scholarly journals Percepción del profesorado de orientación educativa de la atención a la diversidad en centros de primaria y secundaria en Asturias (España)//Perception of educational guidance teachers about diversity in elementary and secondary schools in Asturias (Spain)

2018 ◽  
Vol 29 (2) ◽  
pp. 71 ◽  
Author(s):  
Mirian Miranda Morais ◽  
Joaquín Lorenzo Burguera Condon ◽  
José Miguel Arias Blanco ◽  
Elsa Peña Suárez
Keyword(s):  
School Counselors ◽  
Primary Education ◽  
Ad Hoc ◽  
Wide Margin ◽  
Open Questions ◽  
Educational Guidance ◽  
Attention To Diversity ◽  
Educación Primaria ◽  
Guidance Teachers ◽  
Training Organization

RESUMEN El objetivo de este estudio es conocer la perspectiva del profesorado de Orientación Educativa respecto a cómo se responde a la diversidad en los centros educativos que imparten las enseñanzas correspondientes a la enseñanza básica, Educación Primaria (EP) y Educación Secundaria Obligatoria (ESO), identificar las diferencias que existen y analizar  fortalezas y debilidades en función de la etapa. Se ha realizado un estudio descriptivo mediante encuesta, aplicando un cuestionario de elaboración propia que incluye aspectos referidos a variables sociodemográficas y al contexto de centro, una escala Likert, compuesta por 43 ítems, que tiene por objeto la evaluación de la atención a la diversidad en los centros y una serie de preguntas abiertas para conocer los aspectos que favorecen y dificultan la atención a la diversidad y propuestas de mejora. En la investigación han participado un total de 143 orientadores de la Comunidad Autónoma del Principado de Asturias. Los resultados ponen de manifiesto una valoración media de la atención a la diversidad ligeramente positiva, aunque con un amplio margen de mejora. La comparación entre las etapas evidencia que existen diferencias significativas en la valoración global y en los elementos referidos a las actitudes, la formación del profesorado, la organización y la contextualización de los documentos del centro para atender a la diversidad. Estas valoraciones alcanzan puntuaciones medias superiores en la ESO y los informantes perciben más fortalezas en esta etapa que en la EP.ABSTRACT  The aim of this paper is to analyze the school counselors' perspective on how the schools respond to diversity in Primary Education (PE) and Compulsory Secondary Education (CSE) in order to identify differences and analyze strengths and weaknesses according to educational stages. A descriptive study has been conducted through a survey. Different instruments have been applied for data collection: an "ad hoc" questionnaire, which includes aspects related to sociodemographic variables, issues related to the context of the schools, a Likert scale composed of 43 items that aims to evaluate diversity (measures of attention to diversity) in the schools and a set of open questions to know which aspects favor and hinder the real application of the measures of attention to the diversity and the proposals of improvement. The research involved 143 school counselors from the Autonomous Community of the Principality of Asturias. The results show a slight positive average valuation of diversity, although with a wide margin of improvement. The comparison between the stages shows that there are significant differences in the overall assessment and elements related to attitudes, teacher training, organization and contextualization of the schools’ documents to address diversity. These assessments reach higher average scores in the CSE stage and teachers perceive more strenghts at this stage than in Primary Education stage.

scholarly journals Inclusión, diversidad y equidad: diseño y validación de un cuestionario de opinión dirigido al profesorado de orientación educativa (IDEC-O)

2019 ◽  
Vol 37 (2) ◽  
pp. 505-524 ◽  
Author(s):  
Mirian Miranda Morais ◽  
Joaquín Lorenzo Burguera Condon ◽  
José Miguel Arias Blanco ◽  
Elsa Peña Suárez
Keyword(s):  
School Counselors ◽  
Delphi Study ◽  
Ad Hoc ◽  
Descriptive Analysis ◽  
Likert Scale ◽  
Open Questions ◽  
Response Alternatives ◽  
Strongly Agree ◽  
Two Stages ◽  
Educación Primaria

