Infancia y Aprendizaje最新文献

英文中文

Teaching-learning dynamics between schools and tutoring centres in India: a virtuous or vicious cycle? ( Las dinámicas de enseñanza-aprendizaje en los centros escolares y los centros de tutorías privadas en la India: ¿ciclo virtuoso o ciclo vicioso? ) 印度学校与辅导中心之间的教学动态:良性还是恶性循环?(印度学校和私人辅导中心的教学动态:良性循环还是恶性循环?)

4区教育学 Q3 Social Sciences

Infancia y Aprendizaje

Pub Date : 2023-10-05 DOI: 10.1080/02103702.2023.2243781

Shalini Bhorkar

Unpacking the linkages between mainstream education and private tutoring is fundamental for advancing knowledge on tutoring’s implications for learners and systems of learning. This paper explores the micro-processes of teaching-learning at schools and tutoring centres to provide a nuanced understanding of the dynamics between them, in the context of India. Using qualitative data from lesson observations, interviews and focus group discussions with 85 participants, the paper explicates the teaching-learning processes in these two settings. The findings and analysis illuminate how actors in one setting shape their responses based on their perceptions of the other, thus influencing their pedagogical practices. The cyclic nature of the resulting dynamics highlights the negative implications for mainstream education in terms of undermining the implementation of progressive pedagogical reforms and inhibiting the need for systemic interventions to resolve incongruities and misalignments within the larger education system. This could result in a potentially vicious feedback loop. The non-binary exploration of this feedback loop has wider global relevance in terms of the nuances added to the theme of private tutoring’s negative outcomes.

解开主流教育和私人辅导之间的联系，是提高对辅导对学习者和学习系统的影响的认识的基础。本文探讨了在印度的背景下，学校和辅导中心的教学微观过程，以提供对它们之间动态的细微理解。本文利用85名参与者的课堂观察、访谈和焦点小组讨论的定性数据，阐述了这两种情况下的教与学过程。研究结果和分析阐明了一种情境中的参与者如何根据他们对另一种情境的感知来塑造他们的反应，从而影响他们的教学实践。由此产生的动态的循环性质突出了对主流教育的负面影响，因为它破坏了渐进式教学改革的实施，抑制了系统干预的需要，以解决更大的教育系统内的不协调和不一致。这可能会导致潜在的恶性反馈循环。就私人辅导的负面结果这一主题的细微差别而言，对这一反馈循环的非二元探索具有更广泛的全球相关性。

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引用次数: 1

Shadow education: new areas of inquiry in teaching, learning and development ( Educación en la sombra: nuevas áreas de estudio sobre enseñanza, aprendizaje y desarrollo ) 影子教育:教学、学习和发展研究的新领域

4区教育学 Q3 Social Sciences

Infancia y Aprendizaje

Pub Date : 2023-10-03 DOI: 10.1080/02103702.2023.2245227

Kevin-Wai-Ho Yung, Steve R. Entrich, Alfredo Bautista

Shadow education research has expanded rapidly worldwide in the past decades. Whilst most studies have focused on somewhat broad dimensions of shadow education (for example, its prevalence, nature and characteristics at different educational levels, or its impact on social inequalities), there are various important micro dimensions of this phenomenon that have received limited scholarly attention. In fact, the field lacks research on topics such as the impact of shadow education on students’ developmental outcomes beyond grades and performance scores, teaching and learning practices or the effects of related policies on the various educational stakeholders. This special issue contributes to filling these gaps. The first part of this introductory article briefly defines the concept of shadow education and discusses its evolvement, before identifying the trends and gaps in the extant research. The second part describes the structure and content of the special issue. After the present introduction, readers will find a ‘Prospectives’ article, followed by four empirical studies. These contributions investigate innovative topics and identify new areas of inquiry in shadow education pertaining to teaching, learning and development.

