International Journal of Sociology of Education最新文献

Axiomas Sociales como Predictores en la Toma de Decisiones de los Jóvenes pre-Universitarios 社会公理作为大学预科青年决策的预测因素

International Journal of Sociology of Education Pub Date : 2023-10-25 DOI: 10.17583/rise.11857

Mónica Luque-Suárez, María del Carmen Olmos-Gómez, Raquel Portillo-Sánchez, Jesús Manuel Cuevas-Rincón

{"title":"Axiomas Sociales como Predictores en la Toma de Decisiones de los Jóvenes pre-Universitarios","authors":"Mónica Luque-Suárez, María del Carmen Olmos-Gómez, Raquel Portillo-Sánchez, Jesús Manuel Cuevas-Rincón","doi":"10.17583/rise.11857","DOIUrl":"https://doi.org/10.17583/rise.11857","url":null,"abstract":"Esta investigación trata de resolver si el valor predictivo de la orientación en el último curso de bachillerato se da a partir del aspecto multicultural y socioeconómicos influyentes. la calidad educativa del centro, el género del alumnado y las influencias de las variables socio-académicas de los progenitores en sus hijos. La desorientación vocacional, la deserción del alumnado cuando llega a estudios superiores, la falta de información en la elección de la carrera académica, están siendo cada vez más acuciantes. La importancia social de la cuestión radica en el lugar clave que ocupa la calidad de la orientación educativa en este tránsito y máxime, en contextos multiculturales. La muestra es de 437 alumnos de diferentes institutos de la Ciudad Autónoma de Melilla. Se utilizó la técnica del modelo de regresión múltiple lineal. Los análisis muestran que el modelo tiene un coeficiente de bondad de ajuste de R2 corregida: 0.368 con p < 0.05. Se ha obtenido como resultados que el aspecto multicultural es la variable predictiva más destacada, seguida de la calidad de la enseñanza del centro y la influencia socio-académica de los padres y madres quedando excluida la variable género en el modelo predictivo.","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":"11 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112908","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: 0

diversidad familiar en los materiales didácticos de Educación Infantil 幼儿教育教材中的家庭多样性

International Journal of Sociology of Education Pub Date : 2023-10-25 DOI: 10.17583/rise.12398

Iria Sánchez-Prieto, Carmen Verde-Diego, Rubén González-Rodríguez

{"title":"diversidad familiar en los materiales didácticos de Educación Infantil","authors":"Iria Sánchez-Prieto, Carmen Verde-Diego, Rubén González-Rodríguez","doi":"10.17583/rise.12398","DOIUrl":"https://doi.org/10.17583/rise.12398","url":null,"abstract":"No existe un único tipo de familia. La investigación trata sobre el abordaje de la diversidad familiar en la escuela. Por un lado, analiza la formación de los futuros docentes de educación infantil y primaria, a través de sus planes de estudio en las tres universidades gallegas. Por otro, examina los materiales didácticos utilizados en esa etapa: se visionaron un total de 38.607 imágenes distribuidas en 148 Unidades Didácticas pertenecientes a las 4 editoriales más utilizadas en los centros educativos de Educación infantil de Galicia –Anaya, Santillana, Edelvives y SM- y los “libros de familia” asociados a esas colecciones. De entre ellas, se seleccionaron y analizaron la forma y el contenido de 610 imágenes vinculadas a 12 Unidades Didácticas, además de sus textos y “libros de familia”. Los resultados señalan, por una parte, una escasa formación de los futuros docentes en diversidad familiar. Por otra, revelan que las imágenes, los textos y los libros de familia mayoritariamente reproducen un tipo de familia “ideal”: nuclear, biparental, heteroparental. Todo ello impide conceptualizar en la escuela cualquier otro tipo de familia alternativa a la “normotípica”, alejando a los educandos de la realidad social, cuando no excluyendo sus propios modelos familiares.","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":"2 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135113249","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: 0

Interactive Groups: Fostering Collaborative Interactions in an Additional Language in a Multilingual Context 互动小组:在多语言环境中以一种额外的语言促进协作互动

International Journal of Sociology of Education Pub Date : 2023-10-25 DOI: 10.17583/rise.13257

Leire Ugalde, Rocío García-Carrión, Nahia Intxausti-Intxausti, Harkaitz Zubiri-Esnaola

