Special education in Spain at the beginning of the 21st century: the challenge to educate in an unequal and multicultural society

An overview of the challenges facing the Spanish Special Education system at the turn of the century is presented. Significant changes have occurred in Spain over the last two decades that have affected the landscape of Spanish public schools in an unprecedented way. First, since the late 1980s, students with a variety of disabilities have been attending general education classrooms along with their peers. Additionally, for the last 20 years, Spain has experienced a dramatic increase in immigration patterns from Northern Africa, Eastern Europe and Latin America. Thus, Spanish educators are facing the challenge of educating an increasingly heterogeneous student body. Students' different educational needs are often handed down to the special educator teacher who is faced with the task of ensuring the student's academic and social participation. Reform efforts conducted by Spanish educators to ensure that all students, regardless of their gender, ability level, ethnic and social backgrounds, as well as language and religion of origin, have equal access to a full social and academic participation in their schools and communities are described.     

Sex and relationships education and gender equality: recent experiences from Andalusia (Spain)

Despite recent advances in sex and relationships education (SRE), the Spanish education system still lacks coherent policies in this field. This paper provides an overview of the current situation, focusing specifically on Andalusia, and discusses the importance of providing SRE for young people. It first describes current Spanish education policy on gender equality and shows how this leaves little space for SRE. It then presents data on young people's sexuality and relationships collected in the course of an action research project utilising different qualitative techniques. Data deriving from 27 in-depth interviews focusing on values, norms and practices relating to young people's sexuality and relationships, conducted in two secondary schools in Granada, Andalusia, are then analysed in order to identify the degree of gender equality present within them. The results suggest that in sexual relations young people tend uncritically to accept and reproduce many of the patriarchal dimensions of gender and sexuality. Findings highlight the importance of linking more closely SRE to gender equality education policies in Spain.     

Meta-Theoretical Contributions to the Constitution of a Model-Based Didactics of Science

There is nowadays consensus in the community of didactics of science (i.e. science education understood as an academic discipline) regarding the need to include the philosophy of science in didactical research, science teacher education, curriculum design, and the practice of science education in all educational levels. Some authors have identified an ever-increasing use of the concept of ‘theoretical model’, stemming from the so-called semantic view of scientific theories. However, it can be recognised that, in didactics of science, there are over-simplified transpositions of the idea of model (and of other meta-theoretical ideas). In this sense, contemporary philosophy of science is often blurred or distorted in the science education literature. In this paper, we address the discussion around some meta-theoretical concepts that are introduced into didactics of science due to their perceived educational value. We argue for the existence of a ‘semantic family’, and we characterise four different versions of semantic views existing within the family. In particular, we seek to contribute to establishing a model-based didactics of science mainly supported in this semantic family.     

德语国家普通教学论的核心命题与时代课题

德语国家(德国、奥地利以及瑞士)普通教学论历史悠久,对整个教育学科的建立与发展意义重大。普通教学论作为系统性、普遍性的教学理论,强调自身理论的主体性、师生对话的意义建构、教师清晰的指导与管理、教学的反思性实践。新的时代背景下,德语国家普通教学论的发展既坚守传统,又积极转向,系统分析其优劣特质可以发现:相关理论一方面具有整体性、独特性、指导性、反思性、规范性等特征;另一方面也面临着诸如学科地位下滑、缺乏实证研究支撑、自身理论发展缓慢、缺乏课程研究支持等问题。为应对信息技术时代学校教育的异质性、融合教育、移民教育、健康教育、数字化教育等新兴教学情境,相关研究呈现出新的发展趋势,转向"技术支持下团队合作"、"多主体协同建构"、"制定数字化教学新标准"。     

中国高等教育自主性发展问题文献综述

中国高等教育的发展面临着国际化和本土化的双重挑战,近年来,理论界在关注高等教育国际化的同时,高等教育的自主性发展问题越来越受到教育理论界、学术界和海外华人学者的关注。本文着重就学者们对中国高等教育自主性发展的历史反思,中国高等教育自主性发展与中国文化、大学改革及学科建设等问题进行了梳理和分析,并提出了中国高等教育自主性发展尚需继续深入研究的若干根本性问题。     

英语教育：理据及其学科关系

英语教育是一个受到诸多内外因素影响的学科领域。传统的观点认为英语教育只是教育学一级学科或者语言学一级学科下的一个研究方向,教育学或者语言学是其核心的理论基础。从理据角度和其学科关系角度可以看到：教育本体论、人的发展理论、课程与教学论、教育一文化互因论和语言科学理论是该学科发生、发展的基础;该学科与教育学课程与教学论二级学科、语言学应用语言学二级学科有本质的区别。     

Loosening chronology’s collar: reframing teacher career narratives as stories of life and work without end

This research paper examines the narrative accounts of the academic Spanish‐language development of four preservice bilingual education teachers of different backgrounds, including Mexican‐American, white (non‐Hispanic), Mexican immigrant, and the U.S.–Mexico border Hispanic. The purpose of the study is to discover the kinds of educational forces which may impede bilingual education teachers' development of academic Spanish, look at their own perceptions of their Spanish‐language proficiency, and consider how student learning might be influenced. The stories illustrate how few meaningful educational opportunities prospective teachers have to develop academic Spanish‐language proficiency. They also demonstrate how sociocultural context may impede Spanish‐language development. In short, the paper addresses the need for dramatic social and educational changes if bilingual education teachers in the U.S. are to fulfill one of the basic tenets of bilingual education: the provision of native‐language instruction.     

