Culture and Education最新文献_第8页

Learning through reading and writing tasks in higher education: what do students use, paper or screen? (El aprendizaje a través de la lectura y la escritura en la educación universitaria: ¿qué usan los estudiantes, papel o pantalla?) 高等教育中通过阅读和写作任务学习:学生使用什么，纸上还是屏幕?(在大学教育中通过阅读和写作学习:学生用什么，纸还是屏幕?)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-01-02 DOI: 10.1080/11356405.2021.2006499

Núria Castells, Marta Minguela, Esther Nadal, Isabel Cuevas

{"title":"Learning through reading and writing tasks in higher education: what do students use, paper or screen? (El aprendizaje a través de la lectura y la escritura en la educación universitaria: ¿qué usan los estudiantes, papel o pantalla?)","authors":"Núria Castells, Marta Minguela, Esther Nadal, Isabel Cuevas","doi":"10.1080/11356405.2021.2006499","DOIUrl":"https://doi.org/10.1080/11356405.2021.2006499","url":null,"abstract":"Abstract The objective of this study was to identify and characterize the reading and writing tasks that university students perform to learn, taking into account the discipline (sciences vs humanities) and the support used (printed vs digital). Four hundred and four students completed an online questionnaire that included 13 tasks which involved reading-writing to learn the contents of the subject. The tasks varied according to their level of complexity, the number and type of sources needed, the level of composition required and the degree to which the information from the sources was processed. Students indicated performing, with higher frequency, tasks that promoted more superficial learning. Humanities students mentioned carrying out tasks that promoted deeper processing. Regarding the format of the materials used, science students reported using the digital format more frequently. However, printed support seemed to be more commonly used when students performed tasks to learn in a relatively superficial way the contents of the subjects. By contrast, students used the digital format to perform complex reading and writing tasks.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"122 1","pages":"39 - 71"},"PeriodicalIF":1.1,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90386985","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

Learning Spanish in a Nasa indigenous community (Aprendizaje del español en una comunidad indígena Nasa) 在Nasa土著社区学习西班牙语(Nasa土著社区学习西班牙语)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-01-02 DOI: 10.1080/11356405.2021.2010017

Iván-Darío Fajardo, Oliveiro Guetio, Natalia Cadavid-Ruiz

引用次数: 0

Reviewers for 2021 (Evaluadores del año 2021) 2021年评审员(2021年评审员)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-01-02 DOI: 10.1080/11356405.2022.2034324

引用次数: 0

Where do we stand? A plea for international comparative approaches in the struggle for adequate responses of education systems to migrant students (¿En qué punto nos encontramos? Un alegato en favor de un enfoque internacional comparativo para ofrecer respuestas adecuadas a los estudiantes migrantes por parte de los sistemas educativos) 我们的立场是什么？在努力争取教育系统对移民学生做出适当反应的过程中采用国际比较方法。在努力争取教育系统对移民学生做出适当回应的过程中，呼吁采用国际比较方法）。

IF 1.1 4区教育学

Culture and Education Pub Date : 2021-10-13 DOI: 10.1080/11356405.2021.1973224

Barbara Herzog-Punzenberger

{"title":"Where do we stand? A plea for international comparative approaches in the struggle for adequate responses of education systems to migrant students (¿En qué punto nos encontramos? Un alegato en favor de un enfoque internacional comparativo para ofrecer respuestas adecuadas a los estudiantes migrantes por parte de los sistemas educativos)","authors":"Barbara Herzog-Punzenberger","doi":"10.1080/11356405.2021.1973224","DOIUrl":"https://doi.org/10.1080/11356405.2021.1973224","url":null,"abstract":"ABSTRACTIn this article, I will argue in favour of international comparative approaches in studying immigration and school education. After describing organizational frameworks of international comparisons, major results and disputes, I will put forward three arguments. (1) In many studies different groups of origin are compared within one country. To gain new insights, the focus from either the micro-level of the students and their families or the meso-level of groups should be shifted to the macro-level of national policies by comparing the situation of the same group of origin (also taking into account their socio-economic composition) in different countries. (2) Implementing this approach, the integration context theory and the migrant integration policy index MIPEX are examples and could be used as stepping stones for further research and policy-learning. (3) Initial teacher education in many countries, especially in Europe, has not yet taken on the necessary pivotal role as incubator for future teacher professionalism in an age of migration and diversity where cultural, linguistic and religious responsiveness are an important part.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"18 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139093948","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

The importance and necessity of researching emigration and its relationship with school education (La importancia y la necesidad de investigar sobre la emigración y su relación con la educación escolar) 研究移民及其与学校教育关系的重要性和必要性(研究移民及其与学校教育关系的重要性和必要性)

