Pub Date : 2020-12-20DOI: 10.18239/ENSAYOS.V35I2.2420
Bruno Echauri Galván
The present paper describes a teaching experience that implements service learning in translation studies at an undergraduate level. In this regard, students in the third year of the BA in Modern Languages and Translation at the University of Alcalá have collaborated with the NGO Manos Unidas in the English translation of educational material on children’s rights and sustainable development. In addition to studying and presenting the potential benefits of this particular proposal, this paper also seeks to foreground the suitability of translation as a field in which service learning projects can be developed. In order to explore the aforementioned points, two surveys (one addressed at students and the other at the members of the NGO) were conducted. Results confirm the positive impact of this methodology and encourage further planning and implementation of similar initiatives in upcoming years.
{"title":"TraducciONG: potencialidades del aprendizaje-servicio en asignaturas de traducción a través de una experiencia didáctica","authors":"Bruno Echauri Galván","doi":"10.18239/ENSAYOS.V35I2.2420","DOIUrl":"https://doi.org/10.18239/ENSAYOS.V35I2.2420","url":null,"abstract":"The present paper describes a teaching experience that implements service learning in translation studies at an undergraduate level. In this regard, students in the third year of the BA in Modern Languages and Translation at the University of Alcalá have collaborated with the NGO Manos Unidas in the English translation of educational material on children’s rights and sustainable development. In addition to studying and presenting the potential benefits of this particular proposal, this paper also seeks to foreground the suitability of translation as a field in which service learning projects can be developed. In order to explore the aforementioned points, two surveys (one addressed at students and the other at the members of the NGO) were conducted. Results confirm the positive impact of this methodology and encourage further planning and implementation of similar initiatives in upcoming years.","PeriodicalId":42950,"journal":{"name":"Ensayos-Revista de la Facultad de Educacion de Albacete","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49187495","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}
Pub Date : 2020-12-20DOI: 10.18239/ENSAYOS.V35I2.2373
B. Lulek
School, particularly primary school, plays a special and unique role in education. It joins teachers and students together, in order to show children and youths the complex reality of the world. Educational processes implemented in the following institution can reflect knowledge transmission or can be based on transaction models. Education is stimulating, experimental and exploratory as it guides students to the world of forming questions, searching for answers and developing conclusions. Unfortunately, this model is rather uncommon in Polish primary schools. This publication presents how experimenting, used by teachers, could introduce 7-yearold students in the first grade of primary school, into the world of knowledge and natural science competence. It also shows how experimenting affects the level of students’ education and natural science competence. The research aimed for describing methods of experimenting with first grade students in science education as well as explaining the connection between applying experiments in science education and students’ level of skills and knowledge. The research used a method of pedagogical experiment quasi-experimental testing based on initial and final measurement using practical tests. The study included 307 primary school firstgraders. The studies have established that there are dependencies between experimenting in science education as well as knowledge and skills level among the first grade primary school students, taking into account subjects’ gender. At the end, conclusions were also drawn regarding the possibilities for more extensive use of experimentation in Polish schools.
