Culture and Education最新文献

英文中文

Adaptations of final-year project tutoring during COVID-19: teachers’ perceptions and learnings (Adaptaciones en la tutorización de trabajos fin de estudios durante el COVID-19: percepciones y aprendizajes del profesorado) 2019冠状病毒病期间期末项目辅导的适应:教师的认知和学习

IF 1.1 4区教育学 Q1 Social Sciences

Culture and Education

Pub Date : 2023-02-13 DOI: 10.1080/11356405.2022.2154559

Sonia Asún-Dieste, Alexandra Valencia-Peris, Lurdes Martínez-Mínguez, Eloísa Lorente-Catalán

引用次数: 2

Do more effective schools succeed in reducing the gender gap in linguistic communicative competence in a bilingual context? (¿Consiguen los centros más eficaces reducir la brecha de género en competencia comunicativa lingüística en un contexto bilingüe?) 更有效的学校是否成功地缩小双语环境中语言交际能力方面的性别差距?(在双语环境中，最有效的中心能否缩小语言交际能力方面的性别差距?)

IF 1.1 4区教育学 Q1 Social Sciences

Culture and Education

Pub Date : 2023-02-06 DOI: 10.1080/11356405.2022.2154560

Nahia Intxausti-Intxausti, Sandra Rodríguez-Miguel, Ana Aierbe-Barandiaran

ABSTRACT The study aims to determine whether schools in the Autonomous Community of the Basque Country (ACBC) succeed in reducing gender differences in Spanish and Basque language achievement in accordance with their effectiveness level. The study was based on a census sample (30,148 girls/32,000 boys) encompassing all students in grade four of primary (9–10 years) who had completed Diagnostic Assessments (DAs) on three different occasions. We used a quantitative methodology. Mann-Whitney U and Kruskal-Wallis tests were performed to compare the scores obtained for language competence by students from schools with high and low effectiveness levels, as well as to compare boys’ and girls’ mean scores and scores across different years. The results reveal that, on average, girls scored lower than boys for language competence in Spanish and higher than boys for language competence in Basque, regardless of their school’s effectiveness. These findings suggest that although most studies report that women score higher than men for language competence, it is important to explore the specific situation of each individual language in relation to gender roles.

本研究旨在确定巴斯克自治区(ACBC)的学校是否成功地根据其有效性水平减少了西班牙语和巴斯克语成绩的性别差异。该研究基于人口普查样本(30,148名女孩/32,000名男孩)，涵盖了在三种不同场合完成诊断评估(DAs)的小学四年级(9-10岁)所有学生。我们采用了定量方法。曼-惠特尼U和克鲁斯卡尔-沃利斯测试的目的是比较来自高效率和低效率学校的学生在语言能力方面的得分，并比较男孩和女孩的平均得分和不同年份的得分。结果显示，无论学校的效果如何，平均而言，女孩在西班牙语的语言能力上得分低于男孩，而在巴斯克语的语言能力上得分高于男孩。这些发现表明，尽管大多数研究报告称女性在语言能力方面的得分高于男性，但探索每种语言与性别角色之间的具体情况是很重要的。

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引用次数: 0

School improvement and school efficiency: reflections and evidences in the liquid society (Mejora de la escuela y eficacia escolar: reflexiones y evidencias en la sociedad líquida) 学校改善与学校效率:流动社会中的反思与证据

IF 1.1 4区教育学 Q1 Social Sciences

Culture and Education

Pub Date : 2023-01-31 DOI: 10.1080/11356405.2022.2154737

F. J. Pericacho-Gómez

引用次数: 0

Fostering historical learning in elementary education through whole class shared reading activities (Fomentando el aprendizaje histórico en Educación Primaria mediante actividades de lectura compartida) 通过全班共享阅读活动促进小学教育的历史学习(通过共享阅读活动促进小学教育的历史学习)

IF 1.1 4区教育学 Q1 Social Sciences

Culture and Education

Pub Date : 2023-01-11 DOI: 10.1080/11356405.2022.2135274

Raquel De Sixte, Manuel Lucero, J. Rosales, Vasiliki Konitopoulou

ABSTRACT Students have their first contact with the subject of history in elementary education. At this point, they have still not developed the reading strategies that this type of domain requires. At elementary level, teachers must support their students to contextualize information and make explicit the relationships among ideas as a basic aspect of historical reasoning in the classroom. This paper explores the ways in which teachers with specific experience in teaching history in elementary education support their students to access the contents and relationships in history textbooks. Results show how teachers often contextualized and shared the ideas and the relationships among those ideas needed to understand the text. However, once the help provided to their students has been analysed in relation to the perceived level of complexity, the data reveal that teachers focused on the less complex ideas and relationships, rather than on the more complex ones. This seemingly paradoxical strategy could be explained by the discrepancy between the intrinsic complexity of texts and the learners’ historical background knowledge.

