Culture and Education最新文献_第6页

Navigating between abstraction and context in secondary school statistics education (Nadando entre dos orillas: abstracción y contexto en educación estadística en Secundaria) 在中学统计教育的抽象与语境之间导航(在两岸之间游泳:中学统计教育的抽象与语境)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-05-23 DOI: 10.1080/11356405.2022.2058794

Luis J. Rodríguez-Muñiz, Laura Muñiz-Rodríguez, I. García-Alonso, Paula López-Serentill, Claudia Vásquez, Á. Alsina

引用次数: 0

Interprofessional work in the network for social intervention. Possibilities and limitations (El trabajo interprofesional en red para la intervención social. Posibilidades y limitaciones) 社会干预网络的跨专业工作。可能性和局限性(社会干预的跨专业网络工作)。可能性和局限性)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-05-23 DOI: 10.1080/11356405.2022.2058791

Joaquín Gairín-Sallán, Edgar Iglesias-Vidal, Anna Díaz-Vicario

{"title":"Interprofessional work in the network for social intervention. Possibilities and limitations (El trabajo interprofesional en red para la intervención social. Posibilidades y limitaciones)","authors":"Joaquín Gairín-Sallán, Edgar Iglesias-Vidal, Anna Díaz-Vicario","doi":"10.1080/11356405.2022.2058791","DOIUrl":"https://doi.org/10.1080/11356405.2022.2058791","url":null,"abstract":"ABSTRACT Coordinated work among the professionals involved is increasingly necessary in response to the social-educational needs of a region. This contribution analyses the case of an interprofessional network (XAFIR) of more than 130 professionals in the city of Barcelona, working to improve social and educational assistance to children and their families. A simple instrumental-type case study is used to identify the determining factors for the proper working order of a network of this type. The analysis covers 52 questionnaires, 16 interviews and two focus groups, gathering information from professionals, users and policymakers. The results show that an interprofessional network endures over time when it has established common objectives, has a formal organizational structure and working order and when backed by the institutional commitment of the services and entities that form part of it. The challenge is to establish shared workspaces where knowledge can be generated and that can have an influence on the improvement of the actions of the professionals of the network.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"138 1","pages":"528 - 553"},"PeriodicalIF":1.1,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76823562","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

Education management at primary education during the Covid-19 crisis from the perspective of families (La gestión académica de los centros de Educación Primaria durante la pandemia de Covid-19 desde el punto de vista de las familias) 从家庭的角度看Covid-19危机期间小学教育的教育管理(从家庭的角度看小学教育中心的学术管理)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-05-23 DOI: 10.1080/11356405.2022.2058792

Olga Moreno-Fernández, Coral I. Hunt-Gómez, Pilar Moreno-Crespo, Mario Ferreras-Listán

引用次数: 1

“I know it, but… I have the word on the tip of my tongue!” TOT as phenomenon to re-thinking Metacognition and Feeling-of-knowing in Psychology (“Lo sé, pero… ¡tengo la palabra en la punta de la lengua!”: PDL como fenómeno para repensar la metacognición y la sensación de saber en Psicología) -我知道，但是……我知道这个词在我的舌尖上!作为心理学中重新思考元认知和认知感觉的现象(“我知道，但是……我嘴边就有这个词了!”“PDL作为一种重新思考心理学中的元认知和认知感觉的现象”)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-04-13 DOI: 10.1080/11356405.2022.2032985

Pablo Fossa, Nicolás Gonzalez, Camila García-Huidobro, Matías Barros, María-Isabel Sanhueza

