Pub Date : 2019-01-01DOI: 10.4438/1988-592X-RE-2019-384-408
Albelda-Esteban Beatriz
espanolEn este articulo se aborda el impacto de las bibliotecas escolares sobre la comprension lectora del alumnado de educacion primaria en Espana. Se analiza la influencia de la biblioteca escolar sobre cuatro dimensiones de la competencia lectora: comprension de textos literarios, comprension de textos informativos, competencia en obtencion de informacion y en su tratamiento e interpretacion. Se analiza la influencia de los recursos y actividades bibliotecarias, y del profesor-bibliotecario, sobre la competencia lectora. Se emplea un enfoque metodologico mixto, con una primera aproximacion cuantitativa complementada con un segundo abordaje cualitativo. Se analizan estadisticamente los datos del estudio internacional PIRLS 2016 tomando los resultados en comprension lectora del alumnado espanol como variable dependiente y evaluando la influencia de diferentes variables explicativas relacionadas con la biblioteca escolar. El abordaje cualitativo indaga sobre el impacto de las bibliotecas escolares, en tanto que impacto percibido desde el contexto educativo, en particular por los docentes bibliotecarios. Las evidencias se extraen del caso de una red provincial de bibliotecas escolares y de uno de sus centros. Los resultados confirman que la biblioteca escolar influye positivamente en las cuatro dimensiones de la competencia lectora. El acceso integrado a los distintos recursos y actividades bibliotecarios potencia el aprendizaje autonomo, el desarrollo del habito lector y la socializacion de la lectura. El efecto es mayor si se refuerza la autonomia del alumno en el uso de la biblioteca, y si este experimenta disfrute y confianza cuando acude a la biblioteca. Se confirma la contribucion del profesorado con formacion bibliotecaria sobre la competencia lectora del alumnado. Esta se refuerza cuando se trabaja de forma integrada con la biblioteca como recurso vinculado a proyectos y tareas. Se sugiere realizar una comparacion con alumnado de educacion secundaria y con otras redes autonomicas de bibliotecas escolares. Se apunta la idoneidad de interrogar sobre el papel de la biblioteca escolar en futuras evaluaciones internacionales. EnglishIn this paper, we explore the impact of school libraries on students' reading competence at primary school in Spain. The influence of the school library on four dimensions of reading competence is further analysed: comprehension of literary texts and informative texts, competence in retrieving information and competence in interpreting and evaluating information. The paper explores the impact of different library resources and activities, alongside the teacherlibrarian, on the pupils' reading literacy. A mixed methodological approach, i.e., a combination of quantitative and qualitative data is performed. We used the datasets released from the PIRLS 2016 international study to perform the statistical analysis. Then, using a qualitative approach, we explored the impact of school libraries, as perceived by the educatio
