School counsellors in cultural diversity contexts. An analysis of their practice / El orientador escolar en contextos de diversidad cultural. Un análisis de su práctica     

Inmaculada González-Falcón  José M. Coronel-Llamas  R. Ignacio Correa-García 《Cultura y Educación》2016,28(2):419-433

This article includes the assessments made by four counsellors of their work in cultural diversity management in Huelva (Spain). Using interviews and focus groups, together with other qualitative research techniques, we examined the counsellors’ intervention models and the relationships they maintain with other members of the educational community to address issues raised by the presence of immigrant students in their respective schools. The results of the experiment emphasize the predominant use of a clinical intervention model, along with limited and isolated collaborations with teachers and other education agents (administrators, social workers, families). However, in recent years, the institutional consolidation of counsellors in schools and their commitment to prevention and collaborative work creates opportunities for a new, more participatory intervention model that would better manage cultural diversity.  相似文献   

Recent Work on Flourishing as the Aim of Education: A Critical Review     

Kristján Kristjánsson 《British Journal of Educational Studies》2017,65(1):87-107

Flourishing, understood along semi-Aristotelian lines, has re-emerged recently as an account of the ideal aim of education, for instance, in works by educational philosophers Brighouse, White and de Ruyter. This article aims at critically reviewing this new paradigm by subjecting it to philosophical and educational scrutiny. Throughout I compare and contrast this paradigm with Aristotelian flourishing and explore the specific role of teachers as facilitators of students’ flourishing and sense of meaning.  相似文献   

THE DEVELOPMENT OF PERSONALITY,ABILITIES AND SOCIAL RELATIONS IN A SPECIAL CLASS     

László Balogh  Kálmán Nagy 《High Ability Studies》1991,2(2):134-138

Two years have passed since our first report on the project with primary school children at Törökszentmiklós. New results indicate that participation in the project has accelerated the development of abilities, has led to mainly favourable personality changes and has promoted the formation of advantageous social structures in the classroom. In the future, in addition to increasing support for the children's personal wellbeing (for instance, provision of more free time, promotion of communication skills), the work of four terms will be completed in three.  相似文献   

Spanish validation of the Basic Psychological Needs at Work Scale: A measure to predict teachers’ well-being in the workplace     

Ángel Abós Catalán  Javier Sevil Serrano  José Antonio Julián Clemente  José Martín-Albo Lucas  Luis García-González 《International Journal for Educational and Vocational Guidance》2018,18(2):127-148

The present study aimed to validate a Spanish-version of the Basic Psychological Needs at Work Scale (BPNWS-Sp) and to examine the associations between needs satisfaction and engagement and burnout in secondary education teachers. Using a sample of 584 secondary education teachers, the results supported the three-factor model, composite reliability, measurement invariance, and nomological validity of the BPNWS-Sp. This study contributes to validating the first instrument in Spanish to measure the satisfaction of the three BPNs separately in secondary education teachers. The measurement of teachers’ BPNs could effectively provide guidance for school policies to improve teaching and learning.  相似文献   

How education policy is made meaningful – a narrative exploration of how teachers show autonomy in the development of teaching and learning     

Linda Barman  Staffan Josephsson  Charlotte Silén  Klara Bolander-Laksov 《高等教育研究与发展》2016,35(6):1111-1124

This study addresses how the autonomy of teachers in higher education, in relation to education policy and reform, can be understood. By taking a narrative-in-action approach, we studied health profession teachers’ activities and reasoning within their ongoing practice during one year. The findings show how the teachers created their own policies and in what way these policies became meaningful. As teachers in this study continuously made changes, the joint creation of policies contributed to their sense of togetherness and the re-building of a community of practice. In parallel, they increased the evidence-based standards related to their discipline and experienced a shift in perspective concerning teaching and learning. The importance of their jointly made policies can be explained by how they learned a student-learning view together, and built on their own ideas of what educational matters needed to be developed. At the same time, their activities and reasoning mirror ‘a debated but yet prevailing view’ on the discourse of quality and a number of ideals thereof such as transparency and standardisation, effective teaching and increased academisation.  相似文献   

Hungarian experiences in international student achievement surveys     

Zoltán Báthory 《Prospects》1992,22(4):434-440

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Early childhood,breakfast, and related tools: analysis of adults’ function as mediators     

Belza  Haizea  Herrán  Elena  Anguera  M. Teresa 《European Journal of Psychology of Education - EJPE》2020,35(3):495-527

European Journal of Psychology of Education - This study presents the results of a systematic, 3-month-long observation of the verbal and gestural interactions which took place between a preschool...  相似文献   

The Phenomenon of False Assumption in Historical and Educational Texts     

Jiří Přibyl  Petr Eisenmann  Ján Gunčaga 《Science & Education》2018,27(7-8):737-767

This article describes two heuristic strategies for problem solving: the use of false assumption strategy and the use of double false assumption strategy. Both of these strategies have their roots deep in history. In this article, we define these two strategies and illustrate their use in a problem developed by Frances Pellos. The article provides an overview of occurrences of these two strategies in various mathematical and educational texts. The texts show clearly that both of these strategies played a significant role in mathematics education in the past. We present some examples from concrete historical documents, which we use later for the preparation of a teaching experiment. We also present the conclusions of an experiment conducted on three lower secondary schools in the Czech Republic, the goal of which was to test the applicability of the use of false assumption strategy as a propaedeutic to solving word problems using equations.  相似文献   

The racializing forces of/in AI educational technologies     

Ezekiel Dixon-Román  T. Philip Nichols  Ama Nyame-Mensah 《Learning, Media and Technology》2020,45(3):236-250

ABSTRACT

In this article, we examine the sociopolitical implications of AI technologies as they are integrated into writing instruction and assessment. Drawing from new materialist and Black feminist thought, we consider how learning analytics platforms for writing are animated by and through entanglements of algorithmic reasoning, state standards and assessments, embodied literacy practices, and sociopolitical relations. We do a close reading of research and development documents associated with Essay Helper, a machine learning platform that provides formative feedback on student writing based on standards-aligned rubrics and training data. In particular, we consider the performative acts of the algorithm in the Essay Helper platform – both in the ways that reconstitutes material-discursive relations of difference, and its implications for transactions of teaching and learning. We argue that, through these processes, the algorithms function as racializing assemblages, and conclude by suggesting pathways toward alternative futures that reconfigure the sociopolitical relations the platform inherits.  相似文献   

Incorporating students’ voices in the ‘Lesson Study’ as a teacher-training and improvement strategy for inclusion / La incorporación de la voz del alumnado a la ‘Lesson Study’ como estrategia de formación docente y mejora para la inclusión     

Cecilia Simón  Gerardo Echeita  Marta Sandoval 《Cultura y Educación》2018,30(1):205-225

An experience of collaborative action research to improve teaching practices from an inclusive perspective is discussed. The aim of the project is to promote teaching practices for compulsory secondary education teachers that facilitate all students’ learning and participation. We have used two strategies as catalysts of change. The first is student participation and the second is teacher collaboration in developing what is called the Lesson Study. Different phases in the action research are discussed, as are the dynamics used. The didactic experience focuses particularly on student participation. The results show the potential of the planning process to help student voices to be heard and taken into account as a way to improve teaching practice and reduce marginalization. Finally, we examine some lessons learned, including conditions and barriers that may limit these processes, as well as challenges.  相似文献