Cultura y Educación最新文献

{"title":"From the Editor","authors":"L. Tolchinsky, Naymé Salas","doi":"10.1080/11356405.2018.1528728","DOIUrl":"https://doi.org/10.1080/11356405.2018.1528728","url":null,"abstract":"We close this volume with a further increase in the Impact Factor of Cultura y Educación — from 0.607 to 0.719 — and with a firm commitment to continuing to strengthen the quality and dissemination of our publication. One of the measures taken to achieve this aim has been to adjust the editorial scope of the journal (https: / / tandfonline.com/action/journalInformation?show= aimsScope&journalCode=rcye20). The themes included in the intersection between culture and education are multiple and diverse, originating from a wide range of disciplinary areas. While this thematic breadth has enriched the pages of the journal throughout its history, on some occasions, applying the special treatment that a quality journal requires to such a variety of themes within a reasonable timeframe has been a considerable challenge. Although we have met this challenge expertly, in order to guarantee the specialization and promptness of the review process of every paper submitted, from the next volume onwards we will prioritize studies that link culture and education with the development of language and literacy in its widest sense, including digital literacy, at all stages of the lifespan, in formal and informal contexts. As is customary in Cultura y Educación, articles may present different theoretical perspectives, as long as they demonstrate clear methodological rigour. Notwithstanding the adjustment to the editorial scope, we will also promote the publication of special issues on hot topics that will be of interest to a wide readership, even though they may not be directly related to questions of language and literacy. Two special issues on different topics are already on their way, the first on special educational needs at university level and the second focusing on an extremely topical issue: the relation between fake news and education. Both special issues will include original, relevant and innovative research and will be coordinated by experts on the respective topics. We will continue to accept different types of articles, including research studies, systematic reviews, position papers, descriptions of projects and didactic experiences. The specific characteristics required for each of the different types of article can be found in ‘instructions for authors’: https://www.tandfonline.com/action/authorSubmission?journalCode= rcye20&page=instruction. The adjustment of our editorial line, alongside our openness to special issues coordinated by specialists in relevant topics, will enable us to fine-tune the selection procedures, increase the promptness of the review process and promote greater depth in the thematic dimensions of the articles, thus improving even further the quality of the publication. Cultura y Educación / Culture and Education, 2018 Vol. 30, No. 4, 601–604, https://doi.org/10.1080/11356405.2018.1528728","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114176879","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}

{"title":"The role of abusive supervision in predicting teachers’ withdrawal and revenge responses / El papel de la supervisión abusiva en la predicción de las respuestas de venganza y abandono de los docentes","authors":"Nihan Demirkasımoğlu","doi":"10.1080/11356405.2018.1519904","DOIUrl":"https://doi.org/10.1080/11356405.2018.1519904","url":null,"abstract":"Abstract There has been a growing interest in the phenomenon of abusive supervision in the last two decades through theory development and empirical investigations in management literature. In particular, educational scholars have paid attention to this issue with different terms such as ‘dark side of leadership’, ‘mistreatment’, ‘bullying’ or ‘abusive supervision’. This research provides insights into the relationship of abusive supervision with withdrawal and revenge behaviours of teachers, using a sample of 330 teachers working in public primary and secondary schools in Turkey. Despite its low rate, abusive supervision has a predictive potential on revenge and withdrawal. It was found that as teachers’ teaching experience decreased, withdrawal and revenge tendencies increased. Male teachers tended to respond with withdrawal and revenge more than females when they were abusively supervised. Lastly, primary school teachers were more likely to respond with withdrawal and revenge than secondary school teachers in times of abusive supervision.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132435551","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}

{"title":"Effectiveness and motivation towards the use of video tutorials when learning how to use music software / Efectividad y motivación hacia el uso de videotutoriales para el aprendizaje de un software musical","authors":"José Palazón-Herrera","doi":"10.1080/11356405.2018.1514804","DOIUrl":"https://doi.org/10.1080/11356405.2018.1514804","url":null,"abstract":"Abstract The objective of this study is to highlight the potential of video tutorials for learning how to use music editing software as well as students’ perceptions of their use. The project has been developed within a flipped-classroom approach, in which students studied with two types of resources: video tutorials and printed tutorials created ad hoc. Using a quantitative study with a quasi-experimental design, students participating in the project (n = 48) were divided into an experimental group (video tutorials) and a control group (printed tutorials) in order to evaluate the resource used according to: (1) academic results achieved; (2) students’ independence; (3) time spent completing tasks; (4) motivation generated by the resource. The resource used did not result in an improvement of academic performance in those students who used video tutorials. However, there has been an improvement in time invested in the production of scores, students’ autonomy in relation to the teacher and motivation towards the resource used.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129106542","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}

