Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
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    - HIGHER EDUCATION (140 journals)
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ADULT EDUCATION (24 journals)

Showing 1 - 23 of 23 Journals sorted alphabetically
Adult Learning     Hybrid Journal   (Followers: 33)
Aikuiskasvatus     Open Access   (Followers: 1)
Andragoška spoznanja     Open Access   (Followers: 1)
Career and Technical Education Research     Full-text available via subscription   (Followers: 4)
Concept : The Journal of Contemporary Community Education Practice Theory     Open Access   (Followers: 4)
EJA em Debate     Open Access  
Empirical Research in Vocational Education and Training     Open Access   (Followers: 17)
European Journal for Research on the Education and Learning of Adults (RELA)     Open Access   (Followers: 4)
European Journal of Training and Development     Hybrid Journal   (Followers: 14)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 40)
International Journal of Adult Education and Technology     Hybrid Journal   (Followers: 17)
Journal of Adult and Continuing Education     Hybrid Journal   (Followers: 30)
Journal of Adult Theological Education     Hybrid Journal   (Followers: 7)
Journal of Assistive Technologies     Hybrid Journal   (Followers: 19)
Journal of Music, Technology and Education     Hybrid Journal   (Followers: 11)
New Horizons in Adult Education and Human Resource Development     Hybrid Journal   (Followers: 11)
Nordic Journal of Vocational Education and Training     Open Access   (Followers: 2)
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Revista Brasileira de Orienta     Open Access   (Followers: 1)
Teaching in Lifelong Learning : a journal to inform and improve practice     Open Access   (Followers: 22)
Teknologi Kejuruan     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 20)
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Pedagogia Social. Revista Interuniversitaria
Number of Followers: 1  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1139-1723 - ISSN (Online) 1989-9742
Published by Sociedad Iberoamericana de Pedagogía Social (SIPS) Homepage  [1 journal]
  • Resilience and education at the margins of society

    • Authors: Cristóbal Ruiz-Román, David Herrera Pastor
      Pages: 9 - 12
      PubDate: 2022-07-29
      DOI: 10.7179/PSRI_2022.41.00
  • Socio-educational accompaniment and resilience in ex-protected young
           migrants: an approach based on opportunities, dreams and supports

    • Authors: David Herrera-Pastor, Cristóbal Ruiz-Román, Isabel María Bernedo Muñoz, María Crecente Dapena
      Pages: 15 - 28
      Abstract: The lack of opportunities for young migrants who travel to Spain without their families clashes with the dreams that drive them to risk their lives crossing from Africa to Europe.
      One of the great challenges facing socio-educational action with this group today is to promote support and inclusion systems that do not leave them on the margins of society. This
      article is the result of a European project with young migrants who have been removed from the Child protection System when reaching eighteen, which aimed to explore the processes of resilience and socio-educational accompaniment experienced by these young people. The qualitative methodology combined several data collection techniques, as such as such 32 Lifelines and 1 Focus group with young migrants, 1 SWOT and 1 Focus group with socio-educational action professionals and 4 Analytical Diaries of university student volunteers. The results are presented in relation to three main categories: “Opportunities”, “Dreams” and “Support”, which are analysed by highlighting the role they play in the narratives and development of the
      young people’s life projects, as well as in the practice of socio-educational professionals. All of this is discussed with the most recent literature in order to extract some valuable ideas for
      the practice of social education in relation to the type of educational accompaniment and the processes of resilience that these young migrants hope to develop in their migratory projects.
      PubDate: 2022-07-29
      DOI: 10.7179/PSRI_2022.41.01
  • A social pedagogical intervention to support children in care: Back on

    • Authors: Angie Hart, Buket Kara, Rochelle Morris, Barbara Mezes, Sharon Butler, Craig McKenzie, Rosie Gordon, Josh Cameron, Suna Eryigit-Madzwamuse
      Pages: 29 - 42
      Abstract: This paper focuses on an intervention project, Back on Track (BoT), implement­ed as a part of the Resilience Revolution: HeadStart Blackpool (RR:HS) programme in the UK. Whilst it is a famous family holiday resort, Blackpool is also one of the most deprived towns in England. This makes life challenging for young people (YP) to maintain wellbeing and reach their potential. Blackpool also has an above average and growing proportion of children in care. They are at a higher risk of developing mental health difficulties and of being permanently excluded from school. BoT aimed to support fostered children who have been referred by schools or social workers to the project for having emotional and behavioural struggles. As a consequence of their difficulties, they were at risk of permanent exclusion from the school. The intervention was grounded in a social pedagogical approach and Resil­ient Therapy. Resilience Coaches (i.e., wellbeing practitioners) had the role of enhancing com­munication between YP, family, social care, and school, whilst working with YP to co-produce coping strategies. Between November 2016 and June 2021, 39 YP (61.5% male) aged 10 to 15 (M = 12.74, SD = 1.60) received BoT support over a period lasting between 4 months to 2.5 years (M = 14 months, SD = 6.8 months). Using a mixed-methods design, this paper explored the BoT implementation. YP completed questionnaires before and after BoT. Triangulation interviews were conducted with a randomly selected YP, foster parent and the Resilience Coach. Results showed the benefit of equipping YP with ‘resilient moves’ and joining up sys­tems to work together and better support YP and families. YP reported reduced difficulties, improved strengths (i.e., prosocial behaviour) and educational outcomes. This helped build resilience and reduce the risk of permanent exclusions from school. Policy and practice impli­cations for children in care are discussed.
      PubDate: 2022-07-29
      DOI: 10.7179/PSRI_2022.41.02
  • Weaving together struggles for the right to education: collective and
           personal narratives for inclusion from the social model of disability

