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El proceso de mejora de enseñanza-aprendizaje en el contexto universitario ha generado la aplicación de nuevas o mejoradas técnicas docentes, las cuales fomenten una participación activa del alumno y una mayor interacción con el profesor. El objetivo de este trabajo ha sido analizar el grado de satisfacción del alumnado universitario con una de las innovaciones docentes más populares, sobre todo, por su bajo coste y sencillez, que es el one minute paper, la cual registró una alta tasa de participación en el contexto analizado. En particular, esta experiencia docente se hizo en una asignatura de contabilidad en el Grado de Administración y Dirección de Empresas de la Universidad de Santiago de Compostela.

En aquesta investigació es presenta el Projecte d'Innovació Docent ComunicArte16 dut a terme en el curs 2015-2016 en l'assignatura Estructura Econòmica del Sector de la Comunicació del grau en Comunicació i Relacions Públiques d'ESIC Business & Marketing School, on van participar 21 alumnes. ComunicArte16 té com a objectiu incrementar la participació de l'alumnat a través de la proposta i disseny de les seues pròpies accions docents a realitzar a l'aula. A partir de les 14 accions proposades, es va sol·licitar a cinc docents especialistes en la matèria que revelaren les seues preferències d'acord amb els objectius del currículum de l'assignatura. Aquest procés s'ha articulat sobre quatre eixos: analitzar, connectar, experimentar i crear (ACEC), seguint com a referència el Model d'Estils d'Aprenentatge de Felder-Silverman (FSLSM). Per a la selecció d'accions docents de ComunicArte16 es va seguir el Procés Analític Jeràrquic (AHP) que, a través de la comparació aparellada d'alternatives de tipus autoexcloents, va brindar una prelació ponderada i va donar lloc a la selecció efectiva de 4 accions, una per a cada eix. L'anàlisi dels resultats avala una alta acceptació de ComunicArte16 entre l'alumnat, incrementant la participació activa a l'aula i millorant el seu compromís a través d'una major taxa d'assistència a classe.

El Espacio Europeo de Educación Superior (EEES) promueve la aplicación de nuevas técnicas docentes para lograr una interacción significativa alumno- docente, corrigiendo problemas de aprendizaje oportuna y eficazmente. Este trabajo analiza la técnica one minute paper en estudios de grado universitario, y sus implicaciones sobre el rendimiento académico. Frente a un enfoque predominantemente teórico de trabajos previos, se aporta evidencia empírica con una amplia muestra de alumnos, constituyendo una experiencia docente extrapolable a otros centros educativos. En general, se obtuvo una alta participación en la técnica y existió una importante interacción en el aula. Además, la tasa de éxito en el examen fue superior entre aquellos alumnos que participaron mayoritariamente en los one minute papers, frente a aquellos que fueron evaluados solo con dicho examen. En conclusión, la aplicación de nuevas técnicas docentes contribuye positivamente al aprendizaje, mejorando el rendimiento académico y potenciando una mayor interacción profesor-alumno.

O artigo analisa a produção acadêmica publicada nas principais plataformas brasileiras de divulgação cientifica acerca da avaliação na Educação Infantil. O estudo utilizou como aporte metodológico a Analise de Conteúdo de Laurence Bardin, tendo como recorte temporal o período de 1996 até 2015. Os dados foram classificados em quatro categorias de analise, que sugerem uma producao acadêmica sobre a avaliação na Educação Infantil ainda escassa, todavia em ascensão, com predominância de producao na área de Educação. Outro ponto tratado no estudo refere-se aos múltiplos focos acerca da temática avaliação e Educação Infantil. Os estudos baseiam-se tanto em aspectos do microcontexto, como o registro e a documentação pedagógica, passando pelo uso de escalas e testes padronizados que objetivam avaliar o desenvolvimento da criança em aspectos de macrocontexto, como nas avaliações da qualidade do ambiente, das instituições e dos sistemas de ensino. Por fim, o artigo destaca ainda que essa temática requer uma ampla discussão a fim de construir uma melhor compreensão dos sujeitos que por ela são influenciados (professoras, crianças, famílias e equipes gestoras). Palavras-chave: Analise de conteúdo. Avaliação. Educação infantil.

This research seeks to provide a general overview of educational research in Latin America based on the study of articles published in Latin American impact journals and written by authors of the Region. Specifically, the 1,086 articles on empirical research in education written by Latin American authors and published in journals published in Latin America and indexed in jcr (isi Web of Science), Scopus or scielo, during the years 2014, 2015 and 2016 are reviewed. Four elements are reviewed: the authorship of the articles, the subject of study, the level of education addressed and the research methodology used. The results indicate that three countries (Brazil, Mexico and Chile) concentrate 75% of the papers, 59.1% of the authors are women and 53% of the papers are signed by three or more people. Among the most studied topics include Learning and school performance, Teachers and Teaching strategies, curriculum and teaching practices. Higher Education is clearly the most studied, with 43.1% of the papers. And, finally, there is no priority methodological approach, with practically half of qualitative articles, the other half quantitative. With all this information, it is possible to conclude some elements that translate into the need for greater support for research, a rethinking of topics and levels of study and a boost to collaborative research.

En aquest treball si presenten els resultats de les enquestes realitzades als estudiants a la Universitat de Duke (EUA) pel que fa a l’ ús de la traducció automàtica (TA) en els cursos de llengües estrangeres, així com les percepcions de la TA entre els instructors. En primer lloc, es presenta una visió general de l'estat de la TA en els mitjans de comunicació nacionals i també al món acadèmicc. Ademés, els invetigadors ofereixen una explicació del seu interés en la temática. En segon lloc, es presenten els resultats de les enquestes realitzades entre els anys 2011 i 2012 als estudiants i instructors, investigant els patrons d’us a l'aprenentatge d'idiomes i les percepcions sobre la utilitat de la TA. Les nostres troballes evidencien una gran discrepància entre professors i estudiants pel que fa a la utilitat de la TA en l'aprenentatge de segones llengües.

