Andrea Magdalena Lomelí-Parga, María Guadalupe López-Padilla, J. Valenzuela-gonzalez
El objetivo de este estudio es evidenciar los factores que permiten a las generaciones jovenes llevar a cabo, de manera efectiva, sus proyectos de vida, planteandose metas a corto, mediano y largo plazo. La muestra con la que se trabajo fue un grupo de estudiantes de nivel secundaria y preparatoria. Esta investigacion se realizo usando metodos mixtos con el fin de identificar aquellos factores que fueron determinantes en jovenes que consideran tener exito al enfrentar los retos de la vida diaria y las demandas de la sociedad actual, a traves de una construccion solida de su vision personal a futuro. Los resultados de este proyecto de investigacion indican que las caracteristicas que permiten la conclusion de los proyectos de vida estan intimamente relacionadas con una alta autoestima y motivacion, asi como con cierta inteligencia emocional, condiciones que permiten idealizar un futuro exitoso, tanto personal, como profesional.
{"title":"Autoestima, motivación e inteligencia emocional: Tres factores influyentes en el diseño exitoso de un proyecto de vida de jóvenes estudiantes de educación media","authors":"Andrea Magdalena Lomelí-Parga, María Guadalupe López-Padilla, J. Valenzuela-gonzalez","doi":"10.15359/REE.20-2.4","DOIUrl":"https://doi.org/10.15359/REE.20-2.4","url":null,"abstract":"El objetivo de este estudio es evidenciar los factores que permiten a las generaciones jovenes llevar a cabo, de manera efectiva, sus proyectos de vida, planteandose metas a corto, mediano y largo plazo. La muestra con la que se trabajo fue un grupo de estudiantes de nivel secundaria y preparatoria. Esta investigacion se realizo usando metodos mixtos con el fin de identificar aquellos factores que fueron determinantes en jovenes que consideran tener exito al enfrentar los retos de la vida diaria y las demandas de la sociedad actual, a traves de una construccion solida de su vision personal a futuro. Los resultados de este proyecto de investigacion indican que las caracteristicas que permiten la conclusion de los proyectos de vida estan intimamente relacionadas con una alta autoestima y motivacion, asi como con cierta inteligencia emocional, condiciones que permiten idealizar un futuro exitoso, tanto personal, como profesional.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"20 1","pages":"1-22"},"PeriodicalIF":0.8,"publicationDate":"2016-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15359/REE.20-2.4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66940567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Johel Furguerle-Rangel, José Gregorio Pacheco-Barrio, A. Hernández, Gilberto Bastidas-Pacheco
In the educational process it is necessary to use management paradigms and active participation of parents. The objective was to determine the use of management strategies by the director of basic education and participation of parents in the educational process. It is a descriptive, transversal and field study, whose instrument was a questionnaire of 26 closed-questions. The sample comprised 16 directors, 52 teachers and 62 parents. For most managers and faculty the technique of brainstorming, involvement in decision-making, continues knowledge management and radical change are crucial in the educational process of children. But mothers and fathers believe that managerial groups do not use strategies properly except for reengineering. The mother and fathers are mainly involved in education management but not in the learning process. It is recommended the deepening of policy management training teaching force, through continuous training provided by the government and the promotion of family participation in the teaching-learning process of children.
{"title":"Estrategias gerenciales en la educación básica y participación de madres y padres","authors":"Johel Furguerle-Rangel, José Gregorio Pacheco-Barrio, A. Hernández, Gilberto Bastidas-Pacheco","doi":"10.15359/REE.20-2.1","DOIUrl":"https://doi.org/10.15359/REE.20-2.1","url":null,"abstract":"In the educational process it is necessary to use management paradigms and active participation of parents. The objective was to determine the use of management strategies by the director of basic education and participation of parents in the educational process. It is a descriptive, transversal and field study, whose instrument was a questionnaire of 26 closed-questions. The sample comprised 16 directors, 52 teachers and 62 parents. For most managers and faculty the technique of brainstorming, involvement in decision-making, continues knowledge management and radical change are crucial in the educational process of children. But mothers and fathers believe that managerial groups do not use strategies properly except for reengineering. The mother and fathers are mainly involved in education management but not in the learning process. It is recommended the deepening of policy management training teaching force, through continuous training provided by the government and the promotion of family participation in the teaching-learning process of children.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"20 1","pages":"1-20"},"PeriodicalIF":0.8,"publicationDate":"2016-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66940175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nowadays, work is being considered a social fact through which people satisfy different types of needs. However, some lines of thought proposed consumption as sole mediator to achieve happiness, which promotes poor scenarios where some people jeopardize their health and integrity with excessive practices such as consumerism, causing effects of different nature such as environmental damage and alienation of the project of life. Civic education is facing major challenges regarding the inclusion of critical thinking in advertising messages, effective decision making, environmental conservation and protection, imitation of social models in a conscious way and appropriate stewardship. This essay aims to treat these lines based on different theoretical edges concerning the human being concept and development; so they constitute training process criteria for analysis in different contexts, especially educational, whereas one of the Ministry of Public Education action policies is, precisely, civic training.