{"title":"Experimental cognition of the world by children. Unexploited opportunities of Polish Primary Schools","authors":"B. Lulek","doi":"10.18239/ENSAYOS.V35I2.2373","DOIUrl":"https://doi.org/10.18239/ENSAYOS.V35I2.2373","url":null,"abstract":"School, particularly primary school, plays a special and unique role in education. It joins teachers and students together, in order to show children and youths the complex reality of the world. Educational processes implemented in the following institution can reflect knowledge transmission or can be based on transaction models. Education is stimulating, experimental and exploratory as it guides students to the world of forming questions, searching for answers and developing conclusions. Unfortunately, this model is rather uncommon in Polish primary schools. This publication presents how experimenting, used by teachers, could introduce 7-yearold students in the first grade of primary school, into the world of knowledge and natural science competence. It also shows how experimenting affects the level of students’ education and natural science competence. The research aimed for describing methods of experimenting with first grade students in science education as well as explaining the connection between applying experiments in science education and students’ level of skills and knowledge. The research used a method of pedagogical experiment quasi-experimental testing based on initial and final measurement using practical tests. The study included 307 primary school firstgraders. The studies have established that there are dependencies between experimenting in science education as well as knowledge and skills level among the first grade primary school students, taking into account subjects’ gender. At the end, conclusions were also drawn regarding the possibilities for more extensive use of experimentation in Polish schools.","PeriodicalId":42950,"journal":{"name":"Ensayos-Revista de la Facultad de Educacion de Albacete","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46370590","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}
Pub Date : 2020-12-20DOI: 10.18239/ENSAYOS.V35I2.2358
A. Ramos-Pla
El objetivo de este estudio es analizar el estado actual de la formación y el currículum en pedagogía previa a la muerte en la sociedad del siglo XXI. Se aportan fundamentos para reflexionar sobre la temática en los centros escolares y la Educación Superior. Se analiza el estado actual del enfoque pedagógico previo a la muerte en relación con la normativa educativa española y, más concretamente, la catalana. Para llevar a cabo el estudio, se ha realizado un análisis y un seguimiento de bases de datos nacionales e internacionales. La conclusión del estudio es la necesidad de la importancia de una inclusión, organización, formación, gestión y realización de una pedagogía previa a la muerte, tanto en la escuela como en la formación inicial de los futuros docentes.
{"title":"Análisis de la situación actual de la pedagogía preventiva sobre la muerte: currículum y formación del profesorado","authors":"A. Ramos-Pla","doi":"10.18239/ENSAYOS.V35I2.2358","DOIUrl":"https://doi.org/10.18239/ENSAYOS.V35I2.2358","url":null,"abstract":"El objetivo de este estudio es analizar el estado actual de la formación y el currículum en pedagogía previa a la muerte en la sociedad del siglo XXI. Se aportan fundamentos para reflexionar sobre la temática en los centros escolares y la Educación Superior. Se analiza el estado actual del enfoque pedagógico previo a la muerte en relación con la normativa educativa española y, más concretamente, la catalana. Para llevar a cabo el estudio, se ha realizado un análisis y un seguimiento de bases de datos nacionales e internacionales. La conclusión del estudio es la necesidad de la importancia de una inclusión, organización, formación, gestión y realización de una pedagogía previa a la muerte, tanto en la escuela como en la formación inicial de los futuros docentes.","PeriodicalId":42950,"journal":{"name":"Ensayos-Revista de la Facultad de Educacion de Albacete","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44154380","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}
Pub Date : 2020-12-20DOI: 10.18239/ENSAYOS.V35I2.2371
Ana Asión Suñer
This research seeks to provide a new perspective on the impact of work on historical empathy developed with students. It is based on an experience with 4th E.S.O. students, focused on the episode known as the slaughter of the slave ship Zong (1781), in which 142 African slaves were thrown into the sea. In the current proposal, located within the teaching unit Human Rights and human trafficking: a problem of yesterday and today, they were invited to reflect and comment on the event and the judicial process that accompanied it. After working in class, one of the proposed exercises was to answer the question: Should the ship's captain Zong be sentenced? From the analysis of the responses (n=100) different degrees of empathy were established, which resulted in a solid and valuable study, in line with other similar investigations in this same field.