    • Authors: Ignacio Calderón Almendros, María Teresa Rascón Gómez
      Pages: 43 - 54
      Abstract: This paper aims to question and contribute to the transformation of those cultures, policies and educational practices that lead schools to exclude some students by devaluing
      differences. With this intention, we have collated a series of stories and collective narratives that address human diversity and the right to inclusive education. They allow us
      to escape the new frontiers of normality, creating vital and social cartographies motivated by
      desire for change. The methodology used combines participatory action-research processes with biographical and narrative research. The scope of the project, combined with these
      processes, allow us to understand the daily and complex constructions as well as the collaborative mechanisms put into practice by teachers, students and activist families who seek
      recognition of all kinds of abilities in schools. The stories are intertwined and build upon each other, promoting knowledge and actions that draw upon difficult experiences, usually made
      invisible by the institution. These actions are full of emotion to promote social movements and educational changes. Likewise, the results obtained show that the formation of networks
      of mutual support and resistance favor resilience processes, pointing towards structural transformations and act for the benefit of all people in schools.
      PubDate: 2022-07-29
      DOI: 10.7179/PSRI_2022.41.03
  • Educating on the margins in closed institutions: a study of professional
           culture from perceptions of social support and well-being

    • Authors: Eduardo Salvador Vila Merino, Santiago Ruiz Galacho, Fernando Gil Cantero, Víctor Manuel Martín Solbes
      Pages: 55 - 66
      Abstract: In this article we explore the development of professional culture in closed institutions, focusing on professionals’ perceptions of social support and well-being. To do so,
      we start from an emerging conceptualisation of these institutions as spaces of educational support and their analysis from the general theory of systems, with special emphasis on
      the communicative and relational aspects and their impact on the professional work and its consequences for the people who work in these institutions from their perceptions in this regard. Based on and in dialogue with previous studies, we present the results of a quantitative
      research with an ex post facto study on the levels of social support at work and its relationship with self-efficacy and life satisfaction, with a sample of 241 professionals in the field of socio-educational action in Spain, of which almost 15 % worked in a specialized institutional-residential environment. From this study we gather the most significant data related to the relationship between social support at work with the levels of life satisfaction and general self-efficacy and whether there are significant relationships between the levels of social
      support at work in professional contexts of closed institutions compared to other contexts of socio-educational action, finding empirical evidence in this regard, which are discussed with the existing literature, determining the importance of taking care of these dimensions of professional culture and its perception for better performance and quality of professional life.
      PubDate: 2022-07-29
      DOI: 10.7179/PSRI_2022.41.04
  • Support programme for the transition to adult life in Andalusia for care
           leavers. Potentialities and challenges in the margins of emancipation

    • Authors: Verónica Sevillano-Monje, Ángela Martín-Gutiérrez
      Pages: 67 - 80
      Abstract: National and international research has highlighted the challenges faced by young people in care and care leavers when they come of age. Programmes to support the transition to adulthood report positive outcomes for young people at this stage. However, ongoing evaluations of these resources are needed. This research aims to highlight the potential and challenges of the High Intensity Coming of age +18 programme of the Junta de Andalucía (Spain) developed by an organisation in Seville, a resource that has not been comprehensively evaluated in its 20 years of existence. For this purpose, semi-structured interviews were conducted with 19 professionals (counsellors, directors, educators and key informants) and 7 young people with successful trajectories who have graduated from the programme. The results show that the potentialities of the programme are the positive assessment of it, the socio-educational accompaniment process and the social, academic and work training of the young people. With regard to the challenges, the institutional resources, the starting situation of the young people when they enter the programme and the functions and dedication of the counsellors stand out. It is concluded that the programme contributes to the preparation for adult life of the care leavers, providing them with the necessary tools for emancipation.
      However, it also shows the need to increase resources (human, structural and temporal) to improve the intervention of the professionals.
      PubDate: 2022-07-29
      DOI: 10.7179/PSRI_2022.41.05
  • Resilience in young people at risk of exclusion. The Coke case