在过去的几十年里，影子教育研究在世界范围内迅速发展。虽然大多数研究都集中在影子教育的一些广泛维度上(例如，它在不同教育水平上的流行程度、性质和特征，或它对社会不平等的影响)，但这种现象的各种重要微观维度得到了有限的学术关注。事实上，该领域缺乏诸如影子教育对学生发展成果的影响、教学实践或相关政策对各教育利益相关者的影响等主题的研究。本期特刊有助于填补这些空白。本文绪论的第一部分简要界定了影子教育的概念，讨论了影子教育的演变，然后确定了现有研究的趋势和差距。第二部分介绍专刊的结构和内容。在目前的介绍之后，读者会发现一个“前瞻性”的文章，其次是四个实证研究。这些贡献调查了创新主题，并确定了与教学、学习和发展有关的影子教育的新研究领域。

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引用次数: 0

Responding to uncertainty: examining Hong Kong parents’ perceptions of private tutoring through the lens of timescapes (Responder ante la incertidumbre: un análisis de las percepciones parentales de las clases privadas en Hong Kong a través de la lente de los cronopaisajes — timescapes) 回应不确定性:透过时间视角考察香港家长对私人辅导的看法(回应不确定性:透过时间视角分析香港家长对私人辅导的看法)

4区教育学 Q3 Social Sciences

Infancia y Aprendizaje

Pub Date : 2023-09-12 DOI: 10.1080/02103702.2023.2243195

Alexandros Tsaloukidis, M. Nutsa Kobakhidze

This paper explores how parents in Hong Kong perceive the impact of the COVID-19 pandemic on the use of academic and non-academic private tutoring (PT) for their children, using a thematic analysis of interviews with 80 parents from diverse ethnic and socioeconomic backgrounds. We seek to understand the role of PT in parents’ thinking about their children’s learning and developmental needs in uncertain times, which foregrounds parents’ temporalities in the face of disruption. We find that maintaining pre-pandemic PT levels was the most common attitude for almost half of the sample, followed by roughly similar groups of parents who increased or decreased their use of PT. Parental perceptions of the functions of PT converged on three main uses: mitigating the effects of schooling disruptions, making productive use of newfound free time and providing a sense of normality. Using a timescapes lens, we identify temporal elements in how PT factored into parents’ experiences and perceptions of managing ‘gained’ and ‘lost’ time, adapting to remote learning, avoiding health risks and reflecting on inequalities during the COVID-19 pandemic.

本文通过对来自不同种族和社会经济背景的80位家长的访谈进行专题分析，探讨了香港父母如何看待新冠肺炎大流行对孩子使用学术和非学术私人辅导(PT)的影响。我们试图了解PT在不确定时期父母对孩子的学习和发展需求的思考中的作用，这凸显了父母在面对中断时的暂时性。我们发现，在几乎一半的样本中，保持大流行前的PT水平是最常见的态度，其次是大致相似的父母群体，他们增加或减少了PT的使用。父母对PT功能的看法主要集中在三个方面:减轻学校中断的影响，有效利用新发现的空闲时间，并提供一种正常感。利用时间逃逸的视角，我们确定了在2019冠状病毒病大流行期间，PT如何影响家长在管理“获得”和“失去”时间、适应远程学习、避免健康风险和反思不平等方面的经验和看法的时间因素。

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引用次数: 1

Is there continuity from implicit recognition of intentional action in infants to explicit mindreading in preschoolers? Systematic review of longitudinal evidence and theoretical implications (¿Hay continuidad entre el reconocimiento implícito de la acción intencional en bebés y la lectura de mente explícita en preescolares? Revisión sistemática de la evidencia longitudinal e implicaciones teóricas) 是否有连续性，从对儿童故意行为的隐式认识到对学龄前儿童故意行为的明确认识?系统回顾纵向证据和理论含义(婴儿对意图行为的内隐识别和学龄前儿童的外显读心术之间是否有连续性?对纵向证据和理论意义的系统回顾)

