What research is important today in human development, learning and education?JSED Editors’ reflections and research calls

  1. Alfredo Bautista 1
  2. Raquel Cerdán 2
  3. Rocío García-Carrión 3
  4. Analía M. Salsa 4
  5. Daniela Aldoney 5
  6. Alberto Cabedo-Mas 6
  7. Ruth Campos 7
  8. Marc Clarà 8
  9. Manuel Gámez-Guadix 7
  10. Beatriz Ilari 9
  11. Yvonne Kammerer 10
  12. Mônica Macedo-Rouet 11
  13. Susana Mendive 12
  14. David Múñez 13
  15. Gastón I. Saux 14
  16. He Sun
  17. Jin Sun 1
  18. Ana Clara Ventura 15
  19. Weipeng Yang 1
  20. Andrea Khalfaoui 16
  21. Ivana R. Noguera 4
  22. Ignacio Máñez 2
  23. Jerry Yeung 1
  1. 1 Education University of Hong Kong
    info

    Education University of Hong Kong

    Tai Po, Hong Kong

    ROR https://ror.org/000t0f062

  2. 2 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  3. 3 Universidad de Deusto
    info

    Universidad de Deusto

    Bilbao, España

    ROR https://ror.org/00ne6sr39

  4. 4 IRICE (CONICET – Universidad Nacional de Rosario)
  5. 5 Universidad del Desarrollo
    info

    Universidad del Desarrollo

    Santiago de Chile, Chile

    ROR https://ror.org/05y33vv83

  6. 6 Universitat Jaume I
    info

    Universitat Jaume I

    Castelló de la Plana, España

    ROR https://ror.org/02ws1xc11

  7. 7 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

  8. 8 Universitat de Lleida
    info

    Universitat de Lleida

    Lleida, España

    ROR https://ror.org/050c3cw24

  9. 9 University of Southern California
    info

    University of Southern California

    Los Ángeles, Estados Unidos

    ROR https://ror.org/03taz7m60

  10. 10 Stuttgart Media University
    info

    Stuttgart Media University

    Stuttgart, Alemania

    ROR https://ror.org/022r03w28

  11. 11 CY Cergy Paris University
  12. 12 Pontificia Universidad Católica de Chile
    info

    Pontificia Universidad Católica de Chile

    Santiago de Chile, Chile

    ROR https://ror.org/04teye511

  13. 13 Nanyang Technological University
    info

    Nanyang Technological University

    Singapur, Singapur

    ROR https://ror.org/02e7b5302

  14. 14 CONICET-Pontificia Universidad Católica de Argentina
  15. 15 CONICET-Universidad Nacional del Comahue
  16. 16 University of Edinburgh
    info

    University of Edinburgh

    Edimburgo, Reino Unido

    ROR https://ror.org/01nrxwf90

Revista:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702 1578-4126

Any de publicació: 2023

Volum: 46

Número: 1

Pàgines: 1-38

Tipus: Article

Altres publicacions en: Journal for the Study of Education and Development, Infancia y Aprendizaje

Resum

‘In your opinion, what are some important research questions, problems or challenges that scholars in your field of specialization should address in the coming years? What types of studies should be conducted to move your field further? Please justify’. This prompt was posed by the incoming Editor of JSED to the new team of Deputy and Associate Editors in the journal’s three thematic areas (human development, learning and education), who were invited to co-author this Editorial. We briefly describe the history of JSED, present the composition of its new Editorial Board, highlight modifications recently introduced in our aims and scope and inform readers about our vision, goals and strategies for the upcoming years. The next section presents the Editors’ individual responses to the above-mentioned prompt, in the spirit of sharing perspectives with our scientific community. Finally, we identify common topics that emerged within the three thematic areas and encourage authors to send us high-quality manuscripts that fill the identified research gaps. JSED aims to foster a paradigm of ‘glocalization’ in development, learning and education research.