论教学哲学

教学哲学推动研究型教师培养的根本价值,决定了我们应立足于教学哲学研究对当前课程改革的推动,阐明教学哲学学科属性、主要任务和根本使命。同时,由于对教学哲学＂基本问题＂的追问,可以避免教师对教学论＂无所适从＂ 对＂教学观念＂的阐释,可以使教学哲学帮助研究型教师明确教学的未来发展方向 对＂教学实践论＂和＂教学生活论＂的探讨,将为研究型教师提供直接的实践理论 它们共同构成了教学哲学存在的根本价值。     

The shifting financial aid system in Spanish University: grant-recipients’ experiences and strategies

In 2012 Spain inaugurated a reform of its higher education financial aid system inspired by three principles: cost-sharing, increasing academic performance and school efficiency. This reform has shifted the aim of the system from equality of access to a type of meritocracy that can be defined as class-biased, as it is only applied to low-income students who require scholarships to fund their university education. After contextualizing this changing Spanish financial aid system, the life-experiences of grant-holders are discussed, based on in-depth interviews with scholarship recipients. Our analysis shows how the hardships and constraints that these low-income students endure during their university education have been toughened after the reform. The paper concludes that the reform increases and naturalizes the social inequalities that traditionally exist between youths of different social classes when planning, accessing and staying in university, as the critical sociology of education has shown recurrently.     

On the Relationship between Media Didactics and Media Education

The ostensibly clear distinction between media didactics and media education is attributed to the differences in the origins and development of these disciplines. The possibility of a further development of media didactics by means of a combination of the aims and practical concerns of both disciplines is exemplified in media education orientations to work with teaching media. The major consideration here relates to practical needs, including those of both teacher and pupil.     

西班牙环境教育的政策与实践探析

西班牙是西欧环境教育发展较有特色的一个国家，在近十几年里，在政府的直接干预下，西班牙确定了环境教育发展战略，并将环境教育纳入相关教育法规之中，确保中小学环境教育的有效实施。文章从政策入手，分析了西班牙中小学环境教育的课程开发与实施，并针对该国出现的问题分析其应对之策，从而有助于我国在环境教育实践中进行深入反思     

Enlightened paternalism: the prohibition of corporal punishment in Spanish public schools in the nineteenth century

In order to analyse the cultural values of Spanish liberalism, this paper describes the prohibition of corporal punishment in secondary education. The evolution of education laws and codes during the nineteenth century reveals great hope and confidence in building up an academic authority based exclusively on the power of reason and capable of ruling an ordered society. However, the study of documents found in the Instituto de Valencia historical archives highlights the difficulty of maintaining discipline as well as managing the political motivations of rebellious students, who demanded more autonomy from the academic authority.     

History of Spanish Mathematics Education Focusing on PhD Theses

This article offers an overview of mathematics education in Spain, analyzing the production of PhD theses over the last 30 years. This period has been divided into four cycles that describe the evolution of Spanish research in the field of mathematics education, together with changes in university and social politics. This paper also includes a forecast of the number of theses that will be produced over the next 7 years, thus predicting the future progress and development of this area of research.     

英国高等教育质量理论研究述评

随着英国高等教育大众化进程的发展，英国高等教育理论界掀起了探讨高等教育质量理论的热潮。本文对他们讨论的一些重要问题作了简要的述评，如高等教育的本质和特征与高等教育质量的关系、什么是高等教育的质量、传统质量观与新质量观的特征及其基本主张等。     

Early School Leavers and Social Disadvantage in Spain: from books to bricks and vice-versa

It can be argued that in Spain there is a relationship between the high rates of early school leaving (ESL) and inactive or unemployed young people, as is evidenced by the current situation in which over half the working population aged 25 or younger is unemployed, many having completed compulsory education only. ESL and its social and economic consequences must be considered within the parameters and expectations of the Spanish labour market and how these expectations are/were linked to demands (or not) for continued education. This article considers the monumental social, political and economic changes that have occurred in Spain during a short span of time (including the real estate crash of 2008 and subsequent economic crisis), and how these issues intersect with measures that directly concern the educational system. It also considers a variety of endogenous and exogenous factors related to the Spanish educational system, and the impact these have on rates of ESL. The article ends with a discussion of policies and practices that may reduce ESL rates and help transform the Spanish general perception of early school leavers from a ‘lost generation’ to a generation of young people with potential for helping Spain move out of its current economic crisis.