scholarly journals Austrália, Brasil e Canadá: impacto das avaliações no ensino de Ciências

2018 ◽  
pp. 1
Author(s):  
Paulo Sérgio Garcia ◽  
Xavier Fazio ◽  
Debra Panizzon ◽  
Nelio Bizzo
Keyword(s):  
Science Teaching ◽  
Educational Policies ◽  
Education Systems ◽  
Palabras Clave ◽  
Language And Mathematics ◽  
And Mathematics ◽  
The Impact ◽  
Published Research ◽  
Sobre Todo

<p>A cultura global de testes se expandiu rapidamente nas últimas décadas. Nessas avaliações, as áreas mais comumente testadas são as de Linguagem e Matemática (LM). O foco e as políticas de responsabilização têm trazido consequências para o ensino de Ciências. Neste estudo reúnem-se evidências do Brasil, do Canadá e da Austrália para compreender as implicações dessas políticas para o ensino de Ciências, com base em pesquisas recentemente publicadas. Os resultados mostraram que a cultura dos testes, com ênfase em LM, e as políticas de responsabilização têm gerado o descaso e a negligência com o ensino de Ciências, causado sobretudo pelos sistemas de ensino e pelos gestores escolares, que criam iniciativas, ações e projetos voltados para atingir os resultados e metas em LM.</p><p><strong>Palavras-chave:</strong> Ensino de Ciência; Testes; Políticas Educacionais; Responsabilização.</p><p> </p><p><strong>Australia, Brasil y Canadá: impacto de las evaluaciones en la enseñanza de Ciencias</strong></p><p>La cultura global de pruebas se expandió rápidamente en las últimas décadas. En estas evaluaciones, las áreas más comúnmente probadas son las de Lenguaje y Matemáticas (LM). El enfoque y las políticas de responsabilización han provocado consecuencias en la enseñanza de Ciencias. En este estudio se reúnen evidencias de Brasil, Canadá y Australia para comprender las implicaciones de tales políticas para la enseñanza de Ciencias, en base a investigaciones recientemente publicadas. Los resultados mostraron que la cultura de las pruebas, con énfasis en LM, así como las políticas de responsabilización, han generado desatención y negligencia en la enseñanza de Ciencias, sobre todo en función de los sistemas de enseñanza y los gestores escolares, que crean iniciativas, acciones y proyectos que se destinan a alcanzar los resultados y metas en LM.</p><p><strong>Palabras clave:</strong> Enseñanza de Ciencias; Pruebas; Políticas Educacionales; Responsabilización.</p><p align="center"><strong> </strong></p><p><strong>Australia, Brazil and Canada: the impact of assessment on Science teaching</strong></p><p>The global testing culture has expanded rapidly in recent decades. In these assessments, the most commonly tested areas are those of Language and Mathematics (LM). The focus and accountability policies have brought consequences for the teaching of the sciences. Based on recently published research, the present study gathers evidence collected in Brazil, Canada and Australia in order to understand the implications of these policies for the teaching of the sciences. The results showed that both the culture of testing, with its emphasis on LM, and accountability policies have generated a disregard and neglect of science teaching. This situation is caused mainly by the education systems and the school managers who create initiatives, actions and projects aimed at achieving LM results and targets.</p><p><strong>Keywords:</strong> Science Teaching; Tests; Educational Policies; Accountability.</p>

scholarly journals Arte y fotografía digital. Una aproximación al estudio de algunas tendencias creativas de la fotografía digital en el contexto de la producción artística

2015 ◽  
Author(s):  
Javier Marzal Felici
Keyword(s):  
Visual Culture ◽  
Digital Technology ◽  
Digital Photography ◽  
Artistic Creation ◽  
Palabras Clave ◽  
The World ◽  
Art Photography ◽  
Characteristic Features ◽  
The Impact ◽  
Sobre Todo

