The study's aim was to develop two different intervention programs and to evaluate their contribution to students' self-regulated learning and academic achievement in Latin classes. The concept of our study referred to a process-focused model of self-regulated learning that divides the phases of the self-regulated learning process into different areas, which we applied to domain-specific translation strategies. Within a pre-, post-, and follow-up-test design with 109 tenth graders, self-regulated learning skills and translation competency as well as translation strategy application were assessed using both a self-regulation questionnaire and a standardized translation test. Three different conditions were compared: (a) combined training group (ComG): self-regulated learning and translation, (b) translation training only (TG), and (c) control group (CG). The intervention consisted of nine sessions spread over a period of three weeks. Results of analyses of variance with time as a repeated measurement indicated interaction effects between time and groups for self-regulated learning in favor of the intervention groups. The ComG showed marginally higher self-regulatory skills than the TG. Regarding the translation competencies as well as the strategy application, the results revealed significant training effects in comparison to the control group, with the TG showing the highest increase.

The study’s aim was to develop an intervention program and to evaluate its contribution to students’ self-regulated learning (SRL) and text analysis skills. In a student-focused training approach, the students themselves acquired the training strategies, whereas in the teacher-focused training, the teachers were enabled to explicitly impart these strategies to their students. In order to investigate the effectiveness of the intervention in terms of transfer benefits on SRL and text analysis skills, 274 lower secondary students were examined in a pretest-training-posttest design. Based on two different training approaches, a distinction was made between four groups: student training (singleST), teacher training (singleTT), combination of student and teacher training (ComT), and control group (CG). Substantially more transfer was revealed in all training conditions as compared to the control group. Specifically, the singleST group showed the highest learning gains for all variables. Conversely, a combination of both approaches (ComT) did not result in synergetic effects, but rather in reciprocal interferences.

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The chapter explores pictorial representations of the Arma Christi in late medieval visual art under the premise of their list-like character. The aim is to explain how artists designed the representations of the Arma with a conceptual purpose regarding the interplay of aesthetics and functionality to tie the beholder’s gaze and thoughts to the Passion of Christ. As will be shown, an examination of the Arma from the perspective of enumeration enables a more theoretical understanding of the list and its potential in the late medieval practice of piety.

Desde mediados del siglo XX, la preocupación por la democratización de la educación, se trasladó de los ámbitos escolares de educación básica a la universidad. En ese contexto, en diferentes países latinoamericanos se presentaron propuestas para transformar la política de enseñanza superior, lo que lleva a indagar y reconocer quienes fueron los intelectuales que se comprometieron con el cambio o la política de transformar ese ámbito educativo. En ese sentido, el presente artículo aborda las trayectorias intelectuales del filósofo y antropólogo Risieri Frondizi y del médico Alberto Taquini (hijo) desde la perspectiva de la  nueva historia intelectual; es decir, historizar a estos sujetos actuando en sus respectivos contextos y en interacción con otros actores de la época. Las obras La Universidad en un mundo de tensiones. Misión de las Universidades en América Latina de Risieri FRONDIZI (1971) y Nuevas Universidades para un nuevo país de Alberto TAQUINI (h) (1972) surgieron en la coyuntura que se extendió aproximadamente desde mediados de las décadas de 1950 a los inicios de la de 1970. Período marcado tanto por la intensidad de las variaciones político-institucionales a nivel nacional, con sus derivaciones en la política universitaria; como por la presencia de una sensibilidad particular, centrada en las expectativas de cambio que involucraron a todos los órdenes de la vida y que se manifestaron en los diferentes posicionamientos ideológicos de la época.