Efectividad de un programa de mejora de competencias profesionales en resolución de conflictos/Effectiveness of a programme on the improvement of professional skills for conflict resolution

2018 ◽  
Vol 28 (3) ◽  
pp. 25 ◽  
Author(s):  
Susana Olmos Migueláñez ◽  
Eva María Torrecilla Sánchez ◽  
María José Rodríguez Conde
Keyword(s):  
Public Schools ◽  
Conflict Resolution ◽  
Secondary Education ◽  
Research Work ◽  
Control Group ◽  
Professional Skills ◽  
Know How ◽  
Secondary Education Teachers ◽  
Competencias Profesionales ◽  
Formación Permanente

RESUMEN La formación permanente del profesorado es un factor clave en la calidad educativa. El desarrollo de programas eficaces parte de la consideración de condicionantes internos y externos en el diseño del mismo. En ese sentido, diseñar procesos de formación permanente supone tener en cuenta factores diversos, que encaminan un resultado favorable en la adquisición de competencias en los participantes. Este trabajo tiene como objetivo aportar un programa válido para la adquisición de competencias en resolución de conflictos. Para comprobar si realmente se ha conseguido el objetivo de partida, se presentan los resultados derivados del diseño, implementación y evaluación de un programa de resolución de conflictos “Conflictos en positivo. C-Talco”. Metodológicamente, se plantea un estudio pre-experimental con medida pre-postest sin grupo control. La variable conflicto, es medida en los tres componentes que la configuran: saber, saber hacer y saber ser-estar, ligado cada uno de ellos a un instrumento de medida ajustado a las características concretas del componente. La muestra está configurada por 34 docentes de educación secundaria de la provincia de Salamanca (18 de centro público y 16 de centro privado-concertado). Los análisis estadísticos de contraste de hipótesis y medidas repetidas avalan la efectividad del programa en niveles similares para ambos grupos de docentes. Por este motivo, se concluye que el programa es eficaz en la adquisición de la competencia estudiada. En definitiva, se presenta un programa formativo de calidad que favorece la adquisición y mejora de nuevas competencias profesionales centradas en el ámbito de la resolución de conflictos para docentes de educación secundaria[1].ABSTRACT  In-service teacher training is a key factor in educational quality. The development of effective programmes starts with the consideration of internal and external determinants during their design. In this sense, designing in-service training processes involves taking into account diverse factors, which foster a favourable acquisition of skills on the part of participants. In this research work, we aim to present a valid programme for the acquisition of skills related to conflict resolution. In order to verify whether we actually achieved our starting goal, we present the results derived from the design, implementation and evaluation of the conflict resolution programme “Conflictos en positivo. C-Talco”. The methodology design used is pre-experimental, with pretest posttest measures without a control group. The three components of the variable conflict are measured: to know, to know how to do and to know how to be. Each one has an instrument adapted to the specific characteristics of each component. The sample is composed of 34 secondary education teachers from the province of Salamanca (18 from public schools and 16 from publicly funded private schools). The statistical analysis of hypothesis testing and repeated measurements support the programme’s effectiveness at similar levels for both groups of teachers. For this reason, we conclude that the programme is effective for the acquisition of the studied skill. To sum up, we present a quality training programme that fosters the acquisition and enhancement of new professional skills focused on the field of conflict resolution for secondary education teachers.

scholarly journals Emotional Intelligence and Workplace Conflict Resolution: The Case of Secondary Education Teachers in Greece

2020 ◽  
Vol 6 (4) ◽  
pp. 521
Author(s):  
Michalis Skordoulis ◽  
Marios Koukounaras Liagkis ◽  
Georgios Sidiropoulos ◽  
Dimitrios Drosos
Keyword(s):  
Emotional Intelligence ◽  
Conflict Resolution ◽  
Secondary Education ◽  
Negative Relationship ◽  
Working Environment ◽  
Average Score ◽  
Workplace Conflict ◽  
Workplace Conflicts ◽  
Conflict Resolution Styles ◽  
Secondary Education Teachers

The aim of this paper is to examine the relationship between emotional intelligence and conflict resolution among secondary education teachers in Greece. The research sample consists of 130 high schools’ teachers in Greece. Data were collected using a structured questionnaire, concerning teachers’ working environment, their behavior during workplace conflicts as well as their emotional intelligence and were analyzed using descriptive and inductive statistics. The statistical analyses have revealed that the main reason for workplace conflicts in secondary schools is the existence of informal groups. In addition, emotional intelligence seem to have a direct relationship with conflict resolution styles, while a negative relationship between emotional intelligence and the frequency of involvement in workplace conflicts is observed. Furthermore, it was found that holding a position of responsibility does not play a significant role in conflict resolution style adoption. The research results show that the solution-oriented method is the most popular amongst the other conflict resolution styles. Last, it was found that the average score of emotional intelligence among the respondents was high.

scholarly journals The Effects of Peer Conflict Resolution Skills Training on Children’s Psychosocial Development

2020 ◽  
pp. 29-37
Author(s):  
Roland Nji Angu
Keyword(s):  
Conflict Resolution ◽  
Psychosocial Development ◽  
Research Question ◽  
Research Work ◽  
Skills Training ◽  
Control Group ◽  
Peer Conflict ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

