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Aquesta crònica vol ser un recull dels diversos textos legislatius que fan referència a l’ús de la llengua catalana al Principat d’Andorra, impliquen diversos àmbits de la societat i són del segon semestre de 2023. També hi podreu trobar diversos articles, convocatòries i comunicats sobre la llengua del país que ha tingut l’opinió pública andorrana.

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

S’aposta per exportar, a l’àmbit educatiu, el projecte de la metodologia Sapiens de ElBulliFoundation (creat en el món culinari). Aquest aporta unes pautes, detallades i marcades (alhora flexibles i adaptables a les diferents situacions) que permeten iniciar-se a fer una investigació sobre un tema malgrat no ser un científic expert i no tenir una hipòtesi definida. L’objectiu d’aquesta pràctica és provar Sapiens, com a metodologia que permet, a l’alumnat d’un grup de diversitat de 4t d’ESO, iniciar-se a fer una recerca científica. Proporcionar eines més pautades i recursos amb un nou enfoc per a fer anàlisis i estudis. Es vol donar a conèixer aquest nou estil de recerca a l’equip docent, i fer-los-ho experimentar. Seguint el currículum marcat per la Generalitat de Catalunya, els alumnes de 4ESO del grup de diversitat (Projecte singular- Conveni) han realitzat el Projecte de recerca dels oficis seguint aquesta nova estructura. Es parteix d'una anàlisi qualitativa, holista, que assumeix una realitat dinàmica. Es treballa des d’un paradigma constructivista, partint de la lògica inductiva. S’observen i s’estudien els significats dels fets i els seus comportaments. Es vol entendre el context, les persones i les interaccions que s’hi donen. A nivell general, la valoració ha estat molt bona des de tots els vessants: els alumnes han estat pautats i, en tot moment, sabien com podien avançar de manera autònoma sense demanar ajuda constant ni aprovació, no han necessitat atenció individualitzada. Han desenvolupat la seva recerca i la seva comunicació oral a final del procés seguint els passos que ofereix Sapiens. A nivell docent ha estat qualificat com a sistema de treball eficaç i eficient, fàcilment extrapolable a diferents tasques i/o àmbits de treball. L’experiència ha estat exitosa, emocionant i molt bonica. Ha permès aplicar el disseny universal d’aprenentatge (DUA), eliminant barreres d’accés i permetent una inclusió real de l’alumnat en la tasca. Tot l’alumnat del grup ha conegut en profunditat un ofici que havia existit i ha comprovat si ha continuat en el temps, potser reinventat? o bé s’ha perdut i ha quedat en el record.

La crònica legislativa del primer semestre de 2023 es fa ressò dels actes administratius més rellevants que afecten els usos, els drets i el règim jurídic del català i l’aranès durant aquest període, relacionats amb l’activitat de foment de la normalització lingüística o els processos selectius i de capacitació del personal. Més rellevant resulta l’examen de l’STC 34/2023, sobre la LOMLOE, en què el TC, tot i validar l’aparell lingüístic, reitera alguns dels elements que han modelat la seva doctrina més recent, en el sentit d’afirmar un patró d’equitat entre totes les llengües i, doncs, posar fi a la discriminació positiva que suposa la normalització lingüística i l’objectiu de cohesió social.

Recensió de Pradilla Cardona, Miquel Àngel. (2022). Catalan Sociolinguistics. State of the art and future challenges. John Benjamin.

Aquesta crònica vol ser un recull dels diferents textos legislatius que fan referència a l’ús de la llengua catalana al Principat d’Andorra, impliquen diversos àmbits de la societat i són del primer semestre del 2023. També hi podreu trobar diversos articles, convocatòries i comunicats sobre la llengua del país que ha tingut l’opinió pública andorrana.

The growth in generative artificial intelligence tools has prompted a wide-ranging debate on the implications and consequences of using artificial intelligence in education, which requires a deep reflection on their use to ensure that they are incorporated appropriately. This article therefore addresses the use of Artificial Intelligence by teachers, both in professional tasks and in activities to integrate it into the classroom. Teachers who have used Artificial Intelligence in education were given a questionnaire, and the comments of teachers who have integrated these tools in education in various activities were analysed. The data analysis shows that generative and conversational tools in Artificial Intelligence are the most used, both for lesson preparation and to integrate these tools in the classroom with students. It was also found that there is a concern for adequate training, and a worry about the possible spread of plagiarism problems was perceived. In general, Artificial Intelligence is considered to be a tool that can improve teaching and learning in the classroom. The qualitative analysis has made it possible to generate a classification of educational activities that integrate Artificial Intelligence in education. [ABSTRACT FROM AUTHOR]

