Overcoming feudal constraints on educational research in Spain: the impact of the CIMIE conference     

Adriana Aubert  Pilar Álvarez  Silvia Molina 《高等教育研究与发展》2019,38(3):450-464

ABSTRACT

Feudal structures and power relationships that Spanish universities inherited from Franco’s dictatorship have damaged the quality of educational research. However, the emergence of initiatives aimed to address these limitations have been identified. In this article, we analyze the impact of the Multidisciplinary International Conference on Educational Research (CIMIE). Specifically, we analyze how CIMIE is contributing to overcome some of the feudal constraints affecting educational research in Spain, such as fragmentation of areas of knowledge, limited international research efforts, and precarious and unstable employment situations of many researchers. Grounded in the communicative methodology of research and using mixed methods, we have conducted a longitudinal study of this research initiative (2012–2016), comprising interviews and communicative observations, analysis of documentation and quantitative data. The results show that participants understand that their involvement in CIMIE is contributing to make them feel released from the constraints of university feudalism by building solidarity networks and egalitarian relationships, and by rethinking research.  相似文献   

La autonomía como objetivo de la educación: implicaciones de la teoría de Piaget     

Constance Kamii  Pilar López 《Infancia y Aprendizaje》2013,36(18):3-32

RESUMEN

Para Piaget el fin de la educación debe ser el desarrollo de la autonomía, tanto en el terreno moral como en el intelectual. Esto significa desarrollar la capacidad de pensar críticamente por sí mismo. Tanto los valores morales como los conocimientos intelectuales no deben ser interiorizados por los niños, sino construídos desde el interior a través de la interacción con el medio. La educación actual refuerza la heteronomía de los niños y les impide desarrollar su autonomía, que es una tendencia natural en el hombre de base biológica. Algunos principios de enseñanza de una educación que tenga como objetivo el desarrollo de la autonomía son: reducir el poder de adulto del profesor; inducir al niño a intercambiar y coordinar sus puntos de vista con otros niños y con el profesor de igual a igual; incitar a los niños a tener una mentalidad activa y a tener confianza en su propia capacidad de descubrir cosas.  相似文献   

Contexto y procesos cognitivos. La interacción niño-adulto     

Pilar Lacasa  Pilar Herranz 《Infancia y Aprendizaje》2013,36(45):25-47

Resumen

En este trabajo se revisa la incidencia del contexto social en el desarrollo cognitivo del niño. En él se analiza este problema desde diferentes perspectivas teóricas inspiradas en la biología y la etología, y se alude al planteamiento ecológico de Bronfenbrenner. Se presenta especial atención a los trabajos empíricos que, partiendo de la obra de Vygotsky, analizan la relación del niño con el adulto insistiendo en cómo ésta desempeña un importante papel en el paso de la regulación de la propia conducta a partir de los otros a la autorregulación y en cómo facilita al niño, en situaciones de aprendizaje o de solución de problemas, formas adecuadas de codificación o de estructuración de las tareas.  相似文献   

The worldwide spread of peace education: discursive patterns in publications and international organisations     

Pedro Pineda  Jorge Celis  Lina Rangel 《Globalisation, Societies & Education》2019,17(5):638-657

ABSTRACT

To investigate the spread of peace education (PE), we examined 685 documents in SCOPUS between 1970 and 2018 in 70 countries and triangulated the information with 11369 news articles and 22 international organisation? founding dates. PE emerged in scientific databases in the 1970s, lost momentum in 1990 and then globalised after 2003. PE’s institutionalisation was furthered by: (a) the increasing search for discourses that highlighted individual agency of self-declared ‘peace educators’; (b) educational expansion that generated a greater demand for so-called best practices; and (c) the active role of professionals working on organisations such as UNESCO, UNICEF and the identified international organisations. We recognised five loosely coupled narratives: PE’s (a) philosophical foundations and relationship to critical pedagogy; (b) application to improve international relationships; c) solution to internal conflicts; (d) measurements of interventions; (e) linkages to religion. We reflect on the implications of PE as an educational discourse in curricular reforms.  相似文献   

Let the right one in: ethnic boundaries in a Colombian immigrant youth program     

Claudia G. Pineda 《International journal of qualitative studies in education》2017,30(7):599-620

