9 results on '"Análisis transnacional"'
Search Results
2. Logics of Accountability: Cross-national Patterns in School-Level Controls.
- Author
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Taeyeon Kim and Yun, John T.
- Subjects
ACADEMIC achievement ,SCHOOL administration ,EDUCATION policy ,SCHOOLS ,TEACHERS - Abstract
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- Published
- 2019
- Full Text
- View/download PDF
3. Media Pedagogy in German and U.S. Teacher Education.
- Author
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Tiede, Jennifer and Grafe, Silke
- Subjects
- *
PRIMARY education , *MASS media education , *TEACHER education , *COLLEGE curriculum , *PUBLISHED articles - Abstract
Various research works and practitioners conclude that media pedagogy should be integrated in teacher education in order to enable future teachers to use media for their lessons effectively and successfully. However, this realization is not necessarily reflected in actual university curricula, as preservice teachers at some places can still finish their studies without ever dealing with media pedagogical issues. To understand, assess and eventually improve the status of media pedagogical teacher education, comprehensive research is required. Against this background, the following article seeks to present a theory-based and empirical overview of the status quo of preservice teachers' pedagogical media competencies focusing Germany and the USA exemplarily. To form a basis, different models of pedagogical media competencies from both countries will be introduced and the extent to which these competencies have become part of teacher education programs and related studies will be summarised. Afterwards, method and selected results of a study will be described where the skills in question were measured with students from both countries, based on a comprehensive model of pedagogical media competencies that connects German and international research in this field. The international comparative perspective will help broaden the viewpoint and understand differences, but also similarities. These data serve to identify different ways of integrating media pedagogy into teacher training and draw conclusions on the consequences these processes entail for preservice teachers and their pedagogical media competencies. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
4. The Double Dividend of Expanding Education for Development.
- Author
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Bornschier, Volker, Herkenrath, Mark, and König, Claudia
- Subjects
- *
EFFECT of education on economic development , *EDUCATIONAL sociology , *EDUCATION & economics , *ECONOMIC development , *SCHOOLS , *SOCIOLOGY - Abstract
Education has been used in models of both econometricians and sociologists to explain differences in the speed of economic development. This important field of research is, however, theoretically underspecified, and the empirical tests have remained incomplete for they only model the direct effects of education suggested by the human capital school. This article complements this individualistic view by also considering functions of education stressed in sociology. The educational system is seen as a device to integrate society and legitimize socioeconomic inequality. Such a perspective allows one to consider both cohesion as well as socioeconomic conflict as mediating between public educational expenditure and economic achievement; this translates into a model that contains direct as well as indirect effects. The resulting proposition of a 'double dividend' of education in development suggests that in the short and medium term the educational efforts of governments may contribute to legitimizing society which is reflected in tempering socioeconomic conflict. This again fosters economic growth via greater motivation of citizens and higher propensity to invest. In this article, the double-dividend thesis is corroborated in an empirical test using a sample of 83 societies. [ABSTRACT FROM AUTHOR]
- Published
- 2005
- Full Text
- View/download PDF
5. Comunicar : revista científica iberoamericana de comunicación y educación
- Author
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Tiede, Jennifer and Grafe, Silke
- Subjects
Alemania ,Estados Unidos ,destrezas básicas ,lcsh:Education (General) ,lcsh:P87-96 ,lcsh:Communication. Mass media ,formación de profesores ,Currículo de la educación en medios ,Alfabetización mediática ,Formación de profesorado ,Educación en medios ,Pedagogía ,Investigación de currículo universitario ,Análisis transnacional ,lcsh:L ,lcsh:L7-991 ,iniciación informática ,enseñanza de los medios de comunicación ,Enseñanza basada en la competencia ,lcsh:Education - Abstract