这篇文章讨论了学校图书馆对西班牙小学生阅读理解的影响。本文分析了学校图书馆对阅读能力四个维度的影响:文学文本理解、信息文本理解、信息获取能力及其处理和解释。本文分析了图书馆资源和活动以及图书馆员教师对阅读能力的影响。本文采用了一种混合的方法论方法，第一种是定量方法，第二种是定性方法。以西班牙学生的阅读理解结果为因变量，对2016年PIRLS国际研究的数据进行统计分析，评估与学校图书馆相关的不同解释变量的影响。本文提出了一种定性方法，通过这种方法，学校图书馆作为一种感知的影响，从教育背景，特别是图书馆员教师。证据来自一个省级学校图书馆网络及其中心的案例。本研究的目的是评估学校图书馆对阅读能力的四个维度的影响。综合获取不同的图书馆资源和活动可以促进自主学习、阅读习惯的发展和阅读的社会化。如果学生在使用图书馆时的自主性得到加强，并且在去图书馆时体验到乐趣和信心，效果会更大。本研究的目的是评估学生的阅读能力。当以集成的方式与库作为链接到项目和任务的资源一起工作时，它会得到加强。本研究的目的是确定在公立和私立学校图书馆中使用的教学方法，以及在公立和私立学校图书馆中使用的教学方法。本研究的目的是探讨学校图书馆在未来国际评估中的作用。在本文中，我们探讨了学校图书馆对西班牙小学学生阅读能力的影响。进一步分析了学校图书馆对阅读能力四个方面的影响:对文学文本和信息文本的理解、检索信息的能力以及解读和评价信息的能力。不同library The paper explores The impact of resources和活动、alongside The teacherlibrarian on The北爱尔兰‘阅读识字。采用了一种混合方法，即定量和定性数据相结合。我们使用PIRLS 2016国际研究发布的数据集进行统计分析。然后，我们采用定性的方法，探讨了学校图书馆的影响，从教育环境，特别是教师图书馆的感知。定性数据是从省级学校图书馆网络及其一所学校收集的。研究结果证实，学校图书馆对阅读技能的四个维度有积极影响。综合获取所有图书馆资源和活动，加强自主学习，发展阅读习惯和阅读社会化。如果鼓励学生更独立地使用图书馆，如果学生喜欢来到图书馆并在那里感到自信，效果会更大。接受图书馆问题培训的教师对学生阅读能力的积极影响得到证实。当它们将图书馆作为与具体项目和任务相联系的综合资源时，这种影响更大。建议与中学学生和其他区域学校图书馆网络进行比较。最后，建议在进一步的国际调查中列入更多关于学校图书馆作用的资料。
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Pub Date : 2018-07-25DOI: 10.4438/1988-592X-RE-2017-381-382
María Luz Diago Egaña, M. Revuelta, P. G. González
The first time the "Learning Style" construct (Gibson, 1969) appears, it does so with a meaning that denotes how a person prefers to be presented with the information to carry out the learning. This definition has evolved over the years, while numerous tools were developed to detect each of its dimensions. This study aims to develop an updated list of tools available for the detection of different learning styles; analyzing its metric characteristics and to weigh the questionnaires according to their use, as well as to analyze the relationship between the measurement tools of the learning styles. A comprehensive bibliographic search is carried out by using different internet searching engines such as Google Scholar, Web of Science (WOS), Dialnet, Education Resources Information Center (ERIC), ScienceDirect and a bibliometric analysis performed in the period from May 21, 2015 to April 30, 2017. We present an updated list of the tools available to detect learning styles, based on the four minimum criteria postulated by Coffield, Moseley, Hall y Ecclestone (2004). We analyze the metric characteristics of the questionnaires collected by them, together with others found in our research, also considering whether or not these questionnaires are validated. While the CSI questionnaire (Allison and Hayes, 1996) is presented as the most robust, if we stick to questionnaires that would fit with the original semantics of the term "Learning Styles" (Gibson, 1969), inventories VAK/VARK (Google Scholar in any language), CHAEA (Google Scholar in Spanish) and ILS (Felder y Soloman, 1997) (Web of Science and ScienceDirect) would be the most widely used. It is concluded that the percentage weight of the questionnaires, based on their presence in literature, varies according to the search language and the search engine used.
“学习风格”结构(Gibson, 1969)第一次出现时，它的含义是指一个人更喜欢如何被提供信息来进行学习。这个定义已经发展了多年，同时开发了许多工具来检测它的每个维度。本研究的目的是开发一个更新的工具列表，用于检测不同的学习风格;分析其度量特征，根据问卷的使用情况对问卷进行称重，并分析学习风格测量工具之间的关系。在2015年5月21日至2017年4月30日期间，利用Google Scholar、Web of Science (WOS)、Dialnet、educational Resources Information Center (ERIC)、ScienceDirect等不同的互联网搜索引擎进行了全面的书目检索，并进行了文献计量分析。我们根据Coffield、Moseley、Hall和Ecclestone(2004)提出的四个最低标准，列出了一份最新的用于检测学习风格的工具清单。我们分析了他们收集的问卷的度量特征，以及我们在研究中发现的其他问卷，也考虑了这些问卷是否有效。虽然CSI问卷(Allison and Hayes, 1996)被认为是最强大的，但如果我们坚持使用符合“学习风格”一词的原始语义的问卷(Gibson, 1969)，那么清单VAK/VARK(任何语言的谷歌学者)、CHAEA(西班牙语的谷歌学者)和ILS (Felder y Soloman, 1997) (Web of Science和ScienceDirect)将是最广泛使用的。结论是，问卷的百分比权重，基于它们在文献中的存在，根据搜索语言和使用的搜索引擎而变化。
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This guide accompanies the following article: Mellander, E. & Svardh, J. 2018 Inquiry-based learning put to the test: Medium-term effects of a science and technology for children programme. Rev ...
