Cultura y Educación最新文献_第10页

Collaboration in ePortfolios with Web 2.0 tools in initial teacher training / La colaboración en eportafolios con herramientas de la Web 2.0 en la formación docente inicial 在初始教师培训中使用Web 2.0工具的eportfolio协作/在初始教师培训中使用Web 2.0工具的eportfolio协作

Cultura y Educación Pub Date : 2016-07-02 DOI: 10.1080/11356405.2016.1203528

Gemma Tur, S. Urbina

{"title":"Collaboration in ePortfolios with Web 2.0 tools in initial teacher training / La colaboración en eportafolios con herramientas de la Web 2.0 en la formación docente inicial","authors":"Gemma Tur, S. Urbina","doi":"10.1080/11356405.2016.1203528","DOIUrl":"https://doi.org/10.1080/11356405.2016.1203528","url":null,"abstract":"Abstract Collaboration is a specific process in the construction of portfolios. In the case of electronic portfolios, Web 2.0 tools make collaboration a key process. The process known as networking refers to the online connection and collaboration with others, which the social web contributes to the literature of electronic portfolios. This research describes and analyses the pilot implementation of an ePortfolio in the Early Childhood degree programme at the Ibiza Campus of the University of the Balearic Islands. The paper presents a qualitative research study which aims to understand collaborative students’ activity from multiple points of view. In view of this, the data collection techniques used are diverse: analysis of work done by students, Likert scale and group discussion. Atlas.ti software has been used to obtain a qualitative analysis of the students’ discourse. In general, the results show positive attitudes, with a gradual increase noticed in the students’ use of the tools and, finally, with collaboration being expressed in peer work, especially in relation to technology. The analysis carried out enables us to observe tensions between open tools, collaboration and assessment. The research has important implications for practice as it allows us to deduce how to improve the collaboration process in ePortfolios thanks to the introduction of Web 2.0 tools.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133070532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Promoting entrepreneurship education among university students: design and evaluation of an intervention programme / Fomento de la educación emprendedora entre el alumnado universitario: diseño y evaluación de un programa de intervención 促进大学生创业教育:干预方案的设计与评价/促进大学生创业教育:干预方案的设计与评价

Cultura y Educación Pub Date : 2016-07-02 DOI: 10.1080/11356405.2016.1196897

F. J. García-Rodríguez, Carmen-Inés Ruiz-Rosa, Esperanza Gil-Soto, Desiderio Gutiérrez-Taño

引用次数: 16

ICT teacher training: a view of the TPACK model / Formación del profesorado en TIC: una visión del modelo TPACK ICT教师培训:对TPACK模式的看法/ ICT教师培训:对TPACK模式的看法

Cultura y Educación Pub Date : 2016-07-02 DOI: 10.1080/11356405.2016.1203526

J. Cabero, J. Barroso

引用次数: 62

Long-term effects of a mediated reading programme on the development of emotional competencies / Efectos a largo plazo de un programa de lectura mediada para el desarrollo de competencias emocionales 中介阅读计划对情绪能力发展的长期影响/中介阅读计划对情绪能力发展的长期影响

Cultura y Educación Pub Date : 2016-07-02 DOI: 10.1080/11356405.2016.1196900

Enrique Riquelme-Mella, I. García-Celay

{"title":"Long-term effects of a mediated reading programme on the development of emotional competencies / Efectos a largo plazo de un programa de lectura mediada para el desarrollo de competencias emocionales","authors":"Enrique Riquelme-Mella, I. García-Celay","doi":"10.1080/11356405.2016.1196900","DOIUrl":"https://doi.org/10.1080/11356405.2016.1196900","url":null,"abstract":"Abstract Emotional competencies are considered protective factors against behaviour problems and have been associated with adequate social and academic development. Early intervention means a greater chance of stability and development of these skills; however, few programmes address these aspects and evaluate their effectiveness in the short, middle or long term. Our research goal was to implement an early intervention programme for the development of emotional competencies based on the mediated reading of children’s literature and to evaluate its long-term effectiveness. Participants were 115 children between the ages of five and eight who were divided into two groups. To assess the impact of the programme, a factorial design was implemented with four independent variables. The ‘Mediated reading’ and ‘Traditional reading’ groups were compared on measures of facial emotion recognition, empathy and emotional regulation. Results indicate that the mediated reading group showed the best performance on all the dimensions evaluated, with significant differences from the traditional reading group. The study concludes by analysing the outcomes and limitations of the programme implemented.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116489203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

The relationship between attitudes towards and knowledge of sexual diversity / La relación entre actitudes y conocimientos sobre diversidad sexual 对性多样性的态度和知识之间的关系/ La relación研究了社会对性多样性的认识