Varios estudios de investigación y de práctica llegan a la conclusión de que la pedagogía de los medios debe integrarse en la formación de profesores para que estos futuros docentes puedan utilizar los medios de comunicación en sus clases con eficacia y éxito. Sin embargo, estos resultados no se reflejan en los programas universitarios vigentes, de manera que en algunas instituciones los profesores en formación pueden llegar al término de sus estudios sin haber abordado cuestiones de educación en medios. Para comprender, evaluar y más adelante mejorar la situación actual de la formación del profesorado en el ámbito de la pedagogía de los medios se necesitan extensas investigaciones. Teniendo en cuenta esta situación, el siguiente artículo presenta un resumen del «statu quo» de las competencias en pedagogía de los medios de los futuros profesores, centrándose en los ejemplos de Alemania y EEUU. Para crear una base presentamos diferentes modelos de competencias pedagógicas mediáticas de ambos países e intentaremos responder a la pregunta si estas competencias son promovidas por los programas de formación del profesorado. Después, se describirán el método y resultados seleccionados de un estudio que midió las competencias en pedagogía de los medios de estudiantes de ambos países, estudio basado en un modelo generalizador de competencias pedagógicas mediáticas que conectan la investigación alemana e internacional en este campo. La perspectiva internacional comparada ayuda a extender perspectivas y comprender diferencias y similitudes. Los datos de este estudio sirven para identificar diferentes formas de integrar la pedagogía de los medios de comunicación en la formación del profesorado. Además, se pueden sacar conclusiones sobre las consecuencias que implican estos procesos para profesores en formación y sus competencias mediáticas.
- Published
- 2016
6. Media Pedagogy in German and U.S. Teacher Education
- Author
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Silke Grafe and Jennifer Tiede
- Subjects
Cultural Studies ,Status quo ,media_common.quotation_subject ,Competency based teaching ,Media literacy ,050109 social psychology ,Education ,German ,ddc:370 ,Enseñanza por competencias ,Pedagogy ,Formación de profesorado ,Educación en medios ,0501 psychology and cognitive sciences ,Pedagogía ,Sociology ,Comparative perspective ,Curriculum ,Curricula ,media_common ,Media education ,International research ,Communication ,Field (Bourdieu) ,Research ,05 social sciences ,050301 education ,Crossnational analysis ,Teacher education ,language.human_language ,Alfabetización mediática ,language ,Investigación ,Análisis transnacional ,Preservice teacher education ,0503 education ,Currículum - Abstract
Varios estudios de investigación y de práctica llegan a la conclusión de que la pedagogía de los medios debe integrarse en la formación de profesores para que estos futuros docentes puedan utilizar los medios de comunicación en sus clases con eficacia y éxito. Sin embargo, estos resultados no se reflejan en los programas universitarios vigentes, de manera que en algunas instituciones los profesores en formación pueden llegar al término de sus estudios sin haber abordado cuestiones de educación en medios. Para comprender, evaluar y más adelante mejorar la situación actual de la formación del profesorado en el ámbito de la pedagogía de los medios se necesitan extensas investigaciones. Teniendo en cuenta esta situación, el siguiente artículo presenta un resumen del «statu quo» de las competencias en pedagogía de los medios de los futuros profesores, centrándose en los ejemplos de Alemania y EEUU. Para crear una base presentamos diferentes modelos de competencias pedagógicas mediáticas de ambos países e intentaremos responder a la pregunta de si estas competencias son promovidas por los programas de formación del profesorado. Después, se describirán el método y resultados seleccionados de un estudio que midió las competencias en pedagogía de los medios de estudiantes de ambos países, estudio basado en un modelo generalizador de competencias pedagógicas mediáticas que conectan la investigación alemana e internacional en este campo. La perspectiva internacional comparada ayuda a extender perspectivas y comprender diferencias y similitudes. Los datos de este estudio sirven para identificar diferentes formas de integrar la pedagogía de los medios de comunicación en la formación del profesorado. Además, se pueden sacar conclusiones sobre las consecuencias que implican estos procesos para profesores en formación y sus competencias mediáticas, Various research works and practitioners conclude that media pedagogy should be integrated in teacher education in order to enable future teachers to use media for their lessons effectively and successfully. However, this realization is not necessarily reflected in actual university curricula, as preservice teachers at some places can still finish their studies without ever dealing with media pedagogical