Evaluation bias against work in progress: evidence from a Spanish marketing conference

Traditionally, the literature has analyzed the existence of bias in the evaluation of papers submitted to scientific journals, but it has not considered any possible bias in the evaluation of studies submitted to conferences. In this sense we can ask whether the conferences provide an adequate service for researchers. This study examines whether there is bias in the evaluation of work in progress submitted to a conference, and also examines the explanatory factors of the evaluation. To address these questions we use information from a marketing conference. The results show that completed work receives higher reviewer ratings than work in progress; a bias that is specifically present in the evaluation of information sources, methodology and results. This bias can be explained by the simple fact of being work in progress. Additionally, the results reveal that the number of references from journals listed in the Social Citation Index Report positively influences the evaluation of research studies.     

Human capital intensity in technology-based firms located in Portugal: Does foreign ownership matter?

This paper contributes to the scarce empirical literature on the impact of foreign ownership on human capital intensity. New evidence is provided, based on a comprehensive, large-scale survey of technology-based firms located in Portugal. The key findings are that: (1) foreign ownership directly (and significantly) impacts a firm's general human capital (education); (2) foreign ownership indirectly (and significantly) impacts a firm's specific human capital (skills); (3) the total impact of foreign ownership on a firm's human capital intensity is higher for education- (general) than for skills- (specific) related human capital intensity. Giving the critical importance of both FDI and human capital development for an ‘intermediate’ economy like Portugal (lagging behind in terms of human capital stock, and seeming to have lost part of its attractiveness as an FDI location), the paper discusses related policy implications. It is believed that our results and conclusions may be useful for other countries facing similar challenges.     

La representación gráfica de los sonidos y el paso del símbolo al signo

RESUMEN

Con el inicio de la lecto-escritura el niño debe hacer frente a dos aspectos nuevos para él: la representación gráfica de los sonidos y el paso del símbolo al signo. El objetivo de este trabajo es analizar el proceso evolutivo de estos aspectos y buscar unas pautas para el aprendizaje de la lengua escrita. Se lleva a cabo un estudio longitudinal con un grupo de 98 niños, en el que se analiza cómo se genera la representación gráfica de un sonido y en qué condiciones ese grafismo puede considerarse ya un signo y no un símbolo. Se describe también el proceso de aprendizaje de la lengua escrita, que se divide en varias fases: 1) toma de conciencia del lenguaje gráfico como medio de comunicación; 2) aprendizaje de la representación gráfica del sonido según el contexto y también con independencia del contexto original; y 3) aprendizaje de las letras como código y lectura y escritura de las primeras palabras. Finalmente se hacen unas consideraciones psicológicas sobre los métodos de aprendizaje global-analítico y analítico-sintético de la lecto-escritura.     

Theory and practice in a science education course for elementary teachers

In this action research work, I analyze the theory–practice integration in teacher preparation within the context of a science and technology (S&T) education teaching methodology course aimed at future elementary teachers. The course was designed, developed and evaluated taking into account this relationship as one of its axes. The results reveal that the proposal favors progress in theory–practice integration and stimulates the students’ reflection and research. By means of a written report and an oral presentation, the students communicated their reflections on S&T teaching in the context of their concomitant professional practice. They also collected and presented resources and activities they found useful for teaching, practiced the use of certain educational S&T kits, and looked for and shared S&T pieces of news from different mass media. They additionally conducted a school learning project simulation and reflected on it. Besides, they prepared three written essays about theoretical–practical assigned readings and discussed them. In this paper, I refer to achievements and difficulties that emerged during the process, relating them to other research findings in the area and to theoretical considerations. Finally, I make proposals for further efforts in this field.     

The role of students’ questions in aligning teaching,learning and assessment: a case study from undergraduate sciences

The quality of teaching and learning has been one of the major concerns of foundation chemistry disciplines for science and engineering undergraduates at the University of Aveiro, Portugal. Student‐centred approaches are being continuously developed, exploring ways of stimulating active and meaningful student learning by encouraging questioning by students. The development of questioning competences is regarded as fundamental, particularly in science education. In order to reinforce adequate alignment with teaching strategies, a new assessment method was implemented during the academic year of 2004–2005. This study is mainly aimed at exploring the use and integration of students’ questions as alternative assessment tools. Written formative and summative problem‐based cases were designed for these purposes. The questions raised by students during those assignments were analysed according to their cognitive level, relationship and orientation to the problem posed, herein considered to be quality indicators for learners’ questions. The findings suggest a deep engagement of students within these situations along the year, supporting the use of these alternative assessment tools as a way of fostering students’ questioning capability. Results also reveal that it is possible to achieve, with students’ questions placed at the centre of these processes, alignment between teaching, learning and assessment.     

The extension of the natural-number domain to the integers in the transition from arithmetic to algebra

The work described in this article was based on a historical perspective in order to analyze the extension of the natural-number domain to the integers in students' transition from arithmetic to algebra in the context of word problems. The initial historical analysis showed the need to consider mutual interrelationships between the algebraic language and the methods of solving word problems and linear equations, for the understanding of the evolution of negative numbers. Four levels of acceptance of these numbers (subtrahend, relative number, isolated number and formal negative number) were extracted from the historical texts. The empirical analysis showed that the first three levels were observed among 35 students of 12–13 years old as well.This revised version was published online in September 2005 with corrections to the Cover Date.     

What will I be when I grow up? An analysis of childhood expectations and career outcomes

In this paper, we utilise the British National Child Development Study to explore the determinants of career expectations formed at the age of 16. We analyse the influence of careers advice and resources at school on career expectations as well as the influence of education. In addition, we explore the accuracy of occupational expectations as compared to the occupation that the respondents subsequently become employed in. Throughout our findings, human capital and gender play a pivotal role in explaining career expectations as well as explaining the accuracy of the occupational forecast. Interestingly, the level of school resources available for careers guidance in terms of the number of teachers who are qualified to give careers advice and the amount of specific careers guidance training received by these teachers both have relatively small effects upon career expectations.