Resumen:Nos proponemos presentar en las siguientes páginas algunas reflexiones sobre la incidencia de la tecnología digital en el campo de la fotografía, en concreto en el contexto de la creación artística. En primer lugar, se articula una breve revisión de las principales dificultades que plantea la acotación de un territorio creativo como el de la “fotografía artística”. A continuación se propone un recorrido, necesariamente parcial y subjetivo, a través de la obra fotográfica de diferentes creadores contemporáneos, con el fin de determinar algunos rasgos característicos de la creación digital en el mundo del arte fotográfico. El propósito de este trabajo es subrayar cómo la transformación digital de la fotografía ha multiplicado sus posibilidades expresivas y narrativas, y ha convertido al medio fotográfico en un campo fértil, no sólo para la creación artística, sino sobre todo para la reflexión en torno a la naturaleza de la imagen y de la cultura visual contemporánea.   Abstract: In the following pages we present some reflections on the impact of digital technology in the field of photography, particularly in the context of artistic creation. First, a brief review of the main difficulties in dimensioning a creative territory like the "art photography" is articulated. Then, we follow a panoramic review of different practises, necessarily partial and subjective, through the photographic work of various contemporary artists, in order to determine some characteristic features of digital creation in the world of photographic art. The purpose of this paper is to highlight how digital photography processing has increased its expressive and narrative possibilities, and the photographic medium has become a fertile field, not only for artistic creation, but especially for the reflection on the nature of the image and contemporary visual culture.   Palabras clave: Fotografía artística; fotografía digital; autorreflexividad; arte; creación; espectáculo.   Keywords: Artistic photography; digital photography; auto-reflexivity; art; creation; spectacle

scholarly journals The Impact of school locale on pupils’ competencies in selected subjects. Does it matter more for specific regions in Ghana?

2020 ◽  
Vol 2 (1) ◽  
pp. 72-85
Author(s):  
Maxwell Kwesi Nyatsikor ◽  
Winston Kwame Abroampa ◽  
Kweku Esia-Donkoh
Keyword(s):  
Inclusive Education ◽  
English Language ◽  
Sampling Technique ◽  
Multilevel Modelling ◽  
Northern Region ◽  
Sustainable Development Goal ◽  
Mathematics Tests ◽  
Language And Mathematics ◽  
And Mathematics ◽  
The Impact

This study examined the impact of school locale on pupils’ competencies in the English language and mathematics tests. The sample comprised 16,481 Primary 3 and 14,495 Primary 6 pupils from 448 and 426 schools respectively. The schools were selected using the stratified random sampling technique and the data analysed using a multilevel modelling technique. There was a statistically significant impact of school locale on the national and regional level achievements in both subjects. Rural schools were consistently associated with lower achievement except for the Northern region. The findings suggest that it significantly mattered which part of the country a child attends school in Ghana. This runs counter to the nation’s educational policies and the realisation of the United Nation’s Sustainable Development Goal 4. Hence, to provide quality and inclusive education for all pupils, resources for schools and communities should be equitably distributed and effectively utilised.

scholarly journals Edad relativa y resultados escolares en educación primaria en la Comunidad Autónoma de Cantabria

2018 ◽  
Vol 26 ◽  
pp. 141
Author(s):  
Paula González-Vallinas ◽  
Julián Librero ◽  
Salvador Peiró ◽  
José Luis San Fabián
Keyword(s):  
Evaluation Criteria ◽  
Spanish Language ◽  
Primary Students ◽  
Birth Month ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Compulsory School Age ◽  
Educación Primaria ◽  
The Impact ◽  
Average School

In this paper, we explore the impact of birth month on the academic achievement in Spanish Language and Mathematics of primary students in grades 2, 4, and 6 in Cantabria County, in the academic years of 2009-2014. The findings show that students born in late-autumn months scored lower than their classmates, suffering, therefore, from the disadvantage of being relative younger. In general, results show that students born at the end of the year have worse academic performance and an increased probability for low student achievement, after controlling gender, grade repetition, and average school results. We insist on the importance of modifying compulsory school age grouping as well as applying a flexible date exam policy (evaluation criteria) to ensure that relative outcomes for younger children are not impacted by birth month.

scholarly journals O Paic e a equidade nas escolas de ensino fundamental cearenses