{"title":"Contextual variables associated with differences in educational performance between European Union countries / Variables contextuales asociadas a las diferencias de rendimiento educativo entre los países de la Unión Europea","authors":"Javier Rodríguez-Santero, Javier Gil-Flores","doi":"10.1080/11356405.2018.1522024","DOIUrl":"https://doi.org/10.1080/11356405.2018.1522024","url":null,"abstract":"Abstract Extensive literature exists which shows the relation between academic performance and other variables of a contextual nature. A secondary analysis of the results corresponding to performance in PISA 2015 has enabled us to classify European Union countries into two different levels. The degree of relation between performance and contextual variables such as socioeconomic level, schooling indicators, resources allocated to education and organizational culture and school governance has also been studied at a national level. Subsequently, after selecting the variables that correlate the most with performance, the effects of the contextual variables on the differences of countries with high and low performance have been measured using a logistic regression model. Results show the role of some of the variables considered, with the economic level of the country standing out in particular, as well as parental involvement in decision-making. By way of conclusion, a series of recommendations are formulated to advance towards improvements in performance and to achieve educational convergence among EU countries.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123359993","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}

{"title":"Do self-efficacy, incentives and confidence in public speaking influence how students self-assess? / ¿Influyen la autoeficacia, los incentivos y la confianza para hablar en público en cómo se autoevalúan los estudiantes?","authors":"Alicia Bolívar-Cruz, Domingo Verano-Tacoronte, Inmaculada Galván-Sánchez","doi":"10.1080/11356405.2018.1488420","DOIUrl":"https://doi.org/10.1080/11356405.2018.1488420","url":null,"abstract":"Abstract The development of a critical spirit as well as the capacity to self-assess and oral presentation competence are essential in relation to students’ future employability. This study examines the influence of confidence, self-efficacy and the existence of incentives on student self-assessments of their oral presentation competence during an educational activity, taking into account the students’ gender. Data from 201 self-assessments was analysed using different statistical techniques. The results show that the existence of rewards is the only variable that has a significant influence on the self-assessment of male students, while those of female students are determined, above all, by their self-efficacy. The results suggest the need to increase student training on self-assessment, taking these differences into account. They also highlight the need to implement initiatives aimed at improving speakers’ confidence in public speaking as well as self-efficacy levels.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128638400","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}

{"title":"Teaching-learning methods and their effect on professional development and the development of graduates’ competencies / Métodos de enseñanza-aprendizaje y su efecto en el desarrollo profesional y competencial de los egresados","authors":"V. Coll-Serrano, Cristina Pardo-Garcia, P. J. Perez","doi":"10.1080/11356405.2018.1494773","DOIUrl":"https://doi.org/10.1080/11356405.2018.1494773","url":null,"abstract":"Abstract This article analyses the effect of the teaching-learning methods used in Spanish universities on three measures of educational output: average mark, graduates’ assessment of their professional performance in different dimensions, and their assessment of the acquisition of professional competencies and skills. Multi-level models were used in which graduates (first level) are grouped by field of study (second level). The Class attendance and Written work methods have the most influence on the average mark but influence the graduates’ working future the least, as measured with assessments of professional aspects or competencies. In contrast, Problem-based learning, In-company internships and Practical and methodological knowledge are the methods that bear the most influence on the graduates’ professional careers and their development of specific professional competencies.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123516927","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}

{"title":"Heritage education in informal contexts. Motivation and self-concept / Educación patrimonial en contextos informales. Motivación y autoconcepto","authors":"José-María Madariaga-Orbea, Iratxe Gillate, Álex Ibáñez-Etxeberria, Begoña Molero","doi":"10.1080/11356405.2018.1494774","DOIUrl":"https://doi.org/10.1080/11356405.2018.1494774","url":null,"abstract":"Abstract The objective of this study is to analyse differences in motivation and social self-concept in students participating in three different programmes of heritage education in informal contexts. A total of 667 secondary school students from the mining and industrial area of Bizkaia participated in the study. The results show differences in motivation between experimental and control groups before and after their participation in the inter-generational programme. Differences were also found in social self-concept after participation in the inter-generational programme and a follow-up class, after participation in the Dolores Ibarruri programme and after visiting the Mining Museum. With regard to gender, no differences are found in motivation either before or after participation, although differences are found in favour of females in social self-concept.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126445195","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}