Referències bibliogràfiques

  • Banaji, S., Livingstone, S., Nandi, A., & Stoilova, M. (2018). Instrumentalising the digital: Adolescents’ engagement with ICTs in low-and middle-income countries. Development in Practice, 28(3), 432–443. https://doi.org/10.1080/09614524.2018.1438366
  • Bautista, A., Bull, R., Ng, E. L., & Lee, K. (2021). “That’s just impossible in my kindergarten”. Advocating for ‘glocal’ early childhood curriculum frameworks. Policy Futures in Education, 19(2), 155–174. https://doi.org/10.1177/1478210320956500
  • Braasch, J. L., Bråten, I., & McCrudden, M. T. (Eds.). (2018). Handbook of multiple source use. Routledge.
  • Britt, M. A., Rouet, J. F., & Durik, A. M. (2018). Literacy beyond text comprehension: A theory of purposeful reading. Taylor & Francis.
  • Brizuela, B. M. (2018). Looking towards the future: Openness, dialogue and connection. Journal for the Study of Education and Development, 41(1), 1–12. https://doi.org/10.1080/02103702.2017.1402483
  • Cerdán, R., Máñez, I., & Serrano-Mendizábal, M. (2021). Reading from multiple documents: The role of text availability and question type. Reading Research Quarterly, 56(S1), S209–S220. https://doi.org/10.1002/rrq.380
  • Clarà, M. (2019). El problema teoría-práctica en los modelos de formación del profesorado: Una mirada psicológica. Estudios Pedagógicos, XLV(2), 179–195. https://doi.org/10.4067/S0718-07052019000200179
  • Daoud, R., Starkey, L., Eppel, E., Vo, T. D., & Sylvester, A. (2020). The educational value of internet use in the home for school children: A systematic review of literature. Journal of Research on Technology in Education, 53(4), 353–374. https://doi.org/10.1080/15391523.2020.1783402
  • Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
  • Del Río, M. (2020). Journal for the Study of Education and Development: Same journal, new title for a global science. Journal for the Study of Education and Development, 43(1), 1–8. https://doi.org/10.1080/02103702.2020.1711597
  • De Sousa Santos, B. (2014). Epistemologies of The South: Justice Against Epistemicide. Paradigm Publishers. Ferrer-Estévez, M., & Chalmeta, R. (2021). Integrating sustainable development goals in educational institutions. The International Journal of Management Education, 19(2), 100494. https://doi.org/10.1016/j.ijme.2021.100494
  • Halle, T., Metz, A., & Martinez-Beck, I. (Eds.). (2013). Applying implementation science in early childhood programs and systems. Paul H. Brookes Publishing. Hascher, T., Beltman, S., & Mansfield, C. (2021). Teacher wellbeing and resilience: Towards an integrative model. Educational Research, 63(4), 416–139. https://doi.org/10.1080/00131881.2021.1980416
  • Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33(2–3), 61–83. https://doi.org/10.1017/S0140525X0999152X
  • Johnson, M. H. (2017). Autism as an adaptive common variant pathway for human brain development. Developmental Cognitive Neuroscience, 25, 5–11. https://doi.org/10.1016/j.dcn.2017.02.004
  • Lehman, C., Orange-Jones, K., & Lacy-Schoenberger, E. (2021). Lose the language of “learning loss”. Voices from the Middle, 28(4), 26–29. https://library.ncte.org/journals/VM/issues/v28-4/31272 Macedo-Rouet, M., Kammerer, Y., & Cerdán, R. (2020). Introduction to the special issue ‘How adolescents read and learn on the Web: Internal and external factors. Journal for the Study of Education and Development, 43(1), 9–18. https://doi.org/10.1080/02103702.2020.1723987
  • Monereo, C., & Scheuer, N. (2017). Assessment of a fertile dialogue (2012–17). Infancia y Aprendizaje, 40(4), 812–825. https://doi.org/10.1080/02103702.2017.1376826
  • Patel, F., & Lynch, H. (2013). Glocalization as an alternative to internationalization in higher education: Embedding positive glocal learning perspectives. International Journal of Teaching and Learning in Higher Education, 25(2), 223–230. https://files.eric.ed.gov/fulltext/EJ1016539.pdf
  • Pawson, R. (2019). Pragmatic trials and implementation science: Grounds for divorce? BMC Medical Research Methodology, 19(1), 1–14. https://doi.org/10.1186/s12874-019-0814-9
  • Rouet, J. F., & Potocki, A. (2018). From reading comprehension to document literacy: Learning to search for, evaluate and integrate information across texts. Infancia y Aprendizaje, 41(3), 415–446. https://doi.org/10.1080/02103702.2018.1480313
  • Scheuer, N., Bautista, A., Martín, E., & Pozo, J. I. (2009). “Tras una lectura atenta de su manuscrito … ” Un análisis de los procesos de revisión en Infancia y Aprendizaje. Infancia y Aprendizaje, 32(3), 243–264. https://doi.org/10.1174/021037009788964213
  • Schön, D. A. (1983). The Reflective Practitioner. How Professionals Think in Action. Basic Books.
  • Seligman, M. (2011). Flourish: A visionary new understanding of happiness and well-being. Atria.
  • Soler-Gallart, M., & Flecha, R. (2022). Researchers’ perceptions about methodological innovations in research oriented to social impact: Citizen evaluation of social impact. International Journal of Qualitative Methods, 21, 160940692110676. https://doi.org/10.1177/16094069211067654
  • Sun, H., & Yin, B. (2020). Multimedia input and bilingual children’s language learning. Frontiers in Psychology, 11(2023). https://doi.org/10.3389/fpsyg.2020.02023
  • Su, J., Yang, W., & Zhong, Y. (2022). Influences of gender and socioeconomic status on children’s use of robotics in early childhood education: A systematic review. Early Education and Development, 1–17. https://doi.org/10.1080/10409289.2022.2078617
  • Wineburg, S., & McGrew, S. (2019). Lateral reading and the nature of expertise: Reading less and learning more when evaluating digital information. Teachers College Record: The Voice of Scholarship in Education, 121(11), 1–40. https://doi.org/10.1177/016146811912101102
  • Yang, W., Li, H., & Ang, L. (2021). Early childhood curriculum policies and practices in Singapore: The case of glocalisation. Policy Futures in Education, 19(2), 131–138. https://doi.org/10.1177/1478210320987689
  • Yang, W., Ng, D. T. K., & Gao, H. (2022). Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self-regulation. British Journal of Educational Technology, 1–25. https://doi.org/10.1111/bjet.13215