IF 1.1 4区教育学

Culture and Education Pub Date : 2021-10-02 DOI: 10.1080/11356405.2021.1987070

Fernando Hernández-Hernández, Juana M. Sancho-Gil, M. J. Arroyo-González

{"title":"The importance and necessity of researching emigration and its relationship with school education (La importancia y la necesidad de investigar sobre la emigración y su relación con la educación escolar)","authors":"Fernando Hernández-Hernández, Juana M. Sancho-Gil, M. J. Arroyo-González","doi":"10.1080/11356405.2021.1987070","DOIUrl":"https://doi.org/10.1080/11356405.2021.1987070","url":null,"abstract":"ABSTRACT Given the different migratory flows, studies point to the need to research the living conditions of immigrant children and youths and the procedures used by educational systems to integrate/include them. These proposals highlight the urgency of asking new questions around the approaches and strategies that policies and schools suggest to deal with issues related to the education of students with immigrant backgrounds in order to detect and meet their needs, bring out the tensions and suggest alternatives. Bearing this need in mind, this text introduces the logic guiding a monograph which contains 10 articles from the perspectives of researchers from seven countries which focus on meta-analyses of the studies conducted, the vision of the young migrants, the relationship between educational policies and practices and the evaluation of the educational experiences. These contributions are a chance to situate ourselves, open up new problems, pose challenges and contribute not only to revealing situations but also to changing educational systems’ policies and modes of interaction with immigrants.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"7 1","pages":"585 - 596"},"PeriodicalIF":1.1,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86128983","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

Integration of migrant children in Slovenian schools (La integración de los niños migrantes en las escuelas eslovenas) 移徙儿童在斯洛文尼亚学校的融合(移徙儿童在斯洛文尼亚学校的融合)

IF 1.1 4区教育学

Culture and Education Pub Date : 2021-10-02 DOI: 10.1080/11356405.2021.1973222

Z. Medarić, Mateja Sedmak, Lucija Dežan, Barbara Gornik

{"title":"Integration of migrant children in Slovenian schools (La integración de los niños migrantes en las escuelas eslovenas)","authors":"Z. Medarić, Mateja Sedmak, Lucija Dežan, Barbara Gornik","doi":"10.1080/11356405.2021.1973222","DOIUrl":"https://doi.org/10.1080/11356405.2021.1973222","url":null,"abstract":"ABSTRACT The article explores the gap between policies and practices of integration of migrant children in Slovenian schools while rejecting the perception of integration as merely passive assimilation or simple one-way adaptation to the new social reality. The paper draws on secondary sources, interviews, and focus groups with members of the educational community as well as with (migrant) children. The lack of a holistic, standardized, systematic and long-term approach to the integration of migrant children in education in Slovenia leads to inconsistent and different ways schools and individual educational staff approach the integration process. We argue for the need for systemic changes to reduce the current gap between non-binding policies addressing the issue of integration of migrant children in education and practices in schools. Implementing the principle of intercultural education at all levels would contribute towards better intercultural awareness, competencies and skills, not only for teachers and educators but for everyone — children, youths and adults, who are all part of culturally diverse societies.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"14 3","pages":"758 - 785"},"PeriodicalIF":1.1,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72372108","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: 6

Implementing co-teaching to support the language socialization process of immigrant students (La práctica de la coenseñanza para fomentar el proceso de socialización lingüística de los alumnos inmigrantes) 实施共同教学以支持移民学生的语言社会化过程(促进移民学生语言社会化过程的共同教学实践)

IF 1.1 4区教育学

Culture and Education Pub Date : 2021-10-02 DOI: 10.1080/11356405.2021.1978152

Fernando Naiditch

引用次数: 1

Immigrant students’ knowledge and experiences around the school: a relational, child-centred approach (Saberes y experiencias del alumnado inmigrante en torno a la escuela: aproximación relacional y centrada en la infancia) 移民学生在学校的知识和经验:一种关系的、以儿童为中心的方法

