‘Teachers should be like second parents’: affectivity,schooling and poverty in Mexico     

Maribel Blasco 《Compare》2004,34(4):371-393

The paper highlights the importance of affectivity in school retention in public secondary schools in Guadalajara, Mexico, in a socioeconomic context where the students themselves often decide whether to stay in school or to drop out. In such contexts, students' feelings towards the school and the teachers can become crucial in deciding whether to persist with school or not, especially when they are already under pressure due to economic difficulties and other family pressures. Yet currently, pressures to achieve efficiency in schools limit staff capacity to establish more personal contact with students. The article looks at how three key spaces within Mexican secondaries could potentially reinforce one another to help attend to students' emotional well‐being, but also points to obstacles that currently prevent these spaces from being used in a constructive way.  相似文献   

Development of argumentative discourse based on learning demand / Evolución del discurso argumentativo en función de la demanda de aprendizaje     

Maribel Cano  Montserrat Castelló 《Infancia y Aprendizaje》2016,39(1):84-118

Abstract

This study is part of a larger project focused on the development of argumentative competence and its effect on knowledge construction. It aims to analyse and compare the changes in the evolution of the claims and the quality of the written arguments used by university students in two learning scenarios: a first scenario where students participated in a debate with the aim of convincing; and a second scenario where the debate was aimed at achieving an agreement by consensus. The participants were 77 first-year university students in Education and Speech Therapy. A quasi-experimental design was adopted with repeated measures, in which students from the two groups wrote two argumentative texts (initial and final) for each type of debate. The results indicate that the initial claims evolved towards more moderate positions at the end of the process; and the quality of the arguments that students wrote in their texts varied significantly depending on the type of demand and the time of writing (initial or final).  相似文献   

When differences do not matter: inclusion in a Mexican primary school / Cuando las diferencias no importan: la inclusión en una escuela primaria mexicana     

Maribel Cruz-Ortiz  Cristina Jenaro-Río  Dora-Esperanza Sevilla-Santo  Silvia Cruz-Ortiz 《Cultura y Educación》2016,28(1):72-98

Studies show that disability is a cause of educational exclusion worldwide. Different countries adopt different views of the inclusion movement. Different variables seem to be associated with the success or failure of inclusion. This study takes place in a primary school located in Mexico. It aims to identify how inclusion is experienced by children with and without special needs, and the connections between inclusion and quality of life. Measures utilized were the questionnaire My Primary School from the Index for Inclusion and the Questionnaires on Assessment of Quality of Life for Children, self-report, and parents’ report. Participants are 69 regular students and 15 students with special education needs. Self-reports from regular children and proxy reports from the mothers of the special education needs students were analysed. Results indicated that there is an association between perceived inclusion and experiencing quality of life; having special needs does not impact on scores on QoL or inclusion; educational level does not impact on perceived QoL or inclusion for special education students. These results are discussed in light of a culture that appreciates diversity.  相似文献   

Success at Scale: Outcomes of Community-Based Neurodevelopment Intervention (CASITA) for Children Ages 6–20 months With Risk of Delay in Lima,Peru     

Ann C. Miller  Nancy Rumaldo  Guadalupe Soplapuco  Alicia Condeso  Betsy Kammerer  Shannon Lundy  Fabiola Faiffer  Andy Montañez  Karen Ramos  Naysha Rojas  Carmen Contreras  Maribel Muñoz  Hilda Valdivia  Daojing Vilca  Nandy Córdova  Patricia Hilario  Martha Vibbert  Leonid Lecca  Sonya Shin 《Child development》2021,92(6):e1275-e1289

This study is a randomized controlled trial of a 12-week community-based group parenting intervention (“CASITA”) in Lima, Peru. CASITA improved neurodevelopment in a pilot study of 60 Peruvian children and subsequently scaled to 3,000 households throughout the district. The objective of this study was to assess intervention effectiveness when implemented at scale. A total of 347 children ages 6–20 months (52.7% male, 100% identified as “mestizo”) at risk for developmental difficulties were randomized to immediate or delayed CASITA. At 3 months after enrollment, the immediate arm showed significantly higher overall development, based on the Extended Ages and Stages Questionnaire and Home Observation for Measurement of the Environment scores (Cohen’s ds = .36 and .31, respectively). Programs demonstrably effective at scale could help address children’s development risks worldwide.  相似文献   

