Pub Date : 2021-10-02DOI: 10.1080/11356405.2021.1974219
Laia Narciso, Sílvia Carrasco
ABSTRACT ‘Black students’ are considered a group that has been widely studied in the international literature, but their educational situation in Spain has hardly been addressed. Based on an ethnography conducted in the Barcelona metropolitan region, this article examines experiences and educational trajectories of working-class black boys who are the sons of immigrants from West Africa. The research is framed within the European project Reducing Early School Leaving in Europe (RESL.eu), which has used a mixed methodology, longitudinal and comparative, to research the risk and protective factors of early school leaving in nine countries. The study also reveals how their supposed higher school leaving rate is challenged by the specificity of their trajectories, which emerge as a counternarrative of this group of youths as opposed to the hegemonic perspective of deficit from which they are often imagined. The results also warn about the need to review the usefulness of the standardized measures of Early Leaving of Education and Training (ELET) in youths aged 18 to 24.
{"title":"West African boys and early school leaving: persistence as counternarrative (Chicos negroafricanos y abandono escolar: la persistencia como contra-narrativa)","authors":"Laia Narciso, Sílvia Carrasco","doi":"10.1080/11356405.2021.1974219","DOIUrl":"https://doi.org/10.1080/11356405.2021.1974219","url":null,"abstract":"ABSTRACT ‘Black students’ are considered a group that has been widely studied in the international literature, but their educational situation in Spain has hardly been addressed. Based on an ethnography conducted in the Barcelona metropolitan region, this article examines experiences and educational trajectories of working-class black boys who are the sons of immigrants from West Africa. The research is framed within the European project Reducing Early School Leaving in Europe (RESL.eu), which has used a mixed methodology, longitudinal and comparative, to research the risk and protective factors of early school leaving in nine countries. The study also reveals how their supposed higher school leaving rate is challenged by the specificity of their trajectories, which emerge as a counternarrative of this group of youths as opposed to the hegemonic perspective of deficit from which they are often imagined. The results also warn about the need to review the usefulness of the standardized measures of Early Leaving of Education and Training (ELET) in youths aged 18 to 24.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"17 1","pages":"651 - 676"},"PeriodicalIF":1.1,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73331803","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 : 2021-10-02DOI: 10.1080/11356405.2021.1975456
Khawla Badwan, Cosmin Popan, Shoba Arun
ABSTRACT This article discusses the potential for schools as sites of foster-ship and empowerment for all children, including children from migrant backgrounds. It draws on social justice theories to explore how educational practices can contribute to creating socially just societies. Through semi-structured interviews with seven school educators, coupled with field notes from school visits to three schools in Manchester (UK), the article explores the ways in which educators develop and improvise culturally responsive educational approaches in order to enhance the representation of their migrant children. However, such approaches require navigating and negotiating educational structures and policies, which could leave some educators with sentiments of professional anxiety. The article concludes by recommending the importance of professional training on diversity that critically engages with the subject of who we are today and how this diversity can be utilized to create solidarity bridges and social ties. Fundamentally, this requires schools to regain some level of agency to support the decisions made in response to local needs and aspirations.