{"title":"Interactive Groups: Fostering Collaborative Interactions in an Additional Language in a Multilingual Context","authors":"Leire Ugalde, Rocío García-Carrión, Nahia Intxausti-Intxausti, Harkaitz Zubiri-Esnaola","doi":"10.17583/rise.13257","DOIUrl":"https://doi.org/10.17583/rise.13257","url":null,"abstract":"Research has shown that participating in collaborative interactions is essential both for language learning and for effective access to school content, which is even more important in multilingual contexts where a large proportion of students are in schools where the language of instruction is different from the language of the home context. However, research still needs to analyse further educational actions that succeed in generating collaborative interactions under these circumstances. This exploratory study analyses an educational action called Interactive Groups in a multilingual context in which Basque is the language of instruction and is the L2 for most pupils. Using the Communicative Methodology, twenty-one Interactive Groups were video recorded and analysed qualitatively and quantitatively. Two interviews were conducted with teachers, one with a volunteer, seven with students, and two focus groups with students. The results show that collaborative interactions in the target language prevail in these Interactive Groups, which is achieved because both the adult and the students generate a collective scaffolding that (a) encourages focusing on the academic task, (b) neutralises disruptive behaviours and (c) activates solidarity among students to overcome learning difficulties. The educational implications of the results are discussed.","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":"8 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112718","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: 0

Measurement and analysis of Education for Sustainable Development in vulnerable environments within the framework of the 2030 Agenda 在《2030年议程》框架内衡量和分析脆弱环境中的可持续发展教育

International Journal of Sociology of Education Pub Date : 2023-10-25 DOI: 10.17583/rise.12351

Daniel De La Rosa-Ruiz

{"title":"Measurement and analysis of Education for Sustainable Development in vulnerable environments within the framework of the 2030 Agenda","authors":"Daniel De La Rosa-Ruiz","doi":"10.17583/rise.12351","DOIUrl":"https://doi.org/10.17583/rise.12351","url":null,"abstract":"La agenda 2030 invita a todas las personas a contribuir a la mejora del mundo desde la realidad de cada uno/a, esta nueva agenda internacional buscar reforzar el trabajo de pequeñas entidades que pueden ayudar a que las metas propuestas se cumplan. El objetivo de este estudio es analizar la contribución de las entidades sociales a la meta 4.7 de los Objetivos de Desarrollo Sostenible y conocer si el aprendizaje de la educación para el desarrollo sostenible es mayor que en otras formas de enseñanza. Se mide el constructo en una muestra muy amplia de menores que participan en asociaciones de intervención socio educativa en el barrio de Entrevías. Los resultados muestran diferencias estadísticamente significativas entre los grupos (Z = -11.549; p <.001) siendo el grupo experimental (M= 128.63; DT = 13.11) quien obtuvo una media significativamente mayor al grupo control (M= 84.85; DT =18.50. Estos resultados parecen apuntar que las metodologías usadas por las entidades sociales favorecen un mayor aprendizaje de la educación para el desarrollo sostenible con respecto a los centros de educación formal.","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":"29 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135113433","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: 0

Equitably Undeterred? Persistence of Education Mobility and Migration Intent among Upper Secondary Education Students throughout the COVID-19 Pandemic 公平没有?COVID-19大流行期间高中教育学生教育流动性和迁移意愿的持续存在

International Journal of Sociology of Education Pub Date : 2023-06-25 DOI: 10.17583/rise.12538

Teo Matković, Margareta Gregurović, Josip Šabić

{"title":"Equitably Undeterred? Persistence of Education Mobility and Migration Intent among Upper Secondary Education Students throughout the COVID-19 Pandemic","authors":"Teo Matković, Margareta Gregurović, Josip Šabić","doi":"10.17583/rise.12538","DOIUrl":"https://doi.org/10.17583/rise.12538","url":null,"abstract":"This paper aims to explore the effects of the pandemic on future mobility aspirations, as COVID-19 pandemic induced disruptions in overall educational experience and international mobility. The authors assess whether the hardship caused by the pandemic has affected Croatian upper secondary school students’ international migration intent and aspirations for studying abroad. To that cause, authors combine three large-scale nationally representative studies conducted in the pre-pandemic (2017), pandemic (2021) and late-pandemic (2022) period. The results indicate that the number of days school spent in remote learning proved modestly associated with lower intent to migrate or to study abroad in 2021. However, contrary to expectations drawn from literature, the prevalence of intent of moving abroad remained persistent compared to pre-pandemic, while aspirations for studying abroad increased. The expected moderation effects of students’ socio-economic background on migration intent during the pandemic and school closure, failed to materialize, except for migration intent in 2021, when having tertiary-educated parents proved more advantageous. In line with recent Eurobarometer surveys, our analysis imply little evidence of long-term devaluation of mobility capital among Croatian upper secondary students, as the moderators throttling mobility aspirations have likely receded.","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":"180 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135842525","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: 0