El propósito de este trabajo es presentar el estudio Delphi realizado para diseñar y validar el contenido de un cuestionario de opinión elaborado ad hoc para recoger la opinión de orientadores y orientadoras sobre cómo los centros asturianos responden a la diversidad en educación primaria y secundaria. Se partió de un instrumento elaborado ad hoc del que se realizó una aplicación piloto en la que participaron 51 orientadores y orientadoras de secundaria (N=51). Con objeto de adecuar la validez de contenido a ambas etapas se realizó un estudio Delphi de carácter cuantitativo y cualitativo en la que participaron 9 expertos. El estudio constó de dos rondas y distintas tareas con objeto de someter al criterio de expertos los bloques que componen el cuestionario y que recogen información sobre variables personales, profesionales, datos del centro, en una escala Likert de 48 ítems y preguntas abiertas. Se realizó un análisis de contenido de la información cualitativa y un análisis descriptivo, cálculo de la media, desviación típica y el porcentaje de acuerdo respecto a los criterios adoptados para considerar un ítem como válido. El resultado es un cuestionario de cinco bloques: tres recogen información sobre variables de identificación y clasificación (datos sociodemográficos; datos profesionales; datos referidos al centro). El cuarto es una escala Likert de 45 ítems y cinco alternativas de respuesta (1= muy en desacuerdo hasta 5= muy de acuerdo). El último consta de tres preguntas abiertas sobre barreras, facilitadores y propuestas de mejora. The aim of this paper focuses on the results of a Delphi study carried out to design and to validate the content of an “ad hoc” opinion questionnaire. The questionnaire has been developed to know the counselors’ opinion on how the Asturian centers attend to diversity in primary and secondary stages. It was based on an instrument previously carried out, which was submitted to a pilot test in which 51 secondary school counselors participated (N = 51). In order to adapt the validity of the content to the two stages (primary and secondary), a quantitative and qualitative Delphi study was carried out in which 9 experts participated. The study was developed in two rounds and through different tasks in order to submit the blocks in which the questionnaire is structured to expert judgment. These blocks collect information on personal and professional variables and center data, on a Likert scale of 48 items and open questions. A content analysis of the qualitative information was carried out and a descriptive analysis of the mean, standard deviation and percentage of agreement in relation to the criteria adopted to consider an item as valid. The result is a questionnaire composed of five blocks: three of them collect information on identification and classification variables (sociodemographic, professional and center data). The fourth block is a Likert scale of 45 items and five response alternatives (1 = strongly disagree to 5 = strongly agree).

scholarly journals Diseño, fiabilidad y validez de una herramienta para el análisis de las imágenes de los libros de texto de Educación Física (Design, reliability, and validity of a tool for the analysis of images of physical education textbooks)

Retos ◽  
2018 ◽  
pp. 240-246
Author(s):  
Irene Moya-Mata ◽  
Julio Martín Ruiz ◽  
Laura Ruiz Sanchis ◽  
Concepción Ros Ros
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Ad Hoc ◽  
Reliability And Validity ◽  
Kappa Coefficient ◽  
Image Analysis System ◽  
Human Figure ◽  
Analysis System ◽  
Educación Primaria ◽  
Analysis Errors