{"title":"National identity in the historical narratives of a morally questionable historical process / Identidad nacional en las narrativas sobre un proceso histórico moralmente cuestionable","authors":"María Sarti, Alicia Barreiro","doi":"10.1080/11356405.2018.1488419","DOIUrl":"https://doi.org/10.1080/11356405.2018.1488419","url":null,"abstract":"Abstract Different studies have shown that national groups construct a positive social identity through the appropriation of heroic narratives about the national past. Within this framework, this research studied the narratives of Argentine university students (n = 27), without specific training in history about a historical process in which their national state carried out morally questionable actions. Specifically, we analysed their narratives on the ‘Conquest of the Desert’, a military campaign carried out in the late nineteenth century which entailed the genocide of the indigenous peoples who inhabited most of what is today Argentina. Through semi-structured interviews, it was revealed that although the grammar of the participants’ narratives is generally poor, it is possible to identify in them two clashing groups as agents of that historical process. Furthermore, the participants did not use the pronouns we/us to refer to any of these groups, so they did not identify with them. We conclude that the poverty of the participants’ narratives may reveal a collective attempt to forget this morally condemnable historical process, which would also have been expressed in the shift of responsibility from the Argentine state to other social groups in most of the narratives analysed. Likewise, failure to identify with the victims, even in cases in which it was considered to be the national state, shows the implementation of cognitive strategies to preserve a positive identity.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125223724","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}

{"title":"Variation indexes of marks due to continuous assessment. Empirical approach at university / Índices de variación de la nota debidos a la evaluación continua. Contrastación empírica en la enseñanza universitaria","authors":"J. Santos, Esther Ortiz, S. Marín","doi":"10.1080/11356405.2018.1488422","DOIUrl":"https://doi.org/10.1080/11356405.2018.1488422","url":null,"abstract":"Abstract The European Higher Education Area (EHEA) has required continuous assessment at university in Spain. The goal of this paper is to analyse how continuous assessment modifies the subject’s final mark, to ascertain whether it improves or lowers the final exam score and to determine whether other variables also affect this relationship. To accomplish this, we have created a database with the marks earned by students who took the final exam in the Financial Accounting class at university in the last three academic years. A variation index of the exam score was constructed as a consequence of continuous assessment, and it was analysed both quantitatively and qualitatively. The results obtained from the marks and the index were analysed using contingency tables, ANOVA, regression analyses and a contrast of differences in mean. The main conclusions allow us to state that continuous assessment has an important direct effect on the learning process as well as on the final exam score and the overall class mark, and that other variables also influence them.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122186818","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}

{"title":"Effectiveness of experiential learning in improving cognitive Planning and its impact on problem solving and mathematics performance / Eficacia del aprendizaje experiencial para mejorar la Planificación cognitiva y su repercusión en la resolución de problemas y el rendimiento matemático","authors":"Silvia Mayoral-Rodríguez, C. Timoneda-Gallart, F. Perez-Alvarez","doi":"10.1080/11356405.2018.1457609","DOIUrl":"https://doi.org/10.1080/11356405.2018.1457609","url":null,"abstract":"Abstract This study is based on PASS theory, which suggests that the cognitive process of Planning is responsible for developing metacognitive strategies. The aim is to verify the effect of stimulating the cognitive process of PASS Planning on secondary school students using two different methodologies, with experiential learning (inductive) being applied in one group and deductive learning in the other. The study also aims to verify if improvements are observed in student grades in maths and problem solving. A quantitative study with a quasi-experimental design was carried out with two experimental groups of 59 and 57 students and a control group of 57. The results confirm significant improvements in both experimental groups in relation to their capacity to plan after the stimulations sessions, regardless of the methodology used. Nevertheless, improved grades in maths and problem solving were only found in the group who were administered the experiential learning (inductive) method. The conclusion drawn is that these kinds of methodologies need to be promoted for the stimulation of Planning to have the desired effect on mathematics performance.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123956514","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}