{"title":"Repercusiones del consumismo en el proyecto de vida: Un análisis desde la educación ciudadana","authors":"José Laurián Ramírez-Díaz","doi":"10.15359/REE.20-2.2","DOIUrl":"https://doi.org/10.15359/REE.20-2.2","url":null,"abstract":"Nowadays, work is being considered a social fact through which people satisfy different types of needs. However, some lines of thought proposed consumption as sole mediator to achieve happiness, which promotes poor scenarios where some people jeopardize their health and integrity with excessive practices such as consumerism, causing effects of different nature such as environmental damage and alienation of the project of life. Civic education is facing major challenges regarding the inclusion of critical thinking in advertising messages, effective decision making, environmental conservation and protection, imitation of social models in a conscious way and appropriate stewardship. This essay aims to treat these lines based on different theoretical edges concerning the human being concept and development; so they constitute training process criteria for analysis in different contexts, especially educational, whereas one of the Ministry of Public Education action policies is, precisely, civic training.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"20 1","pages":"1-20"},"PeriodicalIF":0.8,"publicationDate":"2016-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66939974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Mexico, students with disabilities can attend to multiple care centers (CAM, in its Spanish acronym) or to some regular schools to receive their basic education. The objective of this study is to identify the influence of the type of school (CAM or regular school) and some socio-economic variables on student academic performance. The work was carried out with five pairs of students with similar disabilities of a CAM and a regular preschool. The Woodcock-Munoz battery (WMB) was applied to determine the academic performance, an interview with mothers and a classroom observation protocol. We found that the student body of regular schools is younger, descend from less disadvantaged homes and get better scores in the WMB than CAM.
{"title":"Influencia del tipo de escuela (especial o regular) y algunas variables socioeconómicas sobre el aprovechamiento escolar del alumnado con discapacidad","authors":"Ismael García-Cedillo, Silvia Romero-Contreras","doi":"10.15359/REE.20-1.1","DOIUrl":"https://doi.org/10.15359/REE.20-1.1","url":null,"abstract":"In Mexico, students with disabilities can attend to multiple care centers (CAM, in its Spanish acronym) or to some regular schools to receive their basic education. The objective of this study is to identify the influence of the type of school (CAM or regular school) and some socio-economic variables on student academic performance. The work was carried out with five pairs of students with similar disabilities of a CAM and a regular preschool. The Woodcock-Munoz battery (WMB) was applied to determine the academic performance, an interview with mothers and a classroom observation protocol. We found that the student body of regular schools is younger, descend from less disadvantaged homes and get better scores in the WMB than CAM.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"20 1","pages":"1-26"},"PeriodicalIF":0.8,"publicationDate":"2016-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15359/REE.20-1.1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66939741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolEl trabajo colaborativo en ambientes virtuales de aprendizaje adquiere gran relevancia en momentos en que la tecnologia se utiliza de manera intensa. En este trabajo se muestran los resultados de una investigacion realizada en la Universidad Estatal a Distancia (UNED) de Costa Rica, sobre la percepcion que tiene el estudiantado del concepto y las implicaciones del trabajo colaborativo en dos cursos en linea que facilita la Direccion de Extension Universitaria (Dirextu) de la UNED. El objetivo de este estudio es destacar la diferencia que existe entre el trabajo colaborativo y el trabajo grupal, asi como conocer las herramientas que se pueden utilizar para la promocion de este tipo de actividades en los entornos virtuales de aprendizaje. La metodologia utilizada para este articulo consistio en aplicar una encuesta a dos grupos de estudiantes, cada uno perteneciente a dos cursos virtuales diferentes de la Direccion de Extension Universitaria (Dirextu) de la UNED. Este estudio se realizo con base en la investigacion cuantitativa, para ello, se aplico un instrumento con preguntas abiertas y cerradas, el analisis de los resultados se realizo con la ayuda de tablas y figuras (graficos). Al final, se exponen una serie de conclusiones y recomendaciones entre las que destacan que al estudiantado le gustan las actividades colaborativas, por la diversidad del modo de ensenar y el favorecimiento de los estilos de aprendizaje. EnglishThe collaborative work in virtual learning environments becomes more relevant at a time when technology is used intensively. This paper shows the results of research conducted at the Universidad Estatal a Distancia (UNED) in Costa Rica, about students’ perceptions around the concept and implications of collaborative work in two online courses provided by Direccion de Extension Universitaria (Dirextu). The aim of this study is to establish the difference between collaborative work and group work as well as knowing the tools that can be used to promote this type of activity in virtual learning environments. The methodology used for this article applied a survey to two groups of students, each belonging to two different virtual courses of the Direccion de Extension Universitaria (Dirextu). This study was based on quantitative research and applied an instrument with open and closed questions. The analysis process of the results was performed with the help of tables and figures (graphs). Finally, the study exposes a series of conclusions and recommendations among which we highlight the following: students do like collaborative activities because they diversify the teaching modes and improve the learning styles.
