Hasil untuk "Theory and practice of education"

Lilla Szabó, Anikó Zsolnai, Anikó Fehérvári

One of the most reliable predictors of school effectiveness is student engagement, which is not only related to students’ current achievement but also long-term outcomes. Using linear regression and structural equation modeling procedures, the present study was aimed at examining the relationship between dropout risk, dimensions of student engagement, and family background. The survey study involved 3251 7th grade Hungarian students who completed the adapted Student Engagement Instrument and self-reported background questionnaire. According to the results, student performance is mainly related to parents’ educational attainment, but a moderate or weak correlation with behavioral, academic, and cognitive engagement is also detectable. While affective engagement shows a weak association with performance, it correlates with other engagement dimensions linked to achievement. This result suggests that support from parents, peers, and teachers may have an indirect effect on achievement; however, the present study could not confirm this hypothetical model. Based on our data, parental educational attainment and student engagement account for approximately 41 % of student performance which draws attention to the complexity of the relationship between student engagement and performance and highlights the importance of a comprehensive approach to dropout and student engagement in this context.

Andrés Ledezma Dames, Rodolfo Tapia Rivera, Roxana Acosta Peña et al.

Esta experiencia de innovación educativa correspondió a la elaboración de un programa de formación para el emprendimiento de Personas Mayores (PM) de la comuna de Antofagasta, bajo el modelo de Universidad de la Tercera Edad. Se utilizó la metodología de Investigación-Acción Participativa iniciando con un diagnóstico multisectorial constituido por 34 actores relevantes que representaban a las PM como principales sujetos de atención, a organismos públicos gubernamentales y municipales y entidades privadas de la comuna vinculadas con las PM o la innovación-emprendimiento. Tras el conversatorio semiestructurado centrado en los problemas económicos de las PM y sus oportunidades de emprendimiento se realizó un análisis cualitativo de agrupación con el registro de las ideas emergentes identificando los principales problemas y sus propuestas de solución. El plan de acción emergente dio paso a la creación de un programa de emprendimiento “GEROEMPRENDE”, consistente en un curso basado en competencias con un sistema de enseñanza-aprendizaje gerontológico de 120 horas pedagógicas distribuidas en 5 módulos específicos y un taller transversal para el fomento del envejecimiento activo a desarrollar por estudiantes universitarios que cursan asignaturas de aprendizaje-servicio, promoviendo así el trabajo intergeneracional. Se espera que la iniciativa brinde oportunidades de desarrollo económico a las PM de Antofagasta y contribuya a mejor su calidad de vida.

Pernilla Nilsson

shea wesley martin, Henry “Cody” Miller

The COVID-19 pandemic, coupled with the ensuing lockdown and political turmoil, ruptured many young people’s experiences and well-being, particularly students who face additional marginalization due to systemic oppression. A national survey conducted by the Trevor Project (2021) found that nearly 70% of LGBTQ youth noted that their health was “poor” most or all of the time during the COVID-19 pandemic. Factors contributing to this deterioration include LGBTQ youth being isolated from the supportive communities formed at school, lacking access to social services provided by schools, and being quarantined with family members who were unsupportive (Cohen, 2021; Valencia, 2020). These fissures in support and resource structures curtailed potentially affirming and integral education, social, and emotional experiences, particularly for LGBTQ youth who thrived in traditional schooling settings. However, it is also important to note that even prior to the COVID-19 pandemic, many schools were not idealized institutions for LGBTQ youth. K-12 schools, situated in the broader socio-political landscape of the United States, are bastions of homo-, trans-, and queerphobia (Mayo, 2014). Still, many LGBTQ young people employed resilience and ingenuity to create affirming and loving social circles, which were thus interrupted by restrictions, trauma, and isolation during the pandemic. As LGBTQ educators we sought to co-create an online community that could reflect the brilliance and joy of LGBTQ youth during the 2020-2021 school year. Through both our own experiences and the research, we know that LGBTQ youth find ways to construct community through online avenues, even when said avenues are limited and flawed, such as Tumblr (Cavalcante, 2019; Haimson, et al., 2021; Wargo, 2017). Building on our experiences as secondary English language arts teachers, we constructed a national online book club dedicated to reading, analyzing, and celebrating LGBTQ young adult literature with LGBTQ youth. After a summer of planning, we launched the online book club that resulted in over 125 secondary students from across the United States (and some international students) joining us for a year to engage in readings of Abdi Nazemian’s Like a Love Story (2019), Dean Atta’s Black Flamingo (2019), Gabby Rivera’s Juliet Takes a Breath (2016), and Mark Oshiro’s Anger is a Gift (2018). This article details how we structured a community of readers who worked to analyze young adult literature through intersectional and anti-oppressive lenses (Blackburn & Smith, 2010; Durand, 2015; Herman-Wilmarth & Ryan, 2015), deepen their critical consciousness relating to contemporary LGBTQ socio-political topics (Kelly & Currie, 2020), and leveraged social media and online avenues to construct community that expanded the boundaries of school hallways (Lucero, 2017; Mayo, 2014). Collectively, we seek to illustrate how LGBTQ+ communities (and queer pedagogies) can flourish and develop outside the limitations of K-12 institutions.

