Competencias de comunicación oral en la educación primaria

2021 ◽  
Author(s):  
Emma Rodero ◽  
Isabel Rodríguez-de-Dios
Keyword(s):  
Empirical Studies ◽  
Oral Communication ◽  
School Curriculum ◽  
Online Questionnaire ◽  
Written Word ◽  
Educación Primaria ◽  
Oral Skills ◽  
Listening And Speaking ◽  
Current Weight ◽  
Made In

Writing and reading have long been considered to be the two most important skills that pupils must master perfectly. For this reason, written competence has been the protagonist in education, while oral communication via listening and speaking has traditionally remained in the background. However, most criticisms of this prevalence have not been based on empirical studies but on simple verifications that are old and have not been applied to Spain. Given the lack of data and the importance of oral communication nowadays, the aim of this study is to determine the current weight of oral skills in primary education. For this purpose, 433 teachers answered an online questionnaire to determine the importance of each skill, the work dedicated to each, the activities to develop them, and the students’ perceptions. The results indicated that, although most teachers believe that the way in which oral competencies are taught has changed, these skills should have still greater importance. In fact, they consider that the content included in the school curriculum is insufficient. Teachers claim to devote similar percentages of time to writing and speaking, but not so much to listening. In addition, they consider that students experience greater satisfaction when carrying out activities related to oral skills. In conclusion, although the results are positive and some progress is being made in developing oral communication, there is still room for improvement to achieve full equivalence with the written word. Resumen La escritura y la lectura se han concebido durante muchos años como los dos canales superiores de conocimiento que los alumnos deben dominar a la perfección. Por esta razón, la competencia escrita ha sido la protagonista en la educación, mientras la oralidad, la escucha y el habla, han quedado tradicionalmente en un segundo plano. Sin embargo, la mayoría de los autores que denuncian esta prevalencia de lo escrito no se han basado en estudios sino en simples constataciones, ya antiguas, que no se han aplicado a España. Ante la falta de datos y el reconocimiento de la importancia en nuestros días de la comunicación oral, esta investigación surge con el objetivo de determinar el actual peso que tienen las competencias orales en la educación primaria. Para ello, se realizó un cuestionario online a 433 docentes destinado a conocer la importancia de cada competencia, la frecuencia de trabajo de cada una, las actividades para desarrollarlas y la percepción de los alumnos. Los resultados indicaron que, aunque la mayoría del profesorado cree que la forma de enseñar competencias orales ha cambiado, deberían tener una mayor importancia. De hecho, consideran que los contenidos propuestos en el currículo escolar no son suficientes para trabajarlas. Los docentes afirman destinar un porcentaje similar a la escritura y al habla, pero no tanto a la escucha. Además, creen que los estudiantes experimentan una mayor satisfacción cuando realizan actividades relacionadas con la competencia oral. En conclusión, aunque los resultados son positivos y se está avanzando en el desarrollo del código oral, aún queda margen de mejora para lograr la plena equiparación con el escrito.

Perfecting Communication Skills of the Students

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Dr. Neeta Sharma
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Oral Communication ◽  
Effective Communication ◽  
Major Elements ◽  
Communication Process ◽  
Listening Skills ◽  
Student Centered ◽  
Effective Use ◽  
Listening And Speaking

Abstract Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The teacher should adopt a student centered approach. The learners should be encouraged to do things in the class which result in developing their communication skills. The trainer has to focus on both the linguistic and paralinguistic features of the communication process while enhancing learners’ communication skills. These features involve the effective use of words, forming grammatically intelligible sentences and an appropriate use of voice and intonation. The teacher should encourage and train his students to use positive body language while listening and speaking. In order to hone the communication skills of the learners, it is very important to make the learners comfortable with the language they have to communicate in. Shedding their inhibitions is also one of the pivotal areas of concerns. This paper explores different techniques that could be useful while training students in communication skills. Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The major elements of a communication process are sender, receiver, message and feedback. Effective communication is a two way process. It involves both expressive (speaking) skills and receptive (listening) skills. It entails receiver’s understanding of the message sent by the sender and his feedback to the sender. Listening plays a very important role in the language learning process. It is the most primary of the four basic skills of any language i.e. Listening, Speaking, Reading and Writing. Listening paves way for speaking. One can never be a good speaker if one is not a good listener. An effective communicator is first a good listener and then a good speaker. According to Tickoo ( 2003 ), ‘Good listening skills not only lay the foundations of good speech, but they grow best through effective communication’.