Copyright of kul-tur: Revista Interdisciplinària Sobre la Cultura de la Ciutat is the property of kul-tur: Revista Interdisciplinaria Sobre la Cultura de la Ciutat and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aquesta crònica recull les principals novetats normatives, administratives i polítiques en matèria lingüística que han tingut lloc en la Comunitat Autònoma del Principat d'Astúries entre juliol i desembre de 2022, amb especial atenció a les normes legals i resolucions administratives publicades en el BOPA (Butlletí Oficial del Principat d'Astúries). En aquest semestre destaca la publicació dels decrets pels quals s'aproven els currículums d'Educació Infantil, Primària, Secundària i Batxillerat, encara que a penes introdueixen novetats en l'ensenyament de l'asturià i gallec-asturià.

La Crònica legislativa del segon semestre de 2022 es fa ressò, com és acostumat, de les normes que afecten els usos, els drets i el règim jurídic de les llengües catalana i aranesa durant aquest període. Es tracta, en qualsevol cas, d’un nombre reduït de disposicions relacionades amb l’activitat de foment de la normalització lingüística o amb els processos selectius de personal en què els requeriments lingüístics tenen incidència. Molt més rellevant, tanmateix, resulta l’anàlisi de les conseqüències derivades del nou marc lingüístic educatiu, en concret la posició adoptada pel Tribunal Superior de Justícia de Catalunya, el retorn de la qüestió al Tribunal Constitucional i l’acord intergovernamental adoptat sobre aquest particular en el marc de la denominada taula del diàleg Generalitat-Estat.

Aquesta crònica vol ser un recull dels diferents textos legislatius que fan referència a l’ús de la llengua catalana al Principat d’Andorra, impliquen diversos àmbits de la societat i són del segon semestre de 2022. També hi podreu trobar diversos articles, convocatòries i comunicats sobre la llengua del país que ha tingut l’opinió pública andorrana.

MARC. La ràpida irrupció de ChatGPT i altres eines d’intel·ligència artificial (IA) en el camp de l’educació el 2023 fa necessària una recopilació del coneixement existent fins a la data per conèixer l’abast i les principals tendències en aquesta àrea. MÈTODE. S’han analitzat les 161 publicacions més rellevants localitzades a les bases de dades Scopus i Google Scholar. RESULTATS. Les publicacions i els treballs disponibles s’agrupen en les categories següents: aprenentatge en matèries concretes (40,4 %), habilitats d’escriptura i ètica acadèmica (19,8 %), oportunitats en processos d’ensenyament-aprenentatge (28,8 %), i motivació i experiències dels usuaris (10,9 %). COROL·LARI. Les principals tendències mostren que ChatGPT s’està provant en diferents matèries d’àmbits diferents, i pot ser una eina útil per al disseny de processos d’ensenyament-aprenentatge sempre que es considerin les limitacions i la necessitat de comptar amb docents o guies en la supervisió de les tasques.

Copyright of Education & Law Review / Revista de Educación y Derecho is the property of Revista de Educacion y Derecho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Research in Education & Learning Innovation Archives (REALIA) is the property of Research in Education & Learning Innovation Archives (REALIA) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Analisi: Quaderns de Comunicacio i Cultura is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Analisi: Quaderns de Comunicacio i Cultura is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Analisi: Quaderns de Comunicacio i Cultura is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aquesta crònica vol ser un recull dels diferents textos legislatius que fan referència a l’ús de la llengua catalana al Principat d’Andorra, impliquen diversos àmbits de la societat i són del primer semestre del 2022. També hi podreu trobar diversos articles, convocatòries i comunicats sobre la llengua del país que ha tingut l’opinió pública andorrana.

Copyright of Education & Law Review / Revista de Educación y Derecho is the property of Revista de Educacion y Derecho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aquesta crònica vol ser un recull dels diferents textos legislatius que fan referència a l’ús de la llengua catalana al Principat d’Andorra, impliquen diversos àmbits de la societat i són del segon semestre del 2021. També hi podreu trobar diversos articles, convocatòries i comunicats sobre la llengua del país i l’opinió que n’ha tingut l’opinió pública andorrana.