2017 ◽  
pp. 1
Author(s):  
Paula Kasmirski ◽  
Joana Gusmao ◽  
Vanda Ribeiro
Keyword(s):  
Elementary Schools ◽  
Educational Inequalities ◽  
Social Origin ◽  
Satisfactory Performance ◽  
Palabras Clave ◽  
Municipal Schools ◽  
Principles Of Justice ◽  
The Right ◽  
The Impact ◽  
Sobre Todo

<p>O objetivo deste artigo é verificar se o Programa Alfabetização na Idade Certa (Paic) contribuiu para a melhoria da equidade nas redes municipais de ensino do estado do Ceará. Conceituou-se equidade como uma situação em que todos os alunos, independentemente de sua situação de origem, atingem níveis apropriados de resultado. Como medida de resultado, usou-se a proficiência dos alunos em Língua Portuguesa (LP) na Prova Brasil. Avaliou-se o impacto do Paic sobre a probabilidade de um aluno atingir um desempenho adequado pelo método de diferenças em diferenças. Concluiu-se que o Paic melhorou a equidade na coorte analisada, pois aumentou a proporção de alunos que atingem a proficiência apropriada em LP, em especial em escolas cuja maioria dos alunos é pobre. A análise da política revelou que o Paic apresenta componentes alinhados com princípios de justiça que se ajustam ao objetivo de equidade na escola de educação básica.</p><p> </p><p><em><strong>El Paic y la equidad en las escuelas de educación básica de Ceará</strong></em></p><p><em>El propósito de este artículo es verificar si el Programa de Alfabetización en la Edad Cierta (Paic) contribuyó para mejorar la equidad en las redes municipales de enseñanza del estado de Ceará. La equidad se conceptualizó como una situación em la que todos los estudiantes, independientemente de su situación de origen, alcanzan niveles adecuados de resultado. Para medir el resultado se utilizó la proficiencia de los alumnos en Lengua Portuguesa (LP) en la Prueba Brasil. Se evaluó el impacto del Paic sobre la probabilidad de que un estudiante lograra un desempeño adecuado por el método de diferencias en diferencias. La conclusión es que hubo mejora de la equidad debido al Paic en la cohorte analizada, ya que aumentó la proporción de alumnos que alcanzaron el nivel de competencia esperado en LP, sobre todo en escuelas que poseen una mayoria de estudiantes pobres. El análisis de la política reveló que el Paic presenta componentes que están en línea con principios de justicia que se ajustan al objetivo de equidad en la escuela de educación básica.</em></p><p><em><strong>Palabras clave</strong>: Equidad; Evaluación de La Educación; Políticas Educacionales; Desigualdades Educacionales.</em></p><p><em><br /></em></p><p><em><strong><span lang="EN-US">Paic and equity in elementary schools in Ceará</span></strong></em></p><p><em>The aim of this paper is to verify if the Programa Alfabetização na Idade Certa [Literacy in the Right Age Program] (Paic) has contributed to improving the equity in Ceará’s municipal schools. Equity is defined as a situation in which all students, regardless of their social origin, achieve appropriate results. The evaluation of our results is a pedagogical interpretation that indicates adequate proficiency in the Portuguese language of students in Prova Brasil. We investigated the impact of Paic’s on the probability of students achieving satisfactory performance in Portuguese using the Differences-in-Differences (DID) method. The equity concept, operationalized through DID, led us to conclude that the program improved equity in the analyzed cohort because it increased the proportion of students that reached the adequate level of Portuguese proficiency, especially in schools where the majority of students are poor. The analysis revealed that Paic presented elements aligned with principles of justice which adjust to the objective of equity in elementary school.</em></p><p><em><strong>Keywords</strong>: Fairness; Educational Evaluation; Educational Policy; Educational Inequalities.</em></p><p> </p><p><em><br /></em></p><p> </p>

scholarly journals Impacto da bonificação educacional em Pernambuco

2017 ◽  
pp. 1
Author(s):  
Clayton Sirilo do Valle Furtado ◽  
Tufi Machado Soares
Keyword(s):  
Propensity Scores ◽  
The State ◽  
Educational Goals ◽  
Educational Performance ◽  
Palabras Clave ◽  
School Network ◽  
And Mathematics ◽  
La Red ◽  
The Impact ◽  
State Schools