本指南附有以下文章:Mellander, E. & Svardh, J. 2018探究性学习的试验:儿童科技项目的中期效应。牧师……
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Callie W. Little, J. C. Clark, Novell E. Tani, C. Connor
The present study examined the effect of technology-based writing instruction on writing outcomes using meta-analytic methods. Additionally, this study investigated whether characteristics of study, sample, and outcome moderated the effect of technology-based writing instruction. Six studies were coded resulting in 11 extracted effect sizes. Results revealed that the weighted average effect size for technology-based writing instruction was 0.28, suggesting an educationally relevant and impactful effect of education technology on writing outcomes. Several moderators were included in this meta-analysis, but did not significantly influence effect sizes. One exception was learning disability (LD) status; however, these results should be interpreted with caution as only one study included an LD sample. Overall, these results support previous research and provide knowledge of the populations that are potentially impacted by technology-based writing instruction. Previous literature suggests technology-based writing instruction may supplement teachers’ efforts to deliver instruction and provide practice time to students, affording students extra opportunities to engage with writing both in and out of the classroom; however, more research is required to determine the exact mechanisms through which technology may impact writing skills. Recommendations for reporting techniques and directions for future research in development and implementation of technology-based writing instruction are discussed. in a n The study based its evaluations on comparing the Tennessee Comprehensive Assessment Program Education, 2010) writing scores of students within the study who were taught in high technology use classrooms with students who were taught low technology use classrooms. Comparisons were conducted between level of technology use (low or high) and level of course (honours or standard) with assignment based on teacher reports of the level of technology use in their classrooms and level of course provided by the district manual. Technology use was measured on a 5-point Likert scale with a mean score of 2.5 or greater designated as high technology use and a mean score less than 2.5 designated as low technology use.
{"title":"Improving writing skills through technology‐based instruction: A meta‐analysis","authors":"Callie W. Little, J. C. Clark, Novell E. Tani, C. Connor","doi":"10.1002/REV3.3114","DOIUrl":"https://doi.org/10.1002/REV3.3114","url":null,"abstract":"The present study examined the effect of technology-based writing instruction on writing outcomes using meta-analytic methods. Additionally, this study investigated whether characteristics of study, sample, and outcome moderated the effect of technology-based writing instruction. Six studies were coded resulting in 11 extracted effect sizes. Results revealed that the weighted average effect size for technology-based writing instruction was 0.28, suggesting an educationally relevant and impactful effect of education technology on writing outcomes. Several moderators were included in this meta-analysis, but did not significantly influence effect sizes. One exception was learning disability (LD) status; however, these results should be interpreted with caution as only one study included an LD sample. Overall, these results support previous research and provide knowledge of the populations that are potentially impacted by technology-based writing instruction. Previous literature suggests technology-based writing instruction may supplement teachers’ efforts to deliver instruction and provide practice time to students, affording students extra opportunities to engage with writing both in and out of the classroom; however, more research is required to determine the exact mechanisms through which technology may impact writing skills. Recommendations for reporting techniques and directions for future research in development and implementation of technology-based writing instruction are discussed. in a n The study based its evaluations on comparing the Tennessee Comprehensive Assessment Program Education, 2010) writing scores of students within the study who were taught in high technology use classrooms with students who were taught low technology use classrooms. Comparisons were conducted between level of technology use (low or high) and level of course (honours or standard) with assignment based on teacher reports of the level of technology use in their classrooms and level of course provided by the district manual. Technology use was measured on a 5-point Likert scale with a mean score of 2.5 or greater designated as high technology use and a mean score less than 2.5 designated as low technology use.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"53 1","pages":"183-201"},"PeriodicalIF":1.4,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84309191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We evaluate the effects of participation in the Swedish version of the Science and Technology for Children Program on content and process skills in sciences, in grade 9. The Swedish version, called ...