Designing a creative programming unit within the elementary school core curriculum

2020 ◽  
Author(s):  
Yumiko Murai ◽  
Ryohei Ikejiri ◽  
Yuhei Yamauchi ◽  
Ai Tanaka ◽  
Seiko Nakano
Keyword(s):  
Core Curriculum ◽  
Design Research ◽  
Empirical Studies ◽  
School Curriculum ◽  
Educational Design ◽  
Current Trends ◽  
Educational Design Research ◽  
Creative Learning ◽  
Uncertain Future ◽  
The Impact

Cultivating children’s creativity and imagination is fundamental to preparing them for an increasingly complex and uncertain future. Engaging in creative learning enables children to think independently and critically, work cooperatively, and take risks while actively engaging in problem solving. While current trends in education, such as maker movements and computer science education, are dramatically expanding children’s opportunities for engagement in creative learning, comparatively few empirical studies explore how creative learning can be integrated into the school curriculum. The educational design research described in this paper focuses on a curriculum unit that enables students to engage with creative learning through computer programming activities while meeting curriculum goals. The data provided in this paper were drawn from three classroom tryouts, the results of which were used to drive an iterative design process. This paper also shares several insights on the impact of creative learning in curriculum teaching.

scholarly journals Testing a self-assessment tool for HP competencies with participants of training courses in Austria

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
G Lang
Keyword(s):  
Assessment Tool ◽  
Core Competencies ◽  
Empirical Studies ◽  
Reliability And Validity ◽  
International Standards ◽  
Online Questionnaire ◽  
Self Assessment ◽  
High Quality ◽  
Training Courses ◽  
Training Programmes

Abstract Background High quality health promotion (HP) depends on a competent workforce for which professional development programmes for practitioners are essential. The “CompHP Core Competencies Framework in HP” defines crucial competency domains but a recent review concluded that the implementation and use of the framework is lacking. The aim was to develop and validate a self-assessment tool for HP competencies, which should help evaluate training courses. Methods A brief self-assessment tool was employed in 2018 in Austria. 584 participants of 77 training courses submitted their post-course assessment (paper-pencil, RR = 78.1%). In addition, longitudinal data are available for 148 participants who filled in a pre-course online questionnaire. Measurement reliability and validity was tested by single factor, bifactor, multigroup, and multilevel CFA. A SEM proved for predictive and concurrent validity, controlling gender and age. Results A bifactor model (X2/df=3.69, RMSEA=.07, CFI=.95, sRMR=.07) showed superior results with a strong general CompHP factor (FL>.65, wH=.90, ECV=.85), configurally invariant for two training programmes. On course level, there was only minimal variance between trainings (ICC<.08). Structurally, there was a significant increase in HP competencies when comparing pre- and post-course measurements (b=.33, p<.01). Participants showed different levels of competencies due to prior knowledge (b=.38, p<.001) and course format (b=.16, p<.06). The total scale had good properties (m = 49.8, sd = 10.3, 95%-CI: 49.0-50.7) and discriminated between groups (eg by training length). Conclusions The results justify the creation of an overall scale to assess core HP competencies. It is recommended to use the scale for evaluating training courses. The work compensates for the lack of empirical studies on the CompHP concept and facilitates a broader empirical application of a uniform competency framework for HP in accordance with international standards in HP and public health. Key messages The self-assessment tool provides a good and compact foundation for assessing HP competencies. It provides a basis for holistic, high quality and sustainable capacity building or development in HP.