This article proposes autobiographical research as a feminist teaching methodology. Undergraduate students analyse their embodied experiences and resignify them analytically and politically. Taking a qualitative approach, a narrative analysis is followed by a focus group to examine the issue in greater depth with data insights. The theoretical approaches that nourish this research are feminist, critical and poststructuralist pedagogies. The objective is to situate the autobiographical narrative at the core of epistemic production, political practices and the construction of subjectivities in the university context. Finally, we emphasise how the autobiographical narrative has allowed us to approach knowledge in several ways, including the resignification of collectively and theoretically constructed experience, the fluctuations of the self towards resonance and, finally, the centrality of the methodological inquiry that enables the politicization process. [ABSTRACT FROM AUTHOR]

Several laws and plans contemplate the incorporation of a gender perspective in education in Catalonia. This article analyzes how the relevant policy mandates are transferred, recontextualized and implemented in Catalan secondary schools. Drawing on 15 focus groups with representatives of teachers, students, management teams and families (N=103) from 12 secondary schools in the region, the paper explores the multiple forms of enactment that take place according to the particularities of each of the contexts. Using the analytical framework established by Braun et al. (2011), the results show how the material, the situational, the external, and particularly, the professional context shape the enactment of gender policies in Catalan education. Likewise, the article highlights how actors at the school level develop gender-sensitive practices based on their values and beliefs. Finally, we discuss how, far from a top-down approach, there is also policymaking at the lowest level of the educational system: the school. [ABSTRACT FROM AUTHOR]

Early childhood education has become a political priority and a strategic element in the development of many countries due to the multiple socio-economic benefits it brings. Spatial planners of the school network have to ensure equitable access to this service and therefore need tools and studies to assess the supply of school places and their spatial distribution, as well as the effects of different zoning policies during the allocation of school places on the spatial accessibility of schools. The aim of this work is to measure the locational accessibility of the potential demand to the network of public and state-subsidised centres that provide the second cycle of infant education in the city of València. To this end, different scenarios have been developed to simulate different demand allocation criteria, both for the current school network and for an extended school network. These scenarios have been generated by using a location-allocation model of maximum coverage with limited capacity of ArcGis 10.8 software. The comparative analysis of the results obtained in the different scenarios has made it possible to detect the existence of significant territorial imbalances in terms of accessibility to schools depending on the demand allocation criterion established. Furthermore, it has also made it possible to determine the most appropriate allocation criterion for improving the efficiency and spatial equity of the school network. Finally, proposals for the location of new schools have also been established in order to guarantee total coverage of demand and improve current accessibility to the city's schools. [ABSTRACT FROM AUTHOR]

Copyright of Observar is the property of Revista Observar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article is about the evaluation of educational policies for non-sexist education in Catalonia from the Spanish democratic transition on. It starts by analysing the legal framework of education, both in Spain and Catalonia. Many different laws have been approved during these years. After this first part, we analyse the action of the Conselleria d’Educació, the education authority in Catalonia. What did this institution do about non-sexist education? The most important action was an Educational Innovation Programme from 2005 to 2010, and then during the last three years. We also mention a few actions from other institutions or schools. However, we must conclude that no institutional policy has consistently been developed. Finally, we provide some notes about non-sexist research in schools, teachers’ training, and books and papers about what is referred to as “coeducation” in Spain. A big change has to be made in the years ahead in order to achieve a non-sexist education in Catalonia. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La crònica legislativa del primer semestre de 2021 recull les escasses normes que afecten els usos, els drets i el règim jurídic de la llengua aparegudes en aquest període, així com els principals pronunciaments judicials que l’afecten. Aquesta escadussera activitat normativa s’explica perquè el Parlament restà dissolt des del 21 d’octubre de 2020 i fins a la seva constitució de nou l’11 de març de 2021, a més que el Govern estigué en funcions entre el 30 de setembre de 2020 i el 26 de maig de 2021. En aquesta etapa, doncs, les disposicions normatives tenen relació amb mesures procedimentals o substantives relacionades amb l’activitat de foment associada a la normalització lingüística. Per contra, sí que són destacables diferents decisions judicials que afecten la llengua en l’àmbit educatiu, en línia de continuïtat amb alguns pronunciaments del semestre anterior.

Copyright of Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aquesta crònica vol ser un recull dels diferents textos legislatius que fan referència a l'ús de la llengua catalana al Principat d'Andorra, impliquen diversos àmbits de la societat i són del segon semestre del 2020. També hi podreu trobar articles, convocatòries i comunicats sobre la llengua del país que ha tingut l'opinió pública andorrana.

Aquesta crònica vol ser un recull dels diferents textos legislatius que fan referència a l'ús de la llengua catalana al Principat d'Andorra, impliquen diversos àmbits de la societat i són del primer semestre del 2020. També hi podreu trobar diversos articles, convocatòries i comunicats sobre la llengua del país que ha tingut l'opinió pública andorrana.

Copyright of Research in Education & Learning Innovation Archives (REALIA) is the property of Research in Education & Learning Innovation Archives (REALIA) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)