Caribbean and Central American women’s feminist inquiry through theater-based action research     

Rocío Sánchez Ares 《Educational Action Research》2013,21(4):529-544

Feminist action research interrogates gendered dynamics in the development of a collective consciousness. A group of immigrant Latina women (Latinas) from the Caribbean and Central America employed community-based theater as an instrument to mobilize diverse audiences against discriminatory practices and policies. Based on their theater work, I present two interrelated arguments. First, Latinas’ knowledge construction in multiple arenas counteracts gendered and racialized immigration discourses while leading to fundamental sociocultural transformations. Second, deeper epistemological rigor is needed in feminist action research to uphold Latin American women’s agency while countering pervasive discrimination.  相似文献   

Editorial     

Elia Fernández-Díaz  Adelina Calvo  Carlos Rodríguez-Hoyos 《Educational Action Research》2013,21(3):397-401

This article describes a collaborative action research process in pre-school and primary education in Spain during a four-year period (2006–2010). The aim was the need to promote a level of reflection among the participants as to their teaching practice. The methodology used was a technologically mediated action research process. The results are analysed based on the constructed meanings in the area of practice, innovation strategies used and the degree of collaboration reached in the research. Finally, conclusions are made regarding the essential need to prioritize the research and professional development of teachers in the innovative use of technology. It proved necessary to promote collaboration in action research in order to rethink and negotiate the use of technology in a social learning environment.  相似文献   

The educational system and national identities: the case of Spain in the twentieth century     

Paulí Dávila Balsera 《History of education》2013,42(1):23-40

The aim of this article is to study the construction of the Spanish education system and its relationship with nationalist education policies. Throughout the 20^th century, there has been a great deal of tension between Spanish nationalism and Basque and Catalan nationalism, in particular, over the establishment of a national curriculum that is the expression of different conceptions of national identity. In this period, the Spanish education system evolved from centralisation to decentralisation, and as a result brought about the creation of the Spanish national curriculum. The educational contributions made in Catalonia and the Basque Country were included in this process, which partially satisfied the aspirations of these communities.  相似文献   

The presence of the British education model in Spain: reception through the Institución Libre de Enseñanza     

Juan Manuel Fernández-Soria 《History of education》2013,42(1):50-71

Spain suffered a severe political and moral crisis in the final years of the nineteenth century and the first third of the twentieth. Pedagogues and politicians belonging to the Institución Libre de Enseñanza (ILE), or those close to it, did not consider it possible to regenerate the country without attending to education and Britain was the model to be followed. Many important figures of the ILE were declared anglophiles and therefore open to incorporating British education in Spain. This research reveals the roots of this preference for Britain on behalf of two of the key figures of the ILE: one of its most relevant founders, Francisco Giner, and his close collaborator, José Castillejo. The article then describes how the educational approach of the ILE found its answers in Britain. The paper ends with some reflections on the scope of the British reference.  相似文献   

An Environmental Education Program for Teacher Trainers in Finland     

Markku Kápylá  Riitta Wahlström 《The Journal of environmental education》2013,44(2):31-37

Abstract

Finland's Ministry of Education sponsored the development of an environmental education (EE) course for practicing educators of teachers. One to 3 persons from each teacher training unit at various universities and training schools attended a tutor training session, during which a course for other teacher trainers was developed. The course focused on personal development and curriculum development. Tutors used distance education with some locally arranged contact teaching to teach the course. Tutors also led local study groups. Teacher trainers who attended the course learned and applied new teaching practices and produced new model lessons. They also reflected on their personal environmental philosophy and gained in environmental knowledge. Preliminary evaluation of the program indicated that high-quality learning experiences occurred. This 2-step distance education model could be used for large-scale implementation of EE for in-service teacher training.  相似文献   

The children's centre teacher role: developing practice in the private,voluntary and independent sector     

Ros Garrick  Anne Morgan 《Early Years: An International Journal of Research and Development》2009,29(1):69-81

