Satisfaction degree of English teachers of Preschool and Primary Education in the Principality of Asturias

ABSTRACTThis paper analyses the satisfaction level of teachers of English in Preschool and Primary Education in the Principality of Asturias (Spain). The sample was composed of 238 teachers from 68 schools and the research tool was a 45-item questionnaire. Data were processed with SPSS, and variance analyses were performed to assess the impact of the variables considered. The main results confirm that general satisfaction is rather high, although it is possible to identify improvement proposals in relation to the social recognition of teaching, the professional status and the acknowledgement of the teaching activity by education authorities. In addition, the results show that age, educational stage, and administrative status influence teachers’ satisfaction.Keywords: Teacher satisfaction, English teachers, English as a Foreign Language (EFL), Preschool Education, Primary Education.RESUMENEste trabajo analiza la satisfacción docente de los maestros de Inglés en Educación Infantil y Primaria en el Principado de Asturias. La muestra del estudio incluye a 238 maestros de 68 centros y el instrumento de investigación fue un cuestionario de 45 ítems. Los datos obtenidos fueron procesados con SPSS y se realizaron análisis de la varianza para medir el impacto de las variables consideradas. Los principales resultados confirman que la satisfacción general de los docentes es elevada, aunque es posible identificar propuestas de mejora en relación con el reconocimiento social de la profesión, el estatus profesional, y el reconocimiento de la labor docente por parte de las autoridades educativas. Además, los resultados confirman que la edad, la etapa educativa, y el estatus administrativo tienen influencia en la satisfacción docente.Palabras Clave: Satisfacción docente, maestros de inglés, Inglés como lengua extranjera, Educación Infantil, Educación Primaria.

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Satisfaction degree of English teachers of Preschool and Primary Education in the Principality of Asturias

Aula Abierta ◽

10.17811/rifie.47.4.2018.463-470 ◽

2018 ◽

Vol 47 (4) ◽

pp. 463

Author(s):

Alberto Fernández-Costales ◽

Xosé Antón González-Riaño

Keyword(s):

Foreign Language ◽

Primary Education ◽

Teacher Satisfaction ◽

Preschool Education ◽

English Teachers ◽

Social Recognition ◽

Professional Status ◽

The Social ◽

Educación Primaria ◽

The Impact

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Deberes escolares y rendimiento académico en Educación Primaria

Anales de Psicología ◽

10.6018/analesps.31.2.171131 ◽

2015 ◽

Vol 31 (2) ◽

pp. 562 ◽

Cited By ~ 15

Author(s):

Antonio Valle ◽

Irene Pan ◽

José C. Núñez ◽

Pedro Rosário ◽

Susana Rodríguez ◽

...

Keyword(s):

Academic Achievement ◽

Academic Performance ◽

Mathematics Achievement ◽

Foreign Language ◽

Primary Education ◽

Predictive Variables ◽

Time Optimization ◽

And Gender ◽

Educación Primaria ◽

The Relationship

This paper analyzes the relationship between homework behavior and academic achievement using a sample of students from the last three years of primary education. The variables associated with student involvement in homework were the amount of homework completed, the time spent on homework, and homework time optimization, while academic achievement was estimated based on the grades in mathematics and foreign language (english). The possible effect of the course and gender when calculating the level of predictive variables concerning the homework on academic achievement was analyzed. The results indicated that the amount of homework done and the optimization of the time dedicated at homework significantly and positively predicted academic performance in both subjects. However, the amount of time spent on homework was not relevant. Finally, while gender was not statistically significant in predicting academic achievement, the course itself was statistically significant: as the course advances the mathematics achievement tends to diminish.

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Descentralización educativa y curricular en EspaÃ±a, 1978-2018. El caso del currículo de Ciencias Sociales en Educación Primaria /Educational and curricular decentralization in Spain, 1978-2018. The case of the Social Sciences curriculum in Primary Education

Ensino em Re-Vista ◽

10.14393/er-v25n3e2018-6 ◽

2018 ◽

pp. 937-957

Author(s):

Carmen Rosa García Ruiz ◽

Ramón Martínez Medina

Keyword(s):

Social Sciences ◽

Primary Education ◽

The Social ◽

Educación Primaria

El artículo realiza un análisis de la evolución del sistema educativo espaÃ±ol en los últimos cuarenta aÃ±os. El objeto del mismo es entender la evolución de las políticas educativas adoptadas y su influencia en el curriculum de Ciencias Sociales. El análisis realizado nos desvela que, el ingente esfuerzo democratizador realizado en este período, ha configurado un sistema educativo descentralizado y plural que contribuye a que las políticas educativas globalizadoras tengan una aplicación desigual. El análisis curricular se ha centrado en la evolución experimentada por el área de conocimiento de Ciencias Sociales en los dos últimos cambios legislativos. Las conclusiones alcanzadas nos sirven para diseÃ±ar estrategias en la formación del futuro profesorado, para el desarrollo autónomo y democrático del curriculum social.PALABRAS CLAVE: Sistema educativo espaÃ±ol. Curriculum. Ciencias Sociales. Educación Primaria.

