Culture and Education最新文献_第4页

Do boys and girls write the same? Analysis of n-grams of morphological categories (¿Niños y niñas escriben igual? Análisis de n-gramas de categorías morfológicas) 男孩和女孩写同样的东西吗?n克形态分类分析(男孩和女孩写一样吗?形态类别n-gram分析)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-11-08 DOI: 10.1080/11356405.2022.2121130

Sheila Queralt, Jordi Cicres

引用次数: 0

Transmedia learning: fact or fiction? A systematic review (Aprendizaje transmedia: ¿realidad o ficción? Una revisión sistemática) 跨媒体学习:事实还是虚构?系统回顾(Aprendizaje transmedia:¿realidad o ficción?)Una revisión sistemática)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-11-08 DOI: 10.1080/11356405.2022.2121131

Anna Sánchez-Caballé, Juan González-Martínez

{"title":"Transmedia learning: fact or fiction? A systematic review (Aprendizaje transmedia: ¿realidad o ficción? Una revisión sistemática)","authors":"Anna Sánchez-Caballé, Juan González-Martínez","doi":"10.1080/11356405.2022.2121131","DOIUrl":"https://doi.org/10.1080/11356405.2022.2121131","url":null,"abstract":"ABSTRACT This article deals with the concept of transmedia learning, which has emerged from Jenkins’ approaches, with an important echo on cultural approaches, research and education. Transmedia educational experiences cause interest in the scientific community; however, it is difficult to find a univocal understanding of transmedia learning. Therefore, this research aims to address the conceptual background of transmedia educational practices through a systematic literature review. The research process starts with the searching of keywords referring to transmedia learning and without time limitation, with 38 documents yielded in the initial search. After following the PRISMA guidelines, the process ends with 24 documents that have been qualitatively analysed in depth using NVivo 12. Among the main results obtained, it is highlighted that transmedia learning, from a narrative, allows us to concretize the pedagogical principles of constructivism or connectivism in proposals that are motivating for students and in a relatively personalized way that is close to their daily lives. However, its integration into teaching-learning processes is complex due to the large number of factors that must be considered.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"10 1","pages":"1 - 32"},"PeriodicalIF":1.1,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88711443","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: 3

Neglecting gifted students: its impact on scholastic failure: perception from the families (La no atención de las Altas Capacidades en la escuela y su relación con el fracaso escolar: percepción desde las familias) 忽视有才华的学生:它对学术失败的影响:来自家庭的看法在学校忽视高能力及其与学业失败的关系:来自家庭的看法

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-10-27 DOI: 10.1080/11356405.2022.2121133

Evaristo Barrera-Algarín, J. Sarasola-Sánchez-Serrano, A. García-González, María Ruiz-Herrera

{"title":"Neglecting gifted students: its impact on scholastic failure: perception from the families (La no atención de las Altas Capacidades en la escuela y su relación con el fracaso escolar: percepción desde las familias)","authors":"Evaristo Barrera-Algarín, J. Sarasola-Sánchez-Serrano, A. García-González, María Ruiz-Herrera","doi":"10.1080/11356405.2022.2121133","DOIUrl":"https://doi.org/10.1080/11356405.2022.2121133","url":null,"abstract":"ABSTRACT Aim: to determine whether there is a relationship between attention to the special educational needs of gifted children in public, private and charter schools (concertados) in Andalusia and scholastic failure, as perceived by families. The GITTECALTASCAPACIDADESCAPACIDADESPA questionnaire (α = .901), with 71 variables, was used in a sample of N = 454 families in the Autonomous Community of Andalusia with gifted children attending primary schools. Frequency and correlation analysis (Pearson type) were applied, obtaining p values < .001, along with crosses of variables through contingency tables and a regression analysis with the main hypothesis, together with ANOVA tests. The data obtained from the families indicate that inadequate attention to the special educational needs of gifted children is closely related to academic failure and disappointing experiences at school suffered by gifted children generate in them negative associations with academics.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"4 1","pages":"120 - 154"},"PeriodicalIF":1.1,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91258527","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

Academic writing practices in a psychology degree in the distance learning modality (Prácticas de escritura académica en el pregrado de psicología en modalidad a distancia) 远程学习模式下心理学学位学术写作实践(远程学习模式下心理学学位学术写作实践)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-10-26 DOI: 10.1080/11356405.2022.2121129

Lady-Yohanna Villabona, R. Villalón

引用次数: 0

Relevance instructions and memory for text. The role of instruction specificity and text length (Instrucciones de relevancia y recuerdo de textos. El rol de la especificidad de la instrucción y de la longitud del texto) = =地理= =根据美国人口普查，该镇总面积为。教学专一性和文本长度的作用。指令特异性和文本长度的作用)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-10-24 DOI: 10.1080/11356405.2022.2121132