There was in Spain an inicial «army of teachers» freinetians, a group of snipers commited to the renovation of the system of education which was born and grew in the shade of the Republic. To this army belonged the teachers’ small squad of Extremadura, which took two schools of Las Hurdes as a surprising origin. From there it extended to Montijo -principal center of diffusion for the rest of the educational experiences in the region: Calamonte, Valencia de Alcantara, La Puebla del Maestre and, probably also, Arroyo del Puerco. Surprising is not only that the origin of such an educational innovation took place in a region like Las Hurdes, but also that it was proceeding almost at the same time as the huge movement in Catalonia and Aragon, and that it, most likely, was not affected by Almendros ́s influences. There are reasons to believe that the teacher Jose Vargas Gómez, the origin of everything, had early news from Freinet through the teachers from Torrijos and Camarena before arriving to Las Hurdes.

The article presents a study of the process of assessing the effectiveness of scientific and peda-gogical workers in the educational organization of higher education. The result of such an assess-ment is the basis for determining the activity of teachers for a certain period and the accrual of a stimulating part of the salary. The purpose of the study is to automate the methodology for evalu-ating teacher performance indicators by implementing an information system. The main task of such a system should be the ability to reallocate the resources required to implement the assess-ment process in such a way as to reduce the burden on individual specialists and reduce the num-ber of manual checks of individual criteria. The paper defines the features of the teacher evalua-tion process, the subjects, and objects involved in its implementation, as well as the mechanisms of their interaction. Based on the results obtained, models have been developed, problems have been identified, and ways to solve them have been determined. The paper presents models of pro-cesses that allow evaluating changes after the introduction of some modules of the information system.

Singapore is one of the leading countries in the digitalization of education and the use of blockchain technology. Since 2016, Singapore has been implementing the Ubin project to create a national digital currency. The paper aims to analyse legal regulation of the use of distributed ledger technologies in the education system of Singapore. Based on the analysis, it is concluded that Singapore extends the provisions of securities legislation to digital tokens, which have the characteristics of securities or futures. Singapore has developed a set of rules enshrining requirements for cryptocurrency exchanges, which reduces the risks of fraud and money laundering using cryptocurrencies. The paper also analyses MAS reports on the development of a state's digitalization of education. The paper concludes that Singapore's experience can be used by other states to shape or modernize their education system.

The main hypothesis in the paper is that not only tense/time nor space/place, but both time and place play equally crucial role in the process of meaning construction in news discourse. In this connection, the goal of the paper is to explore time and place in news discourse that have been extensively but mostly separately studied from different perspectives. News reflects real life events happened in the recent past, are happening now or will happen in the near or distant future in a specific place. So, both time and place matter in news discourse and it is intriguing to study the linguistic representations of the correlation of time and place from a perspective of their multiple functions in this genre. The recent flood of emerging news in connection with the coronavirus pandemic makes this topic extremely relevant and original as this developing topic has very important two dimensions: time and place. That is why it is interesting to analyze how these two concepts are shaped in the vast amount of news discourses produced in the first months of 2020.

The paper’s aim is identification of prerequisites for national government control over the country’s elderly education network. The presented Russian case accentuates the importance of development of elderly education programs in view of the recent retirement-age increase. There are arguments for a need in the involvement of the national government in functioning and development of the national network of elderly education projects. The paper includes an overview of patterns used by other national governments in their interaction with national systems of elderly education. The authors describe the pattern that is the best for the social, economic, and cultural conditions that prevail in Russia. The authors ground their conclusions on the overview of academic papers on a status of elderly education in Russia and in the world, as well as results of their own research. The paper contains recommendations on the development of measures to implement the potential of the national system of elderly education projects in Russia as a social management tool.

The Chilean educational system, which is considered an emblem of neoliberal public policies, was subjected to a profound legal refom in 2014. The moderate left-wing government passed the «Ley de Inclusión» bill, which seeked avoiding the selection of students, the charging of copay upon families in publicly financed schools, and ending the possibility that private schools, which received public financing, could seek profit. During the discussion of this bill, a set of educative, political and social actors articulated and mobilized looking to stop this. The purpose of this paper is to identify and describe the argumentative twists present in the discursive community that opposed the «Ley de Inclusión» bill. The corpus used consists of 139 opinion columns, published in «El Mercurio» and «La Tercera», the two main political media papers between March of 2014 and January of 2015. From an analysis ot these argumentative twists, a discursive coalition was built. The beliefs and representations of the educational community condense on: the need for a gradualist and evidence-based public policy; the free choice of schools as the dominant rationality and tool in the educational quasi-market; and the defense of private education as a means to ensure the existence of differentiated and plural educational offers in the educational system.

This paper critically surveys and contextualises the recent wave of autonomous art schools established in the UK since the Independent Review of Higher Education Funding & Student Finance, or Browne Review. It argues that these institutions have been formed as a direct response to this economic policy and the broader neoliberal economisation of higher education. By drawing upon the work of the Edu-Factory Collective, and the Autonomist Marxist theory that inspired their project, this paper argues that these new alternative art schools can be understood as ‘common autonomous institutions’. Furthermore, that they represent genuinely viable alternatives to the commodified, financialised, and marketised state provision. Finally, drawing upon the work of Santos, three alternative art schools (The Other MA, Southend, UK; The School of the Damned, London, UK; @.ac, UK) are analysed as nascent forms of the polyphonic pluriversity.

The paper is devoted to identifying the complexities concerning the educating theological expert review. The institution for expert review has emerged relatively recently and is often a tool used by different interest groups in battles with each other, for example, with religious rivals or engaged leaders pursuing their own goals. The main attention in the paper focuses on the following problematic points: the lack of a unified comprehension of the nature of theological expert review, and also of a unified methodology for its conduct and typology, the issues of the determinism in the results of the expert opinion due the belonging of a researcher to a certain scientific school. The paper reveals factors that negatively affect the procedure for conducting expert research, and identifies the main prospects for the development of the institution of theological expert review. It states that the peculiarity of the development of theological discourse has a strong influence on the process of the formation of theological expert review in the Russian Federation and is largely the reason for the lack of uniform standardized criteria in relation to the methods and rules for its implementation. The paper is of interest for experts, researchers, teachers, as well as for those interested in the problems of understanding this institution and the prospects for its development, taking into account the existing law enforcement practice in Russia.

