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You searched for +publisher:"Universitat de Vic" +contributor:("Naranjo Llanos, Milagros"). Showing records 1 – 3 of 3 total matches.

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1. Jiménez i Bargalló, Isabel. Preservice teacher knowledge application: from model-centred instruction to lesson plan design.

Degree: Departament de Psicologia, 2016, Universitat de Vic

This study explores preservice teachers’ challenges to achieve the required skills to put Model-Centred Instruction (MCI) into practice. To this end: (i) specific MCI for preservice primary university courses has been designed and performed; (ii) a total amount of 71 lesson plan designs done prior; through and at the end of instruction have been compared. A new instrument for data analysis has been established. This instrument pretends to deepen the teaching-learning process through time while making reference to specific aspects of the content and taking the join activity as a reference. Findings indicate significant pedagogical gains related to the exploration of students’ prior models and the collection of data/evidence within inquiry activities. Specific constraints for the adequate acquisition of MCI have been identified. Based on these results, areas of focus to improve teacher education have been suggested. Advisors/Committee Members: false (authoremailshow), Naranjo Llanos, Milagros (director), false (authorsendemail).

Subjects/Keywords: Ciències  – Didàctica; Ciències naturals  – Ensenyament; Mestres  – Formació; Educació primària; Aprenentatge; science education; pedagogical content knowledge; Model-centered instruction; initial teacher training; Educació; 37

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jiménez i Bargalló, I. (2016). Preservice teacher knowledge application: from model-centred instruction to lesson plan design. (Thesis). Universitat de Vic. Retrieved from http://hdl.handle.net/10803/386063

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jiménez i Bargalló, Isabel. “Preservice teacher knowledge application: from model-centred instruction to lesson plan design.” 2016. Thesis, Universitat de Vic. Accessed May 23, 2019. http://hdl.handle.net/10803/386063.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jiménez i Bargalló, Isabel. “Preservice teacher knowledge application: from model-centred instruction to lesson plan design.” 2016. Web. 23 May 2019.

Vancouver:

Jiménez i Bargalló I. Preservice teacher knowledge application: from model-centred instruction to lesson plan design. [Internet] [Thesis]. Universitat de Vic; 2016. [cited 2019 May 23]. Available from: http://hdl.handle.net/10803/386063.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jiménez i Bargalló I. Preservice teacher knowledge application: from model-centred instruction to lesson plan design. [Thesis]. Universitat de Vic; 2016. Available from: http://hdl.handle.net/10803/386063

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Jiménez Perales, Verónica. L'avaluació en contextos educatius d'aprenentatge cooperatiu on s'implementa el Programa CA/AC: cooperar per aprendre, aprendre a cooperar.

Degree: Departament de Psicologia, 2016, Universitat de Vic

The main aim of the research is analyse the assessment practices of teachers of childhood, primary and secondary schools who implement an inclusive educational program based on cooperative learning. The theoretical framework is based on the socializing function of school education and is assumed from the constructivist conception of teaching and learning processes. This assumption lies the conceptual framework on adaptative education as a strategy to response to diversity. Specifically through cooperative learning as an activity structure in the classroom and inclusive assessment as necessity. Finally, research addresses regulatory processes from the point of view of support, linked or not to assessment processes. The methodological strategy followed is mixed. In a first approach uses a quantitative and extensive study. In a second approach, there is a qualitative and intensive study with cases study. The results and discussion allow to identify implications for improving assessment practices in cooperative learning contexts. Advisors/Committee Members: false (authoremailshow), Naranjo Llanos, Milagros (director), Lago, José Ramón (codirector), false (authorsendemail).

Subjects/Keywords: Cooperació educativa; Atenció a la diversitat; Educació inclusiva; 37

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jiménez Perales, V. (2016). L'avaluació en contextos educatius d'aprenentatge cooperatiu on s'implementa el Programa CA/AC: cooperar per aprendre, aprendre a cooperar. (Thesis). Universitat de Vic. Retrieved from http://hdl.handle.net/10803/401093

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jiménez Perales, Verónica. “L'avaluació en contextos educatius d'aprenentatge cooperatiu on s'implementa el Programa CA/AC: cooperar per aprendre, aprendre a cooperar.” 2016. Thesis, Universitat de Vic. Accessed May 23, 2019. http://hdl.handle.net/10803/401093.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jiménez Perales, Verónica. “L'avaluació en contextos educatius d'aprenentatge cooperatiu on s'implementa el Programa CA/AC: cooperar per aprendre, aprendre a cooperar.” 2016. Web. 23 May 2019.

Vancouver:

Jiménez Perales V. L'avaluació en contextos educatius d'aprenentatge cooperatiu on s'implementa el Programa CA/AC: cooperar per aprendre, aprendre a cooperar. [Internet] [Thesis]. Universitat de Vic; 2016. [cited 2019 May 23]. Available from: http://hdl.handle.net/10803/401093.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jiménez Perales V. L'avaluació en contextos educatius d'aprenentatge cooperatiu on s'implementa el Programa CA/AC: cooperar per aprendre, aprendre a cooperar. [Thesis]. Universitat de Vic; 2016. Available from: http://hdl.handle.net/10803/401093

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Soldevila Pérez, Jesús. La inclusió escolar d'un infant amb diversitat funcional: una història de vida.

Degree: Departament de Pedagogia, 2015, Universitat de Vic

This research proposes the description and analysis of the process of inclusion carried out in a school with the objective of making the inclusion of a child with learning difficulties more effective. The thesis report that we present here is fruit of the investigation carried out over the course of four and a half years in collaboration with this school. The analysis of the situations of inclusion for different contexts and countries, the study of the principal work from the various authors on this subject, and the assumptions and hypotheses generated from the schools from the inclusion experiences have also allowed, in this research, to identify the critical points in which base the actions and strategies to promote the design and development process of the inclusion practices for this child. From a methodological level, in this research there has been an ethnographical approach carried out with the aim of creating a life story. Moreover, with the aim of transforming the situation of the child and improving their quality of life (based on their voice), we have also carried out, in parallel, a process of action research. In terms of results, this thesis report contains the life story of a child, a set of considerations that emerge from the analysis of the process of inclusion and the conclusions drawn from this analysis. Advisors/Committee Members: false (authoremailshow), Pujolàs Maset, Pere (director), Naranjo Llanos, Milagros (codirector), false (authorsendemail).

Subjects/Keywords: Educació inclusiva; Ensenyament  – Treball en equip; Discapacitats; Autisme; Història de vida; Educació inclusiva; 37

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Soldevila Pérez, J. (2015). La inclusió escolar d'un infant amb diversitat funcional: una història de vida. (Thesis). Universitat de Vic. Retrieved from http://hdl.handle.net/10803/315838

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Soldevila Pérez, Jesús. “La inclusió escolar d'un infant amb diversitat funcional: una història de vida.” 2015. Thesis, Universitat de Vic. Accessed May 23, 2019. http://hdl.handle.net/10803/315838.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Soldevila Pérez, Jesús. “La inclusió escolar d'un infant amb diversitat funcional: una història de vida.” 2015. Web. 23 May 2019.

Vancouver:

Soldevila Pérez J. La inclusió escolar d'un infant amb diversitat funcional: una història de vida. [Internet] [Thesis]. Universitat de Vic; 2015. [cited 2019 May 23]. Available from: http://hdl.handle.net/10803/315838.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Soldevila Pérez J. La inclusió escolar d'un infant amb diversitat funcional: una història de vida. [Thesis]. Universitat de Vic; 2015. Available from: http://hdl.handle.net/10803/315838

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.