scholarly journals Alternative Strategies to Avoid Layoff in Airlines Industry During the Covid-19 Pandemic

2021 ◽  
Vol 4 (2) ◽  
pp. 69-83
Author(s):  
Padmalini Singh ◽  
Dilip D ◽  
Nuthan Jeevraj P ◽  
Yip Wei Hung ◽  
Daisy Mui Hung Kee ◽  
...  
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Airline Industry ◽  
Empirical Studies ◽  
Secondary Data ◽  
Electronic Media ◽  
Primary Data ◽  
Online Questionnaire ◽  
Alternative Strategies ◽  
Airline Company

This research was carried out to explore the layoff situation among the Airline industry during the COVID-19 pandemic and suggest the alternative strategies that would consider by the Airline company. The method used in this research is an online questionnaire distributed to 100 respondents as the primary data collection and the secondary data analysis from the empirical studies that can obtain from electronic and non-electronic media. The findings of this research indicated that one of the suggested alternative strategies, Furlough, is the most recommended one. However, Attrition and Hiring Freeze strategy has less recommended because of the low effectiveness of this strategy on downsizing companies. The study enables the airline company to consider the alternative strategies on their downsizing policy in order to minimize the employees and company loss.

scholarly journals An evaluation of barriers to the initiation of clozapine in patients with treatment-resistant schizophrenia

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S30-S31
Author(s):  
Declan Hyland ◽  
Seth Jamieson
Keyword(s):  
Systematic Review ◽  
Significant Progress ◽  
Treatment Resistant ◽  
The South ◽  
Online Questionnaire ◽  
Blood Testing ◽  
Likert Scales ◽  
Clozapine Treatment ◽  
Patient Barriers ◽  
Made In

AimsThis evaluation aimed to identify patient, practitioner and infrastructural barriers to initiation of clozapine treatment in patients with treatment-resistant schizophrenia (TRS). In response to recent research supporting use of clozapine as the most effective treatment for patients with TRS, concerted efforts have been made to establish why clozapine is underutilised in the NHS. Following a study conducted by South London and Maudsley NHS Foundation Trust, which identified barriers and made recommendations, this evaluation aimed to identify barriers to initiation of clozapine in patients under the care of Mersey Care NHS Foundation Trust.This evaluation also aimed to make further recommendations to increase use of clozapine in Mersey Care's TRS patients and assess whether there have been any differences to concerns about clozapine initiation compared to previous evaluations.MethodAn online questionnaire containing a series of Likert scales was e-mailed to all Consultant Psychiatrists in Mersey Care NHS Foundation Trust. The questionnaire asked Consultants to rate how often they felt a range of barriers interfered with successful initiation of Clozapine treatment. The barriers chosen were based on the 2019 systematic review “Barriers to using clozapine in treatment-resistant schizophrenia.”ResultNineteen consultant psychiatrists completed the online questionnaire. All 19 indicated they either “agreed” (16%) or “strongly agreed” (84%) that they were confident in diagnosing TRS. This was a significant increase compared to the South London and Maudsley evaluation, with only 81% of participants in that study being “fairly familar” or “very familiar” with clozapine guidelines.Furthermore, concerns about inadequate blood testing facilities appear to have been addressed, with no participants in this evaluation staing there were insufficient blood testing facilities. However, 53% of Consultants who completed this evaluation stated they “often” (37%) or “very often” (16%) have patients who refuse clozapine because of the requirement for regular blood testing. Refusal to agree to required blood testing was the commonest reason identified for failure to initiate clozapine in TRS patients. This was consistent with the results from the South London and Maudsley study.ConclusionThose Mersey Care consultants surveyed identified that providing patients with further information about clozapine would be the most valuable intervention to increase likelihood of uptake of clozapine in the treatment of TRS. Significant progress has been made in improving the likelihood that clozapine can be successfully initiated, especially in the removal of practitioner barriers. This evaluation suggests interventions should now be aimed at reducing patient barriers to initiation of treatment.