Aslı Taltekin, İrem Erdem Aydın

Bu çalışmanın amacı, açık ve uzaktan öğrenenlerin öğrenme ortam tercihlerinin Hofstede’nin kültürel boyutlarından Bireycilik ve Toplulukçuluk boyutuna göre farklılık gösterip göstermediğinin belirlenmesidir. Bu amaçla bir anket hazırlanmış, Anadolu Üniversitesi Açıköğretim Fakültesindeki 420 öğrenciye uygulanmıştır. Bu ankette öğrenenlerin kültürel özelliklerini belirleyebilmek için Bireycilik-Toplulukçuluk Ölçeği (Individualism-Collectivism Scale) ölçeği kulanılmıştır. Aynı zamanda ankette öğrencilere sistemin kendilerine sunduğu öğrenme ortamlarından hangilerini kullanmayı tercih ettikleri sorulmuştur. Araştırmada kesitsel araştırma modeli kullanılmıştır. Analiz sonuçlarına göre öğrencilerin en çok kullandıkları ortam, e-öğrenme hizmetlerindeki deneme sınavlarını uygulama olurken, en az kullanılan ortam ise, akademik danışmanlık etkinliklerine katılma olmuştur. Bunun yanında, açık ve uzaktan öğrenenlerin öğrenme ortam tercihlerinin bireycilik ve toplulukçuluk eğilimlerine göre farklılaştığı gözlemlenmiştir. Araştırma bireycilik eğilimi gösteren öğrenenlerin toplulukçuluk gösterenlere göre çevrimiçi deneme sınavlarını daha fazla tercih ettiklerini ortaya koymuştur. Bunun yanında, toplulukçuluk eğilimi gösteren öğrenenlerin bireycilik eğilimi gösterenlere göre eşzamanlı danışmanlık hizmetlerini daha fazla tercih ettikleri saptanmıştır.

Ekaterina A. Gradaleva, Maria Houston

The paper describes distance learning opportunities for blind and visually impaired students. The research aims at analyzing various tools and techniques that are necessary for their participation in online scientific projects and conferences. Methodology includes analysis of pedagogical studies, the survey carried out during International Conference for Students at Samara State Technical University, examination of educational activities performed for blind and visually impaired students all over the world, in particular the experience of American Foundation for the Blind. The findings show that distance learning programmes for blind and visually impaired people are becoming popular in many countries, but in Russia there are only a few of them. The authors prove the necessity of doing research in this sphere. It is recommended that more distance learning opportunities are created for such students at Russian universities. The analysis shows that it is even easier to plan the inclusion of blind and visually impaired students in the online scientific events that are not new and have already been held for wider public. The authors conclude that it is essential to adapt the existing system of distance learning using special tools and techniques, which are described in the article. These are accessible platforms, software used with assistive technologies, keyboard controls, audio description, smartphone apps, etc. Special emphasis is laid upon planning webinars for blind and low vision participants. This research can serve as a guide for making online scientific events accessible for all people.

Patsy Moskal

The 2008 Sloan Blended Workshop evaluation track provided participants with ideas, methods, and resources with which to design and evaluate their courses, programs, and blended initiatives. The many questions that arose from participants at the Workshop provided the motivation to document our University’s evaluation experiences at course, program and institutional levels. This paper presents our lessons learned including successes and challenges, with developing and conducting a longitudinal impact evaluation.

David Wooff

Long standing debate surrounds the position that Design and Technology holds in the English and Welsh national curriculum. Some commentators espouse alignment with Science, Technology, Engineering and Mathematics (STEM) as its natural home, whilst others argue that this stifles creativity and takes no account of the ‘designerly’ nature they consider to be a central tenet of the subject. Against this backdrop, the subject has undergone changes in both prescribed subject knowledge content and examination and assessment arrangements by which pupil progress and attainment are measured. Set against this background, the work presented here summarises a Delphi study which sought to canvass established and experienced Design and Technology teachers about how they perceive the attributes, values and unique features of the subject. The results are analysed to give a view of the subject from within the classroom. Analysis reveals that participants in the study consider the ‘uniqueness’ of the subject to prevail over the values and attributes they collectively define it by. The study moves on to discuss the findings in relation to the values and direction which underpin the policy documentation that drives and shapes the subject from a national perspective. Finally, the work concludes by highlighting several important areas worthy of further research which have emerged and could be seen as contributory to understanding the nature and essence of Design and Technology.