<p>O artigo busca avaliar o impacto do Bônus de Desempenho Educacional, que constitui um incentivo pago aos funcionários das escolas da rede estadual de Pernambuco mediante o cumprimento de metas educacionais preestabelecidas. O objetivo principal é verificar se essa política de bonificação propiciou um melhor desempenho nas proficiências das disciplinas de Língua Portuguesa e Matemática entre 2008 e 2012. A metodologia para abordar essa questão consiste no uso de escores de propensão para produzir pareamentos, em que cada escola da rede estadual (que participa da política de bonificação) é comparada a uma escola similar da rede municipal (que não dispõe de tal política). Afere-se, como principal resultado, que as escolas estaduais obtiveram, no 9º ano do ensino fundamental, um ganho de cinco pontos em relação àquelas da rede municipal.</p><p><strong>Palavras-chave:</strong> Accountability; Avaliação de Políticas Educacionais; Bônus de Desempenho Educacional; Método das Diferenças em Diferenças.</p><p> </p><p><strong><em>Impacto de la bonificación educacional en Pernambuco</em></strong></p><p><strong><em>Resumen:</em></strong></p><p><em>El artículo tiene el propósito de evaluar el impacto del Bono de Desempeño Educacional, un incentivo que se les paga a los empleados de las escuelas de la red estadual de Pernambuco mediante el cumplimiento de metas educacionales preestablecidas. El principal objetivo es el de verificar si dicha política de bonificación propició un mejor desempeño en las asignaturas de Lengua Portuguesa y Matemáticas entre 2008 y 2012. La metodología para abordar este tema consiste en el uso de notas que producen cruces de datos, en que cada escuela de la red estadual (que participa de la política de bonificación) es comparada a una escuela similar de la red municipal (que no dispone de tal política). Como principal resultado, se verificó que las escuelas estaduales obtuvieron, en el 9º año de la educación básica, un aumento de cinco puntos en relación a las de la red municipal. </em></p><p><em><strong>Palabras clave:</strong> Accountability; Evaluación de Políticas Educacionales; Bono de Desempeño Educacional; Método de Las Diferencias en Diferencias.</em></p><p> </p><p><strong><em>Impact of educational bonus in Pernambuco</em></strong></p><p><strong><em>Abstract:</em></strong></p><p><em>The present article seeks to assess the impact of the Educational Performance Bonus, an incentive paid to employees of the state school network in Pernambuco, when they accomplish pre-established educational goals. The main objective of this paper is to verify whether this bonus policy led to better performance in Portuguese and Mathematics between 2008 and 2012. The methodology used to address this issue uses propensity scores to produce pairings, in which each school in the state network (participating in the bonus policy) is compared to a similar municipal school (which does not have such a policy). The main result shows that state schools have obtained, in the ninth grade, a gain of five points compared to those schools in the municipal network.</em></p><p><em><strong>Keywords:</strong> Accountability; Assessment of Educational Policies; Educational Performance Bonus; Method of Differences in Differences.</em></p>

scholarly journals GESTÃO DA COMUNICAÇÃO EM DESASTRES AMBIENTAIS: conflitos de interesse, de práticas e de discursos

2018 ◽  
Vol 4 (2) ◽  
pp. 539
Author(s):  
Wilson Da Costa Bueno
Keyword(s):  
Public Opinion ◽  
Media Coverage ◽  
Environmental Communication ◽  
Communication Management ◽  
Business Interests ◽  
Environmental Disasters ◽  
Palabras Clave ◽  
The Press ◽  
The Impact ◽  
Sobre Todo