The paper deals with methodological aspects of studying a noun in a Vietnamese audience. The choice of research topic and its relevance are due to the fact that the methodological aspects of studying Russian as a foreign language by a Vietnamese audience are not sufficiently developed. Every year, along with the increasing demand for knowledge of Russian, the number of students studying Russian is also increasing significantly, but teaching methods and materials of the Russian language are always limited. Despite the efforts of students, the results leave a great deal to be desired. In order to improve the quality of material learning, suitable methods are needed to teach Russian as a foreign language. The paper presents a comparison of the characteristics of nouns in Russian and Vietnamese; the difficulties Vietnamese students encounter in learning Russian, including nouns; and an exercise system designed for Vietnamese students.

The general aim of this research study is to detect needs and possible areas of improvement in the Basque education system. To this end, this paper describes and compares the discourses of different informants, using a qualitative methodology based on a census sample of secondary schools and students in the Autonomous Community of the Basque Country (ACBC). Although our research is located in a specific geographical and cultural context, the detailed contextualisation of the study may shed light on an international level and may be transferable to other contexts that come close to the characteristics described in this article. Thus, a total of 18 secondary schools from the ACBC were selected in accordance with their effectiveness level, calculated on the basis of the results obtained in the Diagnostic Assessments (DAs) across five years. Likewise, professionals involved in the study (18 inspectors, 18 management teams, and 50 educational agents) identified certain priority areas, such as teaching-learning methods, promoting diversity, fostering an evaluative culture and leadership, resource provision, stability of the teaching staff, relationships with families, and optimisation of constructive conflict resolution. This research can help to carry out other research on other education systems based on the dimensions analysed in this article, as they have been found to be a priority for educational agents.

The purpose of this paper is to emphasize the importance of «inculturation» in the religious images drawn by Monica Liu (Ho-Pei), a unique artist who promoted Religious Art and Education in Taiwan. Monica Liu adopted Western Christianity into Chinese art to create paintings that reflect her love for nature as well as Our Lady who is deeply venerated in the Catholic Church and regarded as the mother of humanity. This paper is a qualitative research based on an interview conducted with Huang Wan-Yun, a protégée of Monica Liu who had a very close relationship with the latter during the last ten years of her life. This research is also based on some writings that Monica left behind and several articles written about her by acquaintances. The culture and faith expressed by Monica Liu through Our Lady’s images help us to deeply understand the value and relationship between religious art and faith. In addressing the needs of the secular world, religious art has encountered difficulties in terms of contemporary aesthetics. Monica’s distinct aesthetic considered «moral virtues» important to modern or contemporary art and their absence could result in distorted values. Therefore, true mission work in the field of religious art has to be close to everyone’s heart, as well as emphasize the importance of inculturation through natural representations and create awareness of taboo in art, which involves «additional and supplementary» elements in original artworks.

El artículo muestra, a partir del análisis de libros de texto de educación musical para la enseñanza primaria, los valores, estereotipos, esquemas mentales y significados que se transmiten en el curriculum no siempre de un modo consciente o regulado. El objetivo es analizar qué modelos culturales se transmiten, cuáles son los espacios de silencio, qué ausencias y por el contrario qué presencias son reforzadas y transmitidas con el uso de estos materiales curriculares. El artículo consta, en primer lugar de una introducción al estado de este campo de investigación mostrando la relevancia y oportunidad de esta problematización del currículum. Se trata de una investigación de carácter cualitativo que usa el análisis del contenido y del discurso como herramientas metodológicas. Posteriormente se exponen los resultados de la categoría Representaciones Culturales organizados en las subcategorías siguientes: género, mirada eurocéntrica, culturas y tradiciones populares y relación con el entorno. El análisis de los libros de texto nos alerta sobre el dominio de la hegemonía cultural androcéntrica y la reproducción de miradas eurocéntricas que no han superado el colonialismo y el patriarcado, tratando las culturas minorizadas y populares propias del entorno de los niños y las niñas desde el exotismo y el distanciamiento. Se concluye señalando la relevancia de este tipo de investigaciones para comprender los efectos culturales implícitos en la presentación del currículum en los materiales de uso en las aulas. /// The research paper shows, from the analysis of the musical education textbooks for primary education, the values, stereotypes, mental schemes and meanings that are transmitted in the curriculum not always in a conscious or regulated way. The objective is to analyse what cultural models are transmitted, what are the spaces of silence, what absences and on the contrary what presences are reinforced and transmitted with the use of these curricular materials. The article consists, first of all, of an introduction to the state of this field of research showing the relevance and opportunity of this problematization of the curriculum. It is a qualitative research that uses content and discourse analysis as methodological tools. Secondly, the results of the category Cultural Representations are presented. This category is organized in the following subcategories: gender, Eurocentric gaze, popular cultures and traditions and relationship with the environment. The analysis of textbooks alerts us to the dominance of androcentric cultural hegemony and the reproduction of Eurocentric views that have not overcome colonialism and patriarchy, making a distant an exotic treatment of minority cultures and popular cultures closers to children's environment. This paper concludes with the relevance of this type of research to understand the cultural effects implicit in the presentation of the curriculum in the materials used in the classroom.

