Infancia y Aprendizaje最新文献

Teaching-learning dynamics between schools and tutoring centres in India: a virtuous or vicious cycle? ( Las dinámicas de enseñanza-aprendizaje en los centros escolares y los centros de tutorías privadas en la India: ¿ciclo virtuoso o ciclo vicioso? ) 印度学校与辅导中心之间的教学动态:良性还是恶性循环?(印度学校和私人辅导中心的教学动态:良性循环还是恶性循环?)

4区教育学

Infancia y Aprendizaje Pub Date : 2023-10-05 DOI: 10.1080/02103702.2023.2243781

Shalini Bhorkar

{"title":"Teaching-learning dynamics between schools and tutoring centres in India: a virtuous or vicious cycle? ( Las dinámicas de enseñanza-aprendizaje en los centros escolares y los centros de tutorías privadas en la India: ¿ciclo virtuoso o ciclo vicioso? )","authors":"Shalini Bhorkar","doi":"10.1080/02103702.2023.2243781","DOIUrl":"https://doi.org/10.1080/02103702.2023.2243781","url":null,"abstract":"Unpacking the linkages between mainstream education and private tutoring is fundamental for advancing knowledge on tutoring’s implications for learners and systems of learning. This paper explores the micro-processes of teaching-learning at schools and tutoring centres to provide a nuanced understanding of the dynamics between them, in the context of India. Using qualitative data from lesson observations, interviews and focus group discussions with 85 participants, the paper explicates the teaching-learning processes in these two settings. The findings and analysis illuminate how actors in one setting shape their responses based on their perceptions of the other, thus influencing their pedagogical practices. The cyclic nature of the resulting dynamics highlights the negative implications for mainstream education in terms of undermining the implementation of progressive pedagogical reforms and inhibiting the need for systemic interventions to resolve incongruities and misalignments within the larger education system. This could result in a potentially vicious feedback loop. The non-binary exploration of this feedback loop has wider global relevance in terms of the nuances added to the theme of private tutoring’s negative outcomes.","PeriodicalId":13576,"journal":{"name":"Infancia y Aprendizaje","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134976328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Shadow education: new areas of inquiry in teaching, learning and development ( Educación en la sombra: nuevas áreas de estudio sobre enseñanza, aprendizaje y desarrollo ) 影子教育:教学、学习和发展研究的新领域

4区教育学

Infancia y Aprendizaje Pub Date : 2023-10-03 DOI: 10.1080/02103702.2023.2245227

Kevin-Wai-Ho Yung, Steve R. Entrich, Alfredo Bautista

{"title":"Shadow education: new areas of inquiry in teaching, learning and development ( Educación en la sombra: nuevas áreas de estudio sobre enseñanza, aprendizaje y desarrollo )","authors":"Kevin-Wai-Ho Yung, Steve R. Entrich, Alfredo Bautista","doi":"10.1080/02103702.2023.2245227","DOIUrl":"https://doi.org/10.1080/02103702.2023.2245227","url":null,"abstract":"Shadow education research has expanded rapidly worldwide in the past decades. Whilst most studies have focused on somewhat broad dimensions of shadow education (for example, its prevalence, nature and characteristics at different educational levels, or its impact on social inequalities), there are various important micro dimensions of this phenomenon that have received limited scholarly attention. In fact, the field lacks research on topics such as the impact of shadow education on students’ developmental outcomes beyond grades and performance scores, teaching and learning practices or the effects of related policies on the various educational stakeholders. This special issue contributes to filling these gaps. The first part of this introductory article briefly defines the concept of shadow education and discusses its evolvement, before identifying the trends and gaps in the extant research. The second part describes the structure and content of the special issue. After the present introduction, readers will find a ‘Prospectives’ article, followed by four empirical studies. These contributions investigate innovative topics and identify new areas of inquiry in shadow education pertaining to teaching, learning and development.","PeriodicalId":13576,"journal":{"name":"Infancia y Aprendizaje","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135695521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Responding to uncertainty: examining Hong Kong parents’ perceptions of private tutoring through the lens of timescapes (Responder ante la incertidumbre: un análisis de las percepciones parentales de las clases privadas en Hong Kong a través de la lente de los cronopaisajes — timescapes) 回应不确定性:透过时间视角考察香港家长对私人辅导的看法(回应不确定性:透过时间视角分析香港家长对私人辅导的看法)

