Cognitive Acceleration programs have been successful in promoting reasoning skills in school students and in changing the pedagogy of the in-service teachers applying them. The novelty of this study is that it implemented, for the first time, that socio-constructivist approach with prospective teachers. The results suggest that the cognitive acceleration course promoted positive changes in their attitudes about teaching and learning in general and mathematics in particular.
{"title":"El impacto de un programa de enfoque socioconstructivista en las actitudes de futuros profesores de primaria sobre el aprendizaje y la enseñanza en general y sobre las matemáticas en particular","authors":"Bernardita Tornero Ochagavia","doi":"10.22235/PE.V10I1.1357","DOIUrl":"https://doi.org/10.22235/PE.V10I1.1357","url":null,"abstract":"Cognitive Acceleration programs have been successful in promoting reasoning skills in school students and in changing the pedagogy of the in-service teachers applying them. The novelty of this study is that it implemented, for the first time, that socio-constructivist approach with prospective teachers. The results suggest that the cognitive acceleration course promoted positive changes in their attitudes about teaching and learning in general and mathematics in particular.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41566786","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}
Academic Engagement (AE) refers to the physical and psychological resources devoted to academic experience. It is a predictor of learning and personal development, and has three components: behavioral, cognitive and affective. A scale was developed to measure the behavioral dimension of AE. The scale was administered to 906 students in Caracas, after a pilot study, and analyses of reliability, item performance, factorial structure and criterion validity were performed. A factor, defined as Personality Resistant (PR) at an academic level factor, was identified as a reflection of the commitment, control and assertiveness of the student. It is concluded that the scale factor AE and PR are reliable, valid and relevant for predicting academic performance.
{"title":"Involucramiento académico: una escala","authors":"Gustavo Peña, Yolanda Cañoto, Luisa Angelucci","doi":"10.22235/PE.V10I1.1361","DOIUrl":"https://doi.org/10.22235/PE.V10I1.1361","url":null,"abstract":"Academic Engagement (AE) refers to the physical and psychological resources devoted to academic experience. It is a predictor of learning and personal development, and has three components: behavioral, cognitive and affective. A scale was developed to measure the behavioral dimension of AE. The scale was administered to 906 students in Caracas, after a pilot study, and analyses of reliability, item performance, factorial structure and criterion validity were performed. A factor, defined as Personality Resistant (PR) at an academic level factor, was identified as a reflection of the commitment, control and assertiveness of the student. It is concluded that the scale factor AE and PR are reliable, valid and relevant for predicting academic performance.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45168123","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}
Tania Tagle Ochoa, Claudio Heraldo Díaz Larenas, Paola Alarcón Hernández, M. Lara, Lucía Ramos Leiva, Paulo Etchegaray Pezo
The purpose of this study was to identify beliefs in relation to teaching and learning held by pre-service EFL teachers from two Chilean universities. The participants were 180 students from first, third and fifth year. Quantitative research methodology and a descriptive-comparative design were implemented. The technique used to gather data was an inventory focused on beliefs regarding teaching and learning (Tagle, 2008). Analysis of variance and post hoc tests were employed to analyze the data. The results show statistically significant differences among the first, and third and fifth year participants in eight out of twelve teaching dimensions included in the inventory. A potential change was identified in prospective teachers’ beliefs, which is associated with their undergraduate training process.
{"title":"Aprendizaje y enseñanza: creencias de estudiantes en formación de pedagogía en inglés","authors":"Tania Tagle Ochoa, Claudio Heraldo Díaz Larenas, Paola Alarcón Hernández, M. Lara, Lucía Ramos Leiva, Paulo Etchegaray Pezo","doi":"10.22235/PE.V10I1.1359","DOIUrl":"https://doi.org/10.22235/PE.V10I1.1359","url":null,"abstract":"The purpose of this study was to identify beliefs in relation to teaching and learning held by pre-service EFL teachers from two Chilean universities. The participants were 180 students from first, third and fifth year. Quantitative research methodology and a descriptive-comparative design were implemented. The technique used to gather data was an inventory focused on beliefs regarding teaching and learning (Tagle, 2008). Analysis of variance and post hoc tests were employed to analyze the data. The results show statistically significant differences among the first, and third and fifth year participants in eight out of twelve teaching dimensions included in the inventory. A potential change was identified in prospective teachers’ beliefs, which is associated with their undergraduate training process.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44458125","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 analyzes the concept of knowledge mobilization from its importance as a novel term in the contemporary educational context. The ways in which knowledge is transmitted to the educational community generated the emergence of a growing line of research that analyzes how these knowledges are mobilized from universities and research centers to educational agents and society. Through an exhaustive theoretical review, this paper presents the fundamentals of the concept, describes empirical studies that address it and mentions the suggestions that researchers of the subject themselves made to improve the impact of the mobilization of knowledge in the educational reality.