Este artículo se centra en el análisis de un proceso co-diseño de prácticas educativas abiertas (PEA) para el desarrollo de competencias transversales en el contexto de una universidad a distancia. A través de la participación activa de profesoras, estudiantes e investigadora, se pretende facilitar el diseño curricular de prácticas educativas abiertas, que favorezca el desarrollo de competencias transversales por parte de los estudiantes. El estudio se enmarca en una investigación más amplia que aplica el modelo de investigación basada en el diseño (IBD). Concretamente en este artículo se aborda el análisis de la fase de diseño, con un enfoque eminentemente cualitativo, utilizando como instrumentos la observación participante y el análisis de los productos realizados por los participantes en el proceso de co-diseño. El estudio se propone responder las siguientes preguntas: ¿Cómo se lleva a cabo y qué aporta el método de co-diseño al diseño de PEA para el desarrollo de competencias transversales? ¿Qué tipo de contribuciones realizan y qué rol asumen los distintos participantes en el proceso de co-diseño? Los resultados reflejan la dinámica del proceso de co-diseño, el tipo de contribuciones y roles asumidos por cada participante y el aporte efectivo del método de co-diseño para el diseño de PEA, considerando por una parte el grado de comprensión e incorporación de los conceptos fundamentales en los escenarios diseñados y por otra, la utilidad de los instrumentos de diseño utilizados. /// This paper focuses on the analysis of a co-design process of open educational practices (OEP) for the development of transversal competences in a distance university. Through the active participation of teachers, students and researchers, the aim is to facilitate the curricular design of OEP, which favors the development of students’ transversal competences. The study is part of a broader research that applies the model of design-based research (DBR). Specifically, this paper deals with the analysis of the design phase, with a qualitative approach, by using participant observation and the analysis of the design products elaborated in the co-design process. The study aims to answer the following research questions: How is the co-design method carried out and how does it contribute to the design of OEP for the development of transversal competences? What kind of contributions do participants make and what role do they assume in the co-design process? The results reflect the dynamics of the co-design process, the type of contributions and roles assumed by each participant and the effective contribution of the co-design method for the design of the PEA, considering on one hand the degree of understanding and incorporation of the relevant concepts in the designed scenarios and, secondly, the usefulness of the design instruments used.

This paper explores my on-going collaborative research journey that began in 2009 with a critical ethnographic investigation into the ways one early years school in Bristol was working to advance a pedagogy of respect that drew on the multilingual and multiliterate out of school practices of children and their parents in order to open possibilities for in-school learning. The project was framed within a critical ethnographic approach that is underpinned by a philosophy of democratic and collaborative ways of working within the field; acknowledging identities, positionalities and relations of power as constructed within and across institutional settings. In this paper, I present the collaborative learning trajectories and relationships between myself, as researcher, and Lara, the Head Teacher, a key participant within this project. I situate this within a critical reading of researcher identities, collaboration and research-community partnerships within a scholarship that draws on arguments for the democratizing of knowledge production, the re-evaluation and transformation of field relationships through reflexive practice (Byrd-Clark & Dervin, 2014; Facer & Enright, 2016; Giampapa, 2011) and the intellectual and emotional commitment involved in shaping them. What evolved through this unfinished critical ethnographic journey is an understanding of the underlying «practical, personal and symbolic» reasons (Facer & Enright, 2016, p. 59) for field relationships as a starting point in order to build deeper forms of engagement. These deeper forms of engagement generate different ways of knowing that are co-created, ethically grounded, socially responsible and action oriented (Campbell & Lassiter, 2010). I stress the transformative power of these field conversations that were able to evolve and shape new ways of understanding as a result of the longevity of being in the field and working beyond it.

Taking into account, that science and education in Russia are related to certain priority areas designated by the State and the social development policy, this article is focused on the issues related to the modernization of the academic degrees’ system in Russia. This system is characterized by multiple imperfections that particularly influence the motivation of high-education teaching personnel. In this paper, the authors study several recent problems encountered in the current legal regulation governing the attribution of academic degrees in Russia while observing its inconsistencies and legal contradictions. The paper also contains an analysis of suggested proposals that could be added to the current legal texts, regulating the institution responsible for academic degree attribution. In general, the authors suggest a conceptual approach to modernize the mechanisms of normative legal regulation which organizes the attribution of academic ranks. It is suggested to improve the evaluation system of scientific publications used to evaluate applicants for an academic degree, and to establish a transition towards a point-based evaluation system based on the quality of scientific and educational work. The thesis formulated expresses the need to develop a system of social and material guarantees for the benefit of scientific and educational staff and the implementation of effective means to motivate their educational and research activity.

The relevance of this problem is determined by the immaturity of the theory of forming knowledge economy at the setting of corporate training, as well as by the specific peculiarities of organizing corporate training in a market economy. The transfer of Russian economy to the innovative model based on knowledge economy requires reconsideration of practically all patterns and methods of the knowledge economy formation both in corporations in general and in corporate training in particular. The purpose of the paper is to reveal the need in acquiring new professional knowledge in corporate training and to show the importance of improving managerial skills and personal traits that increase motivation to learning and forming the knowledge economy. The leading approach to this problem is the analytical method that studies the works of Russian and foreign researchers in the field of management in education. It includes stages from the identifying the subject matter of the category of "knowledge economy" to the features of forming "knowledge economy" in the setting of corporate training in corporations. This research is impossible without the use of such scientific methods as analysis and synthesis, as well as methods of system analysis that combines organizational, personal and technological components, expert evaluations, re-engineering business processes of training. It is due to the fact that the formation of knowledge economy is carried out through corporate training, which can be considered as a specific socio-economic phenomenon. These approaches allow considering the activity of large foreign and Russian production companies, which carry out corporate training, as a set of business and administrative relations. These relations emerge in the process of formation and development of the knowledge economy. Let us list the main results of this work. The first part of the work deals with the theoretical substantiation and the subject matter of the category of "knowledge economy". The second part shows the features of knowledge economy formation in corporate training. Materials of this paper can be useful for forming the knowledge economy for corporate training as a strategy of corporate training system in large production companies.

The purpose of this paper is to examine the practice of writing in the education of teachers in formation, specifically in the full degree of the Pedagogy course of a public university in the State of São Paulo/Brazil, in the context of a discipline that aims the organization of pedagogical work starting from different languages and based on a conception of formation that values the professional and personal dimension. It is a fragment of a larger research that, from a narrative research perspective, considers as object of study my own formative practices in the referred university. In this paper, I focus on the “shared notebook” that is the material produced by a student and it was chosen because it welcome the alternation in the production of the records. Records that bore thoughts and feelings that were aroused in the encounters and that were systematized with words, drawings and other forms of expression. Inspired by the indicative paradigm of Ginzburg (1989), I searched for details in my own memories in the student’s shared notebook, reading her records, mine, and those of other colleagues in the group. In this movement of searching for details, I sought a possible configuration of a story that, when unveiled in the deepening of the narrative, explicit some pedagogical knowledge. This work contributes to broaden the understanding the meaning of thinking Education in a narrative way.