{"title":"Trabajo colaborativo en ambientes virtuales de aprendizaje: Algunas reflexiones y perspectivas estudiantiles","authors":"Francisco Mora Vicarioli, Carlene Hooper Simpson","doi":"10.15359/ree.20-2.19","DOIUrl":"https://doi.org/10.15359/ree.20-2.19","url":null,"abstract":"espanolEl trabajo colaborativo en ambientes virtuales de aprendizaje adquiere gran relevancia en momentos en que la tecnologia se utiliza de manera intensa. En este trabajo se muestran los resultados de una investigacion realizada en la Universidad Estatal a Distancia (UNED) de Costa Rica, sobre la percepcion que tiene el estudiantado del concepto y las implicaciones del trabajo colaborativo en dos cursos en linea que facilita la Direccion de Extension Universitaria (Dirextu) de la UNED. El objetivo de este estudio es destacar la diferencia que existe entre el trabajo colaborativo y el trabajo grupal, asi como conocer las herramientas que se pueden utilizar para la promocion de este tipo de actividades en los entornos virtuales de aprendizaje. La metodologia utilizada para este articulo consistio en aplicar una encuesta a dos grupos de estudiantes, cada uno perteneciente a dos cursos virtuales diferentes de la Direccion de Extension Universitaria (Dirextu) de la UNED. Este estudio se realizo con base en la investigacion cuantitativa, para ello, se aplico un instrumento con preguntas abiertas y cerradas, el analisis de los resultados se realizo con la ayuda de tablas y figuras (graficos). Al final, se exponen una serie de conclusiones y recomendaciones entre las que destacan que al estudiantado le gustan las actividades colaborativas, por la diversidad del modo de ensenar y el favorecimiento de los estilos de aprendizaje. EnglishThe collaborative work in virtual learning environments becomes more relevant at a time when technology is used intensively. This paper shows the results of research conducted at the Universidad Estatal a Distancia (UNED) in Costa Rica, about students’ perceptions around the concept and implications of collaborative work in two online courses provided by Direccion de Extension Universitaria (Dirextu). The aim of this study is to establish the difference between collaborative work and group work as well as knowing the tools that can be used to promote this type of activity in virtual learning environments. The methodology used for this article applied a survey to two groups of students, each belonging to two different virtual courses of the Direccion de Extension Universitaria (Dirextu). This study was based on quantitative research and applied an instrument with open and closed questions. The analysis process of the results was performed with the help of tables and figures (graphs). Finally, the study exposes a series of conclusions and recommendations among which we highlight the following: students do like collaborative activities because they diversify the teaching modes and improve the learning styles.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"20 1","pages":"26-26"},"PeriodicalIF":0.8,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15359/ree.20-2.19","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66939906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
On the centennial of the Escuela Normal (Normal School) of Costa Rica, this paper discusses its role and its legacy in teacher training. It is structured in three parts. Firstly, it presents a brief historical background of the origin and profile of normal schools in various parts of the world. Secondly, it describes the development of the Escuela Normal (Normal School) in Costa Rica, refers to various personalities and significant elements that have set the course and prestige of the institution, and places the emphasis on its key role in the humanistic training of teachers, which helped to establish the foundations of Costa Rican educational development. Finally, it presents some remarks about the educational legacy of this noble institution that has remained to this day, particularly in tertiary education, in the teacher training career at the National University, the major historical heir of the Escuela Normal (Normal School).