{"title":"“I know it, but… I have the word on the tip of my tongue!” TOT as phenomenon to re-thinking Metacognition and Feeling-of-knowing in Psychology (“Lo sé, pero… ¡tengo la palabra en la punta de la lengua!”: PDL como fenómeno para repensar la metacognición y la sensación de saber en Psicología)","authors":"Pablo Fossa, Nicolás Gonzalez, Camila García-Huidobro, Matías Barros, María-Isabel Sanhueza","doi":"10.1080/11356405.2022.2032985","DOIUrl":"https://doi.org/10.1080/11356405.2022.2032985","url":null,"abstract":"ABSTRACTThe phenomenon of having a word on the tip-of-the-tongue (TOT) is an inherent psychological experience that emerges from an unsuccessful cognitive effort aimed at finding the right word to express a specific thought. From a Vygotskian perspective, this can be understood as a dynamic relationship between psychological processes that evolves over time, especially between thought and language, with these functions at times intersecting and later bifurcating — even aligning in parallel — during microgenetic human development. Following Vygotsky’s postulates, in this article we explore the TOT experience as an episodic gap between thought and language during daily psychological activity. Then, the notion of metacognition in psychology is adjunctly revisited and reviewed. Based on theoretical developments on the notion of feeling-of-knowing, the TOT experience and metacognition are reframed as affective phenomena and the accuracy of the traditional interpretation of metacognition as a cognitive-intellectual monitoring system is put into question. Finally, the article discusses possible contributions the TOT phenomenon and the feeling-of-knowing might offer to educational practices and processes.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"235 2","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138508415","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

When is it advisable to introduce analogies to foster creativity in education? (¿Cuándo es aconsejable introducir analogías para fomentar la creatividad en la educación?) 什么时候引入类比以促进教育的创造性?(什么时候引入类比以鼓励教育中的创造力?)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-04-03 DOI: 10.1080/11356405.2022.2039536

Héctor M. Manrique, A. Marín, Henriette Zeidler

引用次数: 1

Teaching behaviours under observation: an instrument for assessing teaching quality in Spain (La observación del comportamiento del profesorado: un instrumento para evaluar la calidad docente en España) 观察下的教学行为:评估西班牙教学质量的工具

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-04-03 DOI: 10.1080/11356405.2022.2039537

Carmen-María Fernández-García, Mercedes Inda-Caro, R. Maulana, Susana Torío-López

{"title":"Teaching behaviours under observation: an instrument for assessing teaching quality in Spain (La observación del comportamiento del profesorado: un instrumento para evaluar la calidad docente en España)","authors":"Carmen-María Fernández-García, Mercedes Inda-Caro, R. Maulana, Susana Torío-López","doi":"10.1080/11356405.2022.2039537","DOIUrl":"https://doi.org/10.1080/11356405.2022.2039537","url":null,"abstract":"ABSTRACT Teachers constitute a key point in the educational process. Therefore, having information about their behaviours inside the classroom can give us very useful data when the intention is to improve teaching effectiveness. This study aims to describe teaching behaviours observed in 344 teachers in 56 public and private schools in Asturias (Spain). Descriptive analyses and analysis of variance have been run in order to answer the research questions. A stepwise regression has been performed too, to identify which teaching skill domains are more important in promoting student engagement. Results have shown positive, significant relationships between all the domains and student academic engagement. Activating teaching, efficient classroom management and teaching-learning strategies seem to be the main teaching skills for increasing student engagement. Interesting differences have also been found in student engagement depending on the standard of teachers’ teaching behaviour.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"17 1","pages":"466 - 513"},"PeriodicalIF":1.1,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75660644","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: 1

Cartography of violences in municipal schools of Santiago, Chile. A situated case study (Cartografía de las violencias en las escuelas municipales de Santiago de Chile. Un estudio de caso) 智利圣地亚哥市立学校暴力地图。一个情境案例研究(绘制智利圣地亚哥市立学校的暴力事件)。一个案例研究)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-03-28 DOI: 10.1080/11356405.2022.2032983

Pedro E. Moscoso-Flores, Patricio Azócar, Andrea Jert

引用次数: 0

The education institution in the face of the COVID-19 crisis: an accelerated transition towards the technological society of control (La institución escolar ante la crisis de la covid-19: una transición acelerada hacia la sociedad de control tecnológico) 面对COVID-19危机的教育机构:向技术控制社会的加速过渡(面对COVID-19危机的教育机构:向技术控制社会的加速过渡)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-03-24 DOI: 10.1080/11356405.2022.2033448