Ronald Pérez Roche, Antonio Alicio Maldonado Maldonado, Yuneisi Almarales Almarales

El desarrollo de las Tecnologías de la Información y las Comunicaciones, en entre ellas, el software multimedia ha contribuido significativamente al desarrollo de la humanidad aplicándose en diferentes ámbitos de la sociedad, especialmente en la Educación. Esta revolución tecnológica ha modificado, diversificado y enriquecido los métodos tradicionales de enseñar y aprender; Sin embargo, la utilización de estas novedosas herramientas encuentra limitaciones en el proceso de enseñanza-aprendizaje de las matemáticas en la Universidad de Holguín, particularmente en los temas de la Matemática Básica. Con la aplicación de métodos teóricos y empíricos se caracterizaron varios estudios precedentes que tratan sobre el uso de software multimedia en el proceso de enseñanza-aprendizaje de dicha materia. Como resultado principal de la investigación se propone un software multimedia que sirve como mediador didáctico entre la enseñanza y el aprendizaje, con vista al entrenamiento de estudiantes universitarios en temas de esta disciplina y se proponen orientaciones metodológicas para su implementación.

Jean-Marc Dewaele, Peter MacIntyre, Carmen Boudreau et al.

The present study focuses on gender differences in Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) among 1746 FL learners (1287 females, 449 males) from around the world. We used 21 items Likert scale ratings reflecting various aspects of FLE (AUTHORS), and 8 items extracted from the FLCAS (Horwitz et al., 1986).  An open question on FLE also provided us with narrative data.  Previous research on the database, relying on an average measure of FLE and FLCA (AUTHORS) revealed significant gender differences.  The present study looks at gender differences in FLE and FLCA at item level. Independent t-tests revealed that female participants reported having significantly more fun in the FL class where they felt that they were learning interesting things, and they were prouder than male peers of their FL performance.  However, female participants also experienced significantly more (mild) FLCA: they worried significantly more than male peers about their mistakes and were less confident in using the FL. Our female participants thus reported experiencing both more positive and more mild negative emotions in the FL classroom.  We argue that this heightened emotionality benefits the acquisition and use of the FL.

Ainara Romero Andonegi, Carlos Castaño Garrido

La literatura científica señala que reducir las señales de alerta para las dificultades lectoras mejora las perspectivas de éxito de la adquisición lectora. El presente artículo describe el proceso de diseño y evaluación de un software didáctico dirigido a minimizar el riesgo de presentar dificultades lectoras. Para ello, se detallan el diseño educativo e informático del software y se presentan los resultados de la investigación cuasi-experimental realizada para medir la eficacia del programa. Tras una exploración test-retest del rendimiento en los signos de riesgo, se constata que el software es eficaz para reducir las principales señales de alerta.

Kevin P Gosselin, Maria Northcote, Daniel Reynaud et al.

As online education continues to expand across varied educational sectors, so does the demand for professional development programs to guide academic teaching staff through the processes of developing their capacities to design and teach online courses. To meet these challenges at one higher education institution, a mixed methods research study was implemented to identify the professional learning needs of academic teaching staff for the purposes of developing a tailor-made professional development program. The principles of self-efficacy and threshold concepts were used to inform the design of the study. Data were systematically gathered from the participants to determine self-efficacy, concerns, and questions and experiences of academic teaching staff with online teaching. Findings revealed that academic staff held threshold concepts, skills and attitudes about online teaching. Three groups of staff were identified, all with varying forms of professional development requirements. This case study account demonstrates how an evidence-based project provided the basis for a research-informed institutional professional development program that is currently guiding academic staff through their development as online course designers and teachers.

Nur Hamidi

Human resources is the ability of individuals both mind and physical power of a person in achieving the goals effectively and efficiently. Human resources in one country is different with other countries. Human resources is the one used by countries to develop their respective countries into a better country in all fields. In the era of the ASEAN economic community, eligible human resources urgently needed by a country so that the country can integrate with other countries. Developed countries will easily adapt to the era of the ASEAN economic community, but in contrary, countries that do not have high human resources have to prepare the human resources to be available in the era of the ASEAN economic community in the late 2015’s. The following strategies can be used to prepare eligible human resources in an ASEAN Economic Community era. They are: (1) Provide special skills possessed by a certain region that is different from other regions; (2) Embedding strong and visionary souls in competing with other countries; (3) Having high attitude towards serving customers. This can be evidenced by language and tools/technology mastery according to the specifications of the individual.