Héctor García-Rodicio

{"title":"Relevance instructions and memory for text. The role of instruction specificity and text length (Instrucciones de relevancia y recuerdo de textos. El rol de la especificidad de la instrucción y de la longitud del texto)","authors":"Héctor García-Rodicio","doi":"10.1080/11356405.2022.2121132","DOIUrl":"https://doi.org/10.1080/11356405.2022.2121132","url":null,"abstract":"ABSTRACT We examined two factors that influence the effect of relevance instructions on memory for text, namely, instruction specificity and text length. In Experiment 1, 111 undergraduate students read a 1,182-word-long text describing an exotic country. Some students were provided with a general instruction (to focus on one subtopic of the text), others were provided with specific instructions (what-questions inserted into the text), and the rest were provided with a neutral instruction (they were asked just to read for understanding). Those receiving specific instructions recalled the relevant information better; those in the general instruction condition did not show better memory for the relevant information. In Experiment 2, 170 undergraduate students read either the long version of the exotic country text, comprising 1,182 words, or a shortened, 603-word-long version. Half of the students received the general instruction, whereas the rest received the neutral instruction. When the text was short, the participants receiving the general instruction recalled the relevant information better; when the text was long, they did not show better memory for the relevant information.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"36 1","pages":"94 - 119"},"PeriodicalIF":1.1,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77316882","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

Unboxing micro-credentials: an inside, upside and downside view (Descifrando las microcredenciales: en qué consisten, ventajas e inconvenientes) 打开微证书:内部、上下视图(解密微证书:它们是什么、优点和缺点)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-10-02 DOI: 10.1080/11356405.2022.2102293

Mark Brown, Mairéad Nic-Giolla-Mhichil

{"title":"Unboxing micro-credentials: an inside, upside and downside view (Descifrando las microcredenciales: en qué consisten, ventajas e inconvenientes)","authors":"Mark Brown, Mairéad Nic-Giolla-Mhichil","doi":"10.1080/11356405.2022.2102293","DOIUrl":"https://doi.org/10.1080/11356405.2022.2102293","url":null,"abstract":"ABSTRACT Micro-credentials are the latest shiny new thing attracting the attention of politicians, policy-makers and educational leaders. This paper endeavours to ‘unbox’ the micro-credential by peeling away inherent tensions in competing definitions and underlying drivers. It reports the tripartite methodology adopted for a state-of-the-art literature review which offers an inside, upside and downside view on the micro-credential. Selected findings illustrate how the growth of the micro-credential needs to be understood in a wider socio-cultural context. The micro-credential movement is part of a complex credential ecology steeped in history, politics and cultural norms. In response to major societal and technological change forces, the paper invites debate on what counts as valued skill and knowledge in today’s rapidly changing digital society. It challenges existing business models for higher and further education and the traditional status of the university degree. Therefore, the micro-credential is not just another passing educational fad, as it brings into question much bigger issues concerning employability, the changing nature of work and new models of life-long learning.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"30 1","pages":"938 - 973"},"PeriodicalIF":1.1,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85987325","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: 12

Combining education scenarios and modalities: the contextual dimension of health sciences professors’ learning ecologies (Combinando escenarios y modalidades de formación: la dimensión contextual de las ecologías de aprendizaje del docente universitario de ciencias de la salud) 结合教育情景和模式:健康科学教师学习生态的背景维度(结合教育情景和模式:大学健康科学教师学习生态的背景维度)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-10-02 DOI: 10.1080/11356405.2022.2109266

Iris Estévez, Alba Souto-Seijo, Mercedes González-Sanmamed, Albert Sangrá

{"title":"Combining education scenarios and modalities: the contextual dimension of health sciences professors’ learning ecologies (Combinando escenarios y modalidades de formación: la dimensión contextual de las ecologías de aprendizaje del docente universitario de ciencias de la salud)","authors":"Iris Estévez, Alba Souto-Seijo, Mercedes González-Sanmamed, Albert Sangrá","doi":"10.1080/11356405.2022.2109266","DOIUrl":"https://doi.org/10.1080/11356405.2022.2109266","url":null,"abstract":"ABSTRACT Professional learning processes occur in many scenarios in which there are a variety of different elements that play key roles. The concept of learning ecologies is particularly useful for understanding how these complex processes happen, although it is still an embryonic line of research whose potential has not been fully explored. The objective of this study was to identify the elements of the contextual dimension of learning ecologies. This qualitative research was performed via a case study. Five professors of the health sciences field at the University of A Coruña constitute the case. Data were collected via in-depth interviews and analysed using Atlas.ti software. The results showed that there were three key elements in the contextual dimension: Activities, Interactions and Resources. Being aware of the components that make up their own ecology will help professors maintain and enhance it and, therefore, help them achieve their learning objectives.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"17 1","pages":"767 - 799"},"PeriodicalIF":1.1,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81834223","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

Classroom video in early childhood teacher education: reviewing the literature to inform research and practice (Videos de clase en la formación de docentes de infantil: revisión de la literatura para guiar la investigación y la práctica) 幼儿教师教育中的课堂视频:文献综述，为研究与实践提供信息(幼儿教师培训中的课堂视频:文献综述，指导研究与实践)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-10-02 DOI: 10.1080/11356405.2022.2102728

