Cultura y Educación最新文献_第9页

Use of ICTs at work: an intergenerational analysis in Spain / Uso de las TIC en el puesto de trabajo: un análisis intergeneracional en España 信息通信技术在工作中的使用:西班牙的代际分析/信息通信技术在工作中的使用:西班牙的代际分析

Cultura y Educación Pub Date : 2017-01-02 DOI: 10.1080/11356405.2016.1274144

Miren Fernández-de-Álava, C. Quesada-Pallarés, M. García-Carmona

引用次数: 10

A contrastive analysis between novice and expert teachers’ perceptions of school bilingual programmes / Un análisis comparativo entre las percepciones del profesorado novel y experto sobre los programas escolares bilingües 新教师与专家教师对双语学校课程的看法的对比分析/新教师与专家教师对双语学校课程的看法的比较分析

Cultura y Educación Pub Date : 2016-10-01 DOI: 10.1080/11356405.2016.1237339

R. Durán-Martínez, Fernando Beltrán-Llavador, F. Martínez-Abad

{"title":"A contrastive analysis between novice and expert teachers’ perceptions of school bilingual programmes / Un análisis comparativo entre las percepciones del profesorado novel y experto sobre los programas escolares bilingües","authors":"R. Durán-Martínez, Fernando Beltrán-Llavador, F. Martínez-Abad","doi":"10.1080/11356405.2016.1237339","DOIUrl":"https://doi.org/10.1080/11356405.2016.1237339","url":null,"abstract":"Abstract This article aims to report on a contrastive analysis between the perceptions of novice and expert teachers on four key dimensions of implementing CLIL (Content and Language Integrated Learning) in primary and secondary schools in Spain. To this end, we applied a non-experimental research design with an ex-post-facto methodology using questionnaire studies. The instrument employed was an adaptation of a previous questionnaire, which was completed by 151 in-service teachers. From the data analysis, statistically significant differences were obtained in the criteria variables when they concerned the teaching experience in CLIL projects. Our data confirm that expert CLIL teachers prioritize methodological competencies and the ability to integrate language and content over subject knowledge and language proficiency, exhibit a more critical view of published course materials, value cooperation and innovation as integral components of CLIL teaching more highly than novice teachers and are more aware of the benefits of bilingual programmes.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116105317","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: 14

The social relations of university students: intensity, interaction and association with academic performance / Las relaciones sociales de los estudiantes en la universidad: intensidad, interrelación y vinculación con el rendimiento académico 本研究的主要目的是分析大学学生的社会关系:与学业成绩的强度、互动与关联/大学学生的社会关系:与学业成绩的强度、相互关系与联系

Cultura y Educación Pub Date : 2016-10-01 DOI: 10.1080/11356405.2016.1237340

J. Tomás-Miquel, Débora Nicolau-Juliá, Manuel Expósito-Langa

{"title":"The social relations of university students: intensity, interaction and association with academic performance / Las relaciones sociales de los estudiantes en la universidad: intensidad, interrelación y vinculación con el rendimiento académico","authors":"J. Tomás-Miquel, Débora Nicolau-Juliá, Manuel Expósito-Langa","doi":"10.1080/11356405.2016.1237340","DOIUrl":"https://doi.org/10.1080/11356405.2016.1237340","url":null,"abstract":"Abstract In recent years, the literature has stressed the importance of relational factors in students’ academic performance. Thus, the networks of assistance and exchange in academic matters and the expressive or friendship networks established in the classroom can have a significant influence on students’ academic performance. For this reason, we thought that it might be interesting to explore the intensity, structure and interaction of these networks, as well as their ties with students’ academic performance. Using social network analysis, we performed an exploratory study on the relations in a sample of students from the Universitat Politècnica de València. The results show that students’ academic assistance and exchange network and friendship network show a high density and mutual correlation, and that the way students integrate socially into the academic network determines their university performance. These results can guide universities in the development of activities aimed at shaping the form and quality of students’ relational capacity.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121787569","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

Why braille reading is important and how to study it / Por qué es importante la lectura en braille y cómo estudiarla 为什么盲文阅读很重要，如何学习/为什么盲文阅读很重要，如何学习

Cultura y Educación Pub Date : 2016-09-30 DOI: 10.1080/11356405.2016.1230295

Ana Marcet, M. J. Jiménez, Manuel Perea

引用次数: 5

Effects of self-questioning on EFL students’ engagement in literary reading / Los efectos del autocuestionamiento en la lectura comprometida de textos literarios de estudiantes de inglés como lengua extranjera 自我质疑对EFL学生文学阅读投入的影响/自我质疑对英语作为外语学生文学文本投入阅读的影响