This article paper explores the evaluation of artificial intelligence (AI) in English as a Foreign Language (EFL) writing courses and the importance of calibration in writing evaluations. The role of calibration has received little attention in language contexts, while the role of artificial intelligence has gained increased attention in the last couple of years. This investigation, conducted from August 2022 to March 2023, involved eight TESOL students enrolled in an English as a Foreign Language (EFL) major at a Costa Rican public university, ten TESOL university professors, and one AI piece of software. It used a quantitative, quasi-experimental design, and a language elicitation data collection process. Data was collected by means of a rubric-based writing assessment. Quantitative data were analyzed using descriptive statistics. Data analyses indicate that: 1) human-created paragraphs (X̄ = 7,56) and AI writing (X̄ = 7,61) yield similar results when evaluated; 2) some criteria may favor human creativity or computer, rule-oriented writing; and 3) professors’ ratings reveal inconsistencies when grading human writing in particular. These findings demonstrate that AI matches, at least to a basic level, human writing skills. Furthermore, data show that students may be falling behind in aspects such as grammar, vocabulary, and mechanics. Finally, the analysis indicates that professors’ grading lacks consistency, and a calibration model should be incorporated as part of regular training workshops.

Technical Vocational Education and Training (TVET) in Costa Rica is considered as an important alternative for the insertion of the young population into the labor market. However, despite the increasing importance of TVET there is a lack of institutionalized research activities, so that research efforts on TVET mainly remain in the background. The aim of this paper is to present and examine the level of institutionalization of TVET research in Costa Rica and the associated needs, challenges, and demands. Therefore, qualitative research, with an exploratory scope, was conducted between December 2022 and June 2023, for which a literature review on TVET research and semi-structured interviews with sixteen experts were carried out. The results revealed, that from 2020 to date, there has been an increase in the number of research activities in TVET and in the number of publications in Costa Rican journals. Nevertheless, TVET institutions in Costa Rica show low capacities in terms of personnel and financial resources to conduct TVET research. The main conclusion is that the level of institutionalization of TVET Research in Costa Rica is in its infancy, but has potential for growth, for which it is necessary to establish public TVET policies that include TVET research.

El presente trabajo muestra los resultados de una intervención pedagógica en estudiantes de secundaria, donde se expone la relevancia de la tutoría para ampliar, diversificar y enriquecer el aprendizaje en el marco de la Nueva Escuela Mexicana. El propósito fue implementar un programa de acompañamiento orientado a favorecer la colaboración, la autonomía y la creatividad de los adolescentes en función de sus intereses y expectativas de formación. A partir de un enfoque basado en el método de proyectos se diseñó una serie de actividades pedagógicas sobre la base de tres dimensiones: el saber ser, el saber convivir y el saber disciplinar, las cuales, en conjunto, ofrecieron un reto de conocimiento para darle otro sentido al trabajo tutorial. De lo encontrado se concluye que es necesario reforzar las aptitudes docentes en materia de tutoría para asegurar una formación integral en los estudiantes. The tutoring as accompaniment in the Mexican New School frame Abstract This paper exposes the results of a pedagogical intervention in high school students in which the relevance of tutoring is shown to broaden, diversify and enrich learning in the Mexican New School frame. The purpose was to implement an accompaniment program aimed at promoting the collaboration, autonomy and creativity of the students based on their interests and vocational training expectations. From an approach based on the project method, a series of pedagogical activities was designed on the basis of three dimensions: the knowing how to be, the knowing how to live and the disciplinary knowing, which were a knowledge challenge to give another meaning to tutoring From the studied it is concluded that it is necessary to reinforce the teaching aptitudes in the tutoring to make sure a whole vocational training in the students.

The insights shared in this paper are based on research conducted in Greece and Brazil It is centered around the exploration of activist knowledge as a distinct form of knowledge. In doing this, it discusses the role of reflection in acquiring critical consciousness as well as the unified and holistic character of activist knowledge. This unity entails the intertwining of action with reflection and action with theory. It shows how critique forms a key feature of activist knowledge and highlights some nuances, tensions and contradictions inherent in the knowledge production of this kind. The latter is shown to be underpinned by plural dialogical processes, which further challenge and enrich knowledge produced in social movements. The paper aims to feedback insights from theory into praxis and vice versa. To achieve its aims, it approaches learning as an ongoing part of the quest for meaning and the quest of meaning as an integral part of acting.

Parent engagement programs are in high demand these days, particularly as they pertain to immigrant and refugee families. But working with families entails purposeful communication with families (Valdés, 1996). Yet, often families are caught in cross-cultural divides that forces them out of engagement with those running the program (Machado-Casas, 2012). Cultural disconnections often times become ways in which minority families find themselves trapped (Nieto & Bode, 2011). Some researchers have looked at non-traditional pedagogical spaces to challenge future and practicing educators and community members to examine how the process of normalization privileges dominant groups while simultaneously oppressing ‘others’ (Cary, 2006). When this happens the process of «pimping families» through discourses that «talk» at them rather than to/for them lead to furthering hegemonic practices often aimed at minority families. Through interviews with families, and educators, this paper will highlight the «cultural confessions» of educators, and families who utilize non-traditional spaces to expose how prejudice and privilege have influenced their perceptions of «legitimate knowledge», legitimate spaces, and legitimate cross-cultural communication. This paper will present data obtained form Communities United for Education (CUPE) a family involvement and education program that nurtures a strong sense of community among students, teachers, and families. The program focuses in the empowering of families through developing support, leadership, advocacy, and activism, in addition to working with parents on bridging the digital divide among family members. Data presented will expose how families have educators have experienced and dealt with cross-cultural communication issues.

