Let’s Meet in Nepantla: The Possibility of Thirdspace as a Place “Others” Call Home     

Minerva S. Chávez 《Journal of Latinos & Education》2015,14(4):336-344

This autoethnography posits that my presence as a working-class Chicana obtaining an education in the United States consequently created a Thirdspace environment I recognize as Nepantla. Thirdspace allowed me to navigate urban schooling and elite institutions of higher education. Two narratives demonstrate opposing forms of acquired dominant and nondominant forms of cultural capital to interrogate the value of Thirdspace when considering unique knowledge generated by an insider along the margins. This article articulates that strategic construction of bridges into Nepantla may assist Latino students to successfully navigate the schooling experience and offer the potential to reframe educational discourse.  相似文献   

Teachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methods     

Julio Cabero-Almenara  Francisco D. Guillén-Gámez  Julio Ruiz-Palmero  Antonio Palacios-Rodríguez 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(1):41-57

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Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks     

Vicente  Santiago  Verschaffel  Lieven  Sánchez  Rosario  Múñez  David 《Educational Studies in Mathematics》2022,111(3):375-397

Educational Studies in Mathematics - The success or failure of education systems in promoting student problem-solving skills depends on attitudinal, political, and pedagogical variables. Among...  相似文献   

Conditions for mental health in education: Towards relational practice     

Tom Billington  Sarah Gibson  Penny Fogg  Jamal Lahmar  Harriet Cameron 《British Educational Research Journal》2022,48(1):95-119

There are concerns globally about the emotional wellbeing and mental health of young people and in this paper a critical orientation comprises both theoretical and empirical data sources. The case is made that (1) the medical model of mental health – that of problem identification, diagnosis and medical treatment at the level of the individual – is not appropriate for the vast majority of children and young people in schools and (2) relational approaches would be more sensitive in responding to the complexity of the ‘conditions’ in the schools, homes and communities in which young people live. Articulations of these conditions in the literature are explored while we also draw on empirical data from part of an evaluation of a school-based teacher-training programme in which interviewees and respondents mapped out their own conditions for emotional wellbeing and mental health. We conclude with proposals for relational approaches which (1) acknowledge the links between affect, cognition and school climate and culture, (2) foreground mental health and poverty as impacting on young people’s emotional wellbeing in their communities, families and schools and (3) attend to voice – providing spaces in which young people can develop their own ‘preferred narratives’ concerning emotional wellbeing and mental health.  相似文献   

Organisational forms of science communication: the UK and Spanish European higher education systems as paradigms     

Ojeda-Romano  Gabriela  Fernández-Marcial  Viviana  Wilkinson  Clare  Stengler  A. Erik 《Higher Education》2022,84(4):801-825

As key elements in research and development systems, higher education institutions have been taking a leading role when it comes to communicating science and technology, but their performance has been inconsistent so far. In this critical and comparative study of the UK public engagement model and the Spanish scientific culture model, eighteen practitioners from higher education institutions across both regions were interviewed. A mixed qualitative data analysis has been performed identifying similarities and differences that unravelled the science communication management model in the two different higher education systems. This article provides evidence on how the institutionalisation of science communication is strongly influenced by key driving forces in the higher education context as well as the policies of administrations and other agents.

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Beyond cultural and geographical proximity: delving into the factors that influence the dynamics of academic relationships between students in higher education     

Tomás-Miquel  José-Vicente  Capó-Vicedo  Jordi 《Higher Education》2022,83(5):1143-1162

Higher Education - Scholars have widely recognised the importance of academic relationships between students at the university. While much of the past research has focused on studying their...  相似文献   

Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales     

Cathryn Knight  Zoe Clegg  Carmel Conn  Matt Hutt  Tom Crick 《British Journal of Special Education》2022,49(1):6-23

