Pub Date : 2021-01-01DOI: 10.4438/1988-592X-RE-2021-391-472
Deborah Martín, J. Tourón, Enrique Navarro-Asencio
The main objective of this study is the results’ evaluation of a training program on active methodologies, aimed at teachers, developed in a virtual 3D environment under a Flipped model. Two criteria are assessed, the first one is the level of acquisition of the program contents (teaching skills) using a one group pre-experimental design carrying out measurements before and after the educational intervention. The second is the opinion of the participants on the role that different aspects of the teaching process had in the acquisition of skills. Pretest-posttest changes of competencies are studied with the Student’s T-test for related groups, item-to-item changes are also checked using the Wilcoxon signed rank test, and Cohen’s D effect sizes are calculated. For the second criterion, the deviation of the participants’ opinion from what was expected in global terms was analyzed, the chi-square statistic for a sample he chi-square statistic was used to compare the observed and expected frequency distribution. The results show that students perceive an improvement in their teaching competence, the greatest change occurs in the digital area with a high effect size (d=0.84), followed by the social, didactic, and innovation and improvement areas. The learning process aspects that contribute most to achieving this goal are frequent teacher feedback, interaction with the teacher and Flipped experiences, all with more than 60 % of cases indicating the highest level of assessment.
{"title":"Volver Formación Flipped en un entorno virtual 3D para el desarrollo de las competencias docentes","authors":"Deborah Martín, J. Tourón, Enrique Navarro-Asencio","doi":"10.4438/1988-592X-RE-2021-391-472","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2021-391-472","url":null,"abstract":"The main objective of this study is the results’ evaluation of a training program on active methodologies, aimed at teachers, developed in a virtual 3D environment under a Flipped model. Two criteria are assessed, the first one is the level of acquisition of the program contents (teaching skills) using a one group pre-experimental design carrying out measurements before and after the educational intervention. The second is the opinion of the participants on the role that different aspects of the teaching process had in the acquisition of skills. Pretest-posttest changes of competencies are studied with the Student’s T-test for related groups, item-to-item changes are also checked using the Wilcoxon signed rank test, and Cohen’s D effect sizes are calculated. For the second criterion, the deviation of the participants’ opinion from what was expected in global terms was analyzed, the chi-square statistic for a sample he chi-square statistic was used to compare the observed and expected frequency distribution. The results show that students perceive an improvement in their teaching competence, the greatest change occurs in the digital area with a high effect size (d=0.84), followed by the social, didactic, and innovation and improvement areas. The learning process aspects that contribute most to achieving this goal are frequent teacher feedback, interaction with the teacher and Flipped experiences, all with more than 60 % of cases indicating the highest level of assessment.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"35 1","pages":"95-122"},"PeriodicalIF":1.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82661682","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 : 2021-01-01DOI: 10.4438/1988-592X-RE-2021-393-495
María Castro Morera
{"title":"Profesores para el siglo XXI : perfil académico, formación inicial y prácticas docentes de los profesores","authors":"María Castro Morera","doi":"10.4438/1988-592X-RE-2021-393-495","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2021-393-495","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"52 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82684474","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}
{"title":"Sustainable school‐improvement in complex adaptive systems: A scoping review","authors":"Gloria A. Koh, H. Askell‐Williams","doi":"10.1002/rev3.3246","DOIUrl":"https://doi.org/10.1002/rev3.3246","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"9 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2020-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88572273","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}
{"title":"Context and Implications Document for: Sustainable school‐improvement in complex adaptive systems: A scoping review","authors":"Gloria A. Koh, H. Askell‐Williams","doi":"10.1002/rev3.3245","DOIUrl":"https://doi.org/10.1002/rev3.3245","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"23 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2020-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74420716","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}
Linda J. Graham, K. Bruin, Carly J. Lassig, Ilektra Spandagou
{"title":"Context and Implications Document for: A Scoping Review of 20 Years of Research on Differentiation: Investigating Conceptualisation, Characteristics and Methods Used","authors":"Linda J. Graham, K. Bruin, Carly J. Lassig, Ilektra Spandagou","doi":"10.1002/rev3.3240","DOIUrl":"https://doi.org/10.1002/rev3.3240","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"10 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88159495","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}
Linda J. Graham, Karen de Bruin, Carly J. Lassig, Ilektra Spandagou
The use of a pedagogical practice known as ‘differentiation’ has become more common over time as educators have sought to respond to increases in the diversity of students enrolling in their local school. However, there are now so many misperceptions and definitional inconsistencies that it is difficult to know what is being enacted in the name of differentiation or indeed what is being researched internationally. The aim of this scoping review was to identify key characteristics of and conceptualisations within peer-reviewed empirical research on differentiation published between1999 and 2019, as well as to map the ways in which this body of research was produced. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were used to inform a systematic screening process and resulted in a final sample of 34 articles focusing on differentiation in regular schools. Half were conducted in the United States and most in the elementary school phase. Survey and case study designs were dominant, as was research of and influences on teacher practice. Only a small group of studies focused on differentiation’s impact on student outcomes and these typically only examined specific elements of differentiation or its use in specific academic domains. The diversity of focus and methodological approaches across the 34 studies prevents comparison of findings and weakens the evidential basis to make claims of either differentiation’s effectiveness or indeed its ineffectiveness. The review concludes with recommendations for future research and practice in this important area of practice.
