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11.
Yue Yin Jim Vanides Maria Araceli Ruiz‐Primo Carlos C. Ayala Richard J. Shavelson 《科学教学研究杂志》2005,42(2):166-184
We examine the equivalence of two construct‐a‐concept‐map techniques: construct‐a‐map with created linking phrases (C), and construct‐a‐map with selected linking phrases (S). The former places few constraints on the respondent and has been considered the gold standard; the latter is cost and time efficient. Both their products and processes are compared quantitatively and qualitatively as to total accuracy score, individual proposition scores, proposition choice, map structure complexity, proposition generation rate, and proposition generation procedures. We conclude that the two mapping techniques are not equivalent: The C technique is better than the S technique in capturing students' partial knowledge, even though the S can be scored more efficiently than C. Based on their characteristics, if used as an assessment tool, the C technique is more suitable for formative assessment while the S technique is a better fit for large‐scale assessments. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 166–184, 2005 相似文献
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Jennifer Farley Katherine Richardson Bruna Dawn Martinez Oropeza Yesenia Ayala 《Journal of Latinos & Education》2019,18(1):81-89
Al Éxito supports the leadership development, post-secondary education, and civic engagement of Iowa Latina/o1 youth. In the summer of 2015, it piloted Movimiento Al Éxito, a “pop up” summer program. In this article, we detail the innovative components and curriculum and describe our journey with “new diasporic” Latina/o youth learning about their place in Iowa and developing testimonios which challenge existing narratives. We explain how emergent critical consciousness led to the program’s continuation and expansion the following school year. 相似文献
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Encarnación Soriano Ayala 《International Journal of Inclusive Education》2017,21(8):849-865
How important is the role that the different social institutions play in adolescents’ emotional development? This study alludes to the social capital framework to explain the influence that the family, school and peer relations have on the social-emotional competencies (SEC) of adolescents, immigrants and locals living in Southeastern Spain. Three social capital and socio-emotional competencies assessments scales were used in the study with 1614 pupils from 7 secondary schools. The results show that: (1) The social capital is a predictive and explanatory factor in adolescence. (2) The social relations that influence the SEC the most are those developed at school, followed by peer relations and, lastly, the family. (3) Spanish and Romanian teenagers show higher social capital and more SEC than Moroccans. (4) There are SEC gender differences among the Spanish group. (5) An immigrant school puzzle is observed in the Moroccan teenagers group who value school the most. (6) The family’s low emotional influence, particularly among Moroccan women, suggests that there is a deterioration of the institution and the existence of inter-generational differences. According to the results, schools remain a privileged space for SEC intervention programmes. 相似文献
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Jennifer Ayala 《The Urban Review》2009,41(1):66-84
This paper examines theoretical linkages between Anzaldua’s borderland scholarship, in particular the notion of mestiza consciousness,
and participatory action research. Two studies with high school and college co-researchers falling along different points
of the PAR spectrum are described to illustrate these conceptual linkages. Points in the process including critical decisions
in crafting questions and conducting actions, reflections on who are the knowledge holders and producers, and struggles with
responsibilities and vulnerabilities doing this work, are discussed through a lens of mestiza consciousness.
相似文献
Jennifer AyalaEmail: |
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One of the most fundamental innovations in higher education is the introduction of the method known as problem-based learning (PBL). While literature has largely focused on its learning goals and the transition from lectures to tutorials, little research has problematised why this is a successful methodology and what we consider as students’ success. Drawing upon various ethnographic techniques, the authors analyse PBL as a field of expectations in light of Expectation-Value Theory. Beyond merely showing that PBL is a culturally constructed practice, the article elaborates on how students’ expectations inform practices, performance and evaluation, which is important for assessing the successfulness of the method. By discussing students’ expectations, dynamics and power relations, the present article is a contribution to the research addressing what has come to be known as the ‘black box’ of PBL. 相似文献
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Trantham Pamela S. Sikorski Jonathon de Ayala R. J. Doll Beth 《Educational Assessment, Evaluation and Accountability》2022,34(1):113-135
Educational Assessment, Evaluation and Accountability - There is an extensive need for school systems to reliably assess the data literacy and data use skills of their educators. To address this... 相似文献
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Penny Addison Jaime Ayala Mark Hunter Ralph R. Behnke Chris R. Sawyer 《Communication Research Reports》2013,30(3):284-290
The purpose of this study was to determine if higher and lower anxiety sensitive speakers would exhibit differential levels of four types of body sensations (gastrointestinal, cardiopulmonary, disorientation, and numbness) while anticipating giving a public speech. The participants were eighty‐seven undergraduate students who gave five‐minute informative speeches. The Anxiety Sensitivity Index was used to measure anxiety sensitivity, and the Body Sensations Questionnaire was used to measure body sensations during the anticipatory period. The results showed a significant difference in body sensations between higher and lower anxiety sensitivity speakers for gastrointestinal, cardiopulmonary and numbness sensations. There were no significant differences found for disorientation between higher and lower anxiety sensitive speakers. 相似文献
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Francisco Ayala Mark De Ste Croix Pilar Sainz de Baranda Fernando Santonja 《Journal of sports sciences》2013,31(9):817-825
AbstractThe main purposes of this study were to (a) investigate acute effects of static and dynamic lower limb stretching routines on total response time, pre-motor time and motor time of the medial and lateral hamstrings during maximal eccentric isokinetic knee flexion; and (b) determine whether static and dynamic routines elicit similar responses. A total of 38 active adults completed the following intervention protocols in a randomised order on separate days: (a) non-stretching (control condition), (b) static stretching and (c) dynamic stretching. After the stretching or control intervention, total response time, pre-motor time and motor time of the medial and lateral hamstrings were assessed during eccentric knee flexion movements with participants prone. Measures were compared via a mixed-design factorial ANOVA. There were no main effects for total response time, pre-motor time and motor time. The results suggest that dynamic and static stretching has no influence on hamstrings response times (total response time, pre-motor time and motor time) and hence neither form of stretching reduces this primary risk factor for anterior cruciate ligament injury. 相似文献