scholarly journals Educational Technology and Resource- Based Learning as Applied to Nursing Education

Curationis ◽  
1978 ◽  
Vol 1 (2) ◽  
Author(s):  
I.M. Miles
Keyword(s):  
Educational Technology ◽  
Nursing Education ◽  
Oral Communication ◽  
Memory Work ◽  
Written Word ◽  
Stored Information

Historically there have been four major revolutions in education. The first took place when education of the young shifted from parent to teachers and schools eg. the Rabbinical schools and Muslim schools in which instructions were previously tribal and religious, and based on oral communication and memory work. Secondly, the written word superseded oral instruction in that it became an aid to memory, and a source of stored information as knowledge expanded.

scholarly journals Examining the Quasi-Public Spaces in Commercial Complexes

2020 ◽  
Vol 12 (5) ◽  
pp. 1830
Author(s):  
Noman Sahito ◽  
Haoying Han ◽  
Thuy Van Thi Nguyen ◽  
Insin Kim ◽  
Jinsoo Hwang ◽  
...  
Keyword(s):  
Questionnaire Survey ◽  
Empirical Studies ◽  
Public Spaces ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Western City ◽  
And Function ◽  
Physical Features ◽  
Made In

Commercial complexes are steadily expanding in size and function and plying roles as quasi-public spaces. This study investigated quasi-public spaces in contemporary commercial complexes by posting two questions: the physical features of quasi-public spaces in commercial complexes and how these characteristics promote sociability in commercial complexes? To answers these questions, a questionnaire survey was administered, and various observations were made in Intime City, Wanda Plaza and Western City Square, three prominent commercial complexes in Hangzhou City (Zhejiang Province, China), to enrich the analysis. Confirmatory factor analyses were used to examine the collected data. The results show that commercial complexes are also used as quasi-public spaces: they provide a more secure and well-maintained environment, playful conversations take place freely and democratically, promote socialization, and also increase consumption. In the existing literature, there is a dearth of theoretical and empirical studies on the emergence of quasi-public spaces.

POCT Analysts’ Perspective: Practices and Wants for Improvement

2020 ◽  
Vol 5 (3) ◽  
pp. 480-493
Author(s):  
Sten A Westgard ◽  
Henk M J Goldschmidt ◽  
Sharon S Ehrmeyer
Keyword(s):  
Point Of Care ◽  
Healthcare Providers ◽  
Quality Improvements ◽  
Point Of Care Testing ◽  
Online Questionnaire ◽  
Testing Practices ◽  
Regulatory Mandates ◽  
Guidelines And Standards ◽  
And Function ◽  
Made In

Abstract Background Point-of-care testing (POCT) continues to expand worldwide. Concerns remain about result quality despite guidelines and standards that specify testing practices. To better understand POCT testing worldwide, we polled analysts to obtain their views on actual practices and needs for improvement. Methods An online questionnaire was constructed on SurveyMonkey, a commercially available website for conducting such surveys. POCT analysts were sought worldwide from a pool of healthcare providers subscribed to a westgard.com newsletter or visitors to westgard.com and/or LinkedIn to one of the authors. Results Seventy-three percent of testing occurred in hospitals with 64% conducted in specialty settings. Regulatory mandates were followed by 88%. For most, less than 100 tests were performed per day fewer less than 25 devices. Nurses top the list of analysts. All but 5% of analysts received some form of training primarily from manufacturers. Eighty-seven percent verified devices/methods prior to implementation. Five percent do not perform daily QC; all analyzed external QC at least once per month. When QC limits exceed acceptable limits, 92% stop testing. Expired materials were used by 5%. The majority collected data for quality improvements. Eleven percent thought their organization’s POCT is acceptable. The majority of respondents believe improvements need to be made in POCT. Conclusions Analysts' POCT practices have and are improving to contribute positively to patients’ healthcare and safety. Analysts do recognize problems and their wants/needs provide important information to improve their practices. Most participants desire more in-house and/or manufacturer training, explicit directions from manufacturers, manufacturer built-in quality and function checks, and oversight.