Role of secondary schools in the face of student absenteeism: a study of schools in socially underprivileged areas     

Maribel García‐Gracia 《International Journal of Inclusive Education》2013,17(3):263-280

This paper analyses the reactions to absenteeism in public secondary schools in underprivileged areas of the city of Barcelona, Spain. The data presented are part of a doctoral thesis undertaken after the implementation of the Spanish comprehensive education reform (LOGSE) and they draw attention to important differences between schools. The study examines schools’ practices in the face of absenteeism and assesses their proactive or reactive responses to the requirements of student inclusion, studying their working methods and teacher cultures.  相似文献   

Creating a dialogic environment for transformative science teaching practices: towards an inclusive education for science     

Cristina G. Reynaga-Peña  Marisol Sandoval-Ríos  José Torres-Frías  Carolina López-Suero  Adrián Lozano Garza  Maribel Dessens Félix 《师资教育杂志》2018,44(1):44-57

Abstract

This paper focuses on the design and application of a teacher training strategy to promote the inclusive education of students with disabilities in the science classroom, through the creation of adult learning environments grounded on the principles of dialogic learning. Participants of the workshop proposal consisted of a group of twelve teachers who were working at various educational levels. Teacher teams proposed and implemented in their classroom, innovative, inclusive science-learning activities about a topic of their choice. Data were collected from interviews with teachers five months after the courses, teachers’ portfolios about their practice during implementation of such sequences, and researchers’ observations. The data suggest that it is possible to stimulate a gradual transformation of teaching practices through a teacher training proposal that promotes self-awareness and critical reflection, situated in the creation of meaning and a willingness to change in the spirit of solidarity and social action. We found elements to recommend the incorporation of these innovations at the curricular and practical level for teacher training schools and for in-service teacher development programmes in Mexico and elsewhere.  相似文献   

Changing the Attitudes That Predict Underage Drinking in College Students: A Program Evaluation     

David J. Williams  Adrian Thomas  Walter C. Buboltz  Maribel McKinney 《Journal of College Counseling》2002,5(1):39-49

Several attitudes that predicted binge drinking on campus were identified by focus groups. A brief classroom intervention led to self‐reported attitude change among university students. This type of intervention may be useful to college counselors interested in redefining normative perceptions of alcohol use to decrease the prevalence of binge drinking.  相似文献   

Mixed schools versus single-sex schools: are there differences in the academic results for boys and girls in Catalonia?     

Maribel Garcia-Gracia  Trinidad Donoso Vázquez 《International Journal of Inclusive Education》2016,20(2):149-167

This study carries out a comparative analysis of achievement according to gender between mixed and single-sex schools in the region of Catalonia, Spain, for the subjects of Spanish, Catalan, English and Mathematics. After a brief contextualisation, a review of the main findings from international studies on differences in results for mixed schools and single-sex schools is then presented. We then outline our methodology and research-analysis plan. The study has been developed around a specific use of results obtained by students over the last year of primary school (12 years old) and over the last year of obligatory secondary education (16 years). For this comparison, the statistical technique of Propensity Score Matching was used. All segregated schools in Catalonia were chosen, representing a total of 15, of which 9 are girls-only and 6 are boys-only (with a total of 1503 students); additionally, a sample was used of 10 mixed schools, similar in terms of social make-up, that is, middle- and upper-class students (with a total of 1217 students). In general, the results corroborate international research. Results indicate that differences in achievement depending on gender in segregated or mixed schools are not related to factors of school organisation. We also come to conclusions with respect to the limitations arising from circumscribing school performance in curricular subjects, and to the need to consider further indicators within the teaching-and-learning process in terms of gender and emotional development; student attitudes and behaviour; self-concept and – most especially – teacher expectations, their teaching practices and the effects of these on self-concept and single-sex school performance.  相似文献   

Prevalence of vulnerability and protective factors of sexual victimization     

Fuertes A  Ramos M  Martínez JL  López D  Tabernero C 《Child abuse & neglect》2006,30(7):799-814

English language abstract not available at time of publication.  相似文献