 123 children attending the 3rd and 4th years in three primary schools in the Lisbon area (Portugal), when they are confronted with ecological dilemmas and (2) establish those places they frequented which permit animal contact. The results show a greater incidence of non-anthropocentric reasoning than that obtained in other international studies. This may be related to the focus of the questions asked, which invited children to imagine themselves as another animal or to present situations where human interaction is unfair. This incidence was found independently of gender, school origin and whether or not pets were owned, even with the more biologically complex animals. School year was the only variable proven to make a difference in conceptually more demanding questions. We also verified that the children's general past experience of nature is essentially aligned to ‘controlled environments depending on ongoing human management’, confirming a decline in direct contact with ‘natural and semi-natural environments’. However, this type of experience does not seem to exert a negative influence on their non-anthropocentric reasoning. 相似文献
26.
In this communication we perform an analysis of European science, investigating the way countries are joined in clusters according to their similarity. An extremely clear pattern arises, suggesting that geographical and cultural factors strongly influence the scientific fabric of these countries. Although it is seen that one of the major factors behind Science in Europe is, apparently, geographical proximity, bilateral cooperation between countries cannot fully account for the respective similarity. Long-term policies, planning and investment are also visible in the results. 相似文献
27.
Anely Maciel de Melo Rafaela Cristina Turola Barbi Francisco Lucas Chaves Almeida Weysser Felipe Cndido de Souza Atacy Maciel de Melo Cavalcante Hugo Junior Barboza de Souza Diego Alvarenga Botrel Soraia Vilela Borges Roberto Germano Costa Max Rocha Quirino Solange de Sousa 《Food Technology and Biotechnology》2022,60(3):386
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Isabel S. Campos Leandro S. Almeida Aristides I. Ferreira Luis F. Martinez Glória Ramalho 《European Journal of Psychology of Education - EJPE》2013,28(2):421-436
The present study aims to examine the relationship between cognitive factors and mathematical achievement in primary education. Participants were 103 Portuguese third grade students, aged 8 and 9. All participants completed a battery for working memory (WMTB-C), a test of general intelligence (Raven's Progressive Color Matrices), a selective attention test (d2), and mathematical exercises (arithmetic story problems and measurement skills). Data suggested significant correlations between math performance, executive, visuospatial sketchpad and g factor. Our findings suggest the importance of the cognitive factors in two mathematical domains considered. In consonance with the research in this area, we conclude that working memory (WM) assumes an important role in different math curricular achievements. 相似文献
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Fernando Almeida Diniz 《欧洲师范教育杂志》1991,14(2):107-115
Over the last two decades, there have been major changes in policy and practice in special education. Three theoretical models are outlined together with analysis of their underlying assumptions, effects on practice and implications for innovation and change. Finally, a brief discussion of new directions in the training of specialist teachers is presented. 相似文献