Educación bilingüe: Enseñanza de una segunda lengua y lengua extranjera     

Julio Fernández  Rosario R. de Tembleque  M.a Pilar Sánchez 《Infancia y Aprendizaje》2013,36(33):121-136

  相似文献   

Nature and profiles of racial prejudice: analyses and educational implications in Secondary School students / Naturaleza y perfiles del prejuicio racial: análisis e implicaciones educativas en alumnos de Educación Secundaria     

Ricardo Cuevas  Onofre Contreras  Tomás García-Calvo  Juan-Carlos Pastor 《Infancia y Aprendizaje》2013,36(2):248-277

Abstract

The reduction of racial prejudice is an important challenge of intercultural education. Thus, the aim of this study was to analyze racial prejudice, as well as the different profiles and the possible educational implications in secondary school students. A total of 327 third form students completed the scales of blatant and subtle prejudice and also a scale of emotions towards North Africans. The results showed significant levels of subtle prejudice and four profiles of racial prejudice, with a low number of students showing equalitarian tendencies. A multivariate analysis showed significant differences in prejudice depending on social distance as well as the academic level of the participants’ families. Finally, we discuss the results from the perspective of intercultural education and we suggest some lines of intervention in order to promote the integration of students from different cultures.  相似文献   

Types of aggressive victims in bullying situations at secondary school / Tipos de víctimas agresivas en situaciones de bullying en Educación Secundaria     

Gonzalo del Moral  Cristian Suárez  Mª Elena Villarreal  Gonzalo Musitu 《Infancia y Aprendizaje》2013,36(2):399-428

Abstract

The distinction between subtypes of passive and aggressive victims in studies of bullying has been a cornerstone of research in recent decades. However, some aspects of victimization still need further elaboration, such as the differentiation of subtypes of aggressive victims of bullying, the dynamics of the process of victimization, and the perceptions that participants have of their victimized classmates. The objective of this qualitative research is to distinguish between different types of aggressive victims, taking account of the testimonies of secondary school students. Focus groups and in-depth interviews have been conducted with 72 adolescents from the second, third and fourth years of Compulsory Secondary Education and the information has been analysed following the steps proposed by Grounded Theory; a systematic methodology involving the discovery of theory through the analysis of data. The results identify six types of aggressive victims: due to the accumulation of stress, provocative victims, victims through contagion, passive telltale victims, academically gifted victims protected by teachers, and finally, displaced aggression victims.  相似文献   

Egocentrismo espacial: concepto y procesos implicados     

Félix López  Emilio Sánchez  Fernando Jiménez 《Infancia y Aprendizaje》2013,36(43):97-122

Resumen

En este artículo se estudia el concepto de egocentrismo espacial en una muestra de 47 niños entre 4 y 13 años, a través de un diseño transversal. Los resultados demuestran que los niños tienen capacidad de ponerse en el punto de vista del observador desde el período preescolar. Por otra parte, la capacidad de construir otras perspectivas con varios objetos, teniendo en cuenta las relaciones entre ellos, comienza a desarrollarse a partir de los 6 años en estrecha relación con la edad y el nivel de desarrollo.  相似文献   

Clase social y situación dentro de la fratria: Interacción y efectos sobre el desarrollo del individuo     

Juan Antonio Elices  Carmelita González  Felipe Riveras  María del Angel Crespo 《Infancia y Aprendizaje》2013,36(46):37-47

Resumen

En este estudio se analiza la influencia de la clase social, el número de hermanos y el orden de nacimiento sobre una serie de variables cognitivas y de rendimiento escolar.

Se ha realizado la investigación sobre una muestra de 507 alumnos de 1° de E.G.B., pertenecientes a los Centros Públicos de Valladolid y provincia. Las variables de rendimiento escolar se evaluaron a través de la opinión del profesor. La valoración, en cambio, de las cognitivas se realizó por medio de pruebas estandarizadas. Dentro de los efectos principales, y dejando aparte las diferencias marcadas por el medio social, obviamente esperadas, destacamos una fuerte influencia del orden de nacimiento sobre prácticamente todas las variables dependientes. Su interacción con la variable socio cultural es el resultado más destacable del presente trabajo. Dedujimos como hipótesis explicativa las diferentes pautas culturales que propician o no la estabilidad de los patrones educativos familiares.  相似文献   

Formal music education not only enhances musical skills, but also conceptions of teaching and learning: a study with woodwind students     

Cristina Marín  Nora Scheuer  María-Puy Pérez-Echeverría 《European Journal of Psychology of Education - EJPE》2013,28(3):781-805