我们评估了参与瑞典版儿童科学技术计划对九年级学生科学内容和过程技能的影响。瑞典版的，叫做…
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{"title":"Context and Implications Document for: Filling in the gaps: A theoretical grounding for an education programme for adolescent socioemotional and vocational development in Ireland","authors":"A. Clerkin","doi":"10.1002/REV3.3113","DOIUrl":"https://doi.org/10.1002/REV3.3113","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"64 1","pages":"180-182"},"PeriodicalIF":1.4,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84833472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since the 1970s, schools in Ireland have offered an optional programme known as ‘Transition Year’ midway through secondary education, when students are typically 15 years old. It lasts one academic year and aims to promote maturity, social development and vocational exploration, and to give students a chance to develop personal and intellectual interests in the absence of high-stakes examination pressure. On returning to more conventional classes, participants are expected to be better prepared to study and better prepared for life beyond school. The evolution of Transition Year over nearly half a century has been driven primarily by committed teachers and particular policy decisions, but, despite increasing uptake, it has lacked a strong theoretical grounding. This has contributed to a measure of public ambivalence and vulnerability to political vicissitudes. This paper reviews the extant literature on Transition Year, situates Transition Year in the context of selected aspects of the psychological literature on socioemotional development, highlights avenues for future research and discusses its relevance to social and emotional learning in global education beyond Ireland.
{"title":"Filling in the gaps: A theoretical grounding for an education programme for adolescent socioemotional and vocational development in Ireland","authors":"A. Clerkin","doi":"10.1002/REV3.3112","DOIUrl":"https://doi.org/10.1002/REV3.3112","url":null,"abstract":"Since the 1970s, schools in Ireland have offered an optional programme known as ‘Transition Year’ midway through secondary education, when students are typically 15 years old. It lasts one academic year and aims to promote maturity, social development and vocational exploration, and to give students a chance to develop personal and intellectual interests in the absence of high-stakes examination pressure. On returning to more conventional classes, participants are expected to be better prepared to study and better prepared for life beyond school. The evolution of Transition Year over nearly half a century has been driven primarily by committed teachers and particular policy decisions, but, despite increasing uptake, it has lacked a strong theoretical grounding. This has contributed to a measure of public ambivalence and vulnerability to political vicissitudes. This paper reviews the extant literature on Transition Year, situates Transition Year in the context of selected aspects of the psychological literature on socioemotional development, highlights avenues for future research and discusses its relevance to social and emotional learning in global education beyond Ireland.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"107 1","pages":"146-179"},"PeriodicalIF":1.4,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76667443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-01DOI: 10.4438/1988-592X-RE-2017-380-376
J. Figueroa, E. L. González, Luis Lizasoain Hernández, María Desamparados Martínez San Pedro, Enrique Navarro-Asencio
In line with the previous results, the 2015 edition of the PISA program shows that one of the main problems of the Spanish education system is that almost 20% of students are in the lower two levels of performance and only 5% of students achieve the highest levels of competence in science. Firstly, this paper aims to characterize extreme performance groups of students in PISA 2015 Science. Second, to identify variables that have a significant impact on the performance of these groups in order to generate information that allows intervention by educational authorities or schools. For this, a secondary analysis is performed on the database of PISA 2015 Spanish students. The variables analyzed in this paper are indicators of different constructs measured in the context questionnaires administered to students, teachers and principals. The results show that the variables that most differentiate between the two extreme groups at student’ level are those related to perceived self-efficacy in science, interest and enjoyment of scientific issues, epistemological beliefs, among others. And, at school level the most impact indicator is related to the behaviors that make learning difficult emerge. The set of variables that make up this factor point to the importance of a school climate that favors and enhances an adequate classroom work environment.