4区教育学 Q3 Social Sciences

Infancia y Aprendizaje

Pub Date : 2023-09-12 DOI: 10.1080/02103702.2023.2230044

Anyerson-Stiths Gómez-Tabares

引用次数: 0

The Brain Balance® programme improves attention and classroom behaviour in students with attentional and developmental challenges in a school setting (El programa Brain Balance® mejora la atención y el comportamiento en el aula de estudiantes con dificultades de atención y de desarrollo en un entorno escolar) Brain Balance®项目改善在学校环境中有注意力和发展挑战的学生的注意力和课堂行为(Brain Balance®项目改善在学校环境中有注意力和发展困难的学生的注意力和课堂行为)

4区教育学 Q3 Social Sciences

Infancia y Aprendizaje

Pub Date : 2023-09-01 DOI: 10.1080/02103702.2023.2235802

Rebecca Jackson, Ryan M. Glanz

The Brain Balance® (BB) programme has been examined in a centre-based setting, but not yet in a school setting. This pilot study assessed sensorimotor, behavioural and cognitive functioning of students aged 5–15 years with pre-existing developmental and academic challenges who attended three one-hour sessions/week of the BB programme on-site at school (n = 15). Non-participating students served as controls (CTLs; n = 11). Before the programme, BB participants were more likely than CTLs to achieve low scores on at least two of six Cambridge Brain Sciences (CBS) cognitive tests. After the programme, the number of these participants with low scores decreased, compared with CTLs. Following participation, the BB group also demonstrated diminished primitive reflexes and improvement in scores on the Vanderbilt ADHD Diagnostic Teacher Rating Scale (VADTRS), and higher scores on sensorimotor tasks, compared with CTLs. Finally, BB participants tended to improve test accuracy and reaction times on six CBS cognitive tests (non-significant). These preliminary results show the potential efficacy of the BB programme in a school setting. Future studies will assess the programme in larger student populations.

大脑平衡®(BB)计划已经在一个以中心为基础的环境中进行了测试，但尚未在学校环境中进行测试。这项试点研究评估了5-15岁的学生的感觉运动、行为和认知功能，这些学生已经存在发展和学业上的挑战，他们在学校参加了三次每周一小时的现场BB课程(n = 15)。未参与的学生作为对照(ctl;N = 11)。在这个项目之前，BB组的参与者比ctl组的参与者更有可能在六项剑桥脑科学(CBS)认知测试中至少两项得低分。项目结束后，与ctl相比，这些得分低的参与者的数量减少了。参与后，与CTLs相比，BB组也表现出原始反射减弱，范德比尔特ADHD诊断教师评定量表(VADTRS)得分提高，感觉运动任务得分更高。最后，在六项CBS认知测试中，BB参与者倾向于提高测试准确性和反应时间(无显著性)。这些初步结果显示了BB计划在学校环境中的潜在功效。未来的研究将在更大的学生群体中评估该项目。

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引用次数: 0

Entrepreneurial leadership of academic managers in cram schools under double reduction policy in China: conceptualizing competencies and resilience (El liderazgo emprendedor de los gestores académicos en los centros de apoyo al estudio ante una política de reducción doble en China: conceptualización de las competencias y la resiliencia) 企业领导of academic cram管理人员减少学校under双重政策:中国conceptualizing competencies与韧性(进取的领导管理研究中心的学者支持驻双减少政策:中国的灾后复原能力概念化和)

4区教育学 Q3 Social Sciences

Infancia y Aprendizaje

Pub Date : 2023-09-01 DOI: 10.1080/02103702.2023.2234247

Percy-Lai-Yin Kwok, William-Wei-Lin Wang

Leadership issues in shadow education are under-researched in national, regional and international contexts. In China, local and central governments have imposed stringent control on academic K9 paid tutorial lessons, provided by cram schools under the new double reduction policy (DRP). Many large-scale cram schools have undergone drastic changes in their organizational structure, marketing strategies and the working environment under the COVID-19 attack and DRP. This study aims to conceptualize how their academic managers in some regions of China exhibited traits of entrepreneurial leadership involving competence and resilience. Qualitative research methods included content analysis of policy documents, observation of tutorial lessons and semi-structured interviews with academic managers. Without overgeneralization, this study merely acts as a motivational guide for complementing the existing research literature on cram schools in China and enriching the international research literature on entrepreneurial leadership in mass tutoring.