This paper studies conceptions of woodwind students regarding learning and teaching music, within the framework of implicit theories. It analyzes whether there are differences related to participants’ instruction level, and whether it is possible to identify profiles according to their conceptions. Sixty-eight students from three different levels at 14 Spanish conservatories took part voluntarily in this study. A multiple-choice questionnaire was used, which comprised 16 dilemmas on different situations typical of learning and teaching music. Three answers were presented for each dilemma, corresponding to the three implicit theories identified in recent years: direct, interpretative, and constructive. For each dilemma, participants were requested to choose the option they most agreed with and the one they least agreed with. Data were analyzed using chi-square tests of independence, multiple correspondence analysis, and ascending hierarchical classification. From the results obtained we can state that as students’ age and level of instruction increase, so does the level of sophistication of their conceptions. Three conceptual profiles were identified: direct, direct-interpretative, and constructive, which are consistent with prior results on conceptions of teaching and learning in other domains. Implications for education are discussed.  相似文献   

Variables involved in personal, social and school adjustment in a sample of preschool-aged children from different cultural backgrounds     

María Dolores Calero  Antonio Fernández-Parra  Sonia López-Rubio  Rosario Carles  Sara Mata  María del Carmen Vives  Elena Navarro  José Márquez 《European Journal of Psychology of Education - EJPE》2013,28(1):133-155

The continuing incorporation of immigrant populations into the Spanish educational system poses an important challenge in that all participants must cooperate toward creating the best possible adaptation process at the academic level as well as on the personal and social levels. A number of different factors appear to influence children’s adjustment during the preschool stage, and these factors are especially relevant since many studies have shown that this is a key period for the prevention of future difficulties. The present study examines the variables involved in the adaptation of a group of preschool-aged children from different cultural backgrounds in Spain. The results indicate that preschoolers, regardless of their background, have similar performance and learning potential, with language proficiency being the factor that most clearly affects the other variables investigated. It was also found that children’s attitudes toward learning were related to the presence of behavioral difficulties and with the quality and type of parental child-rearing practices. These practices appear to be related to a number of difficulties immigrant children may experience on personal and social levels.  相似文献   

Learning styles and approaches to learning in excellent and average first-year university students     

Bernardo Gargallo López  Gonzalo Almerich Cerveró  Jesús M. Suárez Rodríguez  Eloïna García Félix  Pedro R. Garfella Esteban 《European Journal of Psychology of Education - EJPE》2013,28(4):1361-1379

We assessed the learning approaches and learning styles of a sample of 148 excellent students selected from 11 degrees from nine centers of the Polytechnic University of Valencia (Spain), and we compared the results with those of a sample of 133 average students from the same centers. We found that excellent students took deeper approach than average students and that they preferred reflective and theoretical learning styles. Average students adopted a more surface approach, and they preferred active and pragmatic learning styles. Greater academic achievement was related to the deep approach and to the reflective and theoretical learning styles. Poorer academic achievement was related to the surface approach and an active style. University professors may reinforce the deep approach by placing high aims for students which go well beyond reproducing knowledge but use other complementary methods other than expository teaching: problem solving, case studies, designing projects, raising questions, discussion and negotiation in the classroom, etc. To accomplish this, teachers must encourage students to be committed, and these methods help do that. It also helps to introduce more demanding evaluation procedures which do not merely involve repeating what has been learnt, but include training guidance that offers students feedback.  相似文献   

Are the principles of effective feedback transferable across disciplines? A comparative study of written assignment feedback in Languages and Technology     

María Fernández-Toro  Mike Truman  Mirabelle Walker 《Assessment & Evaluation in Higher Education》2013,38(7):816-830

  相似文献   

Internet,Multimedia and Virtual Laboratories in a 'Third World' Environment     

Julián Antonio Monge-Nájera  Marta Rivas Rossi  Víctor Hugo Méndez-Estrada 《Open Learning》2013,28(3):279-290

Electronic education faces similar difficulties in low-budget institutions throughout the world (many of them in common with developed nations), including mainly rejection or disinterest from staff and students, insufficient funds, outdated hardware, incompatible software and poor Internet access. Over the past five years, with low budgets and considerable limitations in the equipment available, the Universidad Estatal a Distancia in Costa Rica has produced multimedia courses and materials for use on the Internet, as well as designing virtual laboratories that can be run on cheap computers. The authors recount their experiences in the hope that these will prove useful to others. They explain how simultaneous production of traditional materials (mainly printed textbooks) and online courses, together with simple automatic evaluation and 'outsourcing', reduce costs significantly. They conclude that HTML and JAVA are currently the choice computer languages to reach the greatest number of users without need of a specific computing platform, powerful computers or expensive software.  相似文献