{"title":"Exploring schools as potential sites of foster-ship and empowerment for migrant children in the UK (Exploramos las escuelas como posibles centros de acogida y empoderamiento de los niños migrantes en el RU)","authors":"Khawla Badwan, Cosmin Popan, Shoba Arun","doi":"10.1080/11356405.2021.1975456","DOIUrl":"https://doi.org/10.1080/11356405.2021.1975456","url":null,"abstract":"ABSTRACT This article discusses the potential for schools as sites of foster-ship and empowerment for all children, including children from migrant backgrounds. It draws on social justice theories to explore how educational practices can contribute to creating socially just societies. Through semi-structured interviews with seven school educators, coupled with field notes from school visits to three schools in Manchester (UK), the article explores the ways in which educators develop and improvise culturally responsive educational approaches in order to enhance the representation of their migrant children. However, such approaches require navigating and negotiating educational structures and policies, which could leave some educators with sentiments of professional anxiety. The article concludes by recommending the importance of professional training on diversity that critically engages with the subject of who we are today and how this diversity can be utilized to create solidarity bridges and social ties. Fundamentally, this requires schools to regain some level of agency to support the decisions made in response to local needs and aspirations.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"90 4 1","pages":"702 - 728"},"PeriodicalIF":1.1,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87725816","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 : 2021-07-03DOI: 10.1080/11356405.2021.1951501
Mireia Civis, Jordi Díaz-Gibson
ABSTRACT This study presents the validation of the final phase of the NetEdu Tool, an online tool targeted at promoting the social capital of networks of educational and social organizations in a region. The tool makes available to educational leaders the possibility of self-assessing their own socio-educational network bearing in mind five dimensions: collaboration, transversality, horizontality, co-responsibility and innovation. The NetEdu Tool also facilitates micro-strategies so leaders can implement them to improve the levels attained on each of the dimensions and of the community ecosystem as a whole. In this study, we validated the micro-strategies via a panel of eight expert judges who assessed the intelligibility, consistency and utility of the micro-strategies. The results show a good selection of micro-strategies and high consistency, but it was suggested that its intelligibility be improved by including further nuances, specificity and exemplification. Thus, a series of changes and improvements in the tool were introduced, piloted and applied targeted at its usability, intelligibility, utility and inclusion.
{"title":"Validation of micro-strategies in the NetEdu Tool: a tool to connect educational ecosystems (Validación de microestrategias en la NetEdu Tool: una herramienta para conectar ecosistemas educativos)","authors":"Mireia Civis, Jordi Díaz-Gibson","doi":"10.1080/11356405.2021.1951501","DOIUrl":"https://doi.org/10.1080/11356405.2021.1951501","url":null,"abstract":"ABSTRACT This study presents the validation of the final phase of the NetEdu Tool, an online tool targeted at promoting the social capital of networks of educational and social organizations in a region. The tool makes available to educational leaders the possibility of self-assessing their own socio-educational network bearing in mind five dimensions: collaboration, transversality, horizontality, co-responsibility and innovation. The NetEdu Tool also facilitates micro-strategies so leaders can implement them to improve the levels attained on each of the dimensions and of the community ecosystem as a whole. In this study, we validated the micro-strategies via a panel of eight expert judges who assessed the intelligibility, consistency and utility of the micro-strategies. The results show a good selection of micro-strategies and high consistency, but it was suggested that its intelligibility be improved by including further nuances, specificity and exemplification. Thus, a series of changes and improvements in the tool were introduced, piloted and applied targeted at its usability, intelligibility, utility and inclusion.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"7 1","pages":"455 - 485"},"PeriodicalIF":1.1,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76362055","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 : 2021-07-03DOI: 10.1080/11356405.2021.1949111
Pablo Rivera-Vargas, Raquel Miño-Puigcercós, Paula Estalayo-Bielsa, Paula Lozano-Mulet
ABSTRACT The phenomenon of migration has become more acute in Europe in recent years. This unprecedented situation has led to multiple challenges in the host countries in terms of managing the social integration process of migrants. The situation has particularly affected minors, with the consequent impact on local education systems. Within this context, the MICREATE project — Migrant Children and Communities in a Transforming Europe (HORIZON 2020–822664) — emerged, whose main objective is to identify and meet the specific needs of children and young migrants related to integration into the host societies via school. The research is being conducted using a mixed methodology with a child-centred approach in order to avoid the assumptions with which adults tend to think about integration. In this way, we seek to create a space that enables them to express their interests and experiences. This project, which will last three years, is expected to enable us to rethink integration policies and strategies by generating new knowledge and promoting new solutions for education institutions and policies.