{"title":"La masacre del Zong (1781): una experiencia de empatía histórica","authors":"Ana Asión Suñer","doi":"10.18239/ENSAYOS.V35I2.2371","DOIUrl":"https://doi.org/10.18239/ENSAYOS.V35I2.2371","url":null,"abstract":"This research seeks to provide a new perspective on the impact of work on historical empathy developed with students. It is based on an experience with 4th E.S.O. students, focused on the episode known as the slaughter of the slave ship Zong (1781), in which 142 African slaves were thrown into the sea. In the current proposal, located within the teaching unit Human Rights and human trafficking: a problem of yesterday and today, they were invited to reflect and comment on the event and the judicial process that accompanied it. After working in class, one of the proposed exercises was to answer the question: Should the ship's captain Zong be sentenced? From the analysis of the responses (n=100) different degrees of empathy were established, which resulted in a solid and valuable study, in line with other similar investigations in this same field.","PeriodicalId":42950,"journal":{"name":"Ensayos-Revista de la Facultad de Educacion de Albacete","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41386747","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}
Pub Date : 2020-12-20DOI: 10.18239/ensayos.v35i2.2340
Raúl Molina Gil
En un momento como el actual, en el que la pedagogía y la enseñanza buscan nuevos modelos fundamentados en la inclusión y en la igualdad, es vital pensar cómo, de qué forma y en qué cantidades son representadas las mujeres escritoras en los manuales dirigidos a la enseñanza de la lengua y la literatura en la educación secundaria. En las páginas que siguen, reflexionaremos desde el punto de vista del género sobre el canon literario que se transmite en las aulas de educación secundaria a través del análisis de la nómina de autoras y autores estudiados y del tratamiento que estas y estos reciben en los libros de texto de la Marea Verde, adaptados al currículum educativo de la Comunidad de Madrid y publicados bajo licencia Creative Commons 3.0 by-nc-sa en su página web.
{"title":"“Me erijo voz desde el silencio\": las mujeres escritoras en los manuales de Educación Secundaria (El caso de la Marea Verde)","authors":"Raúl Molina Gil","doi":"10.18239/ensayos.v35i2.2340","DOIUrl":"https://doi.org/10.18239/ensayos.v35i2.2340","url":null,"abstract":"En un momento como el actual, en el que la pedagogía y la enseñanza buscan nuevos modelos fundamentados en la inclusión y en la igualdad, es vital pensar cómo, de qué forma y en qué cantidades son representadas las mujeres escritoras en los manuales dirigidos a la enseñanza de la lengua y la literatura en la educación secundaria. En las páginas que siguen, reflexionaremos desde el punto de vista del género sobre el canon literario que se transmite en las aulas de educación secundaria a través del análisis de la nómina de autoras y autores estudiados y del tratamiento que estas y estos reciben en los libros de texto de la Marea Verde, adaptados al currículum educativo de la Comunidad de Madrid y publicados bajo licencia Creative Commons 3.0 by-nc-sa en su página web.","PeriodicalId":42950,"journal":{"name":"Ensayos-Revista de la Facultad de Educacion de Albacete","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67674158","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}
Pub Date : 2020-12-20DOI: 10.18239/ENSAYOS.V35I2.2334
Rafael Guerrero Elecalde
espanolEl objetivo del articulo reside en la publicacion de los resultados de una actividad innovadora desarrollada en el Grado en Educacion Primaria de la Universidad de Cordoba sobre el uso de fuentes documentales historicas, a traves de plataformas digitales, para la ensenanza de la historia local. De esta manera, nos proponemos saber si este tipo de practicas son utiles y mejoran los procesos de ensenanza-aprendizaje, en este caso, en la formacion de los futuros docentes de Educacion Primaria. La documentacion seleccionada fue el Catastro de Ensenada y sus respuestas generales (Cordoba, 1752). Posteriormente a la actividad, se pregunto al alumnado, a traves de un formulario de Google Forms, para reflexionar sobre los contenidos y el diseno de la docencia de las Ciencias Sociales EnglishThe main objective of this article is publishing the results of an innovative activity that was carried out with students of the Primary Education Degree from the University of Cordoba, using the documentary sources through online site for teaching local history. This means that we expect to know whether this kind of practices are useful and improve the teaching and learning process, and if so, improve their own of the future graduates of Primary Education. The documentation selected was the Cadastre of Ensenada and its general responses (Cordoba, 1752). Subsequently, students were asked, using Google Forms, to deliberate about the content and the teaching design of Social Sciences.
