What Stimulates Researchers to Make Their Research Usable? Towards an ‘Openness’ Approach     

Julia Olmos-Peñuela  Paul Benneworth  Elena Castro-Martínez 《Minerva》2015,53(4):381-410

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Differing Roles,Differing Concerns: Using Network Analysis as a Tool to Highlight Diverging Concerns and Priorities Surrounding Teacher Education at Minority-Serving Institutions     

Dorothy Villarreal  Manuel González Canché  Andrés Castro Samayoa  Alice Ginsberg 《The Teacher Educator》2013,48(4):446-459

Abstract

Minority-serving institutions are important in the production of teachers of color. However, this formative process is not without limitations. This multisite, multistate study relied on network analysis techniques to unveil timely and relevant concerns that students, faculty, and administrators identified as critical toward the strengthening of teacher production.  相似文献   

Guide to New Resources     

Ming Fang He  Maria José Botelho  Betty Christine Eng  William F. Dejean  Jill Aguilar  Isabel Nuñez 《Multicultural Perspectives》2013,15(3):175-186

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Integrating Art Education Models: Contemporary Controversies in Spain     

Manuel Belver  Ana Ulln  María Acaso 《The International Journal of Art & Design Education》2005,24(1):93-99

In this article, a basic controversy for art education in Spain is analysed, and its antecedents in thought and social and artistic practices are reviewed. The controversy refers to the question whether school art education should be oriented towards the fine arts or towards the manual arts. Consequently, which should be the cultural model of reference in contemporary art education? These two controversies are considered as two dimensions whose poles have, to a certain extent, the capacity to articulate various educational trends. The values associated with each pole of each dimension are discussed: for the first dimension, creativity, originality, self‐efficacy and the value of accomplished work; for the second, increase of cultural capital and intercultural solidarity. Finally, the possibility is considered of elaborating educational models that would integrate the various mentioned educative values. The question is raised of the compatibility of these educational values, and it is pointed out that art education has the capacity to generate educational spaces of interchange and dialogue in which to combine languages and perspectives that can contribute to human development and to the mutual coexistence of social groups.  相似文献   

Equity and social exclusion measures in EU lifelong learning policies     

Elena Tuparevska  Rosa Santibáñez  Josu Solabarrieta 《International Journal of Lifelong Education》2020,39(1):5-17

ABSTRACT

The aim of this article is to examine how EU lifelong learning policies are trying to reach the vulnerable by looking at what measures against social exclusion they offer and how equitable these measures are. It is a qualitative study that focuses on policy documents that form the European Union’s legal and political frameworks of reference in the lifelong learning area since 1992. The document analysis has been complemented by semi-structured interviews with EU lifelong learning experts. The findings show that early school leavers and migrants are the main target groups in the policies, leaving many other groups at risk of being excluded from learning opportunities. There is not enough attention to measures addressing wider social phenomena. There is also an overemphasis on basic skills which are understood in a very narrow way as literacy and numeracy when referring to the vulnerable. We argue that a greater variety of measures as well as better targeted measures are needed to address the multiple and complex needs of the vulnerable. Such measures would allow a broader understanding of lifelong learning where those that are hardest to reach are offered learning opportunities independent of their personal and social circumstances  相似文献   

Various ways to determine rational number size: an exploration across primary and secondary education     

González-Forte  Juan Manuel  Fernández  Ceneida  Van Hoof  Jo  Van Dooren  Wim 《European Journal of Psychology of Education - EJPE》2020,35(3):549-565

European Journal of Psychology of Education - Understanding rational numbers is a complex task for primary and secondary school students. Previous research has shown that a possible reason is...  相似文献   

A Study of Prospective Primary Teachers’ Conceptions of Teaching And Learning School Geometry     

Manuel Barrantes  Lorenzo J. Blanco 《Journal of Mathematics Teacher Education》2006,9(5):411-436

There are two basic guiding referents in the present investigation: the teaching and learning of school-level geometry (basic concepts of Euclidian geometry and measure) and the analysis of the conceptions of prospective primary teachers in Spain. The work assumes that such conceptions appear and develop during school years, and that consequently, for the prospective teachers to learn to teach mathematics, account must be taken of the requirements that arise from these conceptions themselves and from the prospective teachers’ knowledge of school-level mathematics. The objective of the study was to describe and analyse prospective primary teachers’ conceptions of school-level geometry and it teaching and learning. To this end, we considered the hypothesis that the students’ memories and expectations provide information with which to characterize their conceptions of the field of geometry and its teaching/learning at the primary school level.  相似文献   

Educational knowledge generation from administrative data     

Miguel Arevalillo-Herráez  Paloma Moreno-Clari  Vicente Cerverón-Lleó 《Educational technology research and development : ETR & D》2011,59(4):511-527

Most universities use Information Systems (IS) to perform their daily administrative activities (student enrollment, data files, accountancy, etc.), and an integrated Learning Management System (LMS) to support teaching and learning. However, although a lot of effort has been put into deploying these computerized systems, the data that they provide are not fully exploited from an educational perspective. In this paper we describe a case in which these data have been used to identify relevant relations between the general use of the LMS, the existence of teaching innovation programs and the quality of education. The method used can be easily generalized and employed in other different contexts, to derive meaningful information on the impact that some variables may have over others.  相似文献   

Validation of a self-perceived media competence instrument for pre-service teachers / Validación de un instrumento de autopercepción de competencia mediática para docentes en formación     

Julio-César Mateus  Wilson Hernández-Breña  Mònica Figueras-Maz 《Cultura y Educación》2019,31(2):436-464

Abstract

Key to guaranteeing the fundamental human rights of freedom of expression and information is the development of media competence, particularly in schools. Training teachers in the area of media competence is particularly important for developing these skills in the broader citizenry. In order to provide educators and educational policymakers with a useful diagnostic tool, we have designed a self-perception questionnaire. The questionnaire was applied to a sample of Peruvian education students (N = 501). On the one hand, the results confirm the construct’s coherence, validity and instrumental reliability. On the other hand, they allow us to propose a theoretically based update to the way in which this construct is interpreted and applied, confirming the multidimensionality of media competence. Finally, we use this empirical evidence to discuss the integral, transversal and ecological status of media competence.  相似文献   

Knowledge and beliefs about developmental dyslexia in pre-service and in-service Spanish-speaking teachers     

Manuel Soriano-Ferrer  Joyce Echegaray-Bengoa  R. Malathesa Joshi 《Annals of dyslexia》2016,66(1):91-110

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