Pub Date : 2017-01-02DOI: 10.1080/11356405.2016.1274144
Miren Fernández-de-Álava, C. Quesada-Pallarés, M. García-Carmona
Abstract From a comparative intergenerational analysis, this article examines the use of ICTs in the workplace by working-age Spaniards. To do so, it uses the 2012 PIAAC survey administered to 6,055 Spaniards on the variables related to the use of ICTs in the workplace. Descriptive and inferential analyses were carried out, taking the categories of digital immigrant and digital native as the reference, and adding another variable: pre-digital immigrant. Broadly speaking, the results show that ‘pre-digital immigrants’ (who started to use ICTs late) use ICTs less at work compared to ‘digital immigrants’ (who started to use ICTs via an adaptation process that began in their early or mid-adulthood), although they use them more than ‘digital natives’ (who started to use ICTs at a very young age). Finally, we discuss the implications of the results considering today’s society, and we offer potential avenues of future research.
{"title":"Use of ICTs at work: an intergenerational analysis in Spain / Uso de las TIC en el puesto de trabajo: un análisis intergeneracional en España","authors":"Miren Fernández-de-Álava, C. Quesada-Pallarés, M. García-Carmona","doi":"10.1080/11356405.2016.1274144","DOIUrl":"https://doi.org/10.1080/11356405.2016.1274144","url":null,"abstract":"Abstract From a comparative intergenerational analysis, this article examines the use of ICTs in the workplace by working-age Spaniards. To do so, it uses the 2012 PIAAC survey administered to 6,055 Spaniards on the variables related to the use of ICTs in the workplace. Descriptive and inferential analyses were carried out, taking the categories of digital immigrant and digital native as the reference, and adding another variable: pre-digital immigrant. Broadly speaking, the results show that ‘pre-digital immigrants’ (who started to use ICTs late) use ICTs less at work compared to ‘digital immigrants’ (who started to use ICTs via an adaptation process that began in their early or mid-adulthood), although they use them more than ‘digital natives’ (who started to use ICTs at a very young age). Finally, we discuss the implications of the results considering today’s society, and we offer potential avenues of future research.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131854374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-01DOI: 10.1080/11356405.2016.1237339
R. Durán-Martínez, Fernando Beltrán-Llavador, F. Martínez-Abad
Abstract This article aims to report on a contrastive analysis between the perceptions of novice and expert teachers on four key dimensions of implementing CLIL (Content and Language Integrated Learning) in primary and secondary schools in Spain. To this end, we applied a non-experimental research design with an ex-post-facto methodology using questionnaire studies. The instrument employed was an adaptation of a previous questionnaire, which was completed by 151 in-service teachers. From the data analysis, statistically significant differences were obtained in the criteria variables when they concerned the teaching experience in CLIL projects. Our data confirm that expert CLIL teachers prioritize methodological competencies and the ability to integrate language and content over subject knowledge and language proficiency, exhibit a more critical view of published course materials, value cooperation and innovation as integral components of CLIL teaching more highly than novice teachers and are more aware of the benefits of bilingual programmes.
{"title":"A contrastive analysis between novice and expert teachers’ perceptions of school bilingual programmes / Un análisis comparativo entre las percepciones del profesorado novel y experto sobre los programas escolares bilingües","authors":"R. Durán-Martínez, Fernando Beltrán-Llavador, F. Martínez-Abad","doi":"10.1080/11356405.2016.1237339","DOIUrl":"https://doi.org/10.1080/11356405.2016.1237339","url":null,"abstract":"Abstract This article aims to report on a contrastive analysis between the perceptions of novice and expert teachers on four key dimensions of implementing CLIL (Content and Language Integrated Learning) in primary and secondary schools in Spain. To this end, we applied a non-experimental research design with an ex-post-facto methodology using questionnaire studies. The instrument employed was an adaptation of a previous questionnaire, which was completed by 151 in-service teachers. From the data analysis, statistically significant differences were obtained in the criteria variables when they concerned the teaching experience in CLIL projects. Our data confirm that expert CLIL teachers prioritize methodological competencies and the ability to integrate language and content over subject knowledge and language proficiency, exhibit a more critical view of published course materials, value cooperation and innovation as integral components of CLIL teaching more highly than novice teachers and are more aware of the benefits of bilingual programmes.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116105317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-01DOI: 10.1080/11356405.2016.1237340
J. Tomás-Miquel, Débora Nicolau-Juliá, Manuel Expósito-Langa
Abstract In recent years, the literature has stressed the importance of relational factors in students’ academic performance. Thus, the networks of assistance and exchange in academic matters and the expressive or friendship networks established in the classroom can have a significant influence on students’ academic performance. For this reason, we thought that it might be interesting to explore the intensity, structure and interaction of these networks, as well as their ties with students’ academic performance. Using social network analysis, we performed an exploratory study on the relations in a sample of students from the Universitat Politècnica de València. The results show that students’ academic assistance and exchange network and friendship network show a high density and mutual correlation, and that the way students integrate socially into the academic network determines their university performance. These results can guide universities in the development of activities aimed at shaping the form and quality of students’ relational capacity.
