Revista De Educacion最新文献_第4页

Volver Formación Flipped en un entorno virtual 3D para el desarrollo de las competencias docentes 在3D虚拟环境中进行翻转培训，以发展教学技能

IF 1.4 4区教育学

Revista De Educacion Pub Date : 2021-01-01 DOI: 10.4438/1988-592X-RE-2021-391-472

Deborah Martín, J. Tourón, Enrique Navarro-Asencio

{"title":"Volver Formación Flipped en un entorno virtual 3D para el desarrollo de las competencias docentes","authors":"Deborah Martín, J. Tourón, Enrique Navarro-Asencio","doi":"10.4438/1988-592X-RE-2021-391-472","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2021-391-472","url":null,"abstract":"The main objective of this study is the results’ evaluation of a training program on active methodologies, aimed at teachers, developed in a virtual 3D environment under a Flipped model. Two criteria are assessed, the first one is the level of acquisition of the program contents (teaching skills) using a one group pre-experimental design carrying out measurements before and after the educational intervention. The second is the opinion of the participants on the role that different aspects of the teaching process had in the acquisition of skills. Pretest-posttest changes of competencies are studied with the Student’s T-test for related groups, item-to-item changes are also checked using the Wilcoxon signed rank test, and Cohen’s D effect sizes are calculated. For the second criterion, the deviation of the participants’ opinion from what was expected in global terms was analyzed, the chi-square statistic for a sample he chi-square statistic was used to compare the observed and expected frequency distribution. The results show that students perceive an improvement in their teaching competence, the greatest change occurs in the digital area with a high effect size (d=0.84), followed by the social, didactic, and innovation and improvement areas. The learning process aspects that contribute most to achieving this goal are frequent teacher feedback, interaction with the teacher and Flipped experiences, all with more than 60 % of cases indicating the highest level of assessment.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"35 1","pages":"95-122"},"PeriodicalIF":1.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82661682","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

Profesores para el siglo XXI : perfil académico, formación inicial y prácticas docentes de los profesores 21世纪教师:教师的学术概况、初步培训和教学实践

IF 1.4 4区教育学

Revista De Educacion Pub Date : 2021-01-01 DOI: 10.4438/1988-592X-RE-2021-393-495

María Castro Morera

引用次数: 2

Sustainable school‐improvement in complex adaptive systems: A scoping review 复杂适应系统中的可持续学校改进:范围审查

IF 1.4 4区教育学

Revista De Educacion Pub Date : 2020-12-11 DOI: 10.1002/rev3.3246

Gloria A. Koh, H. Askell‐Williams

引用次数: 9

Context and Implications Document for: Sustainable school‐improvement in complex adaptive systems: A scoping review 背景和含义文件:复杂适应系统中的可持续学校改进:范围审查

IF 1.4 4区教育学

Revista De Educacion Pub Date : 2020-12-11 DOI: 10.1002/rev3.3245

Gloria A. Koh, H. Askell‐Williams

引用次数: 0

Context and Implications Document for: A Scoping Review of 20 Years of Research on Differentiation: Investigating Conceptualisation, Characteristics and Methods Used 背景和含义文件:20年分化研究的范围审查:调查概念，特征和使用的方法

IF 1.4 4区教育学

Revista De Educacion Pub Date : 2020-11-30 DOI: 10.1002/rev3.3240

Linda J. Graham, K. Bruin, Carly J. Lassig, Ilektra Spandagou

引用次数: 1

A scoping review of 20 years of research on differentiation: investigating conceptualisation, characteristics, and methods used 对20年来分化研究的范围审查:调查概念，特征和使用的方法

IF 1.4 4区教育学

Revista De Educacion Pub Date : 2020-11-30 DOI: 10.1002/rev3.3238

Linda J. Graham, Karen de Bruin, Carly J. Lassig, Ilektra Spandagou

{"title":"A scoping review of 20 years of research on differentiation: investigating conceptualisation, characteristics, and methods used","authors":"Linda J. Graham, Karen de Bruin, Carly J. Lassig, Ilektra Spandagou","doi":"10.1002/rev3.3238","DOIUrl":"https://doi.org/10.1002/rev3.3238","url":null,"abstract":"The use of a pedagogical practice known as ‘differentiation’ has become more common over time as educators have sought to respond to increases in the diversity of students enrolling in their local school. However, there are now so many misperceptions and definitional inconsistencies that it is difficult to know what is being enacted in the name of differentiation or indeed what is being researched internationally. The aim of this scoping review was to identify key characteristics of and conceptualisations within peer-reviewed empirical research on differentiation published between1999 and 2019, as well as to map the ways in which this body of research was produced. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were used to inform a systematic screening process and resulted in a final sample of 34 articles focusing on differentiation in regular schools. Half were conducted in the United States and most in the elementary school phase. Survey and case study designs were dominant, as was research of and influences on teacher practice. Only a small group of studies focused on differentiation’s impact on student outcomes and these typically only examined specific elements of differentiation or its use in specific academic domains. The diversity of focus and methodological approaches across the 34 studies prevents comparison of findings and weakens the evidential basis to make claims of either differentiation’s effectiveness or indeed its ineffectiveness. The review concludes with recommendations for future research and practice in this important area of practice.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"57 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83961369","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: 21

Context and Implications Document for: Creating partnerships between schools and lower‐educated parents to enhance young children's language development: A formative evaluation 背景和意义:在学校和低教育程度的父母之间建立伙伴关系以促进幼儿的语言发展:形成性评价

IF 1.4 4区教育学

Revista De Educacion Pub Date : 2020-11-28 DOI: 10.1002/rev3.3244

M. Pluijm, Mariëtte Lusse, A. Gelderen, J. Kessels

引用次数: 0

Creating partnerships between schools and lower‐educated parents to enhance young children’s language development: A formative evaluation 在学校和低教育程度的家长之间建立伙伴关系以促进幼儿的语言发展:形成性评价

IF 1.4 4区教育学

Revista De Educacion Pub Date : 2020-11-28 DOI: 10.1002/rev3.3243

M. Pluijm, Mariette Lusse, A. Gelderen, J. Kessels

引用次数: 3

Context and Implications Document for: School‐to‐school collaboration in England: A configurative review of the empirical evidence 背景和含义文件:英国学校与学校合作:对经验证据的配置性审查