{"title":"MiCREATE Project. Migrant children and communities in a transforming Europe (Proyecto MiCreate. Infancia y comunidades migrantes en una Europa en transformación)","authors":"Pablo Rivera-Vargas, Raquel Miño-Puigcercós, Paula Estalayo-Bielsa, Paula Lozano-Mulet","doi":"10.1080/11356405.2021.1949111","DOIUrl":"https://doi.org/10.1080/11356405.2021.1949111","url":null,"abstract":"ABSTRACT The phenomenon of migration has become more acute in Europe in recent years. This unprecedented situation has led to multiple challenges in the host countries in terms of managing the social integration process of migrants. The situation has particularly affected minors, with the consequent impact on local education systems. Within this context, the MICREATE project — Migrant Children and Communities in a Transforming Europe (HORIZON 2020–822664) — emerged, whose main objective is to identify and meet the specific needs of children and young migrants related to integration into the host societies via school. The research is being conducted using a mixed methodology with a child-centred approach in order to avoid the assumptions with which adults tend to think about integration. In this way, we seek to create a space that enables them to express their interests and experiences. This project, which will last three years, is expected to enable us to rethink integration policies and strategies by generating new knowledge and promoting new solutions for education institutions and policies.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"28 1","pages":"573 - 584"},"PeriodicalIF":1.1,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91204600","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 : 2021-07-03DOI: 10.1080/11356405.2021.1949112
Shahar Gindi, Rakefet Erlich-Ron
ABSTRACT The importance of teachers holding discussions of controversial political issues (CPI) in class is commonly acknowledged, but teachers vary in their willingness to engage in such discussions. The aim of this study is to compare different groups of minority teachers with regards to their attitudes towards CPI. Questionnaires were obtained from 282 teachers belonging to five different minority-teacher groups in Israel. Their attitudes towards conducting discussions of CPI were examined in relation to self-efficacy, acculturation attitudes and demographic variables. Multiple linear regression analysis revealed that teachers’ pluralistic acculturation attitude was the most important predictor of attitudes towards CPI, followed by teachers’ social self-efficacy. Arab teachers scored lower than all other groups on organizational self-efficacy and exhibited the most integrationist approaches, while teachers of low-incidence ethnic origin exhibited the most assimilationist approach. The research draws attention to the diversity of diversity — that different minority groups approach the issue of CPI depending on the nature of their relationship with the majority group, the size and political power of the minority group and its acculturation approach.
{"title":"Minority-Group Teachers‘ Different Attitudes toward Controversial Political Issues in Israel (Diferencias actitudinales de los docentes de grupos minoritarios en relación con las controversias políticas en Israel)","authors":"Shahar Gindi, Rakefet Erlich-Ron","doi":"10.1080/11356405.2021.1949112","DOIUrl":"https://doi.org/10.1080/11356405.2021.1949112","url":null,"abstract":"ABSTRACT The importance of teachers holding discussions of controversial political issues (CPI) in class is commonly acknowledged, but teachers vary in their willingness to engage in such discussions. The aim of this study is to compare different groups of minority teachers with regards to their attitudes towards CPI. Questionnaires were obtained from 282 teachers belonging to five different minority-teacher groups in Israel. Their attitudes towards conducting discussions of CPI were examined in relation to self-efficacy, acculturation attitudes and demographic variables. Multiple linear regression analysis revealed that teachers’ pluralistic acculturation attitude was the most important predictor of attitudes towards CPI, followed by teachers’ social self-efficacy. Arab teachers scored lower than all other groups on organizational self-efficacy and exhibited the most integrationist approaches, while teachers of low-incidence ethnic origin exhibited the most assimilationist approach. The research draws attention to the diversity of diversity — that different minority groups approach the issue of CPI depending on the nature of their relationship with the majority group, the size and political power of the minority group and its acculturation approach.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"55 1","pages":"529 - 555"},"PeriodicalIF":1.1,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87480937","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 : 2021-07-03DOI: 10.1080/11356405.2021.1949110
Alfredo E. Ramos-Tresguerres, Rebeca Cerezo, Débora Areces, Celestino Rodríguez
ABSTRACT Learning to read is a complex challenge during childhood, so being aware of the processes that facilitate it is essential. Decoding skills, naming speed and their relationship to reading difficulties are part of these processes. This study aims to ascertain whether there is a relationship between naming speed, cognitive variables (processing speed and working memory) and decoding skills. The sample was made up of 42 students in the first, second, third and fourth years of primary education (62% males and 38% females) between the ages of six and 10. Hierarchical regression models showed that naming times significantly predict reading pseudo-words, while no significant relationship was found with cognitive variables. The usefulness of naming tasks is shown to be a good early predictor of reading, while no direct relationship between naming times and cognitive variables is detected.