Revisiting the strategy-performance linkage

2015 ◽  
Vol 53 (5) ◽  
pp. 1083-1106 ◽  
Author(s):  
Mikko Antero Luoma
Keyword(s):  
Strategic Management ◽  
Research Design ◽  
Empirical Studies ◽  
Future Research ◽  
Content Type ◽  
Strategy Performance ◽  
And Performance ◽  
And Cluster Analysis ◽  
Generic Strategies ◽  
Made In

Purpose – The linkage between strategy and performance is central to strategic management. Empirical studies have nevertheless produced mixed results on the nature of this relationship, and in recent decades, very little advancement has been made in research aimed at elucidating this relationship. Accordingly, the purpose of this paper is to identify the approaches to the strategy-performance linkage in previous studies and defines five principles that should characterize future research on this relationship. The paper develops a novel research design that follows these principles and tests the usefulness of this research design in practice. Design/methodology/approach – This paper is exploratory in nature and its empirical methods include content analysis, multidimensional scaling, and cluster analysis. The primary difference between this paper and studies in the mainstream literature on the linkage between strategy and performance relates to the application of an endogenous strategy typology instead of predefined strategy categories. Findings – The analysis shows that the adopted research design based on five principles is applicable to research on the linkage between strategy and performance and that such a research design produces meaningful results. The results support the findings of earlier studies regarding the potential of “hybrid” strategies for achieving superior firm performance. Research limitations/implications – This paper challenges the dominance of generic strategies in research on the strategy-performance linkage and provides statistical data that lay the foundation for more detailed investigation on this relationship. The paper argues for a contextually bound view of strategic management. Originality/value – This paper invigorates the discussion on the linkage between strategy and performance, which has long been diminishing as a research topic in the literature because of contradictory results and the lack of fresh research opportunities. This paper further introduces a methodology that has been underutilized in the study of strategic management.

Developing and evaluating an oral skills training website supported by automatic speech recognition technology

ReCALL ◽  
2011 ◽  
Vol 23 (1) ◽  
pp. 59-78 ◽  
Author(s):  
Howard Hao-Jan Chen
Keyword(s):  
Speech Recognition ◽  
Language Learning ◽  
Automatic Speech Recognition ◽  
Oral Communication ◽  
Skills Training ◽  
Learning System ◽  
Teachers Perceptions ◽  
Different Types ◽  
Efl Students ◽  
Oral Skills

AbstractOral communication ability has become increasingly important to many EFL students. Several commercial software programs based on automatic speech recognition (ASR) technologies are available but their prices are not affordable for many students. This paper will demonstrate how the Microsoft Speech Application Software Development Kit (SASDK), a free but powerful tool, can be used to develop an oral skills training website for EFL students. This ASR-based website offers six different types of online exercises which allow students to practise their oral skills and obtain immediate feedback on their performance. A group of 25 college students and a group of 35 pre-service English teachers were invited to use the website. Two surveys were conducted to investigate the students’ and the pre-service teachers’ perceptions of this site. The results indicated that most teachers and students enjoyed using this website, which they felt could help improve their English oral skills. They also pointed out that the main strength of the ASR-based learning system is that it offers several different types of exercises which can encourage learners to produce more output in a low-anxiety environment. The major limitations of the website are the insufficient feedback and the challenging standards one must meet in order to achieve a pass mark. These findings can be useful for teachers who are interested in using ASR in teaching and for CALL researchers who aim to develop better ASR-based systems for language learning.

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