A gestão da comunicação durante a ocorrência  de  desastres  ambientais deve incorporar um conjunto significativo de ações e estratégias que contemplem não apenas os fatos e as circunstâncias que definem estas situações críticas. Ela deve neutralizar a interferência de interesses políticos e empresariais,  combater a espetacularização da cobertura pela mídia, e, sobretudo,  favorecer a mobilização das comunidades atingidas para atenuar o impacto dos desastres. Neste artigo, analisamos um caso emblemático: a gestão da comunicação associada ao rompimento da barragem do Fundão, em Mariana, no Brasil, com atenção especial às ações e discursos da empresa (Samarco) e a reação da imprensa, das organizações e da opinião pública de maneira geral.   PALAVRAS-CHAVE: Comunicação ambiental; Desastres ambientais; A percepção de risco.     ABSTRACT The management of communication management during the occurrence of environmental disasters should incorporate a significant set of actions and strategies that address not only the facts and circumstances that define these critical situations. It must neutralize the interference of political and business interests, counteract spectacular media coverage and, above all, mobilize affected communities to mitigate the impact of disasters. In this article, we analyze an emblematic case: the management of communication associated with the rupture of the Fundão dam, in Mariana, Brazil, with special attention to the actions and speeches of the company (Samarco), and the reaction of the press, organizations and public opinion in general.   KEYWORDS: Environmental communication/ environmental disasters; Perception of risks.     RESUMEN La gestión de la comunicación durante la ocurrencia de desastres ambientales debe incorporar un número significativo de acciones y estrategias que aborden no sólo los hechos y circunstancias que definen estas situaciones críticas. Se debe neutralizar la interferencia de intereses políticos y empresariales, contrarrestar la espectacularizión medática, y, sobre todo, facilitar la movilización de las comunidades afectadas para mitigar el impacto de los desastres. En este artículo, se analiza un caso emblemático: la gestión de la comunicación asociada con la rutura de una presa en Mariana, Brasil, con especial atención a las acciones y discursos de la empresa (Samarco) y la reacción de la prensa,  las organizaciones y la opinión pública de manera general.   PALABRAS CLAVE: Comunicación ambiental; Desastres ambientales; La percepción de riesgos.

Examining the mutual relations between language and mathematics: A meta-analysis.

2020 ◽  
Vol 146 (7) ◽  
pp. 595-634 ◽  
Author(s):  
Peng Peng ◽  
Xin Lin ◽  
Zehra Emine Ünal ◽  
Kejin Lee ◽  
Jessica Namkung ◽  
...  
Keyword(s):  
Meta Analysis ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Mutual Relations

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

scholarly journals Timing of Bisphosphonate Initiation After Fracture: What Does the Data Really Say?

2020 ◽  
Vol 11 ◽  
pp. 215145932098036
Author(s):  
David W. Barton ◽  
C. Taylor Smith ◽  
Amit S. Piple ◽  
Sterling A. Moskal ◽  
Jonathan J. Carmouche
Keyword(s):  
Fracture Healing ◽  
Clinical Studies ◽  
Osteoporosis Treatment ◽  
The Body ◽  
Non Union ◽  
Increased Risk ◽  
Level I ◽  
Timing Of Initiation ◽  
The Impact ◽  
Published Research

Introduction: Osteoporosis is often not clinically recognized until after a fracture occurs. Individuals who have 1 fracture are at increased risk of future fractures. Prompt initiation of osteoporosis treatment following fracture is critical to reducing the rate of future fractures. Antiresorptives are the most widely used class of medications for the prevention and treatment of osteoporosis. Many providers are hesitant to initiate antiresorptives in the acute post-fracture period. Concerns include interference with bone remodeling necessary for successful fracture healing, which would cause increased rates of non-union, malunion, and refracture. While such concerns should not extend to anabolic medications, physicians may also hesitate to initiate anabolic osteoporosis therapies due to high cost and/or lack of familiarity. This article aims to briefly review the available data and present a digestible narrative summary to familiarize practicing orthopaedic surgeons with the essential details of the published research on this topic. Results: The results of 20 clinical studies and key pre-clinical studies related to the effect of anti-resorptive medications for osteoporosis on fracture healing are summarized in the body of this narrative review. Discussion & Conclusions: While few level I studies have examined the impact of timing of initiation of osteoporosis medications in the acute post-fracture period, the few that have been published do not support these concerns. Specifically, data from level I clinical trials indicate that initiating bisphosphonates as early as 2 weeks post-fracture does not increase rates of non-union or malunion. By reviewing the available data, we hope to give clinicians the confidence to initiate osteoporosis treatment promptly post-fracture.

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