{"title":"Relationship between naming speed, cognitive processes and decoding skills in normal readers in primary education (Relación entre la velocidad de denominación, los procesos cognitivos y habilidades de decodificación en estudiantes normolectores de educación primaria)","authors":"Alfredo E. Ramos-Tresguerres, Rebeca Cerezo, Débora Areces, Celestino Rodríguez","doi":"10.1080/11356405.2021.1949110","DOIUrl":"https://doi.org/10.1080/11356405.2021.1949110","url":null,"abstract":"ABSTRACT Learning to read is a complex challenge during childhood, so being aware of the processes that facilitate it is essential. Decoding skills, naming speed and their relationship to reading difficulties are part of these processes. This study aims to ascertain whether there is a relationship between naming speed, cognitive variables (processing speed and working memory) and decoding skills. The sample was made up of 42 students in the first, second, third and fourth years of primary education (62% males and 38% females) between the ages of six and 10. Hierarchical regression models showed that naming times significantly predict reading pseudo-words, while no significant relationship was found with cognitive variables. The usefulness of naming tasks is shown to be a good early predictor of reading, while no direct relationship between naming times and cognitive variables is detected.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"24 Pt 1 1","pages":"486 - 504"},"PeriodicalIF":1.1,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84088889","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 : 2021-07-03DOI: 10.1080/11356405.2021.1949109
R. Salas-Rueda
ABSTRACT The purpose of this quantitative study is to analyse the impact of the flipped classroom during the teaching-learning process of linear functions considering data science and machine learning (linear regression). The sample is comprised of 72 students in the basic mathematics class during the 2018 school year. The results of the machine learning show that watching audiovisual content before class, doing exercises collaboratively during class using the application GeoGebra, and doing laboratory practices after class using the application GeoGebra have a positive influence on the development of mathematical skills. Data science identifies three predictive models on the use of the flipped classroom and the student profile using the decision tree technique. Finally, the flipped classroom facilitates the creation of new educational spaces via the use of technology and allows creative activities to be organized before, during and after class.
{"title":"Students’ perceptions of the use of the flipped classroom during the educational process of linear functions (Percepciones de los estudiantes sobre el uso del aula invertida durante el proceso educativo de las funciones lineales)","authors":"R. Salas-Rueda","doi":"10.1080/11356405.2021.1949109","DOIUrl":"https://doi.org/10.1080/11356405.2021.1949109","url":null,"abstract":"ABSTRACT The purpose of this quantitative study is to analyse the impact of the flipped classroom during the teaching-learning process of linear functions considering data science and machine learning (linear regression). The sample is comprised of 72 students in the basic mathematics class during the 2018 school year. The results of the machine learning show that watching audiovisual content before class, doing exercises collaboratively during class using the application GeoGebra, and doing laboratory practices after class using the application GeoGebra have a positive influence on the development of mathematical skills. Data science identifies three predictive models on the use of the flipped classroom and the student profile using the decision tree technique. Finally, the flipped classroom facilitates the creation of new educational spaces via the use of technology and allows creative activities to be organized before, during and after class.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"126 1","pages":"431 - 454"},"PeriodicalIF":1.1,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81329074","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 : 2021-07-03DOI: 10.1080/11356405.2021.1949108
Raúl Gutiérrez-Fresneda, E. Jiménez-Pérez, María-Isabel De Vicente-Yagüe-Jara
ABSTRACT Studies in recent years have shown the importance of phonological skills when learning how to read and treating reading difficulties. More recently, research has shown the importance of suprasegmental skills in reading acquisition. However, in spite of this evidence, there is very little research in Spanish aimed at identifying these skills’ influence on the reading process. The objective of this study was to analyse the connection between suprasegmental phonological awareness and reading skills in a group of 323 students aged eight and nine. Measures of reading words and pseudo-words and syntactic and textual reading comprehension were collected along with suprasegmental skills. The results show that suprasegmental skills show significant linkage patterns with reading skills.
