Journal of New Approaches in Educational Research最新文献_第7页

Measurement Invariance of the Sensitive Assessment for Gender Equality (SAGE) Index Across Degree: Findings from two Teacher Education Programmes in Spain 性别平等敏感评估（SAGE）指数跨学位的测量不变性——来自西班牙两个教师教育项目的研究结果

IF 4.5

Journal of New Approaches in Educational Research Pub Date : 2021-01-15 DOI: 10.7821/NAER.2021.1.611

Cristina Miralles-Cardona, Esther Chiner, María Cristina Cardona-Moltó

引用次数: 1

Spanish Reading Influencers in Goodreads: Participation, Experience and Canon Proposed Goodreads中的西班牙语阅读影响者：参与、经验和建议

IF 4.5

Journal of New Approaches in Educational Research Pub Date : 2020-07-15 DOI: 10.7821/naer.2020.7.453

Anastasio García-Roca

{"title":"Spanish Reading Influencers in Goodreads: Participation, Experience and Canon Proposed","authors":"Anastasio García-Roca","doi":"10.7821/naer.2020.7.453","DOIUrl":"https://doi.org/10.7821/naer.2020.7.453","url":null,"abstract":"Nobody doubts the importance of digital influencers when it comes to the selection and acquisition of new products and services. In the specific field of literary reading, literary blogs, booktubers and specialized websites that act as prescribers of reading stand out. This study presents a descriptive research model in which a multivariate analysis of the main sociodemographic characteristics, assessments, readings and activities developed by the 100 most important reading influencers in Spain was carried out. For this purpose, data were taken from the most widely used reading cataloguing platform, i.e. Goodreads. It was found to be mainly about women with a developed reading habit and with an effervescent and extensive experience in literary blogs, thematic social networks, etc. In addition, the results show that the more influencers evolve as readers the more demanding they become more in their assessments, which in turn translates into greater influence. Influencers’ recognition in the platform, therefore, is subject to their reading experience, critical capacity and personal criteria. Finally, it was learned that the canon of authors and works best valued by these relevant users is heterogeneous, although works and authors related to Young Adult Literature and bestsellers predominate to a certain extent.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":"9 1","pages":"153-166"},"PeriodicalIF":4.5,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47483823","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: 10

Bibliometric and Collaborative Network Analysis on Active Methodologies in Education 教育主动方法论的文献计量与协同网络分析

IF 4.5

Journal of New Approaches in Educational Research Pub Date : 2020-07-15 DOI: 10.7821/naer.2020.7.575

A. Segura-Robles, M. Parra-González, Miguel Ángel Gallardo-Vigil

引用次数: 20

Analysing Dialogue in STEM Classrooms in Ecuador: A Dual Socioeconomic Context in a High School 厄瓜多尔STEM课堂对话分析：一所高中的双重社会经济背景

IF 4.5

Journal of New Approaches in Educational Research Pub Date : 2020-07-15 DOI: 10.7821/naer.2020.7.529

Juan Manuel Fernández-Cárdenas

{"title":"Analysing Dialogue in STEM Classrooms in Ecuador: A Dual Socioeconomic Context in a High School","authors":"Juan Manuel Fernández-Cárdenas","doi":"10.7821/naer.2020.7.529","DOIUrl":"https://doi.org/10.7821/naer.2020.7.529","url":null,"abstract":"Science, Technology, Engineering and Maths education (STEM Education) is presented as a way to reduce marginalisation and promote inclusion in developing countries. This qualitative study aims to identify ways of reducing marginality and promoting inclusion through dialogic and transformative learning by high school teachers of the New Harvest School (NHS), particularly in STEM Education. Method: The study was carried out within the framework of the critical social approach identifying four characteristics of dialogism. The data comprised ethnographic observations of classes, and interviews with the selected teachers, the vice-chancellor and the administrator of the institution. Results: The dialogic characteristics of sequentiality, positioning, historicity and plurality were found in the science classes taught by the institution. Teachers have curricular knowledge capabilities regarding STEM education; however, recommendations were presented regarding the dialogic training that teachers should have, which made this study particularly relevant for improving teachers’ skills in this field. This article suggests options to create spaces for the use of educational dialogue and a liberating practice of education.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":"9 1","pages":"194-215"},"PeriodicalIF":4.5,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49241035","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: 6

Using learning analytics to engage students: Improving teaching practices through informed interactions 使用学习分析来吸引学生:通过知情互动改善教学实践

IF 4.5

Journal of New Approaches in Educational Research Pub Date : 2020-07-15 DOI: 10.7821/naer.2020.7.561