Esta investigación tiene como objetivo diseñar una herramienta, a partir de dos sistemas de categorías validados previamente, que pudiera analizar las imágenes impresas en los libros de texto de Educación Física (EF) en la etapa de Educación Primaria. Para ello se desarrolló SAIMEF (Sistema de Análisis de Imágenes en Educación Física), una aplicación php diseñada ad hoc, que facilita el acceso al sistema y minimiza los errores de análisis. La herramienta consta de dos sistemas de categorías para el análisis: SC-I para las imágenes en las que aparece la figura humana realizando actividad física (con 72 indicadores) y SC-II para el resto de las imágenes (con 47 indicadores). La validez del sistema se realizó mediante el análisis de tres observadores para comprobar la congruencia de la herramienta. La muestra se compuso de 192 imágenes publicadas en los libros de texto de EF en Educación Primaria, bajo la Ley Orgánica de Educación. Para el cálculo de la fiabilidad del sistema se aplicó el coeficiente de Kappa que obtuvo una concordancia de 0.81. Los resultados obtenidos indicaron que la herramienta SAIMEF es fiable y válida para analizar las imágenes de los libros de texto de EF en la etapa de Primaria. Abstract. This research aims to design a tool from two previously validated category systems that could analyze images printed on textbooks of Physical Education (PE) in Primary Education. For this, SAIMEF (Image Analysis System in Physical Education) was developed, a php application designed ad hoc, which facilitates access to the system and minimizes analysis errors. The tool consists of two systems of categories for the analysis: SC-I for the images in which the human figure appears performing physical activity (with 72 indicators) and SC-II for the rest of the images (with 47 indicators). The validity of the system was assessed through the analysis of three observers who checked the congruence of the tool. The sample consisted of 192 images published in textbooks of PE in Primary Education under the Education Law. Kappa coefficient was employed to calculate the reliability of the system, obtaining a concordance of 0.81. The results indicated that the SAIMEF tool is reliable and valid to analyze the images of textbooks in primary PE.

scholarly journals LA REALIDAD AUMENTADA EN EL AULA DE EDUCACIÓN PRIMARIA

2017 ◽  
Vol 3 (5) ◽  
pp. 634
Author(s):  
Verónica Marín Díaz ◽  
Begoña Esther Sampedro Requena ◽  
Juan Manuel Muñoz González
Keyword(s):  
Augmented Reality ◽  
Inclusive Education ◽  
Primary Education ◽  
Ad Hoc ◽  
Learning Processes ◽  
Quantitative Methodology ◽  
Special Educational Needs ◽  
Future Teachers ◽  
School Teaching ◽  
Educación Primaria

RESUMEN En el presente trabajo planteamos la valoración, por parte de los futuros docentes, de la realidad aumentada como recurso didáctico dentro de la Educación Primaria. La investigación la abordamos desde una metodología cuantitativa, a través del uso de un cuestionario creado ad hoc y conformado por 32 ítem que hacen referencia a determinados aspectos educativos (inclusividad, necesidades educativas especiales, procesos de e-a…). Se ha trabajado con una muestra de carácter incidental de 208 estudiantes, pertenecientes al Grado de Educación Primaria de la Facultad de Ciencias de la Educación de la Universidad de Córdoba. Las conclusiones nos indican que los futuros maestros, en su formación inicial, consideran la realidad aumentada como una herramienta que puede ser valiosa y relevante para el desarrollo de los currículos, así como de la educación inclusiva.   PALABRAS CLAVE: Realidad aumentada; formación inicial docente; educación primaria; metodología; TIC.     RESUMO Neste trabalho, propomos a avaliação de futuros professores, a realidade aumentada como recurso didático no ensino primário. A abordagem de pesquisa a partir de uma metodologia quantitativa através do uso de um questionário criado ad hoc e composta por 32 itens que se referem a certos aspectos educacionais (inclusividade, necessidades educativas especiais, processos e-a ...). Ele tem trabalhado com uma amostra de 208 estudantes caráter incidental pertencente ao grau de Educação Primária, Faculdade de Ciências da Educação da Universidade de Córdoba. Os resultados indicam que os futuros professores na sua formação inicial, realidade aumentada considerado como uma ferramenta que pode ser útil e relevante para o desenvolvimento de currículos, bem como a educação inclusiva.   PALAVRAS-CHAVE: Realidade aumentada; de formação inicial de profesores; educação primária; metodología; TIC.     ABSTRACT In this paper we propose the assessment of the augmented reality by future teachers, as a teaching resource in the Primary Education stage. The research was carried out from a quantitative methodology approach, using a 32-item questionnaire that was created ad hoc and refer to specific learning aspects (inclusivity, special educational needs, teaching-learning processes…). We worked with an incidental sample of 208 students from the Primary School Teaching Degree belonging to the Faculty of Educational Sciences in the University of Cordoba. The findings indicated that future teachers in their initial training, considered the augmented reality as a valuable resource that can help improve learning processes and stimulate the development of curriculum objectives and inclusive education.   KEYWORDS: Augmented reality; initial teacher training; primary education; methodology; ICT.  