This paper forms part of the results of the ongoing doctoral thesis with the title Resilience and intellectual disability in residential environments using life stories. From a narrative and inclusive biographical approach, we delve deeper into the life history of four people who have been diagnosed with intellectual disability and who live in a residential environment in the city of Malaga (Spain). The field work was carried out using semi-structured and in-depth biographical interviews. The analysis reveals one of the conceptions that is a priority in this paper: the “social image” of disability, structured in three main areas for the purposes of this article: “the image of disability from social culture and identity”, “the image of disability from close contexts” and, lastly, “subversive experiences to the image of disability from inside”. In conclusion, there is a commitment to continue generating another social image of disability based on a more social and inclusive paradigm.

The objective of this paper is to affirm the potential of art as a means for academic research capable of propitiating broad modes of thinking and of action, conceiving creation and experience as central elements of the investigative process. The paper revisits the work of some authors of the methodology known as Arts-Based Research, emphasizing the contribution of the challenges raised by Jan Jagodzinski and Jason Wallin. It understands research with art as a dispositif for ontological actions: the composition of an aesthetic of the existence (Foucault) and of a become-art (Deleuze). The paper presents the strength of the poetic act to make possible an enlarged conception of research, an education as educere and a humanity to come.

Learning about curriculum in general and the essentials of curriculum development may facilitate teachers and future curriculum workers make informed decisions and take part in the field of school curriculum more meaningfully. Thus it is paramount to examine the educational philosophies; the social and educational forces that impact the curriculum; models, process and the major stages of curriculum development; and its levels of control. Through analyzing and better understanding the aforementioned topics readers will be likely to have a more complete picture of what curriculum development entails. Therefore, this paper may be regarded as a contribution for (novice) educators’ future work in the field of curriculum design, as well as it may be seen as an informative piece of work for those who are interested in taking leadership in this field by becoming curriculum specialistis. In the end, the information of this paper makes us reflect on the notion that curriculum making is not confined to school administrators and specialists only, but especially to teachers who are involved in curricular activities on daily basis, such as planning lessons, selecting materials for classroom use, utilizing a variety of teaching methodologies, and creating assessment practices.

The University of Costa Rica seeks to prepare students for understanding academic texts in English by requiring reading comprehension courses in numerous degree programs. In this context, this paper aimed to assess the effectiveness of graphic organizers as a strategy to promote reading comprehension by focusing on the identification of rhetorical functions in argumentative texts. The paper followed an explanatory-sequential design within a mixed-methods approach with a group of 20 students at the Western Branch of UCR. To apply the strategy, three argumentative texts and their corresponding graphic organizers were used. The data consisted of performance scores and of answers to questionnaires. After the cycle of applications, the results showed a gradual improvement in the identification of rhetorical functions, particularly of arguments and counterarguments. Support for the author’s arguments, rebuttals to counterarguments, and the author’s overall claim were slightly more difficult to identify. The participants found graphic organizers helpful to better understand the parts of an argument in a text and its overall organization. At the same time, they found that the lack of explicit discourse markers and of familiarity with the content made understanding the connections between rhetorical functions difficult in spite of the help provided by the organizers. The study concluded that repeated implementation of graphic organizers has a positive impact on reading comprehension by helping students to read more strategically. However, accompanying strategies such as summarizing and discriminating main ideas from supporting details are necessary to complement the work with graphic organizers and improve their effectiveness.

The internationalization of the curriculum (IoC) is one of the issues usually mentioned in studies and in policy statements and strategies on internationalization of higher education. The aim of this paper is to present and discuss some of the perspectives from which IoC is analyzed. The article begins with the review of basic definitions about internationalization of higher education and curriculum that stem from studies on university internationalization. The prevailing approach on the IoC tends to consider it as the culmination -the point of arrival– of a process carried out by an institution. Throughout this work we suggest that there are alternative perspectives on the IoC, not taken into consideration by the dominant approach. The first one is the influence of disciplines and disciplinary communities in internationalizing the curriculum. The second one deals with the role of discussions on multiculturalism and globalization in the rhetoric and decisions on curricular matters in US higher education. Finally, the paper describes and assesses the impact of the Bologna Process on the IoC, in which the trend towards internationalization does not derive from disciplinary or cultural rationales, but come from a supranational policy initiative.

This paper proposes a reflection on the different ways of reading and knowing based on comparisons between different means of expression and reading. Taking studies on reading as well as modes of subjective entanglement of different times and contrasting them to some modern and contemporary scholars and writers, the paper focuses on discussing the boundary between the sensible world and its representation, in order to contribute to a more critical appropriation of media resources by the educational system. The main argument poses itself from the premise that, in face of the concealment of reality by contemporary media, it is more than ever the task of education to preserve the possibilities to learn and to grasp from the discomforts of the real.

Attempting to explore and push the margins of philosophy of education, this article describes Virginia Woolf’s The Waves and its characters, staying inside the and observing the education of their consciousness. The description offered is limited to educational reflections on what happens, avoiding normative questions and concerns. However, the conclusion hints towards ways in which philosophers of education who are interested in normative questions and concerns might approach this text in ways which this article does not. The expressions used in this paper – dispositions, consciousness, unconscious– are gestural and figurative rather than exhaustive and scientific. The argument is not concerned with what these words mean in general but rather with what they might mean and might elucidate for educational thought in the context of reading The Waves. This article rejects the need to do something un-literary by comprehensively elucidating key concepts, saying why they are important, relating them to everyday life, and defending claims like «dispositions are in-educable». The educational resonances of the text itself are presented as evidence, context, and point of interest. Implicit to the argument of this paper is a critique of limited and institutionally biased conceptions of experience as education.

University education has adapted to the prevailing circumstances and that it is even proving to be an essential resource in the optimization of the reality. Otherwise, the university is a very important part of the social system in which it is, and the training of excellent professionals is a cardinal issue for the proper functioning of such a system. Yes it is, today various professional profiles, classics and currents, are demanded to be formed in the classrooms of our universities. However, that is not all, and depending on how you look at it, is not even the most important. However, at the same time and internationally speaking, we have also witnessed the emergence of concerns about the nature of this education, above all in relation to the personal, ethical, and civic development of today’s student populace. It is logical to think, that is not enough to train excellent professionals, indeed, reality shows that this is not enough when personal and ethical training is insufficient or does not live up to the current circumstance. The aim of this paper is to focus on this aspect, and in doing so it revisits a past in which essential philosophical ideas were being formulated, ideas which this paper argues are highly pertinent to the current reality.