Cultura y Educación Pub Date : 2016-09-28 DOI: 10.1080/11356405.2016.1231759

Phuong Nam T. Nguyen, T. Janssen, Gert Rijlaarsdam, Wilfried Admiraal

{"title":"Effects of self-questioning on EFL students’ engagement in literary reading / Los efectos del autocuestionamiento en la lectura comprometida de textos literarios de estudiantes de inglés como lengua extranjera","authors":"Phuong Nam T. Nguyen, T. Janssen, Gert Rijlaarsdam, Wilfried Admiraal","doi":"10.1080/11356405.2016.1231759","DOIUrl":"https://doi.org/10.1080/11356405.2016.1231759","url":null,"abstract":"Abstract This study examines the effects of self-questioning on EFL students’ literary reading engagement. Two interventions were tested: (1) students generating questions while reading short stories, and then exploring their questions in small-groups; and (2) students generating questions while reading, and then reflecting through a free writing activity. Participants were 59 Vietnamese undergraduate students enrolled in an English as a foreign language course. A pre-test post-test control group design with switching replications was used, with a control condition in which the teacher (instead of the students) posed the questions. Students’ reading engagement was measured by a written response to a short story and a questionnaire. Results showed that both self-questioning interventions positively influenced students’ reading engagement compared to the control condition. A maintenance of effects was also observed. We conclude that self-questioning combined with group discussions or free writing promotes students’ reading engagement.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129395219","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

An assessment of evaluation techniques in higher education: the experience of macroeconomics / La evaluación de las técnicas de evaluación en la enseñanza universitaria: la experiencia de macroeconomía 高等教育评价技术评价:宏观经济学的经验/大学教育评价技术评价:宏观经济学的经验

Cultura y Educación Pub Date : 2016-09-26 DOI: 10.1080/11356405.2016.1230294

A. I. Moro-Egido

引用次数: 3

Language learners’ representations of Portugal: implications for culture teaching / Las representaciones de Portugal de los estudiantes de portugués: implicaciones en la enseñanza de aspectos culturales 葡萄牙语学习者的代表:对文化教学的影响/葡萄牙语学习者的代表:对文化方面教学的影响

Cultura y Educación Pub Date : 2016-09-22 DOI: 10.1080/11356405.2016.1231760

L. Nikitina

引用次数: 1

Learning to learn at university. The effects of an instrumental subject on learning strategies and academic achievement / Aprender a aprender en la universidad. Efectos de una materia instrumental sobre las estrategias de aprendizaje y el rendimiento académico Learning to learn at university。工具学科对学习策略和学术成就的影响/在大学学习。工具性科目对学习策略和学业成绩的影响

Cultura y Educación Pub Date : 2016-09-19 DOI: 10.1080/11356405.2016.1230293

B. Gargallo, Carmen Campos, Gonzalo Almerich

{"title":"Learning to learn at university. The effects of an instrumental subject on learning strategies and academic achievement / Aprender a aprender en la universidad. Efectos de una materia instrumental sobre las estrategias de aprendizaje y el rendimiento académico","authors":"B. Gargallo, Carmen Campos, Gonzalo Almerich","doi":"10.1080/11356405.2016.1230293","DOIUrl":"https://doi.org/10.1080/11356405.2016.1230293","url":null,"abstract":"Abstract Self-regulated learning is very important at university, since students must manage the strategies and abilities necessary to be autonomous and effective in their learning. The aim of this study was to analyse the effects of a course designed for this purpose on learning strategies and students’ achievement of first-year university students. A quasi-experimental pre-test/post-test design was used, with an experimental group and a control group, applying measurement instruments before starting and after finishing the course. The learning process was analysed on this course, with students being trained in the use of relevant learning strategies — metacognitive strategies, strategies for processing and using information and affective and motivational strategies. The sample consisted of 47 students, 23 of them belonging to the experimental group and 24 of them to the control group, from various degrees at the University of Valencia. The results confirmed significant improvements in the learning strategy scores of the experimental group compared to the control group. There was also an improvement in academic achievement, but in this case the differences were not statistically significant.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":"1996 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125567710","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: 28

Gender differences in social reputation and peer rejection at school / Diferencias de género en la reputación social y el rechazo entre iguales en la escuela 社会声誉和学校同伴排斥的性别差异/学校同伴社会声誉和排斥的性别差异

Cultura y Educación Pub Date : 2016-07-02 DOI: 10.1080/11356405.2016.1196899

Eduardo Martín

引用次数: 3

Spanish parents’ perception of family media literacy / Percepción de padres y madres españoles acerca de la alfabetización audiovisual familiar 西班牙父母对家庭媒体素养的看法/西班牙父母对家庭视听素养的看法

Cultura y Educación Pub Date : 2016-07-02 DOI: 10.1080/11356405.2016.1196898

N. González-Fernández, Irina Salcines-Talledo, Pablo Maraver-López

引用次数: 3