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Catholic University Luis Amigó (Universidad Católica Luis Amigó - Medellín)

EducationMedellín, Colombia
About: Catholic University Luis Amigó (Universidad Católica Luis Amigó - Medellín) is a education organization based out in Medellín, Colombia. It is known for research contribution in the topics: Context (language use) & Population. The organization has 556 authors who have published 476 publications receiving 1031 citations. The organization is also known as: Fundación Universitaria Luis Amigo.


Papers
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Journal ArticleDOI
TL;DR: A new approach to stabilize compounds containing a planar tetracoordinate carbon (ptC), embedded in aromatic hydrocarbons, is presented herein by using ligands that promote the formation of a 3c-2e σ-bond with the ptC under two conditions: without altering the sp2 hybridization of the aromatic carbons.

41 citations

Journal ArticleDOI
TL;DR: Two improvements are presented: articles located in the leaves are from the last five years, and they are connected to root and trunk articles through their citations, which facilitates construction of current literature for researchers.
Abstract: Tree of Science (ToS) is a web-based tool which uses the network structure of paper citation to identify relevant literature. ToS shows the information in the form of a tree, where the articles located in the roots are the classics, in the trunk are the structural publications, and leaves are the most current papers. It has been found that some results in the leaves can be separated from the tree. Therefore, an algorithm (SAP) is proposed, in order to improve results in the leaves. Two improvements are presented: articles located in the leaves are from the last five years, and they are connected to root and trunk articles through their citations. This improvement facilitates construction of current literature for researchers.

36 citations

Journal ArticleDOI
01 Jul 2019
TL;DR: In this article, the authors present the main research findings that describe the teaching strategies implemented by teachers in primary schools for the learning of basic subjects, based on a rigorous search of 50 articles of research conducted between 2011 and 2017 found in databases such as Redalyc, Scielo, Ebsco, Dianet and in institutional repositories.
Abstract: Objective. To present the main research findings that describe the teaching strategies implemented by teachers in primary schools for the learning of basic subjects. Methodology. The methodology was based on the rigorous search of 50 articles of research conducted between 2011 and 2017 found in databases such as Redalyc, Scielo, Ebsco, Dianet and in institutional repositories. Results. The results allow identifying diverse strategies in the teaching-learning process where playing, ICTs, group dynamics, art, textual typology and the role of the teacher in his teaching style are the main factors. Conclusion. It is concluded that teachers make scientific disclosure of their educational practices so that other teachers replicate them, and continuously bring themselves up to date to strengthen their teaching-learning processes and achieve the development of competences in their students through appropriate methodological strategies.

31 citations

02 Dec 2004
TL;DR: Armstrong et al. as mentioned in this paper present results from a study of assessment instruments used in foreign language teaching. But, as stated by the authors, "profesores tend to prefer hard evaluacion "hard" mas que "soft" evaluativas, i.e., the cualidades of the evaluación in which parecen confiar mas son the viabilidad and the fiabilidad, and las que menos tienen en cuenta son the autenticidad".
Abstract: Este articulo presenta resultados parciales de un proyecto de investigacion acerca del discurso y las practicas evaluativas de los profesores de lenguas extranjeras cuyo objetivo es mejorar sus practicas evaluativas. El estudio, llevado a cabo en dos universidades colombianas, tiene varios componentes: analisis de documentos, entrevistas con profe­sores y estudiantes y talleres con los profesores participantes con el fin de cualificarlos y acordar un mejor sistema de evaluacion. En este informe discutimos el analisis que se hizo de los examenes, parrillas, registros, formatos y otros tipos de instrumentos que usan los profesores para evaluar a sus estudiantes. Para el analisis de los instrumentos utilizamos un metodo inductivo-deductivo en el cual las categorias emergentes de un primer analisis de los instrumentos se refinaron comparandolas con las propuestas por Bachman y Palmer (1996) y otros autores. En general, los profesores tienden a preferir tipos de evaluacion "hard" mas que "soft". Ademas, las cualidades de la evaluacion en las que parecen confiar mas son la viabilidad y la fiabilidad, y las que menos tienen en cuenta son la autenticidad y la interactividad. Recibido: 15-06-04 / Aceptado: 03-08-04 Como referenciar este articulo: Frodden Armstrong, M. C., Restrepo Marin, M. I. & Maturana Patarroyo, L. (2004). Analysis of Assessment Instruments Used in Foreign Language Teaching. Ikala. 9(1), pp. 171 – 201

31 citations

25 Nov 2005
TL;DR: In this paper, the authors present the results of a piece of research on foreign language teachers' assessment discourse and practices carried out in two Colombian universities, with the aim of qualifying such practices, including the confusing coexistence of summative and formative assessment; the imprecise definition of the linguistic construct in terms of skills; excessive emphasis on the organizational -not the pragmatic- area of language knowledge; the importance of non-linguistic aspects in pass/fail decisions; the indiscriminate use of assessment and testing, and the scarce consideration of several assessment task qualities.
Abstract: This article presents the results of a piece of research on foreign language teachers' assessment discourse and practices carried out in two Colombian universities, with the aim of qualifying such practices The main findings include: the confusing coexistence of summative and formative assessment; the imprecise definition of the linguistic construct in terms of skills; excessive emphasis on the organizational -not the pragmatic- area of language knowledge; the importance of non-linguistic aspects in pass/fail decisions; the indiscriminate use of assessment and testing, and the scarce consideration of several assessment task qualities Additionally, the lack of teachers' work stability, of clear assessment guidelines and agreement, and of formal and systematic recording of assessment results, contribute to teachers passing students without the required communicative competence Received: 04-06-05/ Accepted: 26-07-05 How to reference this article: Arias Toro, C I & Maturana Patarroyo, L M (2005) Evaluacion en lenguas extranjeras: discursos y practicas Ikala 10 (1), pp 63 – 91

30 citations


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Performance
Metrics
No. of papers from the Institution in previous years
YearPapers
202213
202135
202054
201967
201865
201759