    • Authors: Jesús Juárez Pérez Cea, José Manuel Oña Cots, Iulia Mancila, Lorena Molina Cuesta
      Pages: 81 - 92
      Abstract: This investigation is framed within a major project that aims to learn and develop networking to promote resilience in children at risk of exclusion. The issue of resilience
      currently finds an important echo in the socio-educational world, and we value the need to address its knowledge and meaning to improve its understanding and use as a facilitating tool for socio-educational professional practice. Moreover, the main aim of the article is to analyze the resilient process of a young man of gipsy ethnicity from a neighborhood in social exclusion, delving into the elements that may have strengthened the resilient process, and making
      proposals for educational practice. The research has an exploratory and qualitative design, carried out in the environment of the subject analyzed. The data have been obtained through
      interviews with the subject himself, with people and professionals from his environment. The results that are offered us have to do with the understanding of resilience as a process in which different personal, family, and social factors converge and are related, where it is necessary to attend to the needs of the subjects from different levels and educational
      agents, providing the task with a global, holist vision. We will also highlight the importance of training professionals to provide their interventions with styles that promote and facilitate the emergence of resilience: empathy, closeness, setting sensible objectives, etc.
      PubDate: 2022-07-29
      DOI: 10.7179/PSRI_2022.41.06
  • Diagnosis of socio-educational needs in the face of the covid-19 pandemic:
           family situation in the state of Aguascalientes (Mexico)

    • Authors: Javier Fernández-de-Castro, Leticia Nayeli Ramírez-Ramírez
      Pages: 95 - 110
      Abstract: The general purpose of this study is to identify and diagnose the family situation, the main socio-educational needs and government services of support and advice required by the families of the State of Aguascalientes (Mexico), in order to guide the process of analysis and redesign of public policies in family matters, by the Strategic Consultative Body (OCE)
      of the State Government. For this, a study with a non-experimental design, of a transactional type and with an exploratory and descriptive scope, was carried out, in which a sample of
      2,488 families answered an instrument designed to measure sociodemographic indicators,
      social cohesion and socio-educational needs in a context where the confinement promoted by the state and federal governments respectively due to the contingency of COVID-19 was just beginning. The analysis of the results showed an adequate level of reliability in the items analyzed for the purposes of this study. Likewise, it was revealed that in the State the priority
      socio-educational needs are those related to substance addictions, depression and sadness, psychological or verbal aggression, physical aggression and other addictions (social networks, video games, gambling, pornography, among others). Regarding the government services with the highest demand, family psychological care, learning assertive communication processes with children, as well as care and prevention of domestic violence were identified. The previous results are relevant for the fact of reflecting a diagnosis of the family situation in a context affected by the COVID-19 pandemic, as well as for the contribution they imply for the process
      of analysis and redefinition of state public policies on family matters as a result of the work of the OCE and the State Government.
      PubDate: 2022-07-29
      DOI: 10.7179/PSRI_2022.41.07
  • Perceptions of professionals about the quality of residential care in the
           province of Pontevedra

    • Authors: Margarita González-Peiteado, Ana Fernández Martínez, Carmen Verde Diego, Margarita Pino Juste
      Pages: 111 - 126
      Abstract: At the rate of social changes, new demands arise that must be solved through the unit of action generated from state regulations, the provisions of the civil code and regional legislation in order to protect the minor in situations of risk or distress . For this reason, the purpose of this study is to identify variables related to the perception of management teams
      and psycho-socio-educational personnel about the quality of their work in residential care centers. A sample of 122 professionals who worked in this sector in the province of Pontevedra was studied, by means of the design and application of an assessment scale of residential
      care that collects their opinions about professional quality, admission and permanence, resources, adequacy normative and future perfectives. The non-experimental, cross-sectional,
      descriptive-inferential study of differences between groups that uses a non-probabilistic sample of volunteer subjects. In this way, the sociodemographic variables and the variables evaluated through the instrument are observed, described, analyzed and interrelated simultaneously and at a specific time. It has been completed with a multivariate statistical analysis.
      The results allow detecting the needs experienced by professionals in residential care situations
      as a measure of protection for minors, yielding significant differences depending on the variables under study. These results are discussed in relation to previous research and
      legislative changes regarding child protection. The conclusions, limitations and proposals for improvement open up new avenues of research that will make it possible to optimize residential
      care in the province of Pontevedra, making the resource comply as closely as possible with the guidelines and recommendations contained in the regulations on the matter and in
      the specialized literature.
      PubDate: 2022-07-29
      DOI: 10.7179/PSRI_2022.41.08
  • The professionalization of social education in schools