issues. To understand, assess and eventually improve the status of media pedagogical teacher education, comprehensive research is required. Against this background, the following article seeks to present a theory-based and empirical overview of the status quo of preservice teachers’ pedagogical media competencies focusing Germany and the USA exemplarily. To form a basis, different models of pedagogical media competencies from both countries will be introduced and the extent to which these competencies have become part of teacher education programs and related studies will be summarised. Afterwards, method and selected results of a study will be described where the skills in question were measured with students from both countries, based on a comprehensive model of pedagogical media competencies that connects German and international research in this field. The international comparative perspective will help broaden the viewpoint and understand differences, but also similarities. These data serve to identify different ways of integrating media pedagogy into teacher training and draw conclusions on the consequences these processes entail for preservice teachers and their pedagogical media competencies
- Published
- 2016
7. Pedagogía mediática en la formación de profesores de Alemania y EEUU
- Author
-
Tiede, Jennifer, Grafe, Silke, Tiede, Jennifer, and Grafe, Silke
- Abstract
Various research works and practitioners conclude that media pedagogy should be integrated in teacher education in order to enable future teachers to use media for their lessons effectively and successfully. However, this realization is not necessarily reflected in actual university curricula, as preservice teachers at some places can still finish their studies without ever dealing with media pedagogical issues. To understand, assess and eventually improve the status of media pedagogical teacher education, comprehensive research is required. Against this background, the following article seeks to present a theory-based and empirical overview of the status quo of preservice teachers’ pedagogical media competencies focusing Germany and the USA exemplarily. To form a basis, different models of pedagogical media competencies from both countries will be introduced and the extent to which these competencies have become part of teacher education programs and related studies will be summarised. Afterwards, method and selected results of a study will be described where the skills in question were measured with students from both countries, based on a comprehensive model of pedagogical media competencies that connects German and international research in this field. The international comparative perspective will help broaden the viewpoint and understand differences, but also similarities. These data serve to identify different ways of integrating media pedagogy into teacher training and draw conclusions on the consequences these processes entail for preservice teachers and their pedagogical media competencies., Varios estudios de investigación y de práctica llegan a la conclusión de que la pedagogía de los medios debe integrarse en la formación de profesores para que estos futuros docentes puedan utilizar los medios de comunicación en sus clases con eficacia y éxito. Sin embargo, estos resultados no se reflejan en los programas universitarios vigentes, de manera que en algunas instituciones los profesores en formación pueden llegar al término de sus estudios sin haber abordado cuestiones de educación en medios. Para comprender, evaluar y más adelante mejorar la situación actual de la formación del profesorado en el ámbito de la pedagogía de los medios se necesitan extensas investigaciones. Teniendo en cuenta esta situación, el siguiente artículo presenta un resumen del «statu quo» de las competencias en pedagogía de los medios de los futuros profesores, centrándose en los ejemplos de Alemania y EEUU. Para crear una base presentamos diferentes modelos de competencias pedagógicas mediáticas de ambos países e intentaremos responder a la pregunta si estas competencias son promovidas por los programas de formación del profesorado. Después, se describirán el método y resultados seleccionados de un estudio que midió las competencias en pedagogía de los medios de estudiantes de ambos países, estudio basado en un modelo generalizador de competencias pedagógicas mediáticas que conectan la investigación alemana e internacional en este campo. La perspectiva internacional comparada ayuda a extender perspectivas y comprender diferencias y similitudes. Los datos de este estudio sirven para identificar diferentes formas de integrar la pedagogía de los medios de comunicación en la formación del profesorado. Además, se pueden sacar conclusiones sobre las consecuencias que implican estos procesos para profesores en formación y sus competencias mediáticas.
