Motivation and Vocabulary Breadth in CLIL and EFL Contexts. Different age, Same Time of Exposure

Numerous studies have found a positive connection between learners��� motivation towards foreign language and foreign language achievement. The present study examines the role of motivation in receptive vocabulary breadth (size) of two groups of Spanish learners of different ages, but all with 734 hours of instruction in English as a Foreign Language (EFL): a CLIL (Content and Language Integrated Learning) group in primary education and a non-CLIL (or EFL) group in secondary education. Most students in both groups were found to be highly motivated. The primary CLIL group slightly overcame the secondary non-CLIL group with respect to the mean general motivation but this is a non-significant difference. The secondary group surpass significantly the primary group in receptive vocabulary size. No relationship between the receptive vocabulary knowledge and general motivation is found in the primary CLIL group. On the other hand, a positive significant connection, although a very small one, is identified for the secondary non-CLIL group. We will discuss on the type of test, the age of students and the type of instruction as variables that could be influencing the results.

Receptive Vocabulary of CLIL and Non-CLIL Primary and Secondary School Learners

CLIL instruction has been reported to be beneficial for foreign language vocabulary learning since CLIL students show higher vocabulary profiles than students of their same age in traditional EFL contexts. However, to our knowledge, the receptive vocabulary knowledge of CLIL and non-CLIL learners at the end of primary and secondary education has not been examined yet. Hence, this study aims at comparing the receptive vocabulary size 79 CLIL primary learners with the receptive vocabulary knowledge of 331 non-CLIL learners at the end of primary and secondary school. Sex-based differences were also analysed. The 2k Vocabulary Levels Test (VLT) was used for the purposes of the study. Results revealed that learners��� receptive vocabulary sizes lie within the most frequent 1000 words, non-CLIL secondary school students throw better results than primary students but the differences between the secondary group and the CLIL group are not statistically significant. As for sex-based differences, we found no significant differences among the groups. These findings led us to believe that the CLIL approach offers a benefit for vocabulary acquisition since CLIL learners have been exposed to the foreign language for a shorter period of time and the results are quite similar to their non-CLIL secondary school partners.

Developmental TVET rhetoric in-action: the White Paper for post-school education and training in South Africa

This paper explores the extent to which latest developments in the Technical and Vocational Education and Training System in South Africa respond to key principles espoused for a developmental, democratic and inclusionary ideal. The White Paper for post school education and training approved by Cabinet in November, 2013 is referred to by the Minister as the ���definitive statement of the governments vision for the post school system��� and as such represents a crucial strategy document intended to chart the TVET direction to 2030. Using key theoretical constructs from development theory, this paper provides an assessment of the TVET strategy contained is the paper and explores the extent to which it does respond to the agenda defined by the promise. It is argued that the challenges outlined are not yet able to provide the blueprint for a TVET transformative vision. It is concluded that while the development rhetoric contained in the paper is plausible, the creative tinkering of the system is unlikely to lead to the radical revisioning necessary for a truly transformative TVET system. The underlying assumptions regarding purpose, impact and outcome will need to be carefully reconsidered if the system is to be responsive to the promises of the democratic developmental ideal to which the government is committed. (DIPF/Orig.)

A consolida����o da rela����o entre a teoria e a pr��tica na constru����o da profissionalidade docente

Relat��rio de Est��gio apresentado �� Escola Superior de Educa����o de Paula Frassinetti para obten����o do grau de Mestre em Educa����o Pr��-Escolar e Ensino do 1�� Ciclo do Ensino B��sico, Sob orienta����o Professora Doutora Brigite Carvalho da Silva | Mestre Maria Ivone Couto Monforte das Neves.

Gest��o da disciplina : um desafio a refletir na forma����o do docente generalista

Relat��rio de Est��gio apresentado �� Escola Superior de Educa����o de Paula Frassinetti para obten����o do grau de Mestre em Educa����o Pr��-Escolar e Ensino do 1�� Ciclo do Ensino B��sico,sob orienta����o da Professora Doutora Brigite Carvalho da Silva |Mestre Maria dos Reis Gomes

Die Verkn��pfung von systematischem und fallorientiertem Lernen in Lern-Informationssystemen