{"title":"El uso de fuentes documentales para la enseñanza de la historia local de Córdoba. El Catastro de Ensenada como recurso didáctico","authors":"Rafael Guerrero Elecalde","doi":"10.18239/ENSAYOS.V35I2.2334","DOIUrl":"https://doi.org/10.18239/ENSAYOS.V35I2.2334","url":null,"abstract":"espanolEl objetivo del articulo reside en la publicacion de los resultados de una actividad innovadora desarrollada en el Grado en Educacion Primaria de la Universidad de Cordoba sobre el uso de fuentes documentales historicas, a traves de plataformas digitales, para la ensenanza de la historia local. De esta manera, nos proponemos saber si este tipo de practicas son utiles y mejoran los procesos de ensenanza-aprendizaje, en este caso, en la formacion de los futuros docentes de Educacion Primaria. La documentacion seleccionada fue el Catastro de Ensenada y sus respuestas generales (Cordoba, 1752). Posteriormente a la actividad, se pregunto al alumnado, a traves de un formulario de Google Forms, para reflexionar sobre los contenidos y el diseno de la docencia de las Ciencias Sociales EnglishThe main objective of this article is publishing the results of an innovative activity that was carried out with students of the Primary Education Degree from the University of Cordoba, using the documentary sources through online site for teaching local history. This means that we expect to know whether this kind of practices are useful and improve the teaching and learning process, and if so, improve their own of the future graduates of Primary Education. The documentation selected was the Cadastre of Ensenada and its general responses (Cordoba, 1752). Subsequently, students were asked, using Google Forms, to deliberate about the content and the teaching design of Social Sciences.","PeriodicalId":42950,"journal":{"name":"Ensayos-Revista de la Facultad de Educacion de Albacete","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45126977","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}
Pub Date : 2020-12-20DOI: 10.18239/ENSAYOS.V35I2.2551
Rosa María Espada Chavarría, R. Rodríguez, Mariano Moran Montalvo
espanolEl uso de las Tecnologias de la Informacion y Comunicacion (TIC) como herramienta de acceso al curriculo, supone uno de los grandes avances para alcanzar una educacion mas inclusiva. Se presenta el estudio de uno de los dos casos en Espana, que explora la implementacion y el proceso llevado a cabo en un centro educativo para hacer efectiva la inclusion educativa de una alumna de 1o curso de Educacion Primaria que presenta paralisis cerebral con predominio espastico, lo que supone una dificultad en el control muscular, siendo solo este controlado de manera ocular, por lo que se han buscado alternativas para su acceso al curriculo a traves del uso de dispositivos de barrido ocular, sistemas aumentativos de comunicacion y TIC. Los resultados avanzan la idoneidad del proceso de inclusion que supone la presencia, participacion y aprendizaje en igualdad de oportunidades y los optimos resultados de aprendizaje utilizando en exclusiva adaptaciones de acceso al curriculo oficial. EnglishInformation and Communication Technologies (ICT) are an essential tool for achieving inclusive education. We present a research that studies one of the two cases in Spain of a 1st grade primary school student with cerebral palsy with spasticity, who only has ocular muscle control. Alternatives have been sought to access the curriculum on an equal opportunity basis, using eye-tracking devices, augmentative communication systems, and ICT. The results advance the adequate inclusion process that demonstrates presence, participation and learning among equals. In addition, good results in learning qualifications are guaranteed. To access the curriculum, only access adaptations have been made, not significant adaptations.