- Published
- 2016
8. Do HIV-Infected Immigrants Initiating HAART have Poorer Treatment-Related Outcomes than Autochthonous Patients in Spain? Results of the GESIDA 5808 Study
- Author
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Jose L. Casado Osorio, Herminia Esteban, Juan González-García, Enric Pedrol Clotet, Marta Mora Rillo, Ignacio Suárez-Lozano, Asuncion Hernando Jerez, Ana Royuela, Pere Domingo Pedrol, Elena Barquilla Diaz, Ramón Teira Cobo, Pablo Rivas González, and José A. Pérez-Molina
- Subjects
Male ,HIV Infections ,Human-Immunodeficiency-Virus ,Cohort Studies ,Tratamiento médico ,Clinical-Features ,Haart ,Antiretroviral Therapy, Highly Active ,European-Union ,Diagnosis ,Epidemiology ,Prevalence ,Ethnicity ,Risk-Factors ,Treatment Failure ,Hepatitis-B ,media_common ,education.field_of_study ,Geography ,Middle Aged ,Viral Load ,Hepatitis B ,Latin Americans ,Treatment Outcome ,Infectious Diseases ,Coinfection ,Medicine ,Late ,Female ,Viral load ,Cohort study ,Adult ,medicine.medical_specialty ,Anti-HIV Agents ,Endpoint Determination ,Sida ,Population ,Immunology ,Antiretroviral Therapy ,Emigrants and Immigrants ,Ethnic Groups ,Immigrants ,Virology ,Internal medicine ,medicine ,Humans ,media_common.cataloged_instance ,European union ,education ,business.industry ,Sub-Saharan Africans ,Referral Unit ,medicine.disease ,CD4 Lymphocyte Count ,Discontinuation ,Spain ,Análisis transnacional ,business - Abstract
Objective: Currently, 12% of the Spanish population is foreign-born, and a third of newly diagnosed HIV-infected patients are immigrants. We determined whether being an immigrant was associated with a poorer response to antiretroviral treatment. Methods: Historical multicenter cohort study of naive patients starting HAART. The primary endpoint was time to treatment failure (TTF) defined as virological failure (VF), death, opportunistic disease, treatment discontinuation (D/C), or missing patient. Secondary endpoints were TTF expressed as observed data (TFO; censoring missing patients) and time to virological failure (TVF; censoring missing patients and D/C not due to VF). A multivariate analysis was performed to control for confounders. Results: A total of 1090 treatment-naive HIV-infected patients (387 immigrants and 703 autochthonous) from 33 hospitals were included. Most immigrants were from Sub-Saharan Africa (28.3%) or South-Central America/Caribbean (31%). Immigrants were significantly younger (34 y vs 39 y), more frequently female (37.5% vs 24.6%), with less HCV coinfection than autochthonous patients (7% vs 31.3%). There were no differences in baseline viral load (4.95 Log(10) vs 4.98 Log(10)), CD4 lymphocyte count (193.5/mu L vs 201.5/mu L), late initiation of HAART (56.4% vs 56.0%), or antiretrovirals used. Cox-regression analysis (HR; 95%CI) did not show differences in TTF (0.89; 0.66-1.20), TFO (0.95; 0.66-1.36), or TVF (1.00; 0.57-1.78) between immigrants and autochthonous patients. Losses to follow-up were more frequent among immigrants (17.8% vs 12.1; p=0.009). Sub-Saharan African patients and immigrant females had a significantly shorter TTF. Conclusions: The response to HAART among immigrant patients was similar to that of autochthonous patients, although they had a higher rate of losses to follow-up. Sub-Saharan Africans and immigrant females may need particular measures to avoid barriers hindering antiviral efficacy. 1.923 JCR (2010) Q3, 23/33 Virology; Q4, 103/134 Immunology, 44/58 Infectious Diseases
- Published
- 2010
9. Testing the Cross-National Social Bases of Environmentalism: A Current and Comparative Analysis of Conservation Behaviors
- Author
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Pisano Martínez, Ignacio, Hidalgo, Maria del Carmem, Pisano Martínez, Ignacio, and Hidalgo, Maria del Carmem
- Abstract