Although research on minority youth has established the value of coethnic spaces for safe ethnic identity exploration, research has seldom examined how youth in these spaces draw ethnic boundaries or offered appropriate frameworks addressing boundary-setting. This study uses Berry’s acculturation framework to explore ethnic boundary-setting within a Colombian immigrant youth dance program in the US. Seven members participated in a multi-year qualitative study that triangulated surveys, interviews, and responses to a hypothetical multicultural dilemma that ‘positioned’ Colombian participants as part of an in-group on the basis of their ethnicity. Specifically, it explores the strategies they employed to deal with the dilemma and the role context played in those strategies. With findings that reveal how youth incorporate the arguments found in mainstream immigration debates to justify integration, segregation, and exclusion of non-Colombians, this study argues that to understand strategies employed, it is necessary to examine local, national, and transnational contexts.  相似文献   

Students’ Progression in Monitoring Anomalous Results Obtained in Inquiry-Based Laboratory Tasks     

Crujeiras-Pérez  Beatriz  Jiménez-Aleixandre  Maria Pilar 《Research in Science Education》2019,49(1):243-264

Research in Science Education - This paper examines students’ engagement in monitoring anomalous results across a 2-year longitudinal study with 9th and 10th graders (14–15 and...  相似文献   

An analysis of story comprehension through spoken and written summaries in school-age children     

Vieiro  Pilar  García-Madruga  Juan A. 《Reading and writing》1997,9(1):41-53

This paper discusses the ability of children in third (about 8-years-old) and fifth (about 10-years-old) grade to produce spoken and written summaries. Two main measurement types were distinguished: micropropositional analysis and story grammar analysis. In micropropositional analysis, the results showed significant differences between both summary conditions (spoken/written); while the spoken condition provided the use of inferences and macrorules, the written condition increased the literal recall (copy-delete). In contrast, in the story grammar analysis, the findings showed that both the structural organization and the type of propositions recall were very similar in both types of summaries. Finally, our results showed that the older children appeared to have some qualitative advantage in the use of the story schema; and the effects of the summary type seemed to be less significant.  相似文献   

Towards a change in the role of the support teacher in the Spanish education system     

Pilar Arnaiz  Juan-Luis Castejón 《欧洲特需教育杂志》2013,28(2):99-110

This paper presents a research study carried out in Murcia, Spain. The research explores the way support teachers understand their role and how they carry it out. We have analysed certain aspects of the schools studied, the students with special educational needs who attend these schools and the support teachers' training. This information allows us to assess their role and to determine the changes necessary to understand it from the curricular model characteristic of an inclusive school.  相似文献   

Isokinetic trunk flexion–extension protocol to assess trunk muscle strength and endurance: Reliability,learning effect,and sex differences     

María Pilar García-Vaquero  David Barbado  Casto Juan-Recio  Alejandro Lpez-Valenciano  Francisco J. Vera-Garcia 《运动与健康科学(英文)》2020,9(6):692-701

PurposeThe purpose of this study was to examine the reliability and the learning effect of an isokinetic trunk flexion–extension protocol designed to simultaneously assess trunk muscle strength and endurance. In addition, the effect of the participants' sex on the reliability data was examined.MethodsFifty-seven healthy and physically active young men (n = 28) and women (n = 29) performed the isokinetic protocol 5 times, separated by a week between each of the first 4 sessions and by a month between the last 2 sessions. The protocol consisted of performing 4 trials of 15 maximum flexion–extension concentric exertions at 120°/s (range of trunk motion = 50°). The absolute and relative peak torque and total work were calculated to assess trunk flexion and extension strength. In addition, endurance ratio, modified endurance ratio, fatigue final ratio, recovery ratio, and modified recovery ratio variables were used for the assessment of trunk muscle endurance in both directions.ResultsRegarding the absolute reliability, no relevant changes were found between paired-comparison sessions for most strength and endurance variables, except for total work and relative total work variables in the flexion movement in both sexes. In addition, the typical error of the isokinetic variables was lower than 10% in both males and females, and minimum detectable changes ranged from 7% to 20%, with a tendency to be higher in females and in endurance variables. The strength variables showed high-to-excellent intraclass correlation coefficients (ICCs; >0.74); however, for the endurance variables only the endurance ratio and the modified endurance ratio obtained moderate-to-high ICC values (0.57 < ICC < 0.82). In addition, the analysis of the variance reported no significant differences between consecutive pairs of sessions for most variables in both sexes.ConclusionOverall, these findings provide clinicians, trainers, and researchers with a 10-min single-session protocol to perform a reliable muscle strength and endurance evaluation of trunk flexor and extensor muscles, all within the same protocol.  相似文献   

Semi-professional school leadership in Spain: Gender differences     

Juana-María Tierno-García  Marta Camarero-Figuerola  Pilar Iranzo-García  Charo Barrios-Arós 《European Journal of Education》2020,55(4):587-601

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