IF 1.1 4区教育学

Culture and Education Pub Date : 2021-10-02 DOI: 10.1080/11356405.2021.1975455

J. M. Sancho-Gil, Sandra Soler-Campo, Maria Domingo-Coscollola, Fernando Hernández-Hernández

{"title":"Immigrant students’ knowledge and experiences around the school: a relational, child-centred approach (Saberes y experiencias del alumnado inmigrante en torno a la escuela: aproximación relacional y centrada en la infancia)","authors":"J. M. Sancho-Gil, Sandra Soler-Campo, Maria Domingo-Coscollola, Fernando Hernández-Hernández","doi":"10.1080/11356405.2021.1975455","DOIUrl":"https://doi.org/10.1080/11356405.2021.1975455","url":null,"abstract":"ABSTRACT This article is part of the European project MiCREATE, whose purpose is to investigate the reception of immigrant minors in educational systems and society from a child-centred approach. This text builds on one of the phases in the project in which three case studies were conducted in three primary schools in Barcelona. It focuses on the activities of 75 children aged 11–12 at these schools, who were questioned about the notion of ‘voice’ and ‘giving voice’ as the epistemic and ethical referents of this perspective, adopting a decolonizing position. Using the participants’ contributions through artistic methods, they reveal their knowledge and experiences on three particularly significant dimensions in their lives inside and outside school: socialization, care and interaction, and play. These contributions are compared to other studies, suggesting the need for perspectives that avoid imposing views on children in research and education.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"28 1","pages":"677 - 701"},"PeriodicalIF":1.1,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88173779","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

Twenty years of research on immigration and school in Spain: taking stock of some of the lessons learned (Veinte años de investigación sobre inmigración y escuela en España: balance de algunas lecciones aprendidas) 西班牙移民和学校二十年研究:总结一些经验教训(西班牙移民和学校二十年研究:总结一些经验教训)

IF 1.1 4区教育学

Culture and Education Pub Date : 2021-10-02 DOI: 10.1080/11356405.2021.1974218

M. J. Arroyo-González, Ignacio Berzosa-Ramos

{"title":"Twenty years of research on immigration and school in Spain: taking stock of some of the lessons learned (Veinte años de investigación sobre inmigración y escuela en España: balance de algunas lecciones aprendidas)","authors":"M. J. Arroyo-González, Ignacio Berzosa-Ramos","doi":"10.1080/11356405.2021.1974218","DOIUrl":"https://doi.org/10.1080/11356405.2021.1974218","url":null,"abstract":"Abstract The purpose of our study is to conduct a systematic review of the research conducted on immigrant students in the school context in Spain from 2000 to 2020 contained in the SCOPUS and Web of Science databases. Our intention is to analyse the arc of Spanish research on immigration and school over these years. To do so, we have evaluated the emerging topics through content analysis, organizing the studies found according to the topics they discuss: (1) the social construction of immigrant students; (2) schooling processes; (3) educational measures at school; (4) teachers; (5) managing multilingualism at school; (6) the process of adapting to school and society; (7) family and school; (8) educational trajectories and school success; and (9) relations between educational policies and practices. The analysis helps us to understand the situation of educational research in this field, as well as to identify the challenges still pending which may guide both future studies and school practices in order to contribute to the real educational inclusion of these students.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"31 1","pages":"597 - 632"},"PeriodicalIF":1.1,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80125578","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

Migration and schooling in Brazil: an exploratory study on the governmental response to the educational inclusion of contemporary migrants (Migración y escolarización en Brasil: estudio exploratorio de la respuesta gubernamental a la inclusión educativa de la población migrante contemporánea) 巴西的移民与教育:政府对当代移民教育包容的反应的探索性研究(巴西的移民与教育:政府对当代移民教育包容的反应的探索性研究)

IF 1.1 4区教育学

Culture and Education Pub Date : 2021-10-02 DOI: 10.1080/11356405.2021.1973288

Rodrigo Lages, Gabriela Bulla

{"title":"Migration and schooling in Brazil: an exploratory study on the governmental response to the educational inclusion of contemporary migrants (Migración y escolarización en Brasil: estudio exploratorio de la respuesta gubernamental a la inclusión educativa de la población migrante contemporánea)","authors":"Rodrigo Lages, Gabriela Bulla","doi":"10.1080/11356405.2021.1973288","DOIUrl":"https://doi.org/10.1080/11356405.2021.1973288","url":null,"abstract":"ABSTRACT This paper discusses migrant welcoming strategies in the Brazilian public education system and offers critical reflection on the underlying concepts. We argue that the redemocratized Brazilian government provides centralizing, non-specific legal frameworks and policies tending to see vulnerable persons as a social problem; racial and economic biases place migrants from peripheral countries as part of this problem. The data collected to investigate this hypothesis were: (a) the 2019 Brazilian School Census; (b) an inquiry sent to the State Department of Education of all 27 Federative Units of Brazil; and (c) the official state government websites. Our analysis indicated that, in the absence of a federal education policy attentive to the specificities of contemporary migrants, the state governments undervalue migrants and disregard their cultural, economic, social and intellectual potential. The data also confirm that public policies have been slowly changing this outlook into an equitable appreciation of difference but still do not impact the education of migrants. Finally, the notion of Brazil as a welcoming country is challenged.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"2 1","pages":"729 - 757"},"PeriodicalIF":1.1,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85917425","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