B. Salvador-Mata, S. Cortiñas-Rovira

{"title":"The education institution in the face of the COVID-19 crisis: an accelerated transition towards the technological society of control (La institución escolar ante la crisis de la covid-19: una transición acelerada hacia la sociedad de control tecnológico)","authors":"B. Salvador-Mata, S. Cortiñas-Rovira","doi":"10.1080/11356405.2022.2033448","DOIUrl":"https://doi.org/10.1080/11356405.2022.2033448","url":null,"abstract":"ABSTRACT The disruption of educational institutions due to the COVID-19 crisis provides an opportunity to study their internal structures. Two sociological models coexist in the school paradigm: the disciplinary model as described by Foucault and the new expressions of Deleuze’s society of control. The education institution manages to remain active in the COVID-19 context because it is able to speed up its transition towards the technological society of control. As a result, a virtual academic space takes shape which emulates the blended learning model of higher education; time becomes liquid and assessment evolves into a continuum of data collection. A new academic user who becomes completely responsible for their own educative path is born. The teacher becomes a companion guide or coach, thus leading to a greater depersonalization of the institutional power. The conclusions of this essay indicate that the rise of the new academic user may enhance the systemic inequality of the education institution. Therefore, critical analyses of the transition process are required in order to guarantee educational equity.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"38 1","pages":"215 - 230"},"PeriodicalIF":1.1,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74891836","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

Pinpointing difficulties in school religious education to assist in teaching support (Identificación de las dificultades en la educación religiosa escolar para un mejor apoyo a la docencia) 确定学校宗教教育中的困难以协助教学支持(识别学校宗教教育中的困难以更好地支持教学)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-03-24 DOI: 10.1080/11356405.2022.2031787

Jessica Navarro-Navarrete, Efraín Sáez-Montero, Daniel San Martín-Cantero

引用次数: 0

The preservation of the identity and culture of the Indigenous Lanninese people of West Papua, Indonesia, through education (Preservación de la identidad y la cultura del pueblo Lani, comunidad indígena de la provincia Indonesia de Papúa Occidental, a través de la educación) 通过教育保护印度尼西亚西巴布亚土著Lanninese人的身份和文化(通过教育保护印度尼西亚西巴布亚省土著Lani人的身份和文化)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-03-23 DOI: 10.1080/11356405.2022.2034287

Murni Sianturi, Chia-Ling Chiang, Adi Sumarsono

{"title":"The preservation of the identity and culture of the Indigenous Lanninese people of West Papua, Indonesia, through education (Preservación de la identidad y la cultura del pueblo Lani, comunidad indígena de la provincia Indonesia de Papúa Occidental, a través de la educación)","authors":"Murni Sianturi, Chia-Ling Chiang, Adi Sumarsono","doi":"10.1080/11356405.2022.2034287","DOIUrl":"https://doi.org/10.1080/11356405.2022.2034287","url":null,"abstract":"ABSTRACTIndigenous West Papuan children live with the political legacy of the Indonesian colonization of their region, which shapes their beliefs and attitudes towards their identity and culture. Working with three Indigenous Lanninese children in West Papua within a qualitative case study methodology, we explored the role education can play in preserving Lanninese culture and identity by increasing students’ sense of place. The increasing use of labels of worthlessness among Indigenous West Papuans, along with feelings of being distinct from Indonesians — who contribute to the devaluation of the West Papuan identity — were unconsciously taken up by children. Initially, the stigma of having black skin and curly hair triggered the students’ feelings of racial discrepancy and worthlessness, causing Lanninese students to imitate Indonesians. However, the implementation of a place-based education curriculum titled ‘Who is Papuan’ helped them acknowledge their identity and culture. This curriculum was designed in collaboration with elders and a native teacher to utilize the funds of knowledge centred on local place characteristics and cultural values and was delivered using bilingual and culturally responsive teaching and learning approaches.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"225 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138508421","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