Núria Gorgorió, Lluís Albarracín

Llamamos problemas de Fermi a aquellos problemas que, siendo de difícil resolución, admiten una aproximación a su solución a base de romper el problema en partes más pequeñas y resolverlas por separado. En este artículo presentamos los problemas de estimación de magnitudes no alcanzables (PEMNA) como un subconjunto de los problemas de Fermi. A partir de los datos recopilados en un estudio hecho con alumnos de 12 a 16 años, caracterizamos las distintas estrategias de resolución propuestas por estos y discutimos sobre la potencialidad de estas estrategias para resolver los problemas con éxito. </p> <p>Fermi problems are problems that, being difficult to solve, can be satisfactorily solved if they are broken down into smaller pieces that are solved separately. In this article, we present inconceivable magnitude estimation problems as a subset of Fermi problems. Based on data collected from a study carried out with 12 to 16 years old students, we describe the different strategies for solving the problems that were proposed by the students, and discuss the potential of these strategies to successfully solve the problems.

Rocío Jiménez

Este trabajo ofrece una revisión de estudios empíricos basados en el proceso de coaching como estrategia eficaz en la formación del profesorado tanto inicial como permanente. Los objetivos seconcretan en: a) ofrecer la situación de la investigación actual sobre coaching en este ámbito, b) establecer diferencias y similitudes entre los procesos de coaching en experiencias reales y eficaces de formación del profesorado, c) delimitar los principios y constructos teórico-operativos del coaching como estrategia formativa e investigadora y d) identificar líneas y retos para la investigación futura sobre la conciencia del profesorado y la transferibilidad de aprendizajes a lapráctica. El método de revisión bibliográfica se concreta en búsquedas automatizadas en bases de datos digitales especializadas en educación (ERIC o ISOC), así como, en revistas especializadas, enformación del profesorado, tanto españolas como internacionales, situadas en el primer o segundo cuartil de INRECS o indexadas en JCR con un factor de impacto superior a 0.6. Se usa un sistema de citación superior como el Science Citation Index, a partir de referencias claves. La selección de artículos científicos, siguiendo criterios específicos, reúne un total de 8 estudios. La revisión, muestra como resultado, las características del coaching como estrategia formativa y de investigación y ofrece una visión sobre el estado de la investigación, así como, una base teórica y práctica para futuras investigaciones que construyan conocimiento sobre este tema.

José Manuel Sáez López

Actualmente contamos con diversos estudios que muestran evidencias relativas a los beneficios que aportan las tecnologías cuando se aplican en contextos educativos, hasta el punto de que algunos autores aseguran que las Tecnologías de la Información y Comunicación favorecen el rendimiento académico del alumnado. El problema se plantea en la dificultad para aplicarlas pues plantean una serie de dificultades. A partir de las consideraciones de varios autores como Bricker, Pelgrum o Ertmer, se analizan las llamadas barreras intrínsecas relativas a las actitudes de los docentes y las barreras extrínsecas que se refieren a factores externos como pueden ser la formación o los medios materiales. El presente estudio utiliza el cuestionario para analizar unos datos de un modo cuantitativo, comparando las frecuencias y valorando un análisis factorial, con una muestra de 55 sujetos. También se da un apartado cualitativo a través de unas preguntas abiertas que se distribuyen en las dimensiones, y unas entrevistas a 14 sujetos, por lo que se da un enfoque mixto a través de una complementariedad metodológica. En la investigación se aprecia que hay docentes que reconocen que no aplican las TIC en el aula, y también es preocupante la persistencia de métodos tradicionales. El hecho de enumerar las dificultades y las barreras a superar lleva a la reflexión de que hay mucho que mejorar respecto al uso pedagógico de las TIC, aunque contamos con el dato positivo de las buenas actitudes y opiniones que presentan los docentes en relación a la aplicación de estas herramientas con fines pedagógicos.

Vujisić-Živković Nataša

This paper discuses the role of pedagogical historiography in forming pedagogical knowledge, both from the aspect of history and from the aspect of the present status of this discipline. Our aim is to observe the problems of pedagogical historiography, as a scientific and teaching discipline, in the context of forming of pedagogical knowledge. The process of transformation of heuristic function of the history of pedagogy is analyzed - from the traditional approach which emphasizes its role in forming pedagogical culture to the orientation of historical research and education in pedagogy towards theoretical and professional knowledge. The development of history of pedagogy as a scientific discipline is mostly observed through three phases: the first, focused on research of the development of pedagogical ideas and/or school system, lasted until the 1960s, when it was replaced by social history of education, while today it is mostly spoken about the 'cultural history of education'. The evolution of pedagogical historiography is also followed by the changes in its relation towards theory and practice of education, which is especially dealt with in this paper. In the conditions of radical changes in epistemology of social sciences and university reform, pedagogical historiography faces the question of its own relevance.

Victor Feliu

-

Ruy Madsen Barbosa, Marcos Luiz Lourenço

.