This paper pursues understanding recent changes in the romantic and sexual relations of young people. Its perspective focuses on the emancipation of women and young people since the 1880s, a moment when social codes dominating the relations between women and men, parents and their children, changed towards greater leniency. Both had to learn how to become sexual subjects as well as sexual objects and to develop a gratifying balance between the two, in trial-and-error processes involving attempts at connecting sexual and relational intimacy in subsequent spurts of sexualisation and eroticisation. The paper sketches significant moments in these processes and raises the question of where we are now.

Comparison is the essence of science and the field of comparative and international education, like many of the social sciences, has been dominated by quantitative methodological approaches. This paper raises fundamental questions about the utility of regression analysis for causal inference. It examines three extensive literatures of applied regression analysis concerned with education policies. The paper concludes that the conditions necessary for regression analysis to yield valid causal inferences are so far from ever being met or approximated that such inferences are never valid. Alternative research methodologies are then briefly discussed.

This paper explores the methodological challenges in comparing education policies in a globalizing world. It will be developed in the following ways. We begin with sketching out the contours of the changes that have taken place in the governance of education systems as a result of global processes and the challenges to presents us with regarding how we study, and compare, education policies. We do this by way of four ‘isms’ which we problematise as litmusses of global educational change. We then raise the question of comparison, and point to two conflicting ways that it can be used in studying education policy. In the final section of the paper we offer three (not exhaustive) methodological reflections - each with a different dimension through which to explore global education processes - time, space, and logics of governing in education policymaking.

Serious games are a powerful resource in the teaching-learning process in formal and informal learning settings since this kind of activity motivates participants to take part actively in their own learning process. Within informal learning environments, they serve to improve their pedagogical role, which is sometimes difficult to be perceived by users. Nevertheless, serious games play another equally important role in museums, Art galleries or Science centres: engaging part of the surrounding society with this kind of institutions. This paper describes a “serious game” using new technology that includes Information and Communication Technologies and 3D digitized models to be played in informal learning settings. It aims to enhance their didactic role and look for social engagement. An experimental experience was carried out in the National Museum of Roman Art (Mérida, Spain) to attract and retain a specific group of people, teenagers, reluctant to visit archaeological museums most of the time since they considered them boring places. Finally, this experience served to assess the applicability and versatility as an educational resource of the game scheme proposed.

Education is a vector for transforming realities into the information society and, because of this, new technologies are bringing constant innovations that challenge traditional educational models. At the same time, market hypercompetitiveness demands of constant professional update and preparation for not only react, but also trans form from new scenarios. This paper presents, first, a benchmarking that explores new educational trends that are transforming the way people learn, in examples such as the Massive Online Courses and Cloud School. Then, this paper investigates the main ex pectations and frustrations of professionals who seek in the offer of postgraduate courses a service able to meet their demands, employing generative sessions, from the design thinking, as a qualitative data collection and projective techniques. The findin gs shows, from a marketing perspective, a significant gap between the delivery of the service and the service expected in post - graduation courses, in aspects such as frustration with the methodologies adopted, inadequate incorporation of technologies and a distance between the market practice and the preparation performed in the classroom.

Se muestran resultados de una investigación sobre representaciones de la república venezolana en textos escolares de primaria, publicados durante el gobierno de Hugo Chávez. Concretamente, en este artículo se aborda la representación discursiva del sistema político republicano decimonónico, formado luego de la Independencia. Metodológicamente, se suscribe la perspectiva de Estudios Críticos de Discurso (ECD), según la cual el lenguaje es una forma de acción social, y a través de éste es posible establecer patrones ideológicos. Se analizó el contenido escrito de la sección de ciencias sociales de una muestra de libros de texto de quinto y sexto grado de primaria, ya que es en estos grados donde se aborda el tema de la república venezolana en el siglo XIX. Los hallazgos del análisis permiten concluir que el devenir ocurrido en el país luego de obtenida la Independencia y culminada la separación de la Gran Colombia (1830), se “dibuja” discursivamente escindido de los eventos de la Guerra de Emancipación, de forma que la precariedad sufrida por la sociedad no puede atribuirse a la conflagración experimentada en las primeras décadas del siglo. El “caudillismo” se representa como un elemento desventajoso de la cultura política nacional para la consolidación de las instituciones políticas y de la democracia. El relato reproduce la estructura del culto cívico bolivariano. The Daughter of Sin: Post-Independence Nineteenth Century Republic, in Venezuelan Textbooks ABSTRACT This paper presents results of a research on representations of the Venezuelan republic in primary school textbooks, published during the government of Hugo Chavez. Specifically, discusses the discursive representation of nineteenth-century republican political system, established after Independence. Methodologically, the paper subscribes the perspective of Critical Discourse Analysis (CDA), according to which the language is a form of social action, and through it is possible to find ideological patterns. The corpus analyzed was the written content of the section of social sciences of a sample of textbooks of fifth and sixth grade, because it is in these grades where the issue of the Venezuelan Republic in the nineteenth century is discussed. The findings let us to conclude that there is an ideological separation between the history of the country occurred during the period of War of Independence and the history occurred after gaining independence and completed the separation of the Great Colombia (1830). So, the precariousness suffered by the Republic during the nineteenth century cannot be considered a consequence of the Independence War. The "caudillismo" (warlordism) is represented as a disadvantageous element of national political culture for the consolidation of political institutions and democracy. The discourse reproduces the structure of the Bolivarian civic cult.