    • Authors: Xosé Manuel Cid Fernández, Carolina Borges Veloso
      Pages: 127 - 142
      Abstract: The formal introduction of Social Education professionals in schools in Spain dates back to 2002 in Extremadura and Castilla-La Mancha. However, social education as a practice and occupation not yet professionalized, anticipating theory and regulation, has already dealt with pupils with school problems since the 1970s, carried out by social services
      or multidisciplinary teams at the community level. In this article, we analyze the level of professionalization
      of Social Education in schools from the broad perspective of the universe of
      school socio-educational action. The analysis is based on the theory of professions and uses the selection of the actors involved in its professionalization as an analytical tool. A qualitative deductive approach is used as a methodological procedure, following the proposals of the Glaserian version of Grounded Theory and the Atlas.ti program. The results indicate that there are de-professionalizing factors such as the fragmentation of the profession, the
      scarcity of employment, the absence of monopolization, deficient regularization, lack of autonomy
      of professionals, the assignment of non-educational tasks, and precariousness due to unstable financing, as well as professionalizing factors such as the efficiency of professionals, satisfaction of the educational community, and the activism of professional groups. Depending on the executing entity, three models of socio-educational action in the school can be distinguished. Using a critical empirical nominalism, we can conceptually distinguish two educational
      realities based on the bond of the agent, the orientation of the activities, the intensity of the intervention, and the professional who performs it.
      PubDate: 2022-07-29
      DOI: 10.7179/PSRI_2022.41.09
  • Structural and cultural strategies in building social, economic, and
           ecological resilience towards an independent society

    • Authors: Muhammad Arsyad, Peribadi Askat, La Ode Monto Bauto
      Pages: 143 - 160
      Abstract: This study outlines structural and cultural strategies to build social, economic, and ecological resilience in independent societies. Independent communities are defined by social and economic resilience and ecological support. Socioeconomic and ecological resilience can be achieved through the efforts of the structural and cultural strategies of the government and the people concerned. The research method uses quantitative descriptive
      mixed research studies and case studies. The research of the case study was conducted in one of the independent villages, which took place eclectically. Quantitative descriptive and case studies complement each other. The results showed that an independent society is a society that is able to meet and maintain social and economic needs and maintain ecology in a sustainable manner. Such independence and survivability can be achieved through structural
      and cultural strategies. Structural strategy by revitalizing and functioning structural institutions. And its cultural strategy involves all elements of society and pays attention to cultural
      aspects in every stage of development. The implementation of structural strategies has given rise to social, economic and ecological resilience toward an independent society. Community independence and resilience are supported by the fulfilment of the dimensions of Health,
      Education, social capital and healthy and comfortable settlements, and economic and ecological dimensions. Based on this, the results of this study contribute to building an independent
      society in the form of social, economic, and ecological resilience.
      PubDate: 2022-07-29
      DOI: 10.7179/PSRI_2022.41.10
  • Livinglabs as models of open innovation. Analysis based on the concept of

    • Authors: Juan C. Aceros, Antonio Víctor Martín García, Bárbara Mariana Gutiérrez Pérez
      Pages: 161 - 178
      Abstract: Open innovation is a way of organising innovation and development (R&D) processes that has recently become popular. The distance that the open innovation model claims to establish with respect to closed innovation is a commonplace in a large number of publications. However, several works question it. In this article we propose a critical reading of open innovation in the light of the concept of ‘extitution’. With the help of this notion, we describe how certain organisations define their ‘innovation environment’ and the ‘external actors’ they
      seek to involve in R&D processes. The case studies are living laboratories in Spain that are active in the health and wellness sector. The material was collected using virtual methods and
      was analysed using an approach inspired by the Sociology of Translation. The results reveal
      a persistent invitation to establish strong relationships with the laboratory, through a set of
      problematisation, interestment and enrolment efforts, through which they relate to their externality. Based on these results, the extitutional character of living laboratories is discussed.
      PubDate: 2022-07-29
      DOI: 10.7179/PSRI_2022.41.11
  • Fundamentos teóricos de la educación emocional: claves para la
           transformación educativa

    • Authors: Antonio Camacho Herrera
      Pages: 181 - 182
      PubDate: 2022-07-29
      DOI: 10.7179/PSRI_2022.41.12
  • Disinsertions and social bond. A practice oriented by singularity.

    • Authors: Jordi Solé Blanch
      Pages: 183 - 184
      PubDate: 2022-07-29
      DOI: 10.7179/PSRI_2022.41.13
  • Educação, Inclusão e Diversidade

    • Authors: Bárbara Mariana Gutiérrez Pérez
      Pages: 185 - 186
      PubDate: 2022-07-29
      DOI: 10.7179/PSRI_2022.41.14
  • Educación, pobreza y Justicia Social. Un análisis cultural de escuelas
           en contextos socioeconómicamente desafiantes

    • Authors: Irene Moreno-Medina
      Pages: 187 - 190
      PubDate: 2022-07-29
      DOI: 10.7179/PSRI_2022.41.15
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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