Der vorliegende Aufsatz besch��ftigt sich mit der Konzeption von Lern-Informationssystemen (LIS) unter besonderer Ber��cksichtigung der Verkn��pfung von systematischem und fallorientiertem Lernen. Lern-Informationssysteme heben sich strukturell und funktional deutlich von den Lern-Managementsystemen (LMS) ab. W��hrend ein LMS die administrativen Funktionalit��ten stark betont, sehen die LIS ihren Schwerpunkt in der flexiblen und gr����tenteils dynamischen Bereitstellung von unterschiedlichen Anwendungsszenarien f��r den Lernenden. Erreicht wird die Dynamik und Flexibilit��t durch die Grundkonstrukte des LIS, die so genannten Module. Module enthalten neben dem zu vermittelnden Wissen Vor- und Nachbedingungen als logische Beschreibungen ihrer Inhalte bzw. der Voraussetzung ihrer Anwendbarkeit. Der Aufbau eines LIS wird anhand eines bestehenden und eingesetzten Lernsystems zum Thema der koronaren Herzkrankheit erkl��rt. Neben einer kurzen Einf��hrung in die Theorie der LIS werden Anwendungsszenarien f��r systematisches Lernen und die Darstellung von F��llen und deren Verbindung zu Wissenseinheiten dargestellt. F��r die Repr��sentation der Daten eines Falles wird zur��ck gegriffen auf das an der Universit��t Regensburg entwickelte Fall-Schema MedicCaseML.(DIPF/Orig.)

An Estimation of Distribution Algorithm with Intelligent Local Search for Rule-based Nurse Rostering

This paper proposes a new memetic evolutionary algorithm to achieve explicit learning in rule-based nurse rostering, which involves applying a set of heuristic rules for each nurse's assignment. The main framework of the algorithm is an estimation of distribution algorithm, in which an ant-miner methodology improves the individual solutions produced in each generation. Unlike our previous work (where learning is implicit), the learning in the memetic estimation of distribution algorithm is explicit, i.e. we are able to identify building blocks directly. The overall approach learns by building a probabilistic model, i.e. an estimation of the probability distribution of individual nurse-rule pairs that are used to construct schedules. The local search processor (i.e. the ant-miner) reinforces nurse-rule pairs that receive higher rewards. A challenging real world nurse rostering problem is used as the test problem. Computational results show that the proposed approach outperforms most existing approaches. It is suggested that the learning methodologies suggested in this paper may be applied to other scheduling problems where schedules are built systematically according to specific rules.

An Estimation of Distribution Algorithm with Intelligent Local Search for Rule-based Nurse Rostering

This paper proposes a new memetic evolutionary algorithm to achieve explicit learning in rule-based nurse rostering, which involves applying a set of heuristic rules for each nurse's assignment. The main framework of the algorithm is an estimation of distribution algorithm, in which an ant-miner methodology improves the individual solutions produced in each generation. Unlike our previous work (where learning is implicit), the learning in the memetic estimation of distribution algorithm is explicit, i.e. we are able to identify building blocks directly. The overall approach learns by building a probabilistic model, i.e. an estimation of the probability distribution of individual nurse-rule pairs that are used to construct schedules. The local search processor (i.e. the ant-miner) reinforces nurse-rule pairs that receive higher rewards. A challenging real world nurse rostering problem is used as the test problem. Computational results show that the proposed approach outperforms most existing approaches. It is suggested that the learning methodologies suggested in this paper may be applied to other scheduling problems where schedules are built systematically according to specific rules.

Corrective feedback in oral interaction: A comparison of a CLIL and an EFL classroom

[EN] Since Long's Interaction Hypothesis (Long, 1983) multiple studies have suggested the need of oral interaction for successful second language learning. Within this perspective, a great deal of research has been carried out to investigate the role of corrective feedback in the process of acquiring a second language, but there are still varied open debates about this issue. This comparative study seeks to contribute to the existing literature on corrective feedback in oral interaction by exploring teachers' corrective techniques and students' response to these corrections. Two learning contexts were observed and compared: a traditional English as a foreign language (EFL) classroom and a Content and Language Integrated Learning (CLIL) classroom .The main aim was to see whether our data conform to the Counterbalance Hypothesis proposed by Lyster and Mori (2006). Although results did not show significant differences between the two contexts, a qualitative analysis of the data shed some light on the differences between these two language teaching settings. The findings point to the need for further research on error correction in EFL and CLIL contexts in order to overcome the limitations of the present study.