{"title":"Movilización del conocimiento en educación. Conexión entre la investigación, la política y la práctica: una aproximación teórica","authors":"Haylen Perines","doi":"10.22235/PE.V10I1.1362","DOIUrl":"https://doi.org/10.22235/PE.V10I1.1362","url":null,"abstract":"This article analyzes the concept of knowledge mobilization from its importance as a novel term in the contemporary educational context. The ways in which knowledge is transmitted to the educational community generated the emergence of a growing line of research that analyzes how these knowledges are mobilized from universities and research centers to educational agents and society. Through an exhaustive theoretical review, this paper presents the fundamentals of the concept, describes empirical studies that address it and mentions the suggestions that researchers of the subject themselves made to improve the impact of the mobilization of knowledge in the educational reality.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44032874","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 explores successful educational experiences of high school students from the Argentinean city of Santa Fe, who live in unfavorable contexts to finish their compulsory education. In order to achieve this objective, interviews were conducted in two local schools, among low income students and middle-class students. This fieldwork allowed to recognize, among other characteristics, that the students of the low sectors perceive the school as a safe place that protects them from the violence of the neighborhood, and where they acquire specific skills and knowledge. Differences were also observed between these students and their middle-class peers, both in the way they establish links between school and other areas of socialization, as well as in their perceptions about knowledge, jobs and college.
{"title":"“Me duermo, pero igual aprendo”: experiencias educativas exitosas de jóvenes santafesinos de sectores bajos","authors":"M. Serra","doi":"10.22235/PE.V10I1.1358","DOIUrl":"https://doi.org/10.22235/PE.V10I1.1358","url":null,"abstract":"This article explores successful educational experiences of high school students from the Argentinean city of Santa Fe, who live in unfavorable contexts to finish their compulsory education. In order to achieve this objective, interviews were conducted in two local schools, among low income students and middle-class students. This fieldwork allowed to recognize, among other characteristics, that the students of the low sectors perceive the school as a safe place that protects them from the violence of the neighborhood, and where they acquire specific skills and knowledge. Differences were also observed between these students and their middle-class peers, both in the way they establish links between school and other areas of socialization, as well as in their perceptions about knowledge, jobs and college.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43724001","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}
The principal purpose of this investigation is to describe and evaluate every aspect related to the application of the Initial Professional Qualification Program (PCPI) in the province of Granada, Spain. The work presented here focuses on the analysis of the perceptions of teachers about their specific training in such measures of attention to diversity, and understand the perceptions of students about their implementation and future expectations. The research was developed in 50 educational centers of the province of Granada, starting with a mixed method research. The greatest achievements of the PCPI are the change in attitude of the students towards the study, and that a high percentage obtains the graduate in Compulsory Secondary Education (ESO).
{"title":"Programas extraordinarios de atención a la diversidad en Secundaria. Percepciones de los estudiantes de PCPI y formación del profesorado implicado","authors":"F. Fernández, Maximiliano Ritacco Real","doi":"10.22235/PE.V10I1.1360","DOIUrl":"https://doi.org/10.22235/PE.V10I1.1360","url":null,"abstract":"The principal purpose of this investigation is to describe and evaluate every aspect related to the application of the Initial Professional Qualification Program (PCPI) in the province of Granada, Spain. The work presented here focuses on the analysis of the perceptions of teachers about their specific training in such measures of attention to diversity, and understand the perceptions of students about their implementation and future expectations. The research was developed in 50 educational centers of the province of Granada, starting with a mixed method research. The greatest achievements of the PCPI are the change in attitude of the students towards the study, and that a high percentage obtains the graduate in Compulsory Secondary Education (ESO).","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49333205","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}
Jorge M. Gorostiaga, K. Lastra, Stella Maris Muiños de Britos
The aim of this article is to analyze the policies implemented by four Argentinian universities, located in the Great Buenos Aires area, in order to promote access and permanence during the admission process and in the first year of studies. It is assumed that institutional factors —including how teaching and learning processes, curriculum and student support strategies are organized— can play a key role in student retention. The analysis is based on secondary sources, as well as documents gathered in the four institutions and interviews conducted with authorities and coordinators of the admission courses. The achievements and limitations shown by the policies —with regard to the challenge of improving in terms of quality, pertinence and inclusion— raise the need to combine current measures of material and pedagogical support with a clearer focus on teaching and curriculum issues, through greater resources and closer work with teachers in the re-design of institutional strategies.