{"title":"The social relations of university students: intensity, interaction and association with academic performance / Las relaciones sociales de los estudiantes en la universidad: intensidad, interrelación y vinculación con el rendimiento académico","authors":"J. Tomás-Miquel, Débora Nicolau-Juliá, Manuel Expósito-Langa","doi":"10.1080/11356405.2016.1237340","DOIUrl":"https://doi.org/10.1080/11356405.2016.1237340","url":null,"abstract":"Abstract In recent years, the literature has stressed the importance of relational factors in students’ academic performance. Thus, the networks of assistance and exchange in academic matters and the expressive or friendship networks established in the classroom can have a significant influence on students’ academic performance. For this reason, we thought that it might be interesting to explore the intensity, structure and interaction of these networks, as well as their ties with students’ academic performance. Using social network analysis, we performed an exploratory study on the relations in a sample of students from the Universitat Politècnica de València. The results show that students’ academic assistance and exchange network and friendship network show a high density and mutual correlation, and that the way students integrate socially into the academic network determines their university performance. These results can guide universities in the development of activities aimed at shaping the form and quality of students’ relational capacity.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121787569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-09-30DOI: 10.1080/11356405.2016.1230295
Ana Marcet, M. J. Jiménez, Manuel Perea
Abstract Despite its relevance in theoretical and practical terms, braille reading has received little attention from researchers. Awareness of the pros and cons of the different procedures used to examine braille reading is needed to facilitate the realization of systematic studies and to improve teaching methods in braille reading. This study provides a critical examination of braille reading methods and highlights key points for future studies on tactile reading.
{"title":"Why braille reading is important and how to study it / Por qué es importante la lectura en braille y cómo estudiarla","authors":"Ana Marcet, M. J. Jiménez, Manuel Perea","doi":"10.1080/11356405.2016.1230295","DOIUrl":"https://doi.org/10.1080/11356405.2016.1230295","url":null,"abstract":"Abstract Despite its relevance in theoretical and practical terms, braille reading has received little attention from researchers. Awareness of the pros and cons of the different procedures used to examine braille reading is needed to facilitate the realization of systematic studies and to improve teaching methods in braille reading. This study provides a critical examination of braille reading methods and highlights key points for future studies on tactile reading.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115444202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-09-28DOI: 10.1080/11356405.2016.1231759
Phuong Nam T. Nguyen, T. Janssen, Gert Rijlaarsdam, Wilfried Admiraal
Abstract This study examines the effects of self-questioning on EFL students’ literary reading engagement. Two interventions were tested: (1) students generating questions while reading short stories, and then exploring their questions in small-groups; and (2) students generating questions while reading, and then reflecting through a free writing activity. Participants were 59 Vietnamese undergraduate students enrolled in an English as a foreign language course. A pre-test post-test control group design with switching replications was used, with a control condition in which the teacher (instead of the students) posed the questions. Students’ reading engagement was measured by a written response to a short story and a questionnaire. Results showed that both self-questioning interventions positively influenced students’ reading engagement compared to the control condition. A maintenance of effects was also observed. We conclude that self-questioning combined with group discussions or free writing promotes students’ reading engagement.
{"title":"Effects of self-questioning on EFL students’ engagement in literary reading / Los efectos del autocuestionamiento en la lectura comprometida de textos literarios de estudiantes de inglés como lengua extranjera","authors":"Phuong Nam T. Nguyen, T. Janssen, Gert Rijlaarsdam, Wilfried Admiraal","doi":"10.1080/11356405.2016.1231759","DOIUrl":"https://doi.org/10.1080/11356405.2016.1231759","url":null,"abstract":"Abstract This study examines the effects of self-questioning on EFL students’ literary reading engagement. Two interventions were tested: (1) students generating questions while reading short stories, and then exploring their questions in small-groups; and (2) students generating questions while reading, and then reflecting through a free writing activity. Participants were 59 Vietnamese undergraduate students enrolled in an English as a foreign language course. A pre-test post-test control group design with switching replications was used, with a control condition in which the teacher (instead of the students) posed the questions. Students’ reading engagement was measured by a written response to a short story and a questionnaire. Results showed that both self-questioning interventions positively influenced students’ reading engagement compared to the control condition. A maintenance of effects was also observed. We conclude that self-questioning combined with group discussions or free writing promotes students’ reading engagement.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129395219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-09-26DOI: 10.1080/11356405.2016.1230294
A. I. Moro-Egido
Abstract In this paper we will focus on the effects of continuous and final assessment on students’ final grades. In particular, the aim is to quantify the degree of improvement that the qualification criteria of written tasks entails, and to ascertain whether continuous assessment is crucial for the final grade of students who have passed the continuous assessment process. The results suggest that the way in which the final grade is calculated is crucial for the results. The findings indicate that continuous assessment activities (practical activities in class and submission of written papers) are more relevant for the final grade than the completion of tests throughout the course.