{"title":"Educación inclusiva y TIC: Sistemas de barrido ocular para alumnado con parálisis cerebral en Educación Primaria","authors":"Rosa María Espada Chavarría, R. Rodríguez, Mariano Moran Montalvo","doi":"10.18239/ENSAYOS.V35I2.2551","DOIUrl":"https://doi.org/10.18239/ENSAYOS.V35I2.2551","url":null,"abstract":"espanolEl uso de las Tecnologias de la Informacion y Comunicacion (TIC) como herramienta de acceso al curriculo, supone uno de los grandes avances para alcanzar una educacion mas inclusiva. Se presenta el estudio de uno de los dos casos en Espana, que explora la implementacion y el proceso llevado a cabo en un centro educativo para hacer efectiva la inclusion educativa de una alumna de 1o curso de Educacion Primaria que presenta paralisis cerebral con predominio espastico, lo que supone una dificultad en el control muscular, siendo solo este controlado de manera ocular, por lo que se han buscado alternativas para su acceso al curriculo a traves del uso de dispositivos de barrido ocular, sistemas aumentativos de comunicacion y TIC. Los resultados avanzan la idoneidad del proceso de inclusion que supone la presencia, participacion y aprendizaje en igualdad de oportunidades y los optimos resultados de aprendizaje utilizando en exclusiva adaptaciones de acceso al curriculo oficial. EnglishInformation and Communication Technologies (ICT) are an essential tool for achieving inclusive education. We present a research that studies one of the two cases in Spain of a 1st grade primary school student with cerebral palsy with spasticity, who only has ocular muscle control. Alternatives have been sought to access the curriculum on an equal opportunity basis, using eye-tracking devices, augmentative communication systems, and ICT. The results advance the adequate inclusion process that demonstrates presence, participation and learning among equals. In addition, good results in learning qualifications are guaranteed. To access the curriculum, only access adaptations have been made, not significant adaptations.","PeriodicalId":42950,"journal":{"name":"Ensayos-Revista de la Facultad de Educacion de Albacete","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48867296","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}
Pub Date : 2020-12-20DOI: 10.18239/ENSAYOS.V35I2.2337
A. Martínez, María Encarnación Carrillo García
Con esta investigación se pretende conocer la opinión sobre las competencias de docentes y alumnos en cuanto a Tecnologías de la Información y la Comunicación (TIC), y las competencias en innovación/investigación de los educadores de educación infantil. La información se recoge a través de una encuesta tipo Likert, de elaboración propia, entre una muestra de 184 educadores que trabajan en escuelas infantiles. Los resultados que nos ofrece la opinión de los docentes es que empleando TIC se pueden desarrollar prerrequisitos del lenguaje, el lenguaje expresivo y comprensivo y el vocabulario comprensivo, pero no son igual de efectivas en cuanto al desarrollo de otras características lingüísticas. Por último, los docentes valoran positivamente la competencia digital de alumnos y de los propios docentes.
{"title":"Desarrollo del lenguaje y el uso de las TIC en escuelas infantiles: percepción de los docentes","authors":"A. Martínez, María Encarnación Carrillo García","doi":"10.18239/ENSAYOS.V35I2.2337","DOIUrl":"https://doi.org/10.18239/ENSAYOS.V35I2.2337","url":null,"abstract":"Con esta investigación se pretende conocer la opinión sobre las competencias de docentes y alumnos en cuanto a Tecnologías de la Información y la Comunicación (TIC), y las competencias en innovación/investigación de los educadores de educación infantil. La información se recoge a través de una encuesta tipo Likert, de elaboración propia, entre una muestra de 184 educadores que trabajan en escuelas infantiles. Los resultados que nos ofrece la opinión de los docentes es que empleando TIC se pueden desarrollar prerrequisitos del lenguaje, el lenguaje expresivo y comprensivo y el vocabulario comprensivo, pero no son igual de efectivas en cuanto al desarrollo de otras características lingüísticas. Por último, los docentes valoran positivamente la competencia digital de alumnos y de los propios docentes.","PeriodicalId":42950,"journal":{"name":"Ensayos-Revista de la Facultad de Educacion de Albacete","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42210377","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}
Pub Date : 2020-12-20DOI: 10.18239/ensayos.v35i2.2471
Marta del Pozo Beamud
AICLE ha supuesto un antes y un después en la forma de concebir la enseñanza de contenido y lengua de forma simultánea en el continente europeo. Tanto es así, que son numerosos los estudios que demuestran que los alumnos que forman parte de programas AICLE están más motivados que sus compañeros, que estudian inglés como lengua extranjera (Doiz, Lasagabaster y Sierra, 2014). Así, el principal objetivo del presente estudio consiste en averiguar si existen diferencias significativas entre los alumnos que forman parte del programa AICLE y los que no, en cuanto a variables afectivas se refiere. Nuestros participantes son alumnos de sexto de primaria, los cuales cumplimentaron un instrumento de medida cuantitativo. Los resultados indican que los participantes AICLE están más motivados, tienen una mayor presencia de los yoes y tienen menos ansiedad.
