1,721,016 research outputs found
Hannele Niemi, Auli Toom and Arto Kallioniemi (eds.), Miracle of Education. The Principles and Practices of Teaching and Learning in Finnish Schools (Rotterdam: Sense Publishers, 2012)
No full textReview of the book: Hannele Niemi, Auli Toom and Arto Kallioniemi (eds.), Miracle of Education. The Principles and Practices of Teaching and Learning in Finnish Schools (Rotterdam: Sense Publishers, 2012
Monipuolinen kavalkadi hiljaisen tiedon käsitteen erilaisista käyttötavoista
Full text linkHiljainen tieto : tietämistä, toimimista, taitavuutta / Auli Toom, Jussi Onnismaa ja Anneli Kajanto (toim.). Helsinki, 2008
Social relations contributing to teachers’ professional capabilities and integrity: for the best of student learning
No full textTeachers’ Professional and Pedagogical Competencies: A Complex Divide between Teacher Work, Teacher Knowledge and Teacher Education
No full textLearning fractions with understanding
Full text linkThis paper focuses on children’s understanding of fractions when quotient and part-whole interpretations were used. A teaching program was conducted with a 7-years-old class, from a public primary school, in Fafe, Portugal. This intervention program comprised seven sessions in which children learned fraction representation and compared fractions presented in quotient interpretation, followed by tasks of representation of fractions presented in part-whole interpretation. Results suggest that children can learn fractions with understanding when quotient interpretation is used, mastering the inverse relation between the divisor and the quotient when the dividend is constant, allowing them to compare fractions successfully.CIEC - unidade de investigação 317 da FC
Learning rational numbers: a study on 6th grade students' (mis)conceptions of fractions
Full text linkThis study compares students’ understanding of fractions across quotient, part-whole and operator interpretations of fractions. Two questions were addressed: (1) How do students understand the equivalence and ordering of fractions in these interpretations? And (2) how do students master the fraction representation in these interpretations? A survey was conducted using an individual questionnaire with 11 and 12-year-olds Portuguese students (N=158), who were familiar predominantly with part-whole and operator interpretations, but not with the quotient interpretation. A quantitative analysis showed that students performed better on equivalence and ordering tasks presented in quotient interpretation than in part-whole and operator interpretations; they performed better on labelling tasks in part-whole and operator interpretations than in quotient interpretations. Educational implications of these results will be discussed.CIEC - unidade de investigação 317 da FC
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
- …