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The Impact of Strategic Notetaking on EFL learners’ Academic Performance in Jordan

International Journal of Higher Education ◽

10.5430/ijhe.v9n1p249 ◽

2020 ◽

Vol 9 (1) ◽

pp. 249

Author(s):

Ibrahim F. F. Almaagbh

Keyword(s):

Academic Performance ◽

Foreign Language ◽

Positive Impact ◽

Note Taking ◽

Efl Learners ◽

English As Foreign Language ◽

Descriptive Research ◽

The Social ◽

Independent Variable ◽

The Impact

This study investigates the impact of strategic notetaking on English as Foreign Language (EFL) learners’ academic performance among university students in Jordan. Thus, we hypothesized that there is a significant and positive impact of strategic note-taking on EFL learners’ academic performance. To confirm this hypothesis, descriptive research design was applied in this study. 384 (three hundred and eighty-four) respondents were randomly selected from the four public universities in Jordan. This study adapted instruments which include strategic note taking and students’ academic performance measurement items and the data obtained was analysed through Statistical Package for the Social Science (SPSS-22). The result showed that the strategic note taking (i.e. independent variable) has significant effects on EFL learners’ academic performance (R2 =.919). Moreover, the strategic notetaking made the significant contribution (Beta= .449; t= 18.714; P <0.05) to the prediction of EFL learners’ academic performance. In line with the findings, this study emphasised and explained the impact of strategic notetaking and how to improve EFL learners’ level of notetaking for better academic performance in Jordan.

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The Effects of Limited Work Opportunities on Transitions to Adulthood among Young Refugees in Uganda and Jordan

Journal of Refugee Studies ◽

10.1093/jrs/feaa042 ◽

2020 ◽

Author(s):

Wayne Shand ◽

Lorraine van Blerk ◽

Laura Prazeres ◽

Badru Bukenya ◽

Rawan Ibrahim ◽

...

Keyword(s):

Young People ◽

Adult Life ◽

Social Recognition ◽

Policy Support ◽

Transitions To Adulthood ◽

The Social ◽

Displaced Children ◽

Legal Restrictions ◽

Individual Ability ◽

The Impact

Abstract Young people constitute more than half of global refugee populations, yet there is limited research into the impact of displacement on transitions into adult life. With the average period of protracted displacement extending beyond 20 years, insight is needed into how the experience of being a refugee shapes the expectations and lives of young people. This article examines the effects of weak and restricted labour markets on the transitions of young refugees into adulthood. Drawing from research undertaken with displaced children and youth in Uganda and Jordan, the article explores how a lack of work opportunities affects individual ability to achieve financial independence and, more widely, to obtain the social recognition associated with adulthood. The research finds how a dependence on precarious work and the effects of legal restrictions on employment curtail transitions to adulthood, highlighting the importance of national and humanitarian policy support to help young refugees establish stable livelihoods.

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Analysis of Altmetrics in Social Recognition of Neurology and Neurological Disorders

Healthcare ◽

10.3390/healthcare8040367 ◽

2020 ◽

Vol 8 (4) ◽

pp. 367

Author(s):

Yerim Kim ◽

Jee-Eun Kim ◽

Sang-Hwa Lee ◽

Dae Young Yoon ◽

Jong Seok Bae

Keyword(s):

New England ◽

Neurodegenerative Disorders ◽

Neurological Disorders ◽

Social Impact ◽

Journal Citation Report ◽

Social Recognition ◽

Disease Information ◽

The Social ◽

Academic Information ◽

The Impact

This study used Altmetric analysis to rank neurological articles and assessed the implications in relation to the social recognition of neurology and neurological disorders. An Altmetric Explorer search was conducted on 25 May 2018 for articles published in the 91 journals included in the 2015 InCites™ Journal Citation Report®. We identified and analyzed the 100 articles with the highest Altmetric Attention Scores (AASs). A major proportion of the social impact (high AASs) was focused on neurodegenerative disorders such as dementia and neurodegenerative disorders. About half of the high-ranking articles provided academic information such as disease information (29 articles, 29%), new or advanced treatments (17%), and side effects of treatment (8%). The journal with largest number of top 100 articles was the New England Journal of Medicine (29 articles). Some of the data gathered via altmetrics can change a field of study, the public’s health, or a larger society. This is the first report on the impact of academic articles in neurological disorder on the general public living in our altered information society.