学生第一次接触历史是在小学阶段。在这一点上，他们仍然没有发展出这种类型的领域所需要的阅读策略。在小学阶段，教师必须支持学生将信息语境化，并明确观点之间的关系，作为课堂上历史推理的一个基本方面。本文探讨了具有特定基础教育历史教学经验的教师如何帮助学生了解历史教科书的内容和关系。结果显示，教师如何经常将理解文本所需的观点和观点之间的关系语境化和分享。然而，一旦对提供给学生的帮助与感知到的复杂程度进行了分析，数据显示，教师关注的是不太复杂的想法和关系，而不是更复杂的想法和关系。这种看似矛盾的策略可以用文本的内在复杂性与学习者的历史背景知识之间的差异来解释。

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引用次数: 0

Changes in reading habits during COVID-19 confinement in Spain (Cambios en los hábitos lectores durante el confinamiento por COVID-19 en España) 西班牙COVID-19封锁期间阅读习惯的变化(西班牙COVID-19封锁期间阅读习惯的变化)

IF 1.1 4区教育学 Q1 Social Sciences

Culture and Education

Pub Date : 2023-01-11 DOI: 10.1080/11356405.2022.2135271

P. Delgado, Marian Serrano-Mendizábal, N. Gómez-Merino, Marina Pi-Ruano, Alba Rubio, Noemi Skrobiszewska, L. Salmerón

ABSTRACT During the COVID-19 pandemic, the Spanish population remained confined for almost two months, leading to new academic, work and leisure routines. This study analysed the reading habit changes during confinement and their relationship with the type of reading, gender, age and audiovisual consumption in 4,013 Spanish adults who responded to an online survey on their reading habits taking three moments as a reference: before, beginning and during the confinement. The results highlight that the reading time increased at the beginning of the confinement and remained stable throughout. By type of reading, leisure reading continued to increase, and news reading decreased compared to the beginning of the confinement, although both changes occurred in the younger population. Besides, those who used more audiovisuals were found to read more. Lastly, women read more than men and also increased their reading time to a higher extent. Assuming that reading promotes well-being and that its increase was part of an overall increase in healthy habits, we suggest that educational policies should consider this function of reading when fostering reading habits.

在2019冠状病毒病大流行期间，西班牙人口被限制了近两个月，导致新的学术、工作和休闲习惯。本研究分析了4013名西班牙成年人在坐月子期间阅读习惯的变化及其与阅读类型、性别、年龄和视听消费的关系，以坐月子前、开始和坐月子期间三个时刻为参考。结果表明，阅读时间在禁闭开始时增加，并在整个过程中保持稳定。从阅读类型来看，与禁闭开始相比，休闲阅读继续增加，新闻阅读减少，尽管这两种变化都发生在年轻人群中。此外，那些使用更多视听材料的人阅读更多。最后，女性的阅读时间比男性多，而且增加的阅读时间也比男性多。假设阅读促进了幸福感，并且它的增加是健康习惯整体增加的一部分，我们建议教育政策在培养阅读习惯时应考虑阅读的这一功能。

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引用次数: 0

Ethnic self-awareness and cross-cultural communication of international students in the People’s Republic of China (Autoconcepto étnico y comunicación intercultural entre los estudiantes internacionales en la República Popular China) 中华人民共和国国际学生的民族自我意识与跨文化交流(中华人民共和国国际学生的民族自我概念与跨文化交流)

IF 1.1 4区教育学 Q1 Social Sciences

Culture and Education

Pub Date : 2023-01-02 DOI: 10.1080/11356405.2022.2133283

Lin Li

ABSTRACT In the modern world the concept of multiculturalism is actualized. The main purpose of the study was to determine the level of ethnic identity of international students. The study involved 248 international students from Changchun Normal University (Jilin City, China). The results show an increase in the level of ethnic identity of students. The analysis made it clear that the comparison led to a positive mean (r = .60, p < .05), so that the value of cultural intelligence increased over time. These data validated the U-shaped theory of cross-cultural adaptation, with all ethnic groups experiencing it. The practical significance of the results and prospects for further research are explained by the two possibilities of using the proposed methodology to study the level of ethnic identity of students from other countries to study the problem of multiculturalism in the modern world.