4区教育学

Infancia y Aprendizaje Pub Date : 2023-09-12 DOI: 10.1080/02103702.2023.2243195

Alexandros Tsaloukidis, M. Nutsa Kobakhidze

{"title":"Responding to uncertainty: examining Hong Kong parents’ perceptions of private tutoring through the lens of timescapes (Responder ante la incertidumbre: un análisis de las percepciones parentales de las clases privadas en Hong Kong a través de la lente de los cronopaisajes — timescapes)","authors":"Alexandros Tsaloukidis, M. Nutsa Kobakhidze","doi":"10.1080/02103702.2023.2243195","DOIUrl":"https://doi.org/10.1080/02103702.2023.2243195","url":null,"abstract":"This paper explores how parents in Hong Kong perceive the impact of the COVID-19 pandemic on the use of academic and non-academic private tutoring (PT) for their children, using a thematic analysis of interviews with 80 parents from diverse ethnic and socioeconomic backgrounds. We seek to understand the role of PT in parents’ thinking about their children’s learning and developmental needs in uncertain times, which foregrounds parents’ temporalities in the face of disruption. We find that maintaining pre-pandemic PT levels was the most common attitude for almost half of the sample, followed by roughly similar groups of parents who increased or decreased their use of PT. Parental perceptions of the functions of PT converged on three main uses: mitigating the effects of schooling disruptions, making productive use of newfound free time and providing a sense of normality. Using a timescapes lens, we identify temporal elements in how PT factored into parents’ experiences and perceptions of managing ‘gained’ and ‘lost’ time, adapting to remote learning, avoiding health risks and reflecting on inequalities during the COVID-19 pandemic.","PeriodicalId":13576,"journal":{"name":"Infancia y Aprendizaje","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135825564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Is there continuity from implicit recognition of intentional action in infants to explicit mindreading in preschoolers? Systematic review of longitudinal evidence and theoretical implications (¿Hay continuidad entre el reconocimiento implícito de la acción intencional en bebés y la lectura de mente explícita en preescolares? Revisión sistemática de la evidencia longitudinal e implicaciones teóricas) 是否有连续性，从对儿童故意行为的隐式认识到对学龄前儿童故意行为的明确认识?系统回顾纵向证据和理论含义(婴儿对意图行为的内隐识别和学龄前儿童的外显读心术之间是否有连续性?对纵向证据和理论意义的系统回顾)

4区教育学

Infancia y Aprendizaje Pub Date : 2023-09-12 DOI: 10.1080/02103702.2023.2230044

Anyerson-Stiths Gómez-Tabares

引用次数: 0

The Brain Balance® programme improves attention and classroom behaviour in students with attentional and developmental challenges in a school setting (El programa Brain Balance® mejora la atención y el comportamiento en el aula de estudiantes con dificultades de atención y de desarrollo en un entorno escolar) Brain Balance®项目改善在学校环境中有注意力和发展挑战的学生的注意力和课堂行为(Brain Balance®项目改善在学校环境中有注意力和发展困难的学生的注意力和课堂行为)

4区教育学

Infancia y Aprendizaje Pub Date : 2023-09-01 DOI: 10.1080/02103702.2023.2235802

Rebecca Jackson, Ryan M. Glanz

{"title":"The Brain Balance® programme improves attention and classroom behaviour in students with attentional and developmental challenges in a school setting (El programa Brain Balance® mejora la atención y el comportamiento en el aula de estudiantes con dificultades de atención y de desarrollo en un entorno escolar)","authors":"Rebecca Jackson, Ryan M. Glanz","doi":"10.1080/02103702.2023.2235802","DOIUrl":"https://doi.org/10.1080/02103702.2023.2235802","url":null,"abstract":"The Brain Balance® (BB) programme has been examined in a centre-based setting, but not yet in a school setting. This pilot study assessed sensorimotor, behavioural and cognitive functioning of students aged 5–15 years with pre-existing developmental and academic challenges who attended three one-hour sessions/week of the BB programme on-site at school (n = 15). Non-participating students served as controls (CTLs; n = 11). Before the programme, BB participants were more likely than CTLs to achieve low scores on at least two of six Cambridge Brain Sciences (CBS) cognitive tests. After the programme, the number of these participants with low scores decreased, compared with CTLs. Following participation, the BB group also demonstrated diminished primitive reflexes and improvement in scores on the Vanderbilt ADHD Diagnostic Teacher Rating Scale (VADTRS), and higher scores on sensorimotor tasks, compared with CTLs. Finally, BB participants tended to improve test accuracy and reaction times on six CBS cognitive tests (non-significant). These preliminary results show the potential efficacy of the BB programme in a school setting. Future studies will assess the programme in larger student populations.","PeriodicalId":13576,"journal":{"name":"Infancia y Aprendizaje","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135048748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Entrepreneurial leadership of academic managers in cram schools under double reduction policy in China: conceptualizing competencies and resilience (El liderazgo emprendedor de los gestores académicos en los centros de apoyo al estudio ante una política de reducción doble en China: conceptualización de las competencias y la resiliencia) 企业领导of academic cram管理人员减少学校under双重政策:中国conceptualizing competencies与韧性(进取的领导管理研究中心的学者支持驻双减少政策:中国的灾后复原能力概念化和)