{"title":"Escuela Normal (Normal School) of Costa Rica: History and Legacy","authors":"Vivian Carvajal-Jiménez, Silvia Ruiz-Badilla","doi":"10.15359/ree.20-1.21","DOIUrl":"https://doi.org/10.15359/ree.20-1.21","url":null,"abstract":"On the centennial of the Escuela Normal (Normal School) of Costa Rica, this paper discusses its role and its legacy in teacher training. It is structured in three parts. Firstly, it presents a brief historical background of the origin and profile of normal schools in various parts of the world. Secondly, it describes the development of the Escuela Normal (Normal School) in Costa Rica, refers to various personalities and significant elements that have set the course and prestige of the institution, and places the emphasis on its key role in the humanistic training of teachers, which helped to establish the foundations of Costa Rican educational development. Finally, it presents some remarks about the educational legacy of this noble institution that has remained to this day, particularly in tertiary education, in the teacher training career at the National University, the major historical heir of the Escuela Normal (Normal School).","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"20 1","pages":"1-18"},"PeriodicalIF":0.8,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66939918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This essay aims to analyze the competences approach and the problems associated with educational policies that have sought that higher education teachers in Mexico teach according to educational models based on such approach. In addition, a revision of programs that first promoted competences in the world, as well as the critical positions of some authors on this subject, is carried out; all this from a documentary research type. It is concluded that one of the main challenges facing the educational policy in Mexico is the pedagogical training of teachers, in order to give continuity to educational models that the teachers follow and avoid the rupture between different but not antagonistic models, such as those based on competences and constructivism.
{"title":"Enfoque por competencias: Problemáticas didácticas que enfrentan el profesorado","authors":"Blanca Isela Robles-Haros, E. Estévez-Nenninger","doi":"10.15359/REE.20-1.25","DOIUrl":"https://doi.org/10.15359/REE.20-1.25","url":null,"abstract":"This essay aims to analyze the competences approach and the problems associated with educational policies that have sought that higher education teachers in Mexico teach according to educational models based on such approach. In addition, a revision of programs that first promoted competences in the world, as well as the critical positions of some authors on this subject, is carried out; all this from a documentary research type. It is concluded that one of the main challenges facing the educational policy in Mexico is the pedagogical training of teachers, in order to give continuity to educational models that the teachers follow and avoid the rupture between different but not antagonistic models, such as those based on competences and constructivism.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"20 1","pages":"1-12"},"PeriodicalIF":0.8,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66940114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to share experiences and reflections carried out during over twenty years of working in the literacy issue among young people and adults, as well as offering ideas that can foster new experiences. Literacy among adults is a practice of coexistence where both the mediator and the student learn. Each literacy learning mediation exercise is unique; therefore the path to the proper name shared here must be contextualized. The basic premises which are developed in this article have to do with the right of every person to learn how to read and write his/her own reality, depicted from their circumstances and dreams; in other words, from their experiences, ideas, expertise, feelings and hopes. The latter involves locating the learner person as the center of the learning process and, hence, respecting his/her interests, needs and learning pace.
{"title":"Alfabetización entre personas jóvenes y adultas","authors":"Luz Emilia Flores-Davis","doi":"10.15359/REE.20-1.22","DOIUrl":"https://doi.org/10.15359/REE.20-1.22","url":null,"abstract":"This article aims to share experiences and reflections carried out during over twenty years of working in the literacy issue among young people and adults, as well as offering ideas that can foster new experiences. Literacy among adults is a practice of coexistence where both the mediator and the student learn. Each literacy learning mediation exercise is unique; therefore the path to the proper name shared here must be contextualized. The basic premises which are developed in this article have to do with the right of every person to learn how to read and write his/her own reality, depicted from their circumstances and dreams; in other words, from their experiences, ideas, expertise, feelings and hopes. The latter involves locating the learner person as the center of the learning process and, hence, respecting his/her interests, needs and learning pace.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"20 1","pages":"1-16"},"PeriodicalIF":0.8,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66939985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Asunción Martínez-Martínez, Félix Zurita-Ortega, M. Castro-Sánchez, Ramón Chacón-Cuberos, M. A. Hinojo-Lucena, Tamara Espejo-Garcés
Choosing a university degree for next year is a topic of interest for educational levels of higher education, since they allow to decide what kind of students access the different university degrees; also among the factors that affect concisely are qualifications or personal profile, therefore we propose the following study with the objective to determine the most popular degrees with limitation, as without it, of senior high school and upper education students of Granada, as well as describe the academic and socio-demographic characteristics, and evaluate the influence academic qualifications, branch of studies and gender have in choosing college degree. A total of 1,164 students in last year of high school and upper education students participated, which allowed the recording and evaluation of the variables mentioned above. Results showed that medicine, teaching and engineering degrees are the most in demand without any kind of limitation, while with limitation it changes medicine for nursing, also senior students from Granada had a remarkable average note, males opt more for upper education training and show worse grades and women choose bachelor with slightly higher average grades, verifying the influence academic qualifications, branch of studies and gender have in choosing a degree with or without limitation. Thus, due to its more altruistic nature, female students postulate in health science and social degrees, with higher grades, while male students prefer more technical qualifications with worse grades.