{"title":"An assessment of evaluation techniques in higher education: the experience of macroeconomics / La evaluación de las técnicas de evaluación en la enseñanza universitaria: la experiencia de macroeconomía","authors":"A. I. Moro-Egido","doi":"10.1080/11356405.2016.1230294","DOIUrl":"https://doi.org/10.1080/11356405.2016.1230294","url":null,"abstract":"Abstract In this paper we will focus on the effects of continuous and final assessment on students’ final grades. In particular, the aim is to quantify the degree of improvement that the qualification criteria of written tasks entails, and to ascertain whether continuous assessment is crucial for the final grade of students who have passed the continuous assessment process. The results suggest that the way in which the final grade is calculated is crucial for the results. The findings indicate that continuous assessment activities (practical activities in class and submission of written papers) are more relevant for the final grade than the completion of tests throughout the course.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130600128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-09-22DOI: 10.1080/11356405.2016.1231760
L. Nikitina
Abstract This pedagogically-oriented study investigated cultural representations of Portugal held by 29 learners of Portuguese in a large public university in Malaysia. The main purpose of this study was to demonstrate how these representations could be employed for teaching the cultural component of the Portuguese language programme. During the content analysis, representations of Portugal provided by the respondents were divided into 11 categories. The study then assessed salience and favourability of each category of images. The findings revealed that the language learners’ representations of Portugal were for the most part positive. The images referring to Portuguese people formed the largest and most salient category. Overall, the students’ representations of Portugal tended to be simplistic and included ubiquitous stereotypes. A discussion of pedagogical implications arising from these findings concludes the article.
{"title":"Language learners’ representations of Portugal: implications for culture teaching / Las representaciones de Portugal de los estudiantes de portugués: implicaciones en la enseñanza de aspectos culturales","authors":"L. Nikitina","doi":"10.1080/11356405.2016.1231760","DOIUrl":"https://doi.org/10.1080/11356405.2016.1231760","url":null,"abstract":"Abstract This pedagogically-oriented study investigated cultural representations of Portugal held by 29 learners of Portuguese in a large public university in Malaysia. The main purpose of this study was to demonstrate how these representations could be employed for teaching the cultural component of the Portuguese language programme. During the content analysis, representations of Portugal provided by the respondents were divided into 11 categories. The study then assessed salience and favourability of each category of images. The findings revealed that the language learners’ representations of Portugal were for the most part positive. The images referring to Portuguese people formed the largest and most salient category. Overall, the students’ representations of Portugal tended to be simplistic and included ubiquitous stereotypes. A discussion of pedagogical implications arising from these findings concludes the article.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114756926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-09-19DOI: 10.1080/11356405.2016.1230293
B. Gargallo, Carmen Campos, Gonzalo Almerich
Abstract Self-regulated learning is very important at university, since students must manage the strategies and abilities necessary to be autonomous and effective in their learning. The aim of this study was to analyse the effects of a course designed for this purpose on learning strategies and students’ achievement of first-year university students. A quasi-experimental pre-test/post-test design was used, with an experimental group and a control group, applying measurement instruments before starting and after finishing the course. The learning process was analysed on this course, with students being trained in the use of relevant learning strategies — metacognitive strategies, strategies for processing and using information and affective and motivational strategies. The sample consisted of 47 students, 23 of them belonging to the experimental group and 24 of them to the control group, from various degrees at the University of Valencia. The results confirmed significant improvements in the learning strategy scores of the experimental group compared to the control group. There was also an improvement in academic achievement, but in this case the differences were not statistically significant.