4区教育学

Infancia y Aprendizaje Pub Date : 2023-09-01 DOI: 10.1080/02103702.2023.2234247

Percy-Lai-Yin Kwok, William-Wei-Lin Wang

{"title":"Entrepreneurial leadership of academic managers in cram schools under double reduction policy in China: conceptualizing competencies and resilience (El liderazgo emprendedor de los gestores académicos en los centros de apoyo al estudio ante una política de reducción doble en China: conceptualización de las competencias y la resiliencia)","authors":"Percy-Lai-Yin Kwok, William-Wei-Lin Wang","doi":"10.1080/02103702.2023.2234247","DOIUrl":"https://doi.org/10.1080/02103702.2023.2234247","url":null,"abstract":"Leadership issues in shadow education are under-researched in national, regional and international contexts. In China, local and central governments have imposed stringent control on academic K9 paid tutorial lessons, provided by cram schools under the new double reduction policy (DRP). Many large-scale cram schools have undergone drastic changes in their organizational structure, marketing strategies and the working environment under the COVID-19 attack and DRP. This study aims to conceptualize how their academic managers in some regions of China exhibited traits of entrepreneurial leadership involving competence and resilience. Qualitative research methods included content analysis of policy documents, observation of tutorial lessons and semi-structured interviews with academic managers. Without overgeneralization, this study merely acts as a motivational guide for complementing the existing research literature on cram schools in China and enriching the international research literature on entrepreneurial leadership in mass tutoring.","PeriodicalId":13576,"journal":{"name":"Infancia y Aprendizaje","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135889705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Online risks at adolescence. Design and validation of a Parental Mediation Scale for Information and Communication Technologies (Riesgos en línea para los adolescentes. Diseño y validación de una escala de mediación parental para las tecnologías de la información y la comunicación — TIC) 他的父亲是一名律师，母亲是一名律师。信息和通信技术家长中介量表的设计和验证(青少年在线风险)。资讯及通讯科技家长调解量表的设计及验证

4区教育学

Infancia y Aprendizaje Pub Date : 2023-05-18 DOI: 10.1080/02103702.2023.2191428

Elena Gervilla-García, Daniel Lloret-Irles, Victor Cabrera-Perona, Iván Fernández-Martínez, Joella Anupol

{"title":"Online risks at adolescence. Design and validation of a Parental Mediation Scale for Information and Communication Technologies (Riesgos en línea para los adolescentes. Diseño y validación de una escala de mediación parental para las tecnologías de la información y la comunicación — TIC)","authors":"Elena Gervilla-García, Daniel Lloret-Irles, Victor Cabrera-Perona, Iván Fernández-Martínez, Joella Anupol","doi":"10.1080/02103702.2023.2191428","DOIUrl":"https://doi.org/10.1080/02103702.2023.2191428","url":null,"abstract":"Parental mediation in the use of Information and Communication Technologies (ICTs) is a protective factor against adolescents’ online risk behaviours. This study aimed to design an assessment scale of parental mediation referred by minors and to explore its structure and psychometric properties. A total of 560 secondary education students (47.5% girls) informed, in addition to parental mediation, about their habits of connection and online communication, privacy and risky online behaviour, and cyber-victimization. Data revealed a Parental Mediation Scale for ICTs (EMP-TIC) composed of 28 items distributed in five dimensions: active regulation, restrictive regulation, co-use, software monitoring and personal monitoring, which explain 55.98% of the variance. The dimensions of monitoring and co-use showed significant positive correlations with cyber-victimization. Higher scores in parental mediation are associated with greater privacy. The Parental Mediation Scale (EMP-TIC) structure is coherent to previous theoretical proposals. EMP-TIC shows adequate psychometric properties and provides information about the parental patterns in the use of ICTs. The scale can be used as a total score of parental mediation or for each of the five included domains.","PeriodicalId":13576,"journal":{"name":"Infancia y Aprendizaje","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135718011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The relationship between auditory temporal processing, phonological processing and reading in Hong Kongese and Taiwanese children: from kindergarten to primary school (La relación entre el procesamiento temporal auditivo, el procesamiento fonológico y la lectura en los niños hongkoneses y taiwaneses: de preescolar a primaria) 香港和台湾儿童听觉时间处理、语音处理和阅读的关系:从幼儿园到小学(香港和台湾儿童听觉时间处理、语音处理和阅读的关系:学前到小学)