Despite the growing interest in cross-national comparative studies, few of them have focused specifically on analyzing the social bases of pro-environmental behaviors. This article explores socio-demographic differences in private and public environmental behaviors (PrEB and PuEB) across 30 countries. Structural Equation Modeling and multilevel analysis were applied to the 2010 International Social Survey Programme (ISSP) database. The analyses showed reliable positive relationships across-nations on both behaviors only for education. Age had the same consistent effect as education for PrEB. This pattern was also positive but less strong for gender on PrEB and for income on PuEB. Size of hometown and income had diffuse or mixed effects for PrEB, as did gender, age and size of hometown for PuEB. Nevertheless, those relationships were modified when controlling for the effect of attitudinal variables on behaviors. Additionally, the socio-demographic determinants of both behaviors varied in predictive power across nations (R2 from 0.2 to 16). Multilevel interactions showed that the differences for gender on PrEB and for education on PuEB were stronger in more developed countries. Therefore, the social bases varied according to the type of behavior analyzed, the degree of cross-national consistency, predictive power and the level of development of the country., A pesar do crescente interesse pelos estudos transnacionais, quase nenhum deles avalia especificamente as bases sociais dos comportamentos pró-ecológicos. Portanto, este artigo explora as diferenças sociodemográficas quanto as condutas ecológicas privadas e públicas (CEPr e CEPu) em 30 países. Modelos de equações estruturais e multinível foram aplicados ao banco de dados da International Social Survey Programme (ISSP) 2010. As avaliações mostraram relações positivas consistentes ao longo dos países quanto educação em ambos os tipos de comportamento. A idade teve o mesmo efeito que a educação para CEPr. Esse padrão foi menos marcante quanto ao gênero em CEPr e quanto à renda em CEPu. O tamanho da cidade natal e a renda tiveram efeitos difusos ou mistos em CEPr, assim como o gênero, a idade e o tamanho da cidade natal em CEPu. Contudo, essas relações se vêem modificadas quando se controla o efeito das variáveis atitudinais. Além disso, o poder preditivo dos determinantes sociodemográficos varia significativamente entre nações (R2 0.2-16). As interações multinível mostraram que as diferenças de gênero em CEPr e de educação em CEPu foram mais marcantes nos países mais desenvolvidos. Portanto as bases sociais variam segundo o tipo de conduta avaliada, o grau de consistência entre países, o poder preditivo e o nível de desenvolvimento do país., A pesar del creciente interés por los estudios transnacionales, casi ninguno de ellos se ha centrado específicamente en analizar las bases sociales de las conductas proecológicas. Por lo tanto, este artículo explora las diferencias sociodemográficas en cuanto a conductas ecológicas privadas y públicas (CEPr y CEPu) en 30 países. Para ello se aplicaron modelos de ecuaciones estructurales y multinivel a la base de datos del International Social Survey Programme (ISSP) 2010. Los análisis mostraron relaciones positivas consistentes a lo largo de los países entre educación y ambos tipos de comportamientos. La edad tuvo el mismo efecto que la educación para CEPr. Ese patrón fue menos marcado en cuanto al género en CEPr e ingresos en CEPu. El tamaño de la ciudad natal y los ingresos tuvieron efectos difusos o mixtos en CEPr, al igual que el género, la edad y el tamaño de la ciudad natal en CEPu. Sin embargo, dichas relaciones se ven modificadas cuando se controla el efecto de las variables actitudinales. Además, el poder predictivo de los determinantes sociodemográficas varía significativamente entre naciones (R2 0.2-16). Las interacciones multinivel mostraron que las diferencias de género en CEPr y de educación en CEPu fueron más fuertes en los países más desarrollados. Por lo tanto, las bases sociales varían según el tipo de conducta analizada, el grado de consistencia entre países, el poder predictivo y el nivel de desarrollo del país.
- Published
- 2014
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