This study assessed the impact of the role of the teacher in two children's centres in England and identified some of the supporting and limiting factors that influenced outcomes. The teachers worked across several settings in the private, voluntary and independent (PVI) sector, with the aim of enhancing early years practice and practitioner confidence. A conceptual framework was devised to model the impact of the teacher role based on Leithwood and Levin (2005 Leithwood K, Levin B. 2005. Assessing school leader and leadership programme effects on pupil learning. DfES Research Report 662. http://www.dfes.gov.uk/research/data/uploadfiles/RR662.pdf (accessed December 2006) [Google Scholar]). Teachers were found to bring vital professional knowledge and experience to the role and delivered their methods through a range of leadership styles as identified in the literature. Teachers were successful in developing practice and staff confidence in settings; this also impacted positively on outcomes for children. However, success was dependent on a number of moderating factors, including sector‐related factors such as the qualifications of staff. Implications for policy and practice are discussed.  相似文献   

Preventing boys' problems in schools through psychoeducational programming: A call to action     

James M. O'Neil  Melissa L. Luján 《Psychology in the schools》2009,46(3):257-266

Controversy currently exists on whether boys are in crises and, if so, what to do about it. Research is reviewed that indicates that boys have problems that affect their emotional and interpersonal functioning. Psychoeducational and preventive programs for boys are recommended as a call to action in schools. Thematic areas for boys' programming are enumerated including life skills and issues with masculinity ideology and gender role conflict. An example of a program that promotes positive and affirmative masculinity is given. Some of the barriers and strategies to implement programs for boys are discussed. © 2009 Wiley Periodicals, Inc.  相似文献   

The Roles of Substantive and Procedural Understanding in Open-Ended Science Investigations: Using Fuzzy Set Qualitative Comparative Analysis to Compare Two Different Tasks     

Judith Glaesser  Richard Gott  Ros Roberts  Barry Cooper 《Research in Science Education》2009,39(4):595-624

We examine the respective roles of substantive understanding (i.e., understanding of factual knowledge, concepts, laws and theories) and procedural understanding (an understanding of ideas about evidence; concepts such as reliability and validity, measurement and calibration, data collection, measurement error, the ability to interpret evidence and the like) required to carry out an open-ended science investigation. Our chosen method of analysis is Charles Ragin’s Fuzzy Set Qualitative Comparative Analysis which we introduce in the paper. Comparing the performance of undergraduate students on two investigation tasks which differ with regard to the amount of substantive content, we demonstrate that both substantive understanding and an understanding of ideas about evidence are jointly involved in carrying out such tasks competently. It might be expected that substantive knowledge is less important when carrying out an investigation with little substantive demand. However, we find that the contribution of substantive understanding and an understanding of ideas about evidence is remarkably similar for both tasks. We discuss possible reasons for our findings.

Barry CooperEmail:

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Comparative study of the evaluation of professional competencies by experienced and trainee Spanish primary teachers     

A. De Juanas Oliva  P. Fernández Lozano  R. Martín del Pozo  M. González Ballesteros  E. Pesquero Franco  E. Sánchez Martín 《欧洲师范教育杂志》2009,32(4):437-454

Taking as reference the proposals of the European Higher Education Area, the aim of this study is to identify the competencies which a wide sample of teachers in Spanish primary schools (6–12 age group) consider to be important for their professional performance and which they use in their everyday teaching, and to what extent their university training prepared them for their practising professional development. To do this, an ad hoc instrument was devised and applied to experienced practising teachers and to teacher trainees who were on teacher training placements during the last semester of their course. The results of the study show that initial teacher training should deal in depth with the competencies related to the organisation and management of teaching–learning, the use of new technologies in the primary classroom, the involvement of the families, education in values, social skills and skills for working in professional groups. Finally, proposals are made for training based on the articulation between theory and practice, to allow the professional competencies mentioned to be developed and used in practice, as well as encouraging close collaboration between teacher trainers and experienced practising teachers.  相似文献   

The role of contextual,conceptual and procedural knowledge in activating mathematical competencies (PISA)     

César Sáenz 《Educational Studies in Mathematics》2009,71(2):123-143

This paper analyses the difficulties which Spanish student teachers have in solving the PISA 2003 released items. It studies the role played by the type and organisation of mathematical knowledge in the activation of competencies identified by PISA with particular attention to the function of contextual knowledge. The results of the research lead us to conclude that the assessment of the participant’s mathematical competencies must include an assessment of the extent to which they have school mathematical knowledge (contextual, conceptual and procedural) that can be productively applied to problem situations. In this way, the school knowledge variable becomes a variable associated with the PISA competence variable. This paper is based on a research project funded by a grant awarded in 2003 by the General Directorate for Research of the Spanish Ministry of Education and Science (BSO-2003-7133).  相似文献