Wales, one of the four nations of the UK, is currently undergoing major education system-level reform. From the curriculum, through to a new additional learning needs (ALN) system, there is a renewed focus on inclusive education. Research has shown the importance of teachers' attitudes towards inclusion in creating inclusive learning environments. This research study is based on data from a survey of teachers in Wales (n = 253) exploring their perceptions of inclusive education. Thematic analysis of open-text responses revealed that while teachers were able to articulate the ‘ideal’ of inclusion, these positive ideals were often caveated by both implicit othering of learners with ALN and by the explicit limitations of behaviour, training, and finance and resources. This article critically evaluates the implications of teacher perceptions of inclusive education in Wales, suggesting that without a change in teacher attitudes, the vision of an inclusive education system may be compromised.  相似文献   

Do labels matter? Analysis of teachers' self-efficacy towards the autism spectrum disorder depending on the diagnostic label used (ASD or Asperger's)     

Irene Gómez-Marí  Gemma Pastor-Cerezuela  Irene Lacruz-Pérez  Raúl Tárraga-Mínguez 《Journal of Research in Special Educational Needs》2023,23(2):126-135

Changes in the classification of autism and Asperger's syndrome led to changes in social perception of ASD. Since last criteria, studies indicate higher levels of stigma towards ASD than towards Asperger's. These prejudices are barriers to inclusive education. Thus, it is relevant (1) to evaluate pre-service teachers' self-efficacy towards the label of ASD; (2) to evaluate pre-service teachers' self-efficacy towards the label of Asperger's and (3) to compare those results to analyse whether the use of different diagnostic labels brings about different levels of self-efficacy. One hundred and eighty-six primary education pre-service teachers participated in the current study. Two adaptations of the Autism Self-Efficacy Scale for Teachers (ASSET) were used: a version with the label of ‘ASD’ (n = 96) and another for ‘Asperger's’ (n = 90). The scores obtained by the group asked about ASD were high according to the ASSET score range, while the scores obtained by the group asked about Asperger's were medium. After comparing the results, participants asked about the label ASD showed higher levels of self-efficacy than participants asked about Asperger's. These results could be a consequence of the consolidation of the ASD diagnosis among society and the higher presence of children with ASD in schools and cultural products, among other factors.  相似文献   

University students’ strategies and criteria during self-assessment: instructor’s feedback,rubrics, and year level effects     

Panadero  Ernesto  Pérez  Daniel García  Ruiz  Javier Fernández  Fraile  Juan  Sánchez-Iglesias  Iván  Brown  Gavin T. L. 《European Journal of Psychology of Education - EJPE》2023,38(3):1031-1051

European Journal of Psychology of Education - This study explores the effects of feedback type, feedback occasion, and year level on student self-assessments in higher education. In total, 126...  相似文献   

Relationship of executive functioning and memory to autism symptomology and adaptive functioning: Implications for reducing future underemployment     

Maria E. Hernández Finch  Beth Trammell  Asia R. Hulse  William H. Finch  Aimee Wildrick  Elizabeth F. Floyd  Jenna Pittenger  David E. McIntosh 《Psychology in the schools》2023,60(2):282-294

Understanding the relationship between executive functioning and its connection to working memory and adaptive functioning can inform planning and employment efforts. This study explored the relationship between memory and adaptive functioning with a sample of Autistic youths/young adults. Participant mean age was 21.3 (SD = 3.0). Of the 22 participants, 17 were male, and 19 white, non-Hispanic/Latina/o/x. All but one lived with their parent(s). Participants were administered a full battery assessing cognitive ability (WAIS-IV), memory and executive functioning (WMS-IV and DKEFS), autism symptomatology (ADOS-II), and adaptive functioning (SIB-R). A multivariate lasso regression model was used. Memory, especially as measured on the WMS-IV, was found to be significantly related to adaptive functioning and autism symptomatology. There appears to be continuing evidence that memory is highly related to adaptive functioning and autism symptomatology. Interventions involving auditory and immediate memory could be helpful in promoting more mutually effective social interactions necessary for positive employment outcomes.  相似文献