Cultura y Educación Pub Date : 2016-07-02 DOI: 10.1080/11356405.2016.1196896

Freddy Franco-Morales, Enrique Correa-Molina, Michèle Venet, Santiago Perez-Bedoya

引用次数: 7

Call for papers / Convocatoria de presentación de manuscritos

Cultura y Educación Pub Date : 2016-07-02 DOI: 10.1080/11356405.2016.1203527

引用次数: 0

Comprehensive pertinence in the quality assessment of higher education / La pertinencia integral en la evaluación de la calidad de la educación superior 高等教育质量评估的综合相关性/高等教育质量评估的综合相关性

Cultura y Educación Pub Date : 2016-04-02 DOI: 10.1080/11356405.2016.1158446

Antonio Cardona-Rodríguez, Koldo Unceta-Satrústegui, Marta Barandiaran-Galdós

引用次数: 4

Perception of conflict in university students. The importance of initial training / La percepción del conflicto en alumnos universitarios. La importancia de la formación inicial 他的父亲是一名律师，母亲是一名律师。初步训练的重要性/大学生对冲突的感知。初步训练的重要性

Cultura y Educación Pub Date : 2016-04-02 DOI: 10.1080/11356405.2016.1158449

Gloria Rojas-Ruiz, I. Alemany-Arrebola

引用次数: 1

Methodologies for the inclusive education of students with severe visual impairment or blindness / Metodologías que garantizan la inclusión educativa de estudiantes con discapacidad visual grave o ceguera 严重视障或失明学生全纳教育的方法/确保严重视障或失明学生全纳教育的方法

Cultura y Educación Pub Date : 2016-04-02 DOI: 10.1080/11356405.2016.1170336

Isabel Serrano, A. Palomares, Catherine Kostich

{"title":"Methodologies for the inclusive education of students with severe visual impairment or blindness / Metodologías que garantizan la inclusión educativa de estudiantes con discapacidad visual grave o ceguera","authors":"Isabel Serrano, A. Palomares, Catherine Kostich","doi":"10.1080/11356405.2016.1170336","DOIUrl":"https://doi.org/10.1080/11356405.2016.1170336","url":null,"abstract":"Abstract The aim of this paper is to present the educational experiences that have been implemented in the community of Madrid (Spain) with students with severe visual impairment or blindness. We highlight why and how the new educational policies being implemented have achieved the genuine inclusion of these students in line with European educational objectives. The study was carried out during the academic years 2010–11 to 2015–16. We conclude that the educational inclusion of students with visual impairment becomes a reality upon the effective participation of two specialized teams, namely, the educational psychologists for young children (divided in stages from zero to three years and from four to 12 years of age) and the educational specialists in visually impaired children. This constitutes a prime example that can be extended to other contexts and other disabilities. It becomes evident that, to be effective, inclusive education requires a joint and coordinated response from all professionals involved in the education process.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122587565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Involvement in sedentary activities and academic performance in adolescents: differences according to sociodemographic variables / Implicación en actividades sedentarias y rendimiento académico en adolescentes: diferencias según variables sociodemográficas 青少年久坐活动的参与和学业成绩:根据社会人口学变量的差异/青少年久坐活动的参与和学业成绩:根据社会人口学变量的差异

Cultura y Educación Pub Date : 2016-04-02 DOI: 10.1080/11356405.2016.1158451

Alexandra Valencia-Peris, José Devís-Devís, Carmen Peiró-Velert

{"title":"Involvement in sedentary activities and academic performance in adolescents: differences according to sociodemographic variables / Implicación en actividades sedentarias y rendimiento académico en adolescentes: diferencias según variables sociodemográficas","authors":"Alexandra Valencia-Peris, José Devís-Devís, Carmen Peiró-Velert","doi":"10.1080/11356405.2016.1158451","DOIUrl":"https://doi.org/10.1080/11356405.2016.1158451","url":null,"abstract":"Abstract This study provides a first-time analysis of the differences in the time dedicated each day to different sedentary activities (SA) (productive, technology-based recreation and social activities) and their relation with the academic performance of Spanish adolescents according to sex, school year and socioeconomic status (SES). The sample was made up of 681 participants (50.2% girls), between 12 and 18 years old, who completed self-reported questionnaires. The likelihood of obtaining lower levels of academic success increase in adolescents who spend two or more hours on social SAs and have a lower SES. With boys, this increases further if they spend four or more hours on SAs involving technology-based recreation and two or less hours on productive SAs. In conclusion, adolescents spend a high number of hours carrying out sedentary activities after school. This is something that needs controlling since it may have a detrimental effect on their academic success, especially among adolescent boys.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123239709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5