Resumen Neste artigo, analisamos textos publicados no Brasil que cruzam discussões sobre políticas educacionais e tecnologias da informação e comunicação, tomando como referência o Enfoque Epistemológico de Políticas Educacionais-EEPE, um procedimento teórico-metodológico sugerido por pesquisadores latino-americanos dedicados à análise de políticas educacionais. Para tanto, utilizamos como material empírico as pesquisas socializadas nos Grupos de Trabalho 05 (Estado e Política Educacional) e 16 (Educação e Comunicação) da Associação Nacional de Pós-graduação e Pesquisa em Educação e na Revista Brasileira de Políticas e Administração da Educação, divulgadas entre os anos de 2000 e 2013. Inicialmente, apresentamos as premissas do artigo e uma reflexão acerca da constituição dos campos de conhecimento em estudo. Na sequência, explicitamos os elementos de análise do material empírico, bem como promovemos uma reflexão acerca das concepções de tecnologia, do debate sobre política educacional, das temáticas presentes e dos aspectos epistemológicos recorrentes nos textos pesquisados. Ao final, concluímos o artigo ponderando sobre as possibilidades e os limites epistemológicos do EEPE, bem como sistematizando os elementos que se sobressaíram nas publicações analisadas. Entre os principais resultados do estudo, destacamos a dificuldade/economia de teoria evidenciada nas elaborações intelectuais que reivindicam para si o epíteto de estudo em política educacional e em tecnologia. Abstract In this article, papers that intersect issues related to Educational Policies and Communication and Information Technologies in Brazil are analysed taking into consideration the Approach of Educational Policy Epistemologies (EEPE), a theoretical and methodological approach suggested by Latin American researches dedicated to analysing educational policies. Therefore, socialized research in the working Group 05 (State and Educational Policies) and 16 (Education and Communication) from Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPED) and in Revista Brasileira de Políticas e Administração da Educação (RBPAE) disclosed in 2000 and 2013 were used as empirical materials. Firstly, assumptions of the article and reflections about the history of the knowledge fields were presented. Then, the elements of analysis which are used to discuss when we analysis the empirical material, as well as considerations about the conceptions of technology, on the educational policies discussion, its repeating themes and the epistemological aspects observed in the papers researched were explained. So, we conclude the text with observation about the possibilities and the limits of the EEPE, as well as was finished systematizing the elements which stand up in the publications analyzed. Among the main results, it is focused on the scarcity of theories which are the base of intellectual discussion that claims for itself the epithet of the study in educational policy and in technology.

The paper will describe the development of universities in Latvia from 1950’s to nowadays. The higher education system experienced changes along with the political transformations of the country. Latvia was incorporated in the Soviet Union in 1940, regained its independence in 1991 and joined EU in 2004. Since 2012 Latvia is a fully fledged participant of the European Higher Education Area. The paper will describe the transformations of universities in Latvia from the perspective of a cultural learning theory and transfer of knowledge defined by Gita Steiner-Khamsi. It will provide the reference to an external education model, its modification and metamorphosis into a local educational model. Latvia as a small country and relatively new culture had found itself in the situation to learn from the cultural experiences of countries that have longer experience of democracy and had to overtake the ideas of the education systems from other countries and adopt them to the local needs.

Currently English universities are responding to a recent government Green Paper which promises to deliver a raft of radical policy changes which could have a major impact on how excellence in teaching and learning is to be publicly acknowledged and rewarded. A significant, yet controversial proposal is the introduction of a «Teaching Excellence Framework» for universities. This paper examines and contextualises the current important policy debates and then presents some preliminary findings from a recent empirical case study which explored how research-intensive universities have valued, rewarded and supported excellence in teaching through institutional structures and also from the perspectives of academic staff responsible for teaching students. We argue that the reality on the ground for many academics is a sense of confusion and contraction around how their universities value and support high quality teaching and that there may be some way to go before some of the ideas and principles currently being discussed in the context of a national English Teaching Excellence Framework are fully embedded in practice.

Globally competent people have the knowledge, skills, and dispositions to understand and to find lasting solutions to global issues and problems using multiples perspectives. They understand interdependence and interconnectedness of the global systems, cultures and communicate effectively with different people around the world. The purpose of this paper is to discuss how an international online learning experience enhances our awareness of different perspectives and cultural diversity, the challenges facing humanity and the world, and our role as globally competent citizens. In particular, this paper discusses the design and implementation of an international online learning experience to promote global learning between two higher education students in the United States and Mexico. The paper uses global competency as the pedagogical framework for teaching and promoting global learning within the context of global competency.

This paper shows the evolution of enrolment in pre-schooland and day-care in Brazil, using data collected by National Housing Surveys conducted by IBGE and School Censuses. Using data from the Brazilian assessment (SAEB) of 2003, the paper shows a positive association between performance in mathematics and entering in pre-school or day-care. The data is controlled by a social-economical index of the students. The paper stresses that it is necessary to improve the quality of day-care and pre-school.

The purpose of this paper is to contribute to a better understanding of the process of evaluation of teaching performance in the university context, evidencing the ineffectiveness and poor validity of the questionnaire as a mechanism for the improvement of higher education. The paper analyzes the perspectives of undergraduate students about a questionnaire with which they periodically assess the performance of their professors, to judge their relevance and usefulness as an evaluation tool. It is a qualitative research through the case study modality. The case was represented by the Xochimilco and Cuajimalpa Units of the Autonomous Metropolitan University (uam). The theoretical perspective of teacher evaluation is also placed in a framework of qualitative and comprehensive evaluation. The results are grouped into three blocks referring to the teacher evaluation questionnaire that the students answer: 1) student opinions on the questionnaire, 2) uses of the results of the teacher evaluation, and 3) proposal to evaluate the teaching performance. Among the conclusions, it is emphasized that the evaluation process is associated in a priority way with the granting of economic stimuli to teachers and tangentially with the improvement of the quality of teaching. This situation disagrees with a very extended vision that links the results of the teacher evaluation with the improvement of education.

This paper reports on an ethnographic multiple case study in Greece. It explores teachers’ practices regarding the education of critically thinking citizens ten years into the implementation of an integrated curriculum reform. By means of classroom observations and semi-structured interviews this research explored the role of critical thinking in the classrooms. Findings suggest that teachers refrain from practices that advance critical thinking skills and pupils’ empowerment. Instead they tend to implement traditional practices, while their work is largely determined by the standards of achievement set by University Entrance Exams and parents’ aspirations. The paper concludes that prevailing expectations in the Greek primary school interfere with the development of pedagogical relationships that would promote critical thinking obstructing the attainment of the aims of the integrated curriculum reform and compromising the project for democratic citizenship.