“Teachers’ Impact on the Implementation of Human Rights Education in International Indian Schools in Kuwait “教师对科威特国际印度学校实施人权教育的影响”

International Journal of Sociology of Education Pub Date : 2023-06-25 DOI: 10.17583/rise.11827

Radhika Lakshminarayanan, Suzana Košir

{"title":"“Teachers’ Impact on the Implementation of Human Rights Education in International Indian Schools in Kuwait","authors":"Radhika Lakshminarayanan, Suzana Košir","doi":"10.17583/rise.11827","DOIUrl":"https://doi.org/10.17583/rise.11827","url":null,"abstract":"With globalization, the establishment of private international schools has increased, particularly in nations with large migrant populations. These schools are affiliated to accreditation bodies from their respective country of origin for curriculum and assessment, although they may also be subject to certain norms within host countries. This duality alludes that students’ knowledge is largely dependent on the teacher who effectuates the official curriculum defined by the accrediting institution into the actual curriculum within the classroom. Although this reflects on all courses taught, it has wider implications in the effectiveness of Human rights education (HRE). This paper investigates key factors that determine the effective implementation of HRE by teachers in international schools, using the case study of Indian schools in Kuwait. By developing the 3I model (Introduction, Interpretation, and Implementation), the researchers determined the causative linkages in the structure and effectiveness of school curriculum for HRE, measured with exploratory factor analysis and structural equation modelling. The results indicate that human rights are not adequately addressed in the official curriculum and the teacher’s own knowledge and comprehension of human rights influences the application of HRE in the actual curriculum, which may present scope for bias and subjectivity.","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135842527","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: 0

Banderas sin viento 无风旗帜

International Journal of Sociology of Education Pub Date : 2023-06-25 DOI: 10.17583/rise.10851

Juan García-García, Cesar Rina Simón

引用次数: 0

“Family Keepers” or “Career Seekers”: Understanding the Life Experiences and Educational Trajectories of the Young Chinese Restaurant Owners in the United States “家庭守护者”还是“事业追求者”:了解美国年轻中餐馆老板的人生经历和教育轨迹

International Journal of Sociology of Education Pub Date : 2023-06-25 DOI: 10.17583/rise.10877

Yuejia Wang

{"title":"“Family Keepers” or “Career Seekers”: Understanding the Life Experiences and Educational Trajectories of the Young Chinese Restaurant Owners in the United States","authors":"Yuejia Wang","doi":"10.17583/rise.10877","DOIUrl":"https://doi.org/10.17583/rise.10877","url":null,"abstract":"This qualitative research investigates how Chinese restaurant owners negotiate their education opportunities, family solidarity, and social identity during their migration for success in the United States. The researcher conducted in-depth interviews with nine Chinese restaurant owners in Western New York and identified two types of participants on the basis of their family backgrounds and educational attainments: the \"family keepers\" and the \"career seekers\". In short, \"family keepers\" tend to see ethnic business ownership as a way to sustain their families, while \"career seekers\" regard the ethnic business as a jumping-off point toward a new career. Incorporating the concept of transnational habitus from Bourdieusian scholars, this study argues that immigrants develop different transnational habitus within which they constantly reframe distinct mechanisms to evaluate their ethnic, family, and human capital for upward social mobility. By offering a comprehensive lens to understand immigrants’ human agency in coping with social and racial inequity, this study suggests one’s capital is dynamic and two-sided when transferring internationally. A certain type of capital denotes both advantages and disadvantages in immigrants’ transnational journey. It also raises the significance of with-group variance in understanding new immigrants’ upward social mobility.","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135842528","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: 0