{"title":"Learning to learn at university. The effects of an instrumental subject on learning strategies and academic achievement / Aprender a aprender en la universidad. Efectos de una materia instrumental sobre las estrategias de aprendizaje y el rendimiento académico","authors":"B. Gargallo, Carmen Campos, Gonzalo Almerich","doi":"10.1080/11356405.2016.1230293","DOIUrl":"https://doi.org/10.1080/11356405.2016.1230293","url":null,"abstract":"Abstract Self-regulated learning is very important at university, since students must manage the strategies and abilities necessary to be autonomous and effective in their learning. The aim of this study was to analyse the effects of a course designed for this purpose on learning strategies and students’ achievement of first-year university students. A quasi-experimental pre-test/post-test design was used, with an experimental group and a control group, applying measurement instruments before starting and after finishing the course. The learning process was analysed on this course, with students being trained in the use of relevant learning strategies — metacognitive strategies, strategies for processing and using information and affective and motivational strategies. The sample consisted of 47 students, 23 of them belonging to the experimental group and 24 of them to the control group, from various degrees at the University of Valencia. The results confirmed significant improvements in the learning strategy scores of the experimental group compared to the control group. There was also an improvement in academic achievement, but in this case the differences were not statistically significant.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125567710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-02DOI: 10.1080/11356405.2016.1196899
Eduardo Martín
Abstract The objectives of this study are twofold: to see if gender differences in social reputation remain stable throughout schooling, and to analyse behavioural differences between boys and girls with rejected status. A sociometric test was carried out and the Allocation of Perceptive Attributes Method was applied to a sample of 777 students in the mid-cycle and upper-cycle of primary education (years three to six) and the first cycle of CSE (Compulsory Secondary Education). The results show that differences in social reputation remain stable throughout schooling, with the exception of a few trends. We also find that rejection in boys is characterized by behavioural attributes, while characteristics associated with rejection in girls seem to be more subtle. It is concluded that gender ought to be taken into account in the design and implementation of intervention programmes aimed at improving the social integration of students.
{"title":"Gender differences in social reputation and peer rejection at school / Diferencias de género en la reputación social y el rechazo entre iguales en la escuela","authors":"Eduardo Martín","doi":"10.1080/11356405.2016.1196899","DOIUrl":"https://doi.org/10.1080/11356405.2016.1196899","url":null,"abstract":"Abstract The objectives of this study are twofold: to see if gender differences in social reputation remain stable throughout schooling, and to analyse behavioural differences between boys and girls with rejected status. A sociometric test was carried out and the Allocation of Perceptive Attributes Method was applied to a sample of 777 students in the mid-cycle and upper-cycle of primary education (years three to six) and the first cycle of CSE (Compulsory Secondary Education). The results show that differences in social reputation remain stable throughout schooling, with the exception of a few trends. We also find that rejection in boys is characterized by behavioural attributes, while characteristics associated with rejection in girls seem to be more subtle. It is concluded that gender ought to be taken into account in the design and implementation of intervention programmes aimed at improving the social integration of students.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115055707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-02DOI: 10.1080/11356405.2016.1196898
N. González-Fernández, Irina Salcines-Talledo, Pablo Maraver-López
Abstract The family is the main network of relationships in which the values and norms for living in society are transmitted. In a society where the presence of the media is prominent, media literacy in the family is more important than ever. For this reason, this study aims to analyse Spanish families’ perception of all aspects related to their knowledge about the media, their use of the media, their critical and expressive capacity and their perception of the weaknesses and risks of the media. To do so, we have analysed data from nine Spanish regions through focus groups (FG) with the participation of parents representing different kinds of families. The evidence collected highlights the need for media training for all family members so they can actively, critically and creatively take advantage of the potential afforded by the technologies and media in education for active, participatory citizenship.
{"title":"Spanish parents’ perception of family media literacy / Percepción de padres y madres españoles acerca de la alfabetización audiovisual familiar","authors":"N. González-Fernández, Irina Salcines-Talledo, Pablo Maraver-López","doi":"10.1080/11356405.2016.1196898","DOIUrl":"https://doi.org/10.1080/11356405.2016.1196898","url":null,"abstract":"Abstract The family is the main network of relationships in which the values and norms for living in society are transmitted. In a society where the presence of the media is prominent, media literacy in the family is more important than ever. For this reason, this study aims to analyse Spanish families’ perception of all aspects related to their knowledge about the media, their use of the media, their critical and expressive capacity and their perception of the weaknesses and risks of the media. To do so, we have analysed data from nine Spanish regions through focus groups (FG) with the participation of parents representing different kinds of families. The evidence collected highlights the need for media training for all family members so they can actively, critically and creatively take advantage of the potential afforded by the technologies and media in education for active, participatory citizenship.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130676449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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