在现代世界，多元文化主义的概念得以实现。本研究的主要目的是确定国际学生的种族认同水平。研究对象为来自长春师范大学(中国吉林市)的248名留学生。结果显示，学生的种族认同水平有所提高。分析清楚地表明，比较导致正均值(r = 0.60, p < 0.05)，因此文化智力的价值随着时间的推移而增加。这些数据验证了跨文化适应的u型理论，所有种族群体都经历过这种适应。本研究结果的现实意义和进一步研究的前景是通过使用所提出的方法来研究来自其他国家的学生的种族认同水平来研究现代世界的多元文化问题的两种可能性来解释的。

引用次数: 0

Reviewers for 2022 (Evaluadores del año 2022) 2022年评审员(2022年评审员)

IF 1.1 4区教育学 Q1 Social Sciences

Culture and Education

Pub Date : 2023-01-02 DOI: 10.1080/11356405.2022.2133397

Megan Adams, Joseph S. Agbenyega, Shireen Al‐Adeimi, Paola Alarcón, G. Gesu, Juan Manuel Fernández-Cárdenas, María Rosa Fernández-Sánchez, S. Fidalgo, Salah Gad Ajman, María del Carmen Amaya Galván, Xuesong Gao, José Ricardo García, L. García-Ravidá, F. Liberali, A. L. Navas

Megan Adams (Monash University) Joseph S. Agbenyega (Emirates College for Advanced Education) Shireen Al-Adeimi (Michigan State University) Paola Alarcón (Universidad de Concepción) Ma Dolores Alonso-Cortés (Universidad de León) Suad Abdelkareem Alwaely (Al Ain University) Alberto Amaral (Centre for Research in Higher Education Policies) María Asunción Aneas (Universitat de Barcelona) Amy Azano (Virginia Polytechnic Institute and State University) Barry Bai (The Chinese University of Hong Kong) Richard Bale (Imperial College London) Lonneke Boels (Utrecht University) Ana María Botella (Universitat de València) Esther Breuer (University of Cologne) Kirill V. Bulygin (Sechenov First Moscow State Medical University) Alberto Cabedo-Mas (Universitat Jaume I) Angel Carrasco-Campos (Universidad de Valladolid) Núria Castells (Universitat de Barcelona) Josep Castillo (Universitat de Vic Universitat Central de Catalunya) Armando Cortés (Universidad TecMilenio) John Cripps (Deakin University) Michael J. Crown (Cosmonaut Magazine) Manolis Dafermos (University of Crete) Samran Daneshfar (Monash University) Simone Dantas (Universidade Federal de Vicosa) Robert Davis (University of Glasgow) María del Valle de Moya (Universidad de Castilla-La Mancha) Gabriela Di Gesu (Universidad Nacional de General Sarmiento) Zane Diamond (Monash University) Saeb Ellala (Princess Nourah bint Abdulrahman University) David Elliott (New York University) Ileana Enesco (Universidad Complutense de Madrid) Cristina Esteley (Universidad Nacional de Córdoba) Ambra Fastelli (IRCCS materno infantile Burlo Garofolo) CULTURE AND EDUCATION / CULTURA Y EDUCACIÓN 2023, VOL. 35, NO. 1, 258–260 https://doi.org/10.1080/11356405.2022.2133397

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引用次数: 0

Promoting global citizenship and multiculturalism in higher education: the Korea International Cooperation Agency’s global volunteering in the Asia Pacific region (Promoviendo el multiculturalismo y la ciudadanía global en la educación superior: el voluntariado global de la Agencia de Cooperación Internacional de Corea en la región de Asia Pacífico) 促进全球公民和容忍in higher education):韩国国际合作署全球志愿in the Asia Pacific region(促进多元文化和公民全球高等教育:志愿服务全球的韩国国际合作署在亚太地区)

IF 1.1 4区教育学 Q1 Social Sciences

Culture and Education

Pub Date : 2022-12-13 DOI: 10.1080/11356405.2022.2133284

Benjamin H. Nam

ABSTRACT

The Korea International Cooperation Agency’s Pacific Asia Society Youth Corps (KOICA-PYC) is a global volunteer organization that has dispatched college students to the Asia Pacific region for more than the past two decades. This study explores how executive board members of the KOICA-PYC evaluate Korean college students during their summer vacations. This study specifically asks how the executive board members view their college students’ development of ideas regarding the social and cultural development of global society through volunteer experiences in the greater Asia Pacific region and how these experiences increase their understanding of global citizenship. The findings show that the participants perceived both positive influences from and challenges to the promotion of global citizenship and multiculturalism. This study discusses the nexus between global citizenship and cultural dominance, as well as the prospects of multicultural education in Korea. It also provides implications for larger issues of culture and education in contemporary global society, calling on future scholars to pay close attention to the meanings of global volunteer work in their own geographical and regional contexts.