{"title":"Importance of prosodic awareness when learning how to read in primary school students (Importancia de la conciencia prosódica en el aprendizaje de la lectura en estudiantes de educación primaria)","authors":"Raúl Gutiérrez-Fresneda, E. Jiménez-Pérez, María-Isabel De Vicente-Yagüe-Jara","doi":"10.1080/11356405.2021.1949108","DOIUrl":"https://doi.org/10.1080/11356405.2021.1949108","url":null,"abstract":"ABSTRACT Studies in recent years have shown the importance of phonological skills when learning how to read and treating reading difficulties. More recently, research has shown the importance of suprasegmental skills in reading acquisition. However, in spite of this evidence, there is very little research in Spanish aimed at identifying these skills’ influence on the reading process. The objective of this study was to analyse the connection between suprasegmental phonological awareness and reading skills in a group of 323 students aged eight and nine. Measures of reading words and pseudo-words and syntactic and textual reading comprehension were collected along with suprasegmental skills. The results show that suprasegmental skills show significant linkage patterns with reading skills.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"278 1","pages":"505 - 528"},"PeriodicalIF":1.1,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75118593","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 : 2021-04-03DOI: 10.1080/11356405.2021.1906515
M. Alonso-CortÉS
The stated intention of the article Quo vadis university? is to outline the four challenges that the author believes universities are facing today: ‘excessive’ numbers of students, the exponential growth in information, the influence of business management and the bureaucratization of university work. As a professor and member of the governing team of a medium-sized public university, my vision differs from that of the author of that article in several respects. In my opinion, the first challenge facing universities is not the ‘excessive’ numbers of students but quite the opposite: the depopulation of their classrooms. According to the latest report from the Conference of Spanish University Rectors (The University in Figures, 2020), universities are losing bachelor’s students as a result of the decline in the young population: in the past decade, the Spanish population between the ages of 18 and 27 has declined by 21.7%, and during this same period, there was a 6.7% decrease in enrolment in bachelor’s degrees. Furthermore, this decline is more pronounced in certain degrees. I do agree that ‘the teaching staff has to attend to increasingly diverse populations’; however, this is not ‘excessive’ numbers but diversity. Nonetheless, the university is gaining two opportunities to grow and better adapt to the society it serves via this drop in bachelor’s students and rise in student diversity. The first is lifelong learning: universities are already creating new degrees (postgraduates, in-house degrees, etc.) which allow older students to continue to train, either to increase their overall knowledge or to fine-tune and improve their professional competences. Likewise, a positive approach to diversity is allowing our universities to become multicultural environments that more closely resemble the societies in which they operate and to attend to students such as those with disabilities, who until recently hardly aspired to study at university. The impact of the digital technologies in the production of, access to and use of information has indeed affected the ways we teach and learn and has entailed opportunities for both teaching staff and students: we professors no longer merely transmit
这篇文章所表达的意图是什么?概述了作者认为当今大学面临的四大挑战:“过多”的学生人数、信息的指数级增长、企业管理的影响以及大学工作的官僚化。作为一所中等规模公立大学的教授和管理团队成员，我的观点与那篇文章的作者在几个方面有所不同。在我看来，大学面临的第一个挑战不是学生人数“过多”，而是恰恰相反:教室的人口减少。根据西班牙大学校长会议(the University in Figures, 2020)的最新报告，由于年轻人口的减少，大学正在失去学士学位的学生:在过去十年中，西班牙18至27岁的人口下降了21.7%，而在同一时期，学士学位的入学率下降了6.7%。此外，这种下降在某种程度上更为明显。我同意“教学人员必须照顾日益多样化的人群”;然而，这并不是“过多”的数字，而是多样性。尽管如此，这所大学还是获得了两个发展的机会，通过本科学生的减少和学生多样性的增加来更好地适应它所服务的社会。第一种是终身学习:大学已经开设了新的学位(研究生、内部学位等)，允许年长的学生继续接受培训，要么增加他们的整体知识，要么微调和提高他们的专业能力。同样，对多样性的积极态度正在使我们的大学成为多元文化的环境，更接近于它们所处的社会，并照顾那些直到最近才渴望上大学的残疾学生。数字技术在信息的生产、获取和使用方面的影响确实影响了我们的教学方式，并为教职员工和学生带来了机会:我们教授不再仅仅是传播