{"title":"Alumnado español de alto y bajo rendimiento en ciencias en PISA 2015: análisis del impacto de algunas variables de contexto","authors":"J. Figueroa, E. L. González, Luis Lizasoain Hernández, María Desamparados Martínez San Pedro, Enrique Navarro-Asencio","doi":"10.4438/1988-592X-RE-2017-380-376","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2017-380-376","url":null,"abstract":"In line with the previous results, the 2015 edition of the PISA program shows that one of the main problems of the Spanish education system is that almost 20% of students are in the lower two levels of performance and only 5% of students achieve the highest levels of competence in science. Firstly, this paper aims to characterize extreme performance groups of students in PISA 2015 Science. Second, to identify variables that have a significant impact on the performance of these groups in order to generate information that allows intervention by educational authorities or schools. For this, a secondary analysis is performed on the database of PISA 2015 Spanish students. The variables analyzed in this paper are indicators of different constructs measured in the context questionnaires administered to students, teachers and principals. The results show that the variables that most differentiate between the two extreme groups at student’ level are those related to perceived self-efficacy in science, interest and enjoyment of scientific issues, epistemological beliefs, among others. And, at school level the most impact indicator is related to the behaviors that make learning difficult emerge. The set of variables that make up this factor point to the importance of a school climate that favors and enhances an adequate classroom work environment.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"56 1","pages":"156-184"},"PeriodicalIF":1.4,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77629139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-05DOI: 10.4438/1988-592X-RE-2017-379-367
M. González, I. Ramos
This research paper analyzes the educative attention of an immigrant student in our country through the analysis of the subjective opinions from several experts in this research area. Firstly, this research paper will be focused in the main problems presented by this thematic, secondly it will show our approach showing inclusive actions for all students; we call it Delphi method. Delphi method was the tool used during the data gathering consisted in two surveys. In this research were involve more than 100 experts from three groups: administrative staff, teaching staff and students. Second survey was built using open questions, and later, an analysis of the answers was performed. This second tool inquired the educative attention improvement proposals of the students with the aim of guaranteeing real equality of opportunity and access to the same educational achievements as their partners. The main conclusion reached in this research work is the misunderstanding between theory and practice that supports educational actions to support immigrant students. Several proposals was presented in this research paper in order to improve the educational attentions of this group related to the improvement of their processes of schooling, the creation of educational actions for their academic trajectories improvements, a greater presence of the native language and the use of new methodologies. It is necessary to rethink the learning of the working language from the contributions of the bilingual programs.
{"title":"Atención educativa al alumnado inmigrante: en busca del consenso","authors":"M. González, I. Ramos","doi":"10.4438/1988-592X-RE-2017-379-367","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2017-379-367","url":null,"abstract":"This research paper analyzes the educative attention of an immigrant student in our country through the analysis of the subjective opinions from several experts in this research area. Firstly, this research paper will be focused in the main problems presented by this thematic, secondly it will show our approach showing inclusive actions for all students; we call it Delphi method. Delphi method was the tool used during the data gathering consisted in two surveys. In this research were involve more than 100 experts from three groups: administrative staff, teaching staff and students. Second survey was built using open questions, and later, an analysis of the answers was performed. This second tool inquired the educative attention improvement proposals of the students with the aim of guaranteeing real equality of opportunity and access to the same educational achievements as their partners. The main conclusion reached in this research work is the misunderstanding between theory and practice that supports educational actions to support immigrant students. Several proposals was presented in this research paper in order to improve the educational attentions of this group related to the improvement of their processes of schooling, the creation of educational actions for their academic trajectories improvements, a greater presence of the native language and the use of new methodologies. It is necessary to rethink the learning of the working language from the contributions of the bilingual programs.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"10 1","pages":"192-215"},"PeriodicalIF":1.4,"publicationDate":"2018-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77020997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Whiting, G. Whitty, I. Menter, P. Black, J. Hordern, A. Parfitt, K. Reynolds, N. Sorensen
{"title":"Context and Implications Document for: Diversity and complexity: Becoming a teacher in England in 2015–2016","authors":"C. Whiting, G. Whitty, I. Menter, P. Black, J. Hordern, A. Parfitt, K. Reynolds, N. Sorensen","doi":"10.1002/REV3.3110","DOIUrl":"https://doi.org/10.1002/REV3.3110","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"7 1","pages":"97-99"},"PeriodicalIF":1.4,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89401167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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