{"title":"Políticas institucionales para favorecer el acceso y la permanencia en universidades argentinas: un análisis de cuatro instituciones del conurbano bonaerense","authors":"Jorge M. Gorostiaga, K. Lastra, Stella Maris Muiños de Britos","doi":"10.22235/PE.V10I1.1363","DOIUrl":"https://doi.org/10.22235/PE.V10I1.1363","url":null,"abstract":"The aim of this article is to analyze the policies implemented by four Argentinian universities, located in the Great Buenos Aires area, in order to promote access and permanence during the admission process and in the first year of studies. It is assumed that institutional factors —including how teaching and learning processes, curriculum and student support strategies are organized— can play a key role in student retention. The analysis is based on secondary sources, as well as documents gathered in the four institutions and interviews conducted with authorities and coordinators of the admission courses. The achievements and limitations shown by the policies —with regard to the challenge of improving in terms of quality, pertinence and inclusion— raise the need to combine current measures of material and pedagogical support with a clearer focus on teaching and curriculum issues, through greater resources and closer work with teachers in the re-design of institutional strategies.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47648140","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}
Durante los dias 8, 9 y 10 de setiembre de 2016 se realizaron en la Facultad de Psicologia de la Universidad de la Republica (FP-UR), con sede en Montevideo, las VI Jornadas de Primera Infancia y Educacion Inicial. Este cuarto encuentro internacional estuvo coorganizado por el Programa Primera Infancia y Educacion Inicial del Instituto de Psicologia, Educacion y Desarrollo Humano (IPEDH) de dicha Facultad, en conjuncion con el Instituto del Nino, la Nina y el Adolescente (IIN) y la Organizacion Mundial de Educacion Preescolar (OMEP). Conto con el apoyo de la Comision Sectorial de Investigacion Cientifica (CSIC-UR) y tuvo como objetivo poner en debate el cuidado y atencion a la primera infancia, para resignificar el sentido y la especificidad de esta etapa evolutiva.
{"title":"Vi Jornadas de Primera Infancia y Educación Inicial. Educación y cuidados en la primera infancia: viejos debates en nuevos tiempos","authors":"Gabriela Núñez Barboza, Gabriela Etchebehere, Noelie Foster","doi":"10.22235/PE.V10I1.1364","DOIUrl":"https://doi.org/10.22235/PE.V10I1.1364","url":null,"abstract":"Durante los dias 8, 9 y 10 de setiembre de 2016 se realizaron en la Facultad de Psicologia de la Universidad de la Republica (FP-UR), con sede en Montevideo, las VI Jornadas de Primera Infancia y Educacion Inicial. Este cuarto encuentro internacional estuvo coorganizado por el Programa Primera Infancia y Educacion Inicial del Instituto de Psicologia, Educacion y Desarrollo Humano (IPEDH) de dicha Facultad, en conjuncion con el Instituto del Nino, la Nina y el Adolescente (IIN) y la Organizacion Mundial de Educacion Preescolar (OMEP). Conto con el apoyo de la Comision Sectorial de Investigacion Cientifica (CSIC-UR) y tuvo como objetivo poner en debate el cuidado y atencion a la primera infancia, para resignificar el sentido y la especificidad de esta etapa evolutiva.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41698467","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}
{"title":"I Congreso de la Sociedad Uruguaya de Historia de la Educación / SUHE Montevideo, 24 y 25 de junio de 2016","authors":"S. Monreal","doi":"10.22235/PE.V9I2.1313","DOIUrl":"https://doi.org/10.22235/PE.V9I2.1313","url":null,"abstract":"","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2016-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68260903","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 contributes four reflections to show the relevancy that has the involvement of the families in the educational system, understanding it as a variable of the quality of the education and, to undertaking policies and programs to strengthen the relation between the families and the schools. The worn out reflections consist of the following ones: i) to act of the families influences the success or educational failure of the children; ii) the vulnerable families are in disadvantage from the point of view of his aptitude to support the education of his children and of relating to the school; iii) the state values the participation of the families in the education, though the unfolded initiatives are insufficient and are out of date; iv) it is not necessary to depart from zero: international studies deliver recommendations to strengthen the relation between families and schools.
{"title":"EL INVOLUCRAMIENTO DE LAS FAMILIAS EN LA EDUCACIÓN DE LOS NIÑOS. CUATRO REFLEXIONES PARA FORTALECER LA RELACIÓN ENTRE FAMILIAS Y ESCUELAS","authors":"A. Razeto","doi":"10.22235/PE.V9I2.1298","DOIUrl":"https://doi.org/10.22235/PE.V9I2.1298","url":null,"abstract":"This essay contributes four reflections to show the relevancy that has the involvement of the families in the educational system, understanding it as a variable of the quality of the education and, to undertaking policies and programs to strengthen the relation between the families and the schools. The worn out reflections consist of the following ones: i) to act of the families influences the success or educational failure of the children; ii) the vulnerable families are in disadvantage from the point of view of his aptitude to support the education of his children and of relating to the school; iii) the state values the participation of the families in the education, though the unfolded initiatives are insufficient and are out of date; iv) it is not necessary to depart from zero: international studies deliver recommendations to strengthen the relation between families and schools.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2016-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68260821","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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