影子教育中的领导力问题在国家、区域和国际背景下都没有得到充分研究。在中国，地方和中央政府严格控制由补习学校根据新的双重减免政策(DRP)提供的有偿补习课程。在新冠疫情和DRP的影响下，很多大型补习班的组织结构、营销策略、工作环境都发生了巨大的变化。本研究旨在探讨中国部分地区的学术管理者如何表现出企业家领导的能力和韧性特征。定性研究方法包括政策文件的内容分析、辅导课的观察和对学术管理者的半结构化访谈。本研究仅为补充国内已有的补习班研究文献，并丰富国际上关于创业领导力在大众辅导中的研究文献，提供了一种不过分概括的激励指南。

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引用次数: 1

Online risks at adolescence. Design and validation of a Parental Mediation Scale for Information and Communication Technologies (Riesgos en línea para los adolescentes. Diseño y validación de una escala de mediación parental para las tecnologías de la información y la comunicación — TIC) 他的父亲是一名律师，母亲是一名律师。信息和通信技术家长中介量表的设计和验证(青少年在线风险)。资讯及通讯科技家长调解量表的设计及验证

4区教育学 Q3 Social Sciences

Infancia y Aprendizaje

Pub Date : 2023-05-18 DOI: 10.1080/02103702.2023.2191428

Elena Gervilla-García, Daniel Lloret-Irles, Victor Cabrera-Perona, Iván Fernández-Martínez, Joella Anupol

Parental mediation in the use of Information and Communication Technologies (ICTs) is a protective factor against adolescents’ online risk behaviours. This study aimed to design an assessment scale of parental mediation referred by minors and to explore its structure and psychometric properties. A total of 560 secondary education students (47.5% girls) informed, in addition to parental mediation, about their habits of connection and online communication, privacy and risky online behaviour, and cyber-victimization. Data revealed a Parental Mediation Scale for ICTs (EMP-TIC) composed of 28 items distributed in five dimensions: active regulation, restrictive regulation, co-use, software monitoring and personal monitoring, which explain 55.98% of the variance. The dimensions of monitoring and co-use showed significant positive correlations with cyber-victimization. Higher scores in parental mediation are associated with greater privacy. The Parental Mediation Scale (EMP-TIC) structure is coherent to previous theoretical proposals. EMP-TIC shows adequate psychometric properties and provides information about the parental patterns in the use of ICTs. The scale can be used as a total score of parental mediation or for each of the five included domains.

父母在使用信息通信技术(ict)方面的调解是防止青少年在线风险行为的一个保护因素。本研究旨在设计一份未成年人父母调解量表，并探讨其结构和心理测量学性质。除父母调解外，共有560名中学学生(47.5%为女孩)了解了他们的联系和在线交流习惯、隐私和危险的在线行为以及网络受害情况。数据显示，父母对信息通信技术的调解量表(emptic)由28个条目组成，分布在主动监管、限制性监管、共同使用、软件监控和个人监控五个维度，解释了55.98%的方差。监控和共同使用维度与网络受害呈显著正相关。父母调解得分越高，隐私程度越高。父母调解量表(EMP-TIC)结构与以往的理论建议是一致的。EMP-TIC显示了足够的心理测量特性，并提供了关于父母使用信息通信技术模式的信息。该量表可以用作父母调解的总分或五个包括域中的每一个。

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引用次数: 0

The relationship between auditory temporal processing, phonological processing and reading in Hong Kongese and Taiwanese children: from kindergarten to primary school (La relación entre el procesamiento temporal auditivo, el procesamiento fonológico y la lectura en los niños hongkoneses y taiwaneses: de preescolar a primaria) 香港和台湾儿童听觉时间处理、语音处理和阅读的关系:从幼儿园到小学(香港和台湾儿童听觉时间处理、语音处理和阅读的关系:学前到小学)

