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101.
Leandro S. Almeida Maria Dolores Prieto Aristides I. Ferreira Maria Rosario Bermejo Mercedes Ferrando Carmen Ferrándiz 《Learning and individual differences》2010,20(3):225-230
In the multiple intelligence framework, newer and more contextualized cognitive tasks are suggested as alternative to more traditional psychometric tests. The purpose of this article is to examine whether or not these two types of instruments converge into a general factor of cognitive performance. Thus, the Battery of General and Differential Aptitudes (BADyG: reasoning, memory, verbal aptitude, numerical aptitude and spatial aptitude) and a set of Gardner's multiple intelligence assessment tasks (linguistic, logical, visual/spatial, bodily-kinesthetic, naturalistic and musical intelligences) were administered to 294 children aged 5 to 7. The confirmatory factor analysis points out the absence of a common general factor considering both batteries, indicating instead the existence of two general factors, which gather the tests that encompass them. Also, these two general factors correspond to traditional and multiple intelligence assessments and show a statistically moderate correlation between them. These results challenge Gardner's original position on refusing a general factor of intelligence, especially when considering the cognitive dimensions measured which do not coincide with the more traditional tests of intelligence. 相似文献
102.
103.
Fernando Almeida Diniz 《British Journal of Special Education》1999,26(4):213-217
Fernando Almeida Diniz, currently in the Faculty of Education at The University of Edinburgh and formerly Reader in Special Needs in Education at the University of Greenwich, considers the effects of 'institutionalised racism' on the education of black and ethnic minority children with special educational needs. 相似文献
104.
105.
In the past decade, family literacy has been the focus of considerable research. This work has suggested multiple understandings of involvement, and that many schools tend to work within a definition of parent involvement that does little more than seek to conform parents and their children to the literacy practices of schools. This paper reports research that has considered how parents take strategic action on their own and their children's behalf to increase their educational opportunities. It looks closely at the ways relationships between families and schools are constructed, and presents two ‘telling cases’ of families' responses to school literacy practices assigned for work at home. In doing so, it attempts to bring voices from Australia to the dialogue on ways of viewing parental involvement. It does this from a community centred perspective with the focus on the process of constructing shared meanings and understandings. The research examines the specific literacy practices that are honoured and dishonoured in the name of ‘parent involvement’. In doing so, the paper attempts to make visible the potential ‘winners’ and ‘losers’ in the development of home-school literacy partnerships. 相似文献
106.
107.
Brian N. Verdine Roberta M. Golinkoff Kathryn Hirsh‐Pasek Nora S. Newcombe Andrew T. Filipowicz Alicia Chang 《Child development》2014,85(3):1062-1076
This study focuses on three main goals: First, 3‐year‐olds' spatial assembly skills are probed using interlocking block constructions (N = 102). A detailed scoring scheme provides insight into early spatial processing and offers information beyond a basic accuracy score. Second, the relation of spatial assembly to early mathematical skills was evaluated. Spatial skill independently predicted a significant amount of the variability in concurrent mathematical performance. Finally, the relation between spatial assembly skill and socioeconomic status (SES), gender, and parent‐reported spatial language was examined. While children's performance did not differ by gender, lower SES children were already lagging behind higher SES children in block assembly. Furthermore, lower SES parents reported using significantly fewer spatial words with their children. 相似文献
108.
Nora H. Martínez 《International journal of qualitative studies in education》2014,27(8):959-973
This paper explores the difficulties that novice teachers confront at two economically, socially, and academically disadvantaged schools in the state of Nuevo Leon, Mexico. The researchers employed the action research tradition. Problems were identified using participant observation during reflexive workshops conducted with novice teachers and also in school settings. Teacher-generated written documents during the workshops were also analyzed. The difficulties these teachers face include issues related to parent involvement, resources, students’ basic learning background, teaching strategies for students with particular needs, discipline, work overload, and career preparation and curricular reform. The identified challenges are similar to those that beginning teachers typically experience. However, results of this study highlight the ways in which the immediate working context and characteristics of Mexico’s educational system uniquely impact and structure the experience of novice teachers in disadvantaged schools. 相似文献
109.
Nora Almeida 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(3-4):77-89
E-Reserves is a library support service that was conceived as a strategic, decentralized response to changes occurring in curricular resource formats during the 1990s. It is a service that has since become ubiquitous in academic libraries and one that is presently facing a crisis spurred by shifts in user culture, e-learning environments, and modes of scholarship production. Challenges facing E-Reserve services are compounded by a professional culture of isolation and by the absence of best practices and internal assessment measures that can serve as effective rubrics to measure changes or test the efficacy of current service models. This analysis of the history of E-Reserve services and evaluation of curricular support needs of faculty and students sheds light on the current crisis and envisions possible futures for the service. The article advocates for a move toward hybrid and iterative service models and highlights the importance of collaboration and outreach to ensure the future viability of E-Reserve services. 相似文献
110.
Tina Baich Nora Dethloff Brian Miller 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(3-5):75-88
A newly revised Interlibrary Loan Code for the United States was approved in 2016, the 100th anniversary of its first appearance. This article outlines the 2-year, iterative revision process undertaken by the ALA RUSA STARS Codes, Guidelines, and Technical Standards Committee, including the results of two public surveys and significant changes to the Interlibrary Loan Code for the United States. The authors hope to provide a template for future revisions and share the process with the entire interlibrary loan community. 相似文献