Science fair project: O CLIL na educa���� pr��-escolar

O ensino bilingue torna-se cada vez mais relevante no contexto Europeu. O Content and Language Integrated Learning (CLIL) apresenta-se como uma metodologia importante como podemos observar no European Profile for Language Teacher Education. Ap��s realizar uma revis��o de literatura cujo conte��do versa sobretudo acerca os princ��pios orientados pelos preconizadores desta abordagem metodol��gica, nomeadamente Coyle (2010), Marsh (2010), Mehisto (2008), entre outros, e no sentido de tentarmos aferir a sua viabilidade, realiz��mos um Projeto de Investiga����o no qual implement��mos esta abordagem pedag��gica, ensinando a disciplina de ci��ncias a grupo de alunos do Pr��-escolar. Assim, neste estudo de caso, com contornos da metodologia de investiga����o-a����o, tivemos como principal objetivo verificar a aplicabilidade do CLIL na Educa����o Pr��escolar. Com a implementa����o deste projeto, conseguimos perceber que a metodologia CLIL �� uma abordagem metodol��gica eficaz, sendo que, nos permitiu concluir que mesmo na Educa����o Pr��-escolar �� poss��vel ensinarmos uma disciplina atrav��s de uma segunda l��ngua.

Propuesta de un modelo de evaluaci��n bidimensional en Moodle

El modelo de evaluaci��n bidimensional MEB en la educaci��n superior, propuesto en este trabajo mide el conocimiento de estudiantes versus grado de certeza. El an��lisis de estas dos dimensiones permite al profesor determinar ��reas de conocimiento a profundizar con sus estudiantes. La investigaci��n fue descriptiva y correlacional, fueron aplicados m��todos cient��fico e inductivo. Las t��cnicas utilizadas fueron cuestionarios y an��lisis estad��stico y recursos t��cnicos fueron: sistema de gesti��n de aprendizaje Moodle, software para an��lisis matem��tico MATLAB, EXCEL, laboratorios de la Facultad de Inform��tica y Electr��nica (FIE) de la Escuela Superior Polit��cnica de Chimborazo (ESPOCH), instituci��n donde se llev�� a cabo el estudio. El MEB propone la aplicaci��n de cuestionarios de selecci��n m��ltiple con el mecanismo CBM (Certainty based marking - Marcado basado en la certeza), sobre un aula virtual creada en el sistema Moodle. CBM permite medir por cada pregunta de un cuestionario las dimensiones conocimiento y certeza.

Forma����o e supervis��o das pr��ticas cl��nicas : uma abordagem ecol��gica

Nos ��ltimos anos, um conjunto de mudan��as de natureza tecnol��gica institucional, legal e cultural alteraram as fun����es, a responsabilidade social e a estrutura das organiza����es de sa��de. Estas transforma����es est��o na base do debate actual sobre supervis��o cl��nica em enfermagem enquanto estrat��gia de promo����o da satisfa����o profissional, seguran��a e qualidade dos cuidados. A emerg��ncia da supervis��o cl��nica em enfermagem permitiu interrogar e dar visibilidade a novas modalidades de forma����o no contexto de trabalho. A supervis��o cl��nica �� um processo multidimensional que inclui encontros regulares entre supervisores e supervisados, com o objectivo de analisar experi��ncias de trabalho e de forma����o. Dedica-se especial aten����o ��s dimens��es emocionais, qualidade de cuidados, rela����o terap��utica e desenvolvimento pessoal e profissional. A presente pesquisa assume a forma de um estudo de caso realizado num hospital psiqui��trico (Hospital Magalh��es Lemos). O objectivo principal do estudo consistiu em compreender o processo amplo e complexo de aprendizagens desenvolvidas em contexto cl��nico e a forma como estas condicionam as estrat��gias supervisivas. Recorrendo ao modelo bioecol��gico de Bronfenbrenner, o estudo interroga de forma sistem��tica a origem e as rela����es entre forma����o e supervis��o. Os participantes do estudo foram 18 enfermeiros do referido hospital. Contamos, igualmente, com a colabora����o de tr��s peritos com profundo conhecimento da cultura e realidade hospitalar. A informa����o foi colhida com base em question��rios e entrevistas semiestruturadas. O question��rio (Clinical Supervision Nursing Inventory ��� CSNI - V1) inclui tr��s partes. A parte I e II foram relevantes para caracterizar os participantes e o contexto cl��nico. A parte III do instrumento inclui um invent��rio com 24 itens. O Alfa de Cronbach calculado pelo autor foi de 0,93 para os 24 itens da escala, indicando excelentes resultados psicom��tricos. A entrevista semi-estruturada foi usada para a recolha de dados junto dos tr��s peritos. Os enfermeiros possuem uma atitude positiva perante a supervis��o cl��nica. O desenvolvimento pessoal e profissional dos enfermeiros estava relacionado com as oportunidades de forma����o emergentes no contexto das pr��ticas. Embora a express��o ���supervis��o cl��nica��� seja por vezes utilizada de forma incorrecta nas organiza����es, conclu��mos que existiam no hospital boas pr��ticas a n��vel da supervis��o dos cuidados, relacionando desenvolvimento pessoal, qualidade de cuidados e compet��ncias profissionais. Tent��mos problematizar as experi��ncias supervisivas partindo de teorias s��cio-culturais e bio-ecol��gicas. Os participantes do estudo referiram que h�� necessidade de formalizar o sistema de supervis��o cl��nica em enfermagem, evitando relacion��lo com o sistema de supervis��o de gest��o. S��o apresentados e discutidos diversos subs��dios para o desenvolvimento do sistema de supervis��o cl��nica em enfermagem, no hospital.