4区教育学

Infancia y Aprendizaje Pub Date : 2023-05-10 DOI: 10.1080/02103702.2023.2197348

Li-Chih Wang, Duo Liu, Yen Na Yum, Kevin Kien-Hoa Chung, Szu-Yin Chu, Pui Lun Alan Tai, Zhengye Xu, Hsu-Chan Kuo, Chih-Ching Chang

{"title":"The relationship between auditory temporal processing, phonological processing and reading in Hong Kongese and Taiwanese children: from kindergarten to primary school (La relación entre el procesamiento temporal auditivo, el procesamiento fonológico y la lectura en los niños hongkoneses y taiwaneses: de preescolar a primaria)","authors":"Li-Chih Wang, Duo Liu, Yen Na Yum, Kevin Kien-Hoa Chung, Szu-Yin Chu, Pui Lun Alan Tai, Zhengye Xu, Hsu-Chan Kuo, Chih-Ching Chang","doi":"10.1080/02103702.2023.2197348","DOIUrl":"https://doi.org/10.1080/02103702.2023.2197348","url":null,"abstract":"This study aims to compare auditory temporal processing and phonological processing across locations and age levels and to test the direct and indirect effects of auditory temporal and phonological processing on proficiency in Chinese character reading. We recruited 108 typically developing children — 25 and 24 kindergarteners from Taiwan and Hong Kong, respectively, and 34 and 25 primary school students from Taiwan and Hong Kong, respectively. Our findings showed that, before learning PCS, the languages’ phonological complexity did not affect the importance of ATP in Chinese reading. Also, we found the use of PCS could lead to a direct effect from students’ ATP to Chinese character reading as well as through phonological awareness. Our findings indicated that ways of learning to read influence children’s patterns of cognitive and linguistic abilities, which should be considered in teaching designs for reading.","PeriodicalId":13576,"journal":{"name":"Infancia y Aprendizaje","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135573204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A multidimensional approach to Spanish-English bilingual preschoolers' narrative skills. 西班牙语-英语双语学龄前儿童叙事技能的多维研究。

4区教育学

Infancia y Aprendizaje Pub Date : 2021-01-01 DOI: 10.1080/02103702.2021.1888493

Martha Shiro, Erika Hoff

{"title":"A multidimensional approach to Spanish-English bilingual preschoolers' narrative skills.","authors":"Martha Shiro, Erika Hoff","doi":"10.1080/02103702.2021.1888493","DOIUrl":"https://doi.org/10.1080/02103702.2021.1888493","url":null,"abstract":"We identify language and discourse skills in 54-month-old Spanish-English bilingual preschoolers and their English-speaking monolingual peers, using multiple measures. Forty-one Spanish-English bilingual and 25 English monolingual children, all US born, viewed an eight-minute wordless video. The bilingual children recounted the story once in English and once in Spanish, in counterbalanced order. The story retellings were transcribed and coded for discourse skills (narrative length, narrative components and uses of evaluative language) and language skills (number of words, number of different words, MLUw). No difference was found in the two groupś overall language or discourse skills, assessed in the narrative production, with the exception of certain uses of evaluative language. Within the bilingual group, all measures, except MLUw, were highly correlated across the two languages. Our multidimensional analysis of narrative structure and use of evaluative language sheds light on certain differences between the ways in which English monolinguals and Spanish-English bilinguals organize their narrative discourse. We discuss the advantages of using this multidimensional approach in assessing bilingualś language and discourse abilities in narrative production.","PeriodicalId":13576,"journal":{"name":"Infancia y Aprendizaje","volume":"44 2","pages":"370-400"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02103702.2021.1888493","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10251603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2