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151.
Inmaculada González-Falcón José M. Coronel-Llamas R. Ignacio Correa-García 《Cultura y Educación》2016,28(2):419-433
This article includes the assessments made by four counsellors of their work in cultural diversity management in Huelva (Spain). Using interviews and focus groups, together with other qualitative research techniques, we examined the counsellors’ intervention models and the relationships they maintain with other members of the educational community to address issues raised by the presence of immigrant students in their respective schools. The results of the experiment emphasize the predominant use of a clinical intervention model, along with limited and isolated collaborations with teachers and other education agents (administrators, social workers, families). However, in recent years, the institutional consolidation of counsellors in schools and their commitment to prevention and collaborative work creates opportunities for a new, more participatory intervention model that would better manage cultural diversity. 相似文献
152.
Ignacio Calderón-Almendros Cristóbal Ruiz-Román 《Educational Philosophy and Theory》2016,48(9):946-958
This project reflects on the way in which students in a situation of social risk construct their identity. Based on the reflections and theories originating from research conducted on individuals and collective groups in a situation of social exclusion due to disability, social class or ethnicity, this paper will analyse the conflicts these students have to deal with when constructing their identity. It also examines the challenge that education has to face to turn those conflicts into opportunities that will help to build life projects with which they can freely identify. For this reason, from a critical perspective, the school’s role in constructing identity will be analysed, as will the way in which it affects children and adolescents from minority groups. In the same way, we will study and put forward some different channels aimed at providing more equal educational attention to those identities that are depreciated in neoliberal society. 相似文献
153.
This article examines the implications of how academics respond to the debate on the production of knowledge and its transfer
to the productive sector, for the transformation of Latin American universities. The empirical analysis is based on a survey
of 349 lecturers from Bolivian public universities, which inquired into aspects of university–industry relations (UIR). Although
the results indicate that lecturers are in favour of relations with firms, there are several barriers to such relationships,
such as lack of institutional support, generally unfavourable atmosphere in universities, and an industrial structure comprising
few firms in knowledge-intensive sectors and firms with low absorptive capacity. In the context of Bolivia, unlike what occurs
in developed countries, UIR have been configured around scientifically unimportant activities—technological support and internship
schemes to place students in firms—which has had a negative effect on the consolidation of research, an academic activity,
to which lecturers devote little of their time. The results of our study show the tensions that exist in efforts to change
the university model; there is a reluctance to intensify the commercialisation of research results, and a lack of enthusiasm
for introducing complex relationship mechanisms, such as the creation of hybrid structures.
相似文献
Jaider Vega-JuradoEmail: |
154.
Jerold S. Touger Robert J. Dufresne William J. Gerace Pamela T. Hardiman Jose P. Mestre 《International Journal of Science Education》2013,35(2):255-269
An extensive study was conducted of students’ explanations written in response to ‘what if...?’ questions in elementary mechanics. The study showed that the structure of students’ explanations yields roughly the same ranking of students as do problem‐solving tests, but in addition provides a wealth of insights into (1) context dependence and categorization in students’ use of concepts, (2) the effect of misconceptions on context dependence, and (3) the types of explanations that students tend to produce. A follow‐up study, in which students were presented with pairs of pre‐written explanations to ‘what if...?’ questions and asked to indicate a preference, showed that students do not necessarily prefer the types of explanations they write, and have greater difficulty assessing the correctness of explanations that are counter to preference type. Evidence is presented that, for many students, the links between physics thinking and real‐world thinking are all too tenuous. 相似文献
155.
156.
157.
Jose M. Coronel Llamas 《Innovative Higher Education》2011,36(3):177-187
This article describes the experience in Spain of a specific collaboration between university teachers and school counselors,
which used case-based approaches in a teacher training program. The collaboration ran for four years and involved 300 graduate
students, two university teachers, and six school counselors. Three basic features enabled this collaboration: a) horizontal
relationships, b) a spirit of mutual help and confidence, and c) autonomy. The outcome of the experience can be evaluated
in terms of both the case-based teaching process itself and its impact on student learning and the professional development
of teachers and counselors involved. 相似文献
158.
According to most theories, in a simple contingency learning situation, excitatory learning occurs when the probability of the unconditioned stimulus in the presence of the conditioned stimulus (p1) is higher than the probability of the unconditioned stimulus in the absence of the conditioned stimulus (p2). In Rescorla and Wagner??s (1972) model, this prediction varies, depending on the parameters used. In the following experiments, we evaluated whether the difference between p1 and p2 that is required to produce excitatory conditioning is the same, independent of the specific value of p1, or whether this difference varies proportionally to p1??s value. To do so, an appetitive procedure of Pavlovian conditioning with rats was used. In four experiments, we compared different levels of contingency (low, medium and high) and found that the difference between p1 and p2 that is required to produce excitatory conditioning increases when the value of p1 is higher. The possibility of analyzing contingency learning as a discrimination between p1 and p2 is also discussed. 相似文献
159.
James Karlsen Miren Larrea James R. Wilson Mari Jose Aranguren 《European Journal of Education》2012,47(1):122-138
The discussion in this article focuses on how the gap between academic knowledge and regional development can be bridged, creating conditions for change processes between researchers and regional agents. Institutional entrepreneurs can create regional development organisations and research organisations, but in order to fulfil regional needs it is necessary to create processes where researchers and practitioners can connect and create a mutual change process. The analysis shows how new organisations have been used to create conditions for knowledge co-generation processes, a change in the language used and new work methods between researchers from Deusto University and Orkestra and regional actors over a period of 11 years in the Basque Country. 相似文献
160.
Raul P. Garrido-Chamorro Marta González-Lorenzo Jose Sirvent-Belando Cristina Blasco-Lafarga Enrique Roche 《Research quarterly for exercise and sport》2013,84(2):241-248
Optimal exercise performance in well trained athletes can be affected by arterial oxygen saturation failure. Noninvasive detection of this phenomenon when performing a routine ergometric test can be a valuable tool for subsequent planning of the athlete's training, recovery, and nutrition. Oximetry has been used to this end. The authors studied 339 athletes performing a similar exercise trial under well controlled environmental conditions. Maximum speed, oxygen uptake, and heart rate levels were simultaneously measured. From the obtained data, six patterns were found: (a) athletes in whom oxygen saturation is constant (≥ 95%) during test execution; (b) athletes displaying a progressive desaturation with incremental exercise intensities; (c) athletes presenting a transient desaturation in the anaerobic threshold region; (d) athletes starting with a mild-to-moderate desaturation at the beginning of the test, but reaching normal saturation values at the end; (e) athletes displaying mild-to-moderate desaturation levels throughout the whole test; and (f) athletes displaying a transient desaturation in the anaerobic threshold region and a new desaturation at the end of the test. In conclusion, it is believed that establishment of desaturation patterns by validated oximetry could be a first approach to evaluate the adaptation of the cardiorespiratory system to exercise intensity, helping to improve results. 相似文献