{"title":"La elección de estudio superiores universitarios en estudiantes de último curso de bachillerato y ciclos formativos","authors":"Asunción Martínez-Martínez, Félix Zurita-Ortega, M. Castro-Sánchez, Ramón Chacón-Cuberos, M. A. Hinojo-Lucena, Tamara Espejo-Garcés","doi":"10.15359/REE.20-1.14","DOIUrl":"https://doi.org/10.15359/REE.20-1.14","url":null,"abstract":"Choosing a university degree for next year is a topic of interest for educational levels of higher education, since they allow to decide what kind of students access the different university degrees; also among the factors that affect concisely are qualifications or personal profile, therefore we propose the following study with the objective to determine the most popular degrees with limitation, as without it, of senior high school and upper education students of Granada, as well as describe the academic and socio-demographic characteristics, and evaluate the influence academic qualifications, branch of studies and gender have in choosing college degree. A total of 1,164 students in last year of high school and upper education students participated, which allowed the recording and evaluation of the variables mentioned above. Results showed that medicine, teaching and engineering degrees are the most in demand without any kind of limitation, while with limitation it changes medicine for nursing, also senior students from Granada had a remarkable average note, males opt more for upper education training and show worse grades and women choose bachelor with slightly higher average grades, verifying the influence academic qualifications, branch of studies and gender have in choosing a degree with or without limitation. Thus, due to its more altruistic nature, female students postulate in health science and social degrees, with higher grades, while male students prefer more technical qualifications with worse grades.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"20 1","pages":"1-18"},"PeriodicalIF":0.8,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66939859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rocío Chao-Fernández, F. Ferreiro-Seoane, Maria Dorinda Mato-Vázquez
Recibido 25 de julio de 2014 • Corregido 6 de agosto de 2015 • Aceptado 14 de agosto de 2015 Este trabajo analiza como inciden, en el rendimiento del alumnado que se presenta al premio extraordinario de educacion secundaria obligatoria (ESO) de Galicia, los contextos de ensenanza-aprendizaje referentes a los ambitos (urbano y no urbano) de las cuatro provincias y las diferentes localidades. La poblacion esta formada por 1212 estudiantes una vez que han terminado 4o de ESO con una calificacion media superior a 9 entre los anos 2008-2012. A tal objeto, se realizo un analisis comparativo a traves de muestras independientes con la prueba de Levene, mediante el paquete estadistico SPSS V. 22.0.0.0. Los resultados indican que, de las 12 calificaciones (lengua gallega, castellana y extranjera, matematicas y ciencias sociales, geografia e historia) y un examen a elegir entre diversas modalidades (fisica y quimica, biologia y geologia, latin, musica, tecnologia y educacion plastica), en diez de ellas son mejores los procedentes de los centros urbanos (83,33%) con diferencias significativas en seis.
{"title":"Análisis de las diferencias de rendimiento del alumnado de centros urbanos y no urbanos a partir de los resultados de los premios extraordinarios de educación secundaria obligatoria","authors":"Rocío Chao-Fernández, F. Ferreiro-Seoane, Maria Dorinda Mato-Vázquez","doi":"10.15359/REE.19-3.23","DOIUrl":"https://doi.org/10.15359/REE.19-3.23","url":null,"abstract":"Recibido 25 de julio de 2014 • Corregido 6 de agosto de 2015 • Aceptado 14 de agosto de 2015 Este trabajo analiza como inciden, en el rendimiento del alumnado que se presenta al premio extraordinario de educacion secundaria obligatoria (ESO) de Galicia, los contextos de ensenanza-aprendizaje referentes a los ambitos (urbano y no urbano) de las cuatro provincias y las diferentes localidades. La poblacion esta formada por 1212 estudiantes una vez que han terminado 4o de ESO con una calificacion media superior a 9 entre los anos 2008-2012. A tal objeto, se realizo un analisis comparativo a traves de muestras independientes con la prueba de Levene, mediante el paquete estadistico SPSS V. 22.0.0.0. Los resultados indican que, de las 12 calificaciones (lengua gallega, castellana y extranjera, matematicas y ciencias sociales, geografia e historia) y un examen a elegir entre diversas modalidades (fisica y quimica, biologia y geologia, latin, musica, tecnologia y educacion plastica), en diez de ellas son mejores los procedentes de los centros urbanos (83,33%) con diferencias significativas en seis.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"19 1","pages":"1-19"},"PeriodicalIF":0.8,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66938740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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