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71.
This study examines to what extent there is a sort of “political appropiation” by political parties when they seek to set a discourse about the Spanish PISA outcomes. We have consistently found that programs for assessing the competencies of students, especially PISA, have become tools of rationalization and the legitimization of education policies in both the national and territorial contexts. Furthermore, each regional government focuses its discourse on what it feels to be its strong points, that is, a clear “self-justifying reading” of PISA outcomes. 相似文献
72.
Eduardo Cavieres-Fernández 《课程研究杂志》2017,49(4):414-436
The present article focuses on the counter stories of two Chilean social studies high school teachers. Counter stories describe how teachers use their professional experience to confront those mega narratives composed of dominant educational policies that impinge upon their pedagogical practices. The mega narrative described in this study as a citizenship education mega policy narrative is composed by citizenship educational guidelines that have become influenced by other market-driven educational policies, and is not only present in Chile but has also been influenced by policies coming from countries such as England and the US. Therefore, the discussions that emerge from these counter stories on the nature of this mega narrative and the ways through which teachers can confront it through their teaching, and the implications that all this has for the field of citizenship education, do not only fill a gap in Chilean research but also contribute to discussions on counter and mega narratives in the field of citizenship education within a wider international scope. 相似文献
73.
Tania Carolina Camacho-Villa Conny Almekinders Jon Hellin Tania Eulalia Martinez-Cruz Roberto Rendon-Medel Francisco Guevara-Hernández 《The Journal of Agricultural Education and Extension》2016,22(5):455-470
ABSTRACTPurpose: Little is known about effective ways to operationalize agricultural innovation processes. We use the MasAgro program in Mexico (which aims to increase maize and wheat productivity, profitability and sustainability), and the experiences of middle level ‘hub managers’, to understand how innovation processes occur in heterogeneous and changing contexts. Design/methodology/approach: We use a comparative case study analysis involving research tools such as documentary review, key informant interviews, focus group discussions, and reflection workshops with key actors. Findings: Our research shows how a program, that initially had a relatively narrow technology focus, evolved towards an innovation system approach. The adaptive management of such a process was in response to context-specific challenges and opportunities. In the heterogeneous context of Mexico this results in diverse ways of operationalization at the hub level, leading to different collaborating partners and technology portfolios. Practical implications: MasAgro experiences merit analysis in the light of national public efforts to transform agricultural advisory services and accommodate pluralistic agricultural extension approaches in Latin America. Such efforts need long-term coherent macro level visions, frameworks and support, while the serendipitous nature of the process requires meso-level implementers to respond and adapt to and move the innovation process forward. Originality/value: This paper contributes to the debate on how to operationalize large programs by showing that the innovation support arrangements enacted in the field should allow for diversity and have a degree of flexibility to accommodate heterogeneous demands from farmers in different contexts as well as continuous changes in the politico- institutional environment. 相似文献
74.
Yang Xiaotong Rahimi Seyedahmad Shute Valerie Kuba Renata Smith Ginny Alonso-Fernández Cristina 《Educational technology research and development : ETR & D》2021,69(2):1055-1075
Educational technology research and development - In-game learning supports aim to help students solve game levels (i.e., game-related supports), and connect to underlying content (i.e.,... 相似文献
75.
Jacint Jordana Xavier Fern ndez David Sancho Yanina Welp 《The Information Society》2005,21(5):341-351
We examine the effect of public policy on the growth of Internet use. Using a decentralized country—Spain—as an example, we compare the 17 Spanish regions to test different Internet policy designs, taking into account the quality and number of specific programs promoted by regional governments, as well as the presence or absence of strategic planning in each region. We treat the percentage of Internet users as a dependent variable to compare its diffusion in different territories. Our findings show that educational levels and economic differences explain about half of the variations observed. Furthermore, the regional policies play a significant role in explaining regional variations. We investigate which public policy instruments are more significant for the development of the Internet, and find that focused policy intervention and complex policy initiatives are more significant than other policy instruments in explaining the increase in the percentage of Internet users. 相似文献
76.
77.
Nadeen Teresa Ruiz Peter J. Baird Pedro Torres Hernández 《Journal of Latinos & Education》2016,15(2):97-112
Initial research has documented the ill treatment suffered by Mexican indigenous students in U.S. schools. Using a framework of transnational teacher education, we examined the impact of field practice in an indigenous area of Mexico on teacher candidates. Candidates showed growth in new understandings, such as their role as bilingual teachers in terms of validating students’ cultures and their sense of global interconnectedness with transnational students and communities. Applied classroom projects several months after field practice showed a similar impact, beginning to make the case that transnational field practice can also positively influence the academic performance of the candidates’ future students. 相似文献
78.
Marilyn Cochran-Smith Megina Baker Stephani Burton Wen-Chia Chang Molly Cummings Carney M. Beatriz Fernández 《欧洲师范教育杂志》2017,40(5):572-588
AbstractIn keeping with the theme of the 40th anniversary issue of EJTE, this article looks back and forward at US teacher education accountability. It argues that “holding teacher education accountable” has been the major approach to reforming teacher education in the US for the last two decades, assuming that enhanced teacher education quality depends on vigilant public evaluation and monitoring of outcomes related to teacher education institutions, programs, and teacher candidates. This article looks back at the “era of accountability” by examining five policy, political, and professional developments that contributed to its emergence and strong hold on US teacher education. Looking forward to the future of teacher education accountability in the US, the article argues that we need a new approach – democratic accountability in teacher education – which is based on intelligent professional responsibility for students’ learning including democratic knowledge and skills, strong equity, and genuine collaboration with multiple stakeholders. 相似文献
79.
Aragón-Méndez María del Mar Acevedo-Díaz José Antonio García-Carmona Antonio 《Cultural Studies of Science Education》2019,14(3):525-555
Cultural Studies of Science Education - This article presents a qualitative study of the understanding of various epistemic and non-epistemic aspects of the nature of science (NOS), based on... 相似文献
80.
Domingo-Segovia Jesús Bolívar-Ruano Rosel Rodríguez-Fernández Sonia Bolívar Antonio 《Learning Environments Research》2020,23(3):347-367
Learning Environments Research - The analysis of professional community is a good indicator of the degree of professional and institutional development of a school. The Professional Learning... 相似文献