{"title":"A scoping review of 20 years of research on differentiation: investigating conceptualisation, characteristics, and methods used","authors":"Linda J. Graham, Karen de Bruin, Carly J. Lassig, Ilektra Spandagou","doi":"10.1002/rev3.3238","DOIUrl":"https://doi.org/10.1002/rev3.3238","url":null,"abstract":"The use of a pedagogical practice known as ‘differentiation’ has become more common over time as educators have sought to respond to increases in the diversity of students enrolling in their local school. However, there are now so many misperceptions and definitional inconsistencies that it is difficult to know what is being enacted in the name of differentiation or indeed what is being researched internationally. The aim of this scoping review was to identify key characteristics of and conceptualisations within peer-reviewed empirical research on differentiation published between1999 and 2019, as well as to map the ways in which this body of research was produced. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were used to inform a systematic screening process and resulted in a final sample of 34 articles focusing on differentiation in regular schools. Half were conducted in the United States and most in the elementary school phase. Survey and case study designs were dominant, as was research of and influences on teacher practice. Only a small group of studies focused on differentiation’s impact on student outcomes and these typically only examined specific elements of differentiation or its use in specific academic domains. The diversity of focus and methodological approaches across the 34 studies prevents comparison of findings and weakens the evidential basis to make claims of either differentiation’s effectiveness or indeed its ineffectiveness. The review concludes with recommendations for future research and practice in this important area of practice.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"57 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83961369","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}
M. Pluijm, Mariëtte Lusse, A. Gelderen, J. Kessels
{"title":"Context and Implications Document for: Creating partnerships between schools and lower‐educated parents to enhance young children's language development: A formative evaluation","authors":"M. Pluijm, Mariëtte Lusse, A. Gelderen, J. Kessels","doi":"10.1002/rev3.3244","DOIUrl":"https://doi.org/10.1002/rev3.3244","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"29 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2020-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85342357","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}
M. Pluijm, Mariette Lusse, A. Gelderen, J. Kessels
{"title":"Creating partnerships between schools and lower‐educated parents to enhance young children’s language development: A formative evaluation","authors":"M. Pluijm, Mariette Lusse, A. Gelderen, J. Kessels","doi":"10.1002/rev3.3243","DOIUrl":"https://doi.org/10.1002/rev3.3243","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"38 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2020-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74858589","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}
{"title":"Context and Implications Document for: School‐to‐school collaboration in England: A configurative review of the empirical evidence","authors":"P. Armstrong, Chris Brown, C. Chapman","doi":"10.1002/rev3.3247","DOIUrl":"https://doi.org/10.1002/rev3.3247","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2020-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73277601","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}
The broad context for this article is the recognition that, in the current era, racial inequality is largely maintained via subtle or implicit means, often without conscious intent. The education system is a key site of cultural reproduction, with textbooks a crucial medium for reiterating or disrupting racial ‘truths’. My analysis implicates secondary school textbooks in maintaining the white solipsism which enables the Australian nation to be imagined as white, thereby creating categories of national belonging and exclusion. It is important to understand these practices so that textbooks can be decolonised. White people remain largely unaware of their role in reproducing racial inequality. This article exposes normative assumptions in Australian history narratives as a prompt to textbook producers to begin to recognise unexamined racial hierarchies, produced via their own enculturation. Decolonising textbooks can help prevent another generation of children being enculturated in whiteness, with its concomitant disregard for other racial groups, thereby supporting a more racially just society.
{"title":"Context and Implications Document for: Who is Australian? National belonging and exclusion in Australian history textbooks","authors":"Robyn Moore","doi":"10.1002/rev3.3234","DOIUrl":"https://doi.org/10.1002/rev3.3234","url":null,"abstract":"The broad context for this article is the recognition that, in the current era, racial inequality is largely maintained via subtle or implicit means, often without conscious intent. The education system is a key site of cultural reproduction, with textbooks a crucial medium for reiterating or disrupting racial ‘truths’. My analysis implicates secondary school textbooks in maintaining the white solipsism which enables the Australian nation to be imagined as white, thereby creating categories of national belonging and exclusion. It is important to understand these practices so that textbooks can be decolonised. White people remain largely unaware of their role in reproducing racial inequality. This article exposes normative assumptions in Australian history narratives as a prompt to textbook producers to begin to recognise unexamined racial hierarchies, produced via their own enculturation. Decolonising textbooks can help prevent another generation of children being enculturated in whiteness, with its concomitant disregard for other racial groups, thereby supporting a more racially just society.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"81 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2020-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74060284","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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