Justina Naujokaitienė, Giedrė Tamoliūnė, A. Volungevičienė, J. Duart

{"title":"Using learning analytics to engage students: Improving teaching practices through informed interactions","authors":"Justina Naujokaitienė, Giedrė Tamoliūnė, A. Volungevičienė, J. Duart","doi":"10.7821/naer.2020.7.561","DOIUrl":"https://doi.org/10.7821/naer.2020.7.561","url":null,"abstract":"Student engagement is one of the most relevant topics within the academic and research community nowadays. Higher education curriculum, teaching and learning integrate new technology- supported learning solutions. New methods and tools enhance teacher and learner interactions and influence learner engagement positively. This research addresses the need to explore new ways of improving teaching practices to better engage students with the help of learning analytics. The paper investigates how university teachers use the data from learning analytics to observe learners and to engage them in online learning. Qualitative inquiry was chosen to approach the research problem, and semi-structured interviews with the teachers using (blended) online learning were conveyed to explore teacher practices in students’ behaviour and engagement observations online, disclosing teachers’ abilities to understand the challenging learner engagement process based on the data from learning analytics. The new evidence provided by this research highlights the successful practices in the use of learning analytics data to observe students’ behaviour and engagement and to inform teachers on the presence needed in order to develop learner–centred activities and to make curriculum changes. The limitation of this study lies in the fact that the different online teaching experiences that research participants had might have restricted their understanding of the use of LA data for curriculum development and learners’ engagement.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":"9 1","pages":"231-244"},"PeriodicalIF":4.5,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45100870","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: 6

Analysis of the Educational Impact of M-Learning and Related Scientific Research 移动学习的教育影响分析及相关科学研究

IF 4.5

Journal of New Approaches in Educational Research Pub Date : 2020-07-15 DOI: 10.7821/naer.2020.7.470

Javier Fombona, M. Pascual, Miguel Pérez Ferra

{"title":"Analysis of the Educational Impact of M-Learning and Related Scientific Research","authors":"Javier Fombona, M. Pascual, Miguel Pérez Ferra","doi":"10.7821/naer.2020.7.470","DOIUrl":"https://doi.org/10.7821/naer.2020.7.470","url":null,"abstract":"The deep penetration and global impact of mobile devices has led the scientific community to undertake a thorough analysis of the implications of this phenomenon. Researchers need to determine their true real effect and how they can best be used to manage information and build knowledge. This study has examined recent investigations on the subject of mobile learning and carried out a descriptive analysis of a sample of registers indexed on the Web of Science research platform in 2015-16. An exhaustive content analysis has revealed new areas where M-Learning is being implemented, especially in the teaching of foreign languages, the emergence of social interaction methodologies in Secondary Education, evolving forms of collaborative relationships, work with clearly defined student profiles and the use of virtual immersive and innovative spaces in Higher Education. This paper also emphasizes the presence of previously unknown, transcendent problems associated with M-learning, such as the collateral addiction effect, and its interference in the classroom. Finally, our study suggests that teachers could embrace these technological proposals and include them in their strategies. Indeed, it might be necessary to flip the process, so this research could be the start of the generation and design of innovative guidelines to manage these forms and content.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":"9 1","pages":"167-180"},"PeriodicalIF":4.5,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48312965","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: 10

Universities Under Pressure: the Impact of International University Rankings 压力下的大学:国际大学排名的影响

IF 4.5

Journal of New Approaches in Educational Research Pub Date : 2020-07-15 DOI: 10.7821/naer.2020.7.475

J. Vidal, Camino Ferreira

引用次数: 10

Evaluation of Teacher Digital Competence Frameworks Through Expert Judgement: the Use of the Expert Competence Coefficient 基于专家判断的教师数字能力框架评估——专家能力系数的应用

IF 4.5

Journal of New Approaches in Educational Research Pub Date : 2020-07-15 DOI: 10.7821/naer.2020.7.578

Julio Cabero-Almenara, Rosalía Romero-Tena, Antonio Palacios-Rodríguez

{"title":"Evaluation of Teacher Digital Competence Frameworks Through Expert Judgement: the Use of the Expert Competence Coefficient","authors":"Julio Cabero-Almenara, Rosalía Romero-Tena, Antonio Palacios-Rodríguez","doi":"10.7821/naer.2020.7.578","DOIUrl":"https://doi.org/10.7821/naer.2020.7.578","url":null,"abstract":"In this paper, different proposals made by national and international organizations and institutions on Teacher Digital Literacy are taken into account. The 7 most commonly used competence frameworks in international contexts are presented for evaluation through expert judgment. Next, the most suitable for the subsequent realization of a t-MOOC on Teacher Digital Literacy was selected. The selection of these experts was based on seven criteria that helped to establish the expert knowledge coefficient (EKC). This strategy served to obtain the viability of the selected sample. A total of 412 people, 155 experts and 257 non-experts participated in this study. After conducting the expert judgment, in a single round, it was concluded that the European Framework of Digital Competence for Teachers DigCompEdu is the most valued and adequate to be used as reference for the formative t-MOOC, followed by INTEF. This result is logical, since the latter is inspired by the former. These findings do not question the validity of the other competency frameworks, but the preferences granted by the judges.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":"9 1","pages":"275-293"},"PeriodicalIF":4.5,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49330159","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: 64

How the Education Community Perceives Cyberbullying: a Comparison of Students, Teachers and Families 教育界如何看待网络欺凌:学生、教师和家庭的比较

IF 4.5

Journal of New Approaches in Educational Research Pub Date : 2020-07-15 DOI: 10.7821/naer.2020.7.554

Pablo Bautista Alcaine, Eva Vicente Sánchez

引用次数: 6

Digital Competence: A Study from the Perspective of Pre-service Teachers in Turkey 数字能力：基于土耳其职前教师的研究

IF 4.5

Journal of New Approaches in Educational Research Pub Date : 2020-07-13 DOI: 10.7821/naer.2020.7.583

A. Çebi, I. Reisoglu

引用次数: 33