El Papel Mediador de la Desconexión Moral en la Relación de la Agresividad y el Ciberbullying en Escolares 道德脱节在学童攻击性与网络欺凌关系中的中介作用

IF 1.7

International Journal of Sociology of Education Pub Date : 2023-02-25 DOI: 10.17583/rise.10786

Julio Dominguez-Vergara, Henry Santa-Cruz-Espinoza, Gina Chávez-Ventura, Jessenia Ybañez-Carranza

{"title":"El Papel Mediador de la Desconexión Moral en la Relación de la Agresividad y el Ciberbullying en Escolares","authors":"Julio Dominguez-Vergara, Henry Santa-Cruz-Espinoza, Gina Chávez-Ventura, Jessenia Ybañez-Carranza","doi":"10.17583/rise.10786","DOIUrl":"https://doi.org/10.17583/rise.10786","url":null,"abstract":"Los escolares con altos comportamientos agresivos tienen más probabilidad de estar relacionados con situaciones de perpetración y victimización por ciberbullying; asimismo, la desconexión moral ha demostrado su asociación con comportamientos agresivos, considerando a los entornos virtuales como medios de desarrollo de conductas desinhibidas para el ciberbullying. El objetivo del presente estudio es determinar el papel mediador de la desconexión moral en la relación del comportamiento agresivo con la cibervictimización y ciberagresión. La muestra estuvo compuesta por 729 escolares peruanos, del nivel secundario, fueron 415 hombres (56.9%) y 314 mujeres (43.1%), las edades estuvieron entre los 12 a los 18 años (Medad = 14.58; DE = 1.274), obtenidos mediante un muestreo por conveniencia. Los participantes completaron los cuestionarios sobre ciberbullying, agresividad y desconexión moral. Se consideró el uso del paquete estadístico SPSS para el análisis de datos. El análisis de mediación reveló que la desconexión moral media la relación entre la agresividad y ciberbullying (cibervictimización y ciberagresión). Se concluye, que los escolares desinhiben sus creencias morales, en la incidencia de comportamientos de agresividad verbal, expresión de ira y hostilidad en entornos virtuales que impliquen la perpetración y victimización.","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48772923","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

Conflictos culturales en las relaciones de pareja en adolescentes de origen marroquí en el sureste español 西班牙东南部摩洛哥裔青少年伴侣关系中的文化冲突

IF 1.7

International Journal of Sociology of Education Pub Date : 2023-02-25 DOI: 10.17583/rise.10746

Verónica C. Cala, Encarnación Soriano-Ayala

{"title":"Conflictos culturales en las relaciones de pareja en adolescentes de origen marroquí en el sureste español","authors":"Verónica C. Cala, Encarnación Soriano-Ayala","doi":"10.17583/rise.10746","DOIUrl":"https://doi.org/10.17583/rise.10746","url":null,"abstract":"Las relaciones sentimentales en los adolescentes de origen extranjero suponen un proceso de negociación entre valores, normas y prescripciones de dos sociedades, pudiendo generar a conflictos culturales. Este estudio analiza las narrativas acerca de las relaciones de pareja y las tensiones culturales y religiosas que se generan en 25 estudiantes de origen marroquí, entre 15-19 años. Los resultados revelan una comprensión de las relacionales heterogénea, pero mayoritariamente liberal, donde prima la virtualidad y la inestabilidad, en las que persisten valores familiares marroquíes. Se describe una diversidad de discursos respecto al amor y la pareja, aunque se mantiene el matrimonio, la monogamia y la fidelidad. Los jóvenes musulmanes, mayoritariamente varones, mantienen una visión positiva hacia los celos ligada a una cultura del honor. Manifiestan una construcción del género en la pareja en conflicto entre formas liberales y tradicionales en las mujeres marroquíes, mientras que los varones expresan formas de masculinidad tradicional. Asimismo, declaran conflictos culturales y religiosos sobre (1) la sexualidad, especialmente en lo relativo a la virginidad; y (2) en la concepción de los roles de género en la pareja y la violencia machista dentro de la familia. En estos aspectos se observa un triple choque cultural: intrafamiliar, con la comunidad de origen y con la comunidad española. Estos aspectos deben considerarse para la adaptación transcultural de los programas de prevención de la violencia en la pareja.","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42828835","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: 0