4区教育学 Q3 Social Sciences

Infancia y Aprendizaje

Pub Date : 2023-05-10 DOI: 10.1080/02103702.2023.2197348

Li-Chih Wang, Duo Liu, Yen Na Yum, Kevin Kien-Hoa Chung, Szu-Yin Chu, Pui Lun Alan Tai, Zhengye Xu, Hsu-Chan Kuo, Chih-Ching Chang

This study aims to compare auditory temporal processing and phonological processing across locations and age levels and to test the direct and indirect effects of auditory temporal and phonological processing on proficiency in Chinese character reading. We recruited 108 typically developing children — 25 and 24 kindergarteners from Taiwan and Hong Kong, respectively, and 34 and 25 primary school students from Taiwan and Hong Kong, respectively. Our findings showed that, before learning PCS, the languages’ phonological complexity did not affect the importance of ATP in Chinese reading. Also, we found the use of PCS could lead to a direct effect from students’ ATP to Chinese character reading as well as through phonological awareness. Our findings indicated that ways of learning to read influence children’s patterns of cognitive and linguistic abilities, which should be considered in teaching designs for reading.

本研究旨在比较不同地域和年龄水平的听觉时间加工和语音加工，并检验听觉时间加工和语音加工对汉字阅读能力的直接和间接影响。我们招募了108名发育正常的儿童——分别来自台湾和香港的幼儿园儿童25名和24名，以及来自台湾和香港的小学生34名和25名。我们的研究结果表明，在学习汉语语音前，语言的语音复杂性并不影响汉语阅读中ATP的重要性。此外，本研究还发现，使用汉语语音识别可以直接影响学生的ATP对汉字阅读以及语音意识的影响。我们的研究结果表明，学习阅读的方式会影响儿童的认知模式和语言能力，这在阅读教学设计中应予以考虑。

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引用次数: 0

A multidimensional approach to Spanish-English bilingual preschoolers' narrative skills. 西班牙语-英语双语学龄前儿童叙事技能的多维研究。

4区教育学 Q3 Social Sciences

Infancia y Aprendizaje

Pub Date : 2021-01-01 DOI: 10.1080/02103702.2021.1888493

Martha Shiro, Erika Hoff

We identify language and discourse skills in 54-month-old Spanish-English bilingual preschoolers and their English-speaking monolingual peers, using multiple measures. Forty-one Spanish-English bilingual and 25 English monolingual children, all US born, viewed an eight-minute wordless video. The bilingual children recounted the story once in English and once in Spanish, in counterbalanced order. The story retellings were transcribed and coded for discourse skills (narrative length, narrative components and uses of evaluative language) and language skills (number of words, number of different words, MLUw). No difference was found in the two groupś overall language or discourse skills, assessed in the narrative production, with the exception of certain uses of evaluative language. Within the bilingual group, all measures, except MLUw, were highly correlated across the two languages. Our multidimensional analysis of narrative structure and use of evaluative language sheds light on certain differences between the ways in which English monolinguals and Spanish-English bilinguals organize their narrative discourse. We discuss the advantages of using this multidimensional approach in assessing bilingualś language and discourse abilities in narrative production.

我们使用多种测量方法来确定54个月大的西班牙-英语双语学龄前儿童和他们的英语单语同龄人的语言和话语技能。41名西班牙语-英语双语儿童和25名英语单语儿童，都出生在美国，观看了一段8分钟的无文字视频。双语儿童一次用英语，一次用西班牙语讲述这个故事，顺序是平衡的。对复述的故事进行转录和编码，以评估话语技巧(叙事长度、叙事成分和评价语言的使用)和语言技巧(单词数、不同单词数、MLUw)。除了某些评价性语言的使用外，两组在叙事生产中评估的整体语言或话语技能方面没有发现差异。在双语组中，除MLUw外，所有测量值在两种语言之间都高度相关。我们对叙事结构和评价性语言使用的多维分析揭示了英语单语者和西班牙-英语双语者组织叙事话语方式的某些差异。我们讨论了使用这种多维方法来评估双语语言和叙事生产中的话语能力的优势。

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引用次数: 2

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全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

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