This research work was aimed at investigating the effects of peer conflict resolution skills training on the psychosocial development of children. Specifically, the author sought to provide answer to one research question which was: What is the role of play as a peer conflict resolution tool? The theoretical underpinning of this study was Morton Deutsch’s theory of cooperation and competition. The study was also informed by Piaget’s and Vygotsky’s theories on play. A pretest posttest quasi-experimental design was adopted whereby 36 male and female children between 6 to 10 years old were randomly selected for the study. These children were all in class five of secondary school. Eighteen of the selected samples were randomly assigned to the experimental group and the other eighteen to the control group. The children in the experimental group were trained on peer conflict resolution skills for a month (8 sessions in total, 2 days a week, approximately 30 minutes a day) while the children in the control group did not benefit from any such training. A five point Likert scale questionnaire was the main instrument for data collection. An observation check list was also employed to measure children’s post training conflict resolution skills. Data were analyzed using the t-test where the mean scores of both the experimental and control groups were compared, as well as a comparison of the mean scores for the pre and post-tests scores. Results indicate that children who took part in the training learnt how to use play to negotiate their differences. They also learnt how to use humor to manage anger. Recommendations were made to parents and teachers to use instances of children’s disagreements as opportunity to teach them of appropriate peer conflict resolution skills rather than just dispelling such emerging differences/disagreements as bad.

Beam-radiation effects on wool in the ESEM

1986 ◽  
Vol 44 ◽  
pp. 674-675
Author(s):  
G.D. Danilatos
Keyword(s):  
Electron Beam ◽  
Radiation Effects ◽  
Research Work ◽  
Beam Radiation ◽  
Liquid Environment ◽  
Know How ◽  
Environmental Sem

The advent of the environmental SEM (ESEM) has made possible the examination of uncoated and untreated specimen surfaces in the presence of a gaseous or liquid environment. However, the question arises as to what degree the examined surface remains unaffected by the action of the electron beam. It is reasonable to assume that the beam invariably affects all specimens but the type and degree of effect may be totally unimportant for one class of applications and totally unacceptable for another; yet, for a third class, it is imperative to know how our observations are modified by the presence of the beam. The aim of this report is to create an awareness of the need to initiate research work in various fields in order to determine the guiding rules of the limitations (or even advantages) due to irradiation.

Academic motivation and professional skills development in the Specialty of Social Sciences and Tourism at a public university [Motivación académica y desarrollo de competencias profesionales en la Especialidad de Ciencias Sociales y Turismo de una universidad pública]

2019 ◽  
Vol 1 (2) ◽  
pp. 96
Author(s):  
Ana Cecilia De Paz Lazaro ◽  
Jessica Luz Palomino Collantes
Keyword(s):  
Social Sciences ◽  
Academic Motivation ◽  
Public University ◽  
Skills Development ◽  
Professional Skills ◽  
Research Results ◽  
Competencias Profesionales ◽  
High Level ◽  
The Relationship

The objective of the research is to determine the relationship between academic motivation and the professional skills development in the specialty of Social Sciences and Tourism. The study is quantitative and the design is non-experimental correlational translational. The results indicate that there is a high level relationship (0.914) between the independent academic motivation variable and the professional competences development in the Specialty of Social Sciences and Tourism. In conclusion, motivation is directly related to the professional skills development in the specialty of Social Sciences and Tourism. The research results conclude that there is a high relationship between the variables.

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

scholarly journals Analysis of MYO1H Gene Polymorphism in Skeletal Class-III Malocclusion Due to Mandibular Prognathism

2021 ◽  
Author(s):  
Anjana Atteeri ◽  
Praveen Kumar Neela ◽  
Pavan Kumar Mamillapalli ◽  
Vasu M. Sesham ◽  
Sreekanth Keesara ◽  
...  
Keyword(s):  
Local Population ◽  
Research Work ◽  
Control Group ◽  
Study Group ◽  
Genome Wide Association Studies ◽  
Class Iii ◽  
Class Iii Malocclusion ◽  
Mandibular Prognathism ◽  
Skeletal Class ◽  
Increased Risk

Abstract Background Mandibular prognathism (MP) is a craniofacial deformity resulting from the combined effects of environmental and genetic factors. Although various linkage and genome-wide association studies for mandibular prognathism have identified multiple strongly associated regions and genes, the causal genes and variants responsible for the deformity remained ambiguous. Aim This research work was aimed to study the association between polymorphism rs10850110 of the MYO1H gene and skeletal class-III malocclusion in our local population. Materials and Methods Thirty patients with skeletal class III due to mandibular prognathism in the study group and 30 patients with skeletal class I in the control group were selected for this study. These patients were from both sexes and above age 10 years. Based on the cephalometric values, patients were categorized into study and control groups. SNB (angle between sella, nasion and point B at nasion) greater than 82 degrees with an ANB (angle between point A, nasion and point B at nasion) of less than 0 degrees in the study group and ANB (angle between point A, nasion and point B at nasion) of 2 to 4 degrees in the control group were categorized. The polymorphism (rs10850110) of the MYO1H gene was genotyped using polymerase chain reaction and restriction fragment length polymorphism. Associations were tested with SNP exact test using SNPstats software. Results The single-nucleotide polymorphism rs10850110 showed a statistically significant association with mandibular prognathism. The G allele of marker rs10850110 (5′ of myosin1H - MYO1H) was overrepresented when compared with the “A” allele in mandibular prognathism cases (p < 0.0001), and this was very significant. Conclusion These results suggest that the rs10850110 polymorphism of the MYO1H gene is associated with an increased risk for mandibular prognathism.

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