Alfredo Bautista, Athena Ho, Kerry Lee, Jin Sun

{"title":"Classroom video in early childhood teacher education: reviewing the literature to inform research and practice (Videos de clase en la formación de docentes de infantil: revisión de la literatura para guiar la investigación y la práctica)","authors":"Alfredo Bautista, Athena Ho, Kerry Lee, Jin Sun","doi":"10.1080/11356405.2022.2102728","DOIUrl":"https://doi.org/10.1080/11356405.2022.2102728","url":null,"abstract":"ABSTRACT We reviewed the empirical research literature in which videos of classroom practice had been used to foster the learning of pre-service and/or in-service early childhood education (ECE) teachers. The first goal was to identify research trends and gaps to inform the work of ECE researchers. Most studies have been conducted with in-service teachers within professional development programmes and stand-alone projects. No research has investigated how ECE teachers’ learning is affected by the situation type featured in videos, the teachers showcased, the length of videos or the age of the children videotaped. The field needs more large-scale studies focusing on the impact of specific video-related variables and conducted in diverse learning settings. The second goal was to illustrate diverse ways in which classroom videos have been used to foster ECE teachers’ learning. Key studies showcasing effective approaches are presented. The significance of this article relies on being the first systematic review focusing on classroom videos in the field of ECE, thereby contributing to raising ECE teachers’ awareness of their learning ecologies.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"110 6","pages":"836 - 876"},"PeriodicalIF":1.1,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72604041","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: 2

The written press as an instrument of informal music education in the general population: content analysis of three Spanish newspapers (La prensa escrita como instrumento de educación musical informal en la población general: análisis de contenido de tres diarios españoles) 书面媒体作为普通人群非正式音乐教育的工具:三份西班牙报纸的内容分析(书面媒体作为普通人群非正式音乐教育的工具:三份西班牙报纸的内容分析)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-10-02 DOI: 10.1080/11356405.2022.2109267

Oswaldo Lorenzo-Quiles

{"title":"The written press as an instrument of informal music education in the general population: content analysis of three Spanish newspapers (La prensa escrita como instrumento de educación musical informal en la población general: análisis de contenido de tres diarios españoles)","authors":"Oswaldo Lorenzo-Quiles","doi":"10.1080/11356405.2022.2109267","DOIUrl":"https://doi.org/10.1080/11356405.2022.2109267","url":null,"abstract":"ABSTRACT The press is one of the lifelong learning tools forming part of the context of citizens’ learning ecologies in every area of human knowledge. This work examines the characteristics of the general-interest written press as a vehicle for unintentional learning about music by the public at large. The first objective of the study was to identify the formal characteristics of the musical content messages found in the general-interest written press. The second objective was to analyse the type of music-related messages disseminated by the press in relation to its sociocultural links. The methodology used was both quantitative and qualitative, applying both to analyse the content. The data source consisted of 60 weekend pull-outs found in three of the most widely read newspapers in Spain, covering a six-month period of data collection. The results indicate that it is possible to create a taxonomy of informal music learning that the press can promote in the general population. This learning is strongly shaped by variables related to the socio-cultural context surrounding it, giving rise to trends towards the dissemination of content more related to general aspects of popular urban culture than to music itself.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"22 1","pages":"1002 - 1030"},"PeriodicalIF":1.1,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90904914","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

Extended learning in the digital society: combining formal and informal settings (Aprendizaje extendido en la sociedad digital: combinación de entornos formales e informales) 数字社会中的扩展学习:正式与非正式环境的结合

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-10-02 DOI: 10.1080/11356405.2022.2109268

Mercedes González-Sanmamed, A. Sangrà, Oswaldo Lorenzo-Quiles

{"title":"Extended learning in the digital society: combining formal and informal settings (Aprendizaje extendido en la sociedad digital: combinación de entornos formales e informales)","authors":"Mercedes González-Sanmamed, A. Sangrà, Oswaldo Lorenzo-Quiles","doi":"10.1080/11356405.2022.2109268","DOIUrl":"https://doi.org/10.1080/11356405.2022.2109268","url":null,"abstract":"ABSTRACT In the networked society, because of the possibilities provided by digitization, the expansion of learning contexts is being promoted lifelong but also life wide. Potential learning scenarios are expanded, either by considering the formal to informal continuum or by measuring up options for learning that move from face-to-face to online education, passing through hybrid or blended models. As a result of this, there is an agreement in considering that, thanks to digital technologies, opportunities to learn have been expanded and diversified: learning can be found and can happen wherever, whenever and between very varied people. This special issue contains eight articles that delve into the learning possibilities the digital society provides by describing and explaining how different people, belonging to different groups, develop on a personal and professional level at different times of their lifespan. This is done by considering the convergence of formal, non-formal and informal learning opportunities in the expanded environments of the digital society, and through the analysis framework provided by the concept of learning ecologies.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"127 1","pages":"755 - 766"},"PeriodicalIF":1.1,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73366733","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