{"title":"Las variables afectivas y la eduación bilingüe: Un estudio cuantitativo","authors":"Marta del Pozo Beamud","doi":"10.18239/ensayos.v35i2.2471","DOIUrl":"https://doi.org/10.18239/ensayos.v35i2.2471","url":null,"abstract":"AICLE ha supuesto un antes y un después en la forma de concebir la enseñanza de contenido y lengua de forma simultánea en el continente europeo. Tanto es así, que son numerosos los estudios que demuestran que los alumnos que forman parte de programas AICLE están más motivados que sus compañeros, que estudian inglés como lengua extranjera (Doiz, Lasagabaster y Sierra, 2014). Así, el principal objetivo del presente estudio consiste en averiguar si existen diferencias significativas entre los alumnos que forman parte del programa AICLE y los que no, en cuanto a variables afectivas se refiere. Nuestros participantes son alumnos de sexto de primaria, los cuales cumplimentaron un instrumento de medida cuantitativo. Los resultados indican que los participantes AICLE están más motivados, tienen una mayor presencia de los yoes y tienen menos ansiedad.","PeriodicalId":42950,"journal":{"name":"Ensayos-Revista de la Facultad de Educacion de Albacete","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67674276","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}
Reyna Elizabeth Rodríguez Pérez, Felipe De Jesus García Alvarado
El objetivo es determinar la existencia de una brecha salarial entre trabajadores con y sin discapacidad en Mexico, a su vez, en que medida tal disparidad se explica por factores relacionados al capital humano, con los datos de Censos de Poblacion y Vivienda de 2000 y 2010, y la metodologia de Firpo, Lemieux y Fortin (2011). Los resultados muestran la existencia de una brecha salarial y esta, a pesar de presentar una disminucion a lo largo de la decada, se debe en mayor medida al incremento asociado a los factores no relacionados con la productividad, exceptuando el decil mas bajo y mas alto. Salary Inequality Among Workers with and without Disabilities in Mexico, Discrimination or Lower Productivity? The objective is to determine the existence of a wage gap between workers with and without disabilities in Mexico, in turn, to what extent this disparity is explained by factors related to human capital, with data from Population and Housing Census of 2000 and 2010, and the Firpo, Lemieux y Fortin methodology (2011). The results show the existence of a wage gap and this, despite presenting a decrease throughout the decade, is due to a greater extent to the increase associated with factors not related to productivity, except for the lowest and highest decile.
目标是确定存在的工人之间的工资差距和无残疾是在墨西哥,反过来,到什么程度,这种差别说明由于人力资本相关因素、人口和住房普查数据,2000年至2010年,和Firpo metodologia Lemieux和Fortin(2011年)。本研究的目的是分析在墨西哥和拉丁美洲进行的一项研究，该研究的主要目的是分析在墨西哥和拉丁美洲进行的一项研究的结果，该研究的目的是分析在墨西哥和拉丁美洲进行的一项研究的结果，该研究的目的是分析在墨西哥和拉丁美洲进行的一项研究的结果。墨西哥有残疾和无残疾工人的工资不平等、歧视还是低生产力?The目标是确定制品paulien gap between工作者with and without in Mexico, in turn to what涵盖面解释说此disparity by factors related to human capital, with data from 2000年和2010年人口和住房普查,and The Firpo, Fortin Lemieux和方法(2011年)。结果显示存在工资差距，尽管在这十年中工资差距有所缩小，但这是由于除最低十分位数和最高十分位数外，与生产率无关的因素增加幅度较大。
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