scholarly journals LA EVALUACIÓN COMO PROCESO DE ENSEÑANZA EN UN POSGRADO VIRTUAL, CASO DE LA MAESTRÍA EN PSICOPEDAGOGÍA. THE EVALUATION AS THE PROCESS OF TEACHING IN A VIRTUAL POSTGRADE, THE CASE OF THE MASTER OF PSYCHOPEDAGOGY.

2014 ◽  
Vol 5 (2) ◽  
pp. 120-142
Author(s):  
Carolina España-Chavarría
Keyword(s):  
Case Studies ◽  
Master's Degree ◽  
Practical Knowledge ◽  
Evaluation Process ◽  
Training Process ◽  
Reflective Journal ◽  
Palabras Clave ◽  
Master’S Degree ◽  
Pedagogical Function ◽  
And Training

El objetivo es socializar las experiencias en evaluación promovidas en el Seminario sobre el uso de innovaciones ante los actuales paradigmas de la educación (Maestría en Psicopedagogía). Los dispositivos didácticos diseñados fueron: a) el foro, b) el diario reflexivo, c) los estudios de caso y d) el ensayo. Las consignas de trabajo se constituyeron en las guías para cada una de las actividades. Las rúbricas de evaluación planteadas atendieron al objetivo general del seminario: Analizar diversos temas educativos a la luz de su componente de innovación para potenciar el saber teórico-práctico de la función pedagógica. Entre los hallazgos más significativos está el concebir la  tarea docente como aliada de un proceso de evaluación que apoye, guíe y nutra la travesía de formación y maduración del estudiantado. Palabras clave: evaluación, aprendizaje y proceso de formación. AbstractThe goal is to socialize the experiences in evaluation that took place in the Seminary about the use of innovations in the current paradigms of education (Master's degree in Psychopedagogy). The didactic devices designed were: a) the forum, b) reflective journal, c) case studies and d) reflective papers. The work instructions constituted the guidelines for each of the activities. The assessment rubrics attended the overall objective of the seminar: analyzing various educational topics in the light of its component of innovation to enhance the theoretical and practical knowledge of pedagogical function. Among the most significant findings is to conceive the teaching duty as ally in the evaluation process due to the fact that it supports guides and nurtures the learning and maturation journey students face.Key words: assessment, learning and training process.

scholarly journals Replanteando el Bulevar: Un jardín vertical como intervención artística y comunitaria

2019 ◽  
pp. 82
Author(s):  
Mar Castillejo
Keyword(s):  
Health Promotion ◽  
Community Health ◽  
Master's Degree ◽  
Cultural Institutions ◽  
Meeting Point ◽  
Palabras Clave ◽  
Collaborative Art ◽  
Master’S Degree ◽  
The Creation

Resumen:  El siguiente artículo presenta “Replanteando el bulevar”, una iniciativa de intervención a modo de jardín vertical construido de manera colaborativa entre vecinas y vecinos del barrio, estudiantes del Máster de Educación Artística en Instituciones Sociales y Culturales de la Universidad Complutense de Madrid, y profesionales del Centro Municipal de Salud Comunitaria (en adelante CMSc) de Puente de Vallecas, para la fachada principal de este centro. El objetivo que se plantea es convertir el espacio colindante al CMSc, que se caracteriza por sus problemáticas diversas (limpieza, problemas de convivencia, estigmatización, etc.) en un punto de encuentro saludable a través de los cuidados y la participación. Dicha intervención se ha desarrollado en distintas fases (desde Noviembre de 2017 a Junio de 2018) en las que se configura un grupo promotor que junto con la comunidad va construyendo y repensando este espacio en diferentes eventos comunitarios desarrollados en el distrito. De este modo, se ha recurrido a metodologías propias del arte colaborativo para diseñar una propuesta creativa que permitiese alcanzar un objetivo relacionado con la promoción de la salud. Se puede concluir que el mantenimiento del jardín a través de los cuidados de vecinas, vecinos y profesionales del CMSc, evidencia que este tipo de iniciativas pueden resultar útiles para implicar a la comunidad en la creación y replanteamiento de espacios tradicionalmente estigmatizados en lugares más saludables.  Palabras clave: prácticas artísticas colaborativas, salud comunitaria, entorno, participación, cuidados, jardinería vecinal.  Abstract: The following article presents "Rethinking the boulevard", an intervention initiative as a vertical garden built in a collaborative way between residents of the neighbourhood, students of the Master's Degree in Artistic Education in Social and Cultural Institutions of the Complutense University of Madrid, and professionals from the Municipal Centre for Community Health (CMSc) of Puente de Vallecas, for the main facade of this centre. The objective is to turn the space adjacent to the CMSc, which is characterized by its diverse problems (cleanliness, problems of coexistence, stigmatization, etc.) into a healthy meeting point through care and participation. This intervention has been developed in different phases (from November 2017 to June 2018) in which a promoting group is formed that together with the community is building and rethinking this space through activities carried out in community events. In this way, we have resorted to collaborative art methodologies to design a creative proposal that would allow us to achieve an objective related to health promotion. It can be concluded that the maintenance of the garden through the care of neighbors and professionals of the CMSc, shows that this type of initiative can be useful to involve the community in the creation and rethinking of spaces in healthier places.  Keywords: collaborative artistic practices, community health, environment, participation, care, neighborhood gardening. DOI: http://dx.doi.org/10.7203/eari.10.14246

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

Master's Degree in Psychology

2009 ◽  
Author(s):  
Jessica Kohout ◽  
William E. Pate
Keyword(s):  
Master's Degree ◽  
Master’S Degree
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