ABC Project

This paper describes the goals and objectives of the ABC Project: Goal I: Increase delivery of quality arts education and arts integrated learning for all South Carolina students. GOAL II: Affect the creation of and maintenance of local, state, and national policy that ensures a quality, sequential, standards-based arts education for all of South Carolina students. Goal III: Leverage local, state, and national partnerships that advance education in and through the arts for all South Carolina students.

Avalia����o e controlo da qualidade da ��gua de albufeiras com base em modelos din��micos

A problem��tica relacionada com a modela����o da qualidade da ��gua de albufeiras pode ser abordada de diversos pontos de vista. Neste trabalho recorre-se a metodologias de resolu����o de problemas que emanam da ��rea Cientifica da Intelig��ncia Artificial, assim como a ferramentas utilizadas na procura de solu����es como as ��rvores de Decis��o, as Redes Neuronais Artificiais e a Aproxima����o de Vizinhan��as. Actualmente os m��todos de avalia����o da qualidade da ��gua s��o muito restritivos j�� que n��o permitem aferir a qualidade da ��gua em tempo real. O desenvolvimento de modelos de previs��o baseados em t��cnicas de Descoberta de Conhecimento em Bases de Dados, mostrou ser uma alternativa tendo em vista um comportamento pr��-activo que pode contribuir decisivamente para diagnosticar, preservar e requalificar as albufeiras. No decurso do trabalho, foi utilizada a aprendizagem n��o-supervisionada tendo em vista estudar a din��mica das albufeiras sendo descritos dois comportamentos distintos, relacionados com a ��poca do ano. ABSTRACT: The problems related to the modelling of water quality in reservoirs can be approached from different viewpoints. This work resorts to methods of resolving problems emanating from the Scientific Area of Artificial lntelligence as well as to tools used in the search for solutions such as Decision Trees, Artificial Neural Networks and Nearest-Neighbour Method. Currently, the methods for assessing water quality are very restrictive because they do not indicate the water quality in real time. The development of forecasting models, based on techniques of Knowledge Discovery in Databases, shows to be an alternative in view of a pro-active behavior that may contribute to diagnose, maintain and requalify the water bodies. ln this work. unsupervised learning was used to study the dynamics of reservoirs, being described two distinct behaviors, related to the time of year.

Teaching and learning with social software in higher education: content management systems integrated with Web-based applications as a key factor for success

The change of paradigm imposed by the Bologna process, in which the student will be responsible for their own learning, and the presence of a new generation of students with higher technological skills, represent a huge challenge for higher education institutions. The use of new Web Social concepts in teaching process, supported by applications commonly called Web 2.0, with which these new students feel at ease, can bring benefits in terms of motivation and the frequency and quality of students' involvement in academic activities. An e-learning platform with web-based applications as a complement can significantly contribute to the development of different skills in higher education students, covering areas which are usually in deficit.