{"title":"Response to Quo vadis university? New challenges facing Spanish universities (Réplica a ¿Quo vadis universidad? Nuevos desafíos de las universidades españolas)","authors":"M. Alonso-CortÉS","doi":"10.1080/11356405.2021.1906515","DOIUrl":"https://doi.org/10.1080/11356405.2021.1906515","url":null,"abstract":"The stated intention of the article Quo vadis university? is to outline the four challenges that the author believes universities are facing today: ‘excessive’ numbers of students, the exponential growth in information, the influence of business management and the bureaucratization of university work. As a professor and member of the governing team of a medium-sized public university, my vision differs from that of the author of that article in several respects. In my opinion, the first challenge facing universities is not the ‘excessive’ numbers of students but quite the opposite: the depopulation of their classrooms. According to the latest report from the Conference of Spanish University Rectors (The University in Figures, 2020), universities are losing bachelor’s students as a result of the decline in the young population: in the past decade, the Spanish population between the ages of 18 and 27 has declined by 21.7%, and during this same period, there was a 6.7% decrease in enrolment in bachelor’s degrees. Furthermore, this decline is more pronounced in certain degrees. I do agree that ‘the teaching staff has to attend to increasingly diverse populations’; however, this is not ‘excessive’ numbers but diversity. Nonetheless, the university is gaining two opportunities to grow and better adapt to the society it serves via this drop in bachelor’s students and rise in student diversity. The first is lifelong learning: universities are already creating new degrees (postgraduates, in-house degrees, etc.) which allow older students to continue to train, either to increase their overall knowledge or to fine-tune and improve their professional competences. Likewise, a positive approach to diversity is allowing our universities to become multicultural environments that more closely resemble the societies in which they operate and to attend to students such as those with disabilities, who until recently hardly aspired to study at university. The impact of the digital technologies in the production of, access to and use of information has indeed affected the ways we teach and learn and has entailed opportunities for both teaching staff and students: we professors no longer merely transmit","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"46 11 1","pages":"412 - 417"},"PeriodicalIF":1.1,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77489967","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 : 2021-04-03DOI: 10.1080/11356405.2021.1904657
Inés Ruiz-Rosa, Desiderio Gutiérrez-Taño, F. J. García-Rodríguez
ABSTRACT The teaching–learning model in higher education has changed markedly in the past decade. A static approach in which students were passive subjects of their own learning processes has now given way to a dynamic model in which students are actively centred. In this context, it is essential to test teaching–learning models that promote students’ new role, as well as their effectiveness in helping them acquire competences. This study describes the experience of implementing a project-based learning methodology as a tool to promote the acquisition of a set of skills, both generic and specific, in undergraduate education, more specifically entrepreneurial competences among a group of university students. In order to analyse the impact of the intervention, pre-test and post-test analyses were carried out and confirmed that project-based learning does produce an increased perception of the acquisition of both the generic and specific skills associated with the subject as well as a significant improvement in perceptions of entrepreneurial competence.
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