摘要韩国国际协力团下属的太平洋亚洲协会青年团(KOICA-PYC)是一个在过去20多年里向亚太地区派遣大学生的全球性志愿者组织。本研究探讨KOICA-PYC执行董事会成员如何在暑假期间评估韩国大学生。本研究特别询问了执行委员会成员如何看待他们的大学生通过在大亚太地区的志愿者经历对全球社会的社会和文化发展的想法的发展，以及这些经历如何增加他们对全球公民的理解。研究结果表明，参与者既认识到促进全球公民意识和多元文化主义的积极影响，也认识到促进全球公民意识和多元文化主义的挑战。本研究探讨全球公民与文化优势之间的关系，以及韩国多元文化教育的前景。它还为当代全球社会中更大的文化和教育问题提供了启示，呼吁未来的学者密切关注全球志愿工作在他们自己的地理和区域背景下的意义。

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引用次数: 0

Project-based learning as a tool for bullying prevention (Aprendizaje basado en proyectos como herramienta para prevenir el acoso escolar) 以项目为基础的学习作为预防欺凌的工具

IF 1.1 4区教育学 Q1 Social Sciences

Culture and Education

Pub Date : 2022-12-12 DOI: 10.1080/11356405.2022.2135270

Antonio Marín, P. Nieto-Alemán

ABSTRACT Bullying is one of the biggest problems faced by schools. Approaching this problem is complex, due to the multiplicity of factors that influence it. Anti-bullying programmes show moderate levels of effectiveness, and their application generates economic and time costs that are sometimes difficult to assume. The Project Based Learning (PBL) methodology, in addition to improving academic performance, could have a positive impact on the improvement of interpersonal relationships. School mediation and PBL owe their success to common factors such as cooperation, negotiation, emotion management, self-knowledge and knowledge of peers, among others. That is why we believe that PBL methodology could contribute to the improvement of school climate and prevent bullying, being a potential ally of traditional mediation programmes.

校园欺凌是学校面临的最大问题之一。由于影响这个问题的因素多种多样，处理这个问题是复杂的。反欺凌计划显示出中等水平的有效性，其应用产生的经济和时间成本有时难以估计。基于项目的学习(PBL)方法除了可以提高学习成绩外，还可以对人际关系的改善产生积极影响。学校调解与PBL的成功离不开合作、谈判、情绪管理、自我认知和同伴认知等共同因素。这就是为什么我们相信PBL方法可以有助于改善学校氛围和防止欺凌，成为传统调解计划的潜在盟友。

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The European university in the fight against disinformation: an analysis of initiatives developed by a sample of higher education institutions (La universidad europea en la lucha contra la desinformación: un análisis de las iniciativas desarrolladas por una muestra de instituciones de educación superior) 欧洲大学在打击错误信息:由高等教育机构样本开发的倡议分析(欧洲大学在打击错误信息:由高等教育机构样本开发的倡议分析)

IF 1.1 4区教育学 Q1 Social Sciences

Culture and Education

Pub Date : 2022-11-08 DOI: 10.1080/11356405.2022.2121134

José-Antonio Muñiz-Velázquez, José-Manuel Marcos-Vílchez

ABSTRACT

This paper studies the role of European universities in the fight against disinformation, to observe the extent to which they meet the criteria established by the European Union (EU) in this area. To this end, content analysis is carried out on a sample of initiatives related to disinformation in 140 higher education institutions in Italy, the Republic of North Macedonia, Serbia, Slovakia, Albania and Spain (countries participating in the European project ‘FakeSpotting’). For this purpose, a qualitative analysis tool was set up to systematize the exploratory study of the aforementioned initiatives and to report the conclusions on the treatment of the problem, as well as the degree of participation. Among the main results, it is concluded that approximately 40% of the institutions analysed act on the phenomenon, but that there is a notable disparity between countries. With respect to the actions, an assessment of the nature, thematic focus and level of agreement with the EU to address the phenomenon of disinformation is presented.

摘要本文研究了欧洲大学在打击虚假信息方面的作用，观察它们在多大程度上符合欧盟在这一领域制定的标准。为此，在意大利、北马其顿共和国、塞尔维亚、斯洛伐克、阿尔巴尼亚和西班牙(参与欧洲“FakeSpotting”项目的国家)的140所高等教育机构中，对与虚假信息有关的倡议样本进行了内容分析。为此目的，建立了一个定性分析工具，使上述倡议的探索性研究系统化，并报告关于问题处理的结论以及参与程度。在主要结果中，得出的结论是，所分析的机构中约有40%对这一现象采取了行动，但各国之间存在显著差异。关于行动，评估性质，主题重点和与欧盟协议的水平，以解决虚假信息的现象提出。

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