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Shifting identities through switching codes: A close look at the social languages of pre-service English teachers in an Indonesian context

Indonesian JELT ◽

10.25170/ijelt.v12i2.1472 ◽

2017 ◽

Vol 12 (2) ◽

pp. 115-129

Author(s):

Dwi Riyanti

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

English Language ◽

English Teachers ◽

Multiple Identities ◽

The Social ◽

Local Contexts ◽

Shifting Identities ◽

Multiple Languages ◽

Pre Service Teacher

The globalization of English has undoubtedly brought shifts into how the English language is taught in classroom settings and how English teachers are prepared. In English as a foreign language (EFL) settings, for example, teaching and learning English is generally influenced by local contexts. Taking into account the sociocultural contexts of the learners and the teachers, identity construction becomes one important aspect in the process of English teaching and learning. Focusing on the microanalysis of social language uses, the study was aimed to understand how pre-service teachers of English as a foreign language in a multilingual setting, Indonesia, enact their identities through their language use in classroom settings. The data for this study was obtained from a classroom observation where an English pre-service teacher was performing peer teaching. The discourse analysis of the first thirteen minutes of a pre-service teacher's teaching demonstration indicates that multiple identities were enacted when the student teacher switched from one language to another. The pervasive use of code-switching in four different languages (Indonesian, English, Arabic, and Malay) provides clues that Mamas, a student teacher's pseudonym in the study was enacting different identities as he taught his peers. While further research is absolutely necessary to obtain more vivid pictures of the reasons behind using multiple languages in teaching English within this context, the study provides insight about how pre-service teachers in an Indonesian context try to develop identities as they learn to teach English.

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Dzieci i ryby głosu nie mają? O kształtowaniu kompetencji społecznych i językowych w procesie nauczania języka rosyjskiego

Acta Polono-Ruthenica ◽

10.31648/apr.2824 ◽

2018 ◽

Vol 3 (XXIII) ◽

pp. 71-88

Author(s):

Gabriela Sitkiewicz ◽

Joanna Darda-Gramatyka

Keyword(s):

Foreign Language ◽

Practical Knowledge ◽

Group Processes ◽

Language Game ◽

Modern World ◽

Social Competencies ◽

Single Person ◽

The Social ◽

New Research ◽

The Impact

In the modern world, foreign languages are a tool being used in work by many young persons, and as a consequence – students are interested in the practical knowledge of a foreign language. There are not many useful tools to learn Russian on the market, and those available do not satisfy the needs, so we use different methods in the process of teaching – exercises with the elements of competition, games and its mechanics (e.g. our original project of a language game, city language game). It allows us to watch to which extent students are aware of group processes they participate in, and how those processes influence their motivation to learn a foreign language. The results of our research show that the methods we use have the impact on the social competencies of students and the effect they have on each other is linked directly with their motivation to improve their language skills. It is crucial to recognise the impact of group processes on a person, because when these processes are efficiently managed they become a useful tool in planning the strategy of teaching in order to improve students’ efficiency in obtaining their goals. However, the group influence on a single person and the facilitation are not new issues, they are still interesting and requiring new research.

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Aprendizaje del inglés como segunda lengua a través de la literatura infantil y el juego dramático en Educación Primaria = Learning English as a foreign language through children's literature and drama in Primary Education

10.18002/10612/6250 ◽

2017 ◽

Author(s):

Javier de Ponga Mayo

Keyword(s):

Children's Literature ◽

Foreign Language ◽

Primary Education ◽

Children’S Literature ◽

Educación Primaria ◽

Learning English

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The impact of CLIL on the acquisition of L2 competences and skills in primary education

International Journal of English Studies ◽

10.6018/ijes/2016/2/239611 ◽

2016 ◽

Vol 16 (2) ◽

pp. 81 ◽

Cited By ~ 8

Author(s):

Esther Nieto Moreno de Diezmas

Keyword(s):

Foreign Language ◽

Primary Education ◽

English Language ◽

Communicative Competence ◽

Selection Process ◽

Traditional Learning ◽

School Settings ◽

The Impact ◽

New Evidence ◽

Do So

The aim of this paper is to provide new evidence on the effectiveness of Content and Language Integrated Learning (CLIL) in the acquisition of English language competences (reading, writing, listening and spoken production and interaction) compared to traditional learning of English as a foreign language (EFL) in primary school settings. To do so, results of CLIL and non-CLIL learners enrolled in the 4 th year of primary education (9-10-year-olds) were examined and contrasted. Findings showed that the only communicative competence in which differences in favour of CLIL students were significant was spoken production and interaction. However, significant differences have also been detected in the following indicators: “preparing an outline before writing” (writing), “understanding space-time relations” (reading), and “global comprehension” and “identification of details” (listening). The confined effectiveness of CLIL may be due to the limited time of extra exposure to English, the young age of participants and the absence of any selection process for CLIL learners.

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