Personalidad resiliente y su relación con el desempeño en el aula de la Educación Media Superior

2019 ◽  
pp. 1-5
Author(s):  
Juan Carlos Farías-Bracamontes ◽  
Velia María Flores-González
Keyword(s):  
Secondary Education ◽  
Research Work ◽  
Social Emotional ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Two Phases ◽  
And Performance ◽  
The Relationship

Identifying the relationship that exists between the teaching personality, their performance in the classroom and the scope of the social-emotional skills that marks the RIEMS achieve potential the quality of the educational system in upper secondary education considering the implementation of the socio-emotional teaching competencies within their profile. This research work is entitled Resilient personality and its relation to classroom performance in upper secondary education. In order to typify the aforementioned phenomena, the three axes mentioned will be measured through an instrument, which contains 116 variables, of which 109 are quantitative. It is worth mentioning that to complete the final application, he had to go through two phases of piloting, consolidating normality with an alpha of .89. Some of the results of this work is the relationship between the teacher resilient personality and performance in the classroom according to a correlation analysis that informs that teachers who have emotional stability, impact on students for the reach of the students. social and emotional competences, through the ability to face adversity in a constructive way, strengthening social-emotional skills, becoming healthy and happy people with personal and social implications, for the reach of social and emotional competences, indispensable skills in the learning process.

Hazers' Personality Characteristics and the Perception of School Climate in Slovenia

2021 ◽  
Vol 36 (4) ◽  
pp. 531-547
Author(s):  
Sonja Pečjak ◽  
Tina Pirc
Keyword(s):  
Secondary Education ◽  
School Climate ◽  
Negative Attitude ◽  
School Level ◽  
Upper Secondary Education ◽  
Initiation Rite ◽  
Upper Secondary ◽  
Aggressive Attitude ◽  
The Relationship ◽  
Practical Implications

This article presents the initiation rite for the admission of newcomers to Slovenian upper secondary education, which is called “pheasanting” and has similar characteristics to hazing. It examines the relationship between certain personality traits of hazers with their perception of the school climate and the severity of the hazing activities they engage in (subtle, harassing, and violent hazing). In a sample of 460 students in the fourth grade of upper secondary education, 25.4% of them had carried out hazing in the previous 3 years, of which 47% performed only subtle, 24% harassment, and 29% violent hazing. Violent and harassment hazers justified their actions much more often than subtle hazers by dominating and distorting of the consequences and by diffusing responsibility. They also had less empathy and perceived the school climate as enabling more aggressive attitude. However, violent hazers had the most negative attitude toward hazing, while harassment hazers found hazing most acceptable. Finally, some practical implications of the results at individual and school level are discussed.

scholarly journals Desarrollo de habilidades socioemocionales a través de un curso de tutorías B-Learning para alumnos de nivel Bachillerato de la Universidad Autónoma de Zacatecas “Francisco García Salinas”: Estudio realizado en el Programa de Preparatoria No. XIII

2020 ◽  
pp. 23-37
Author(s):  
Martha Susana Hernández-Larios ◽  
Alejandro Rodolfo García-Villalobos ◽  
Esmelda Barrios-García ◽  
José de Jesús Hernández-Berumen
Keyword(s):  
Academic Performance ◽  
Secondary Students ◽  
School Dropout ◽  
Social Emotional ◽  
Emotional Skills ◽  
Institutional Strategy ◽  
Upper Secondary ◽  
Technological Tools ◽  
And Performance ◽  
Developing Strategies

As part of the institutional strategy to prevent failure and school dropout, seeking better academic performance by upper-secondary students, a project is established where the tutorial part is related to the use of technological tools and resources. A course in B-Learning is developed, developing strategies that modify their behavior and performance, said course consists of four units, where strategies are developed to improve attention, identify emotions and the strategies necessary for their concentration, allowing them to develop social-emotional skills achieving better academic performance.

Towards Flipped Learning in Upper Secondary Mathematics Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Robert Weinhandl ◽  
Zsolt Lavicza ◽  
Stefanie Schallert
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Flipped Learning ◽  
Educational Innovations ◽  
Design Based Research ◽  
Secondary Mathematics Education ◽  
Upper Secondary Education ◽  
Mathematics Classrooms ◽  
Upper Secondary

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

Caracterrsticas de la Oferta de la Educaciin Media en Colombia (Upper Secondary Education in Colombia)

2017 ◽  
Author(s):  
Sandra Garcia ◽  
Darro Maldonado ◽  
Marcela Acosta ◽  
Nicolas Castro ◽  
David Granada ◽  
...  
Keyword(s):  
Secondary Education ◽  
Upper Secondary Education ◽  
Upper Secondary

scholarly journals Being Able to Stay or Learning to Stay: a Study of Rural Boys’ Educational Orientations and Transitions

2021 ◽  
Author(s):  
Anna-Maria Stenseth ◽  
Unn-Doris K. Bæck
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Rural Areas ◽  
Qualitative Interviews ◽  
Geographical Location ◽  
Further Education ◽  
Upper Secondary School ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Educational Orientations

AbstractThis study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Archer’s framework is used to analyse how pupils’ agency is constrained and/or enabled by objective structures. The data material consists of qualitative interviews with 18 pupils transitioning from lower to upper secondary school in Norway. Each of the pupils was interviewed twice: first when they were in their last year of lower secondary education, and then during their first year of upper secondary education. The findings show that pupils consider geographical locations when making decisions about further education and work. In addition, they believe that education beyond compulsory schooling benefits their life in the rural areas. However, unlike their urban counterparts, pupils from rural areas appear to have a more constraining transition to upper secondary education. Through the analyses in this article, it becomes clear that both geographical location and gender are key factors for understanding processes connected to education.

scholarly journals Student engagement, truancy, and cynicism: A longitudinal study from primary school to upper secondary education

2021 ◽  
Vol 86 ◽  
pp. 101972
Author(s):  
T.E. Virtanen ◽  
E. Räikkönen ◽  
M.C. Engels ◽  
K. Vasalampi ◽  
M.-K. Lerkkanen
Keyword(s):  
Longitudinal Study ◽  
Secondary Education ◽  
Student Engagement ◽  
Primary School ◽  
Upper Secondary Education ◽  
Upper Secondary
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