scholarly journals La expresión oral en primaria: A propósito de una experiencia práctica en el aula

2016 ◽  
pp. 31
Author(s):  
Luis Ángel Prieto Carnicero ◽  
Isabel Cantón Mayo
Keyword(s):  
Primary Education ◽  
Language Proficiency ◽  
Ad Hoc ◽  
Language Skills ◽  
Total Sample ◽  
Practical Experience ◽  
Education Students ◽  
Oral Expression ◽  
Educación Primaria ◽  
Type Of School

RESUMENEl objetivo general de este trabajo es evaluar el nivel de expresión oral en la competencia lingüística adquirido por el alumnado de Educación Primaria. Asimismo, se pretende analizar la influencia que pudieran tener variables como el género y el tipo de centro. La muestra está compuesta por un total de 60 individuos, que presentan una edad comprendida entre los 9 y los 10 años, a quienes se les aplicó una prueba ad hoc de expresión oral, a través de una ilustración. Entre los resultados se destaca que la expresión oral del alumnado se encuentra en un nivel medio.Palabras clave: Expresión oral, educación primaria, competencia lingüística.The oral expression in Primary Education: A practical experience in the classroomABSTRACTThe overall objective of this study is to evaluate the level of oral expression in the language skills acquired by Primary Education students. It also aims to analyze the influence of variables such as gender and type of school. The total sample consists of 60 individuals between 9 and 10 years old, who passed an ad hoc test of oral expression through an illustration. Among other results, their oral expression is at a medium level.Keywords: Oral expression, primary education, language proficiency.

scholarly journals Estudio sobre el patrimonio de la ciudad de Lorca en educación primaria

2019 ◽  
pp. 11
Author(s):  
Silvia Martínez de Miguel López ◽  
Juan Antonio Salmerón Aroca ◽  
María Luz Serrano Ruiz
Keyword(s):  
Cultural Heritage ◽  
Primary Education ◽  
Experimental Research ◽  
Ad Hoc ◽  
Primary School Students ◽  
Education Students ◽  
School Students ◽  
Level Of Knowledge ◽  
Educación Primaria ◽  
The City

Resumen: El objetivo de este trabajo es analizar el nivel de conocimientos, que posee el alumnado de educación primaria de Lorca (Murcia), acerca de los bienes culturales de la ciudad después del seísmo que asoló a la ciudad en 2011. En el marco de un diseño de investigación no experimental, de tipo exploratorio, se empleó un cuestionario creado ad hoc, que fue aplicado a 156 escolares de educación primaria. Los resultados del estudio muestran una evidente capacidad de mejora respecto al nivel de conocimiento y grado de frecuentación del alumnado al patrimonio histórico artístico. Se concluye que, a pesar de más de un lustro de rehabilitación del patrimonio lorquino, sin embargo, el conocimiento por parte del alumnado es todavía escaso frente a sus posibilidades pedagógicas, siendo necesario promover e incrementar su frecuentación, difusión, divulgación y conocimiento desde la escuela.Abstract: The objective of this work is to analyze the level of knowledge of primary education students about the cultural and museum heritage, after having suffered the earthquake that devastated the city on 2011. A non-experimental research design, of an exploratory type, was used an ad hoc questionnaire, which was applied to 156 primary school students. The results of the study show an evident improvement in the level of knowledge and degree of attendance of the local cultural heritage.  It is concluded that, despite after more than a few years of rehabilitation of the lorquino heritage, however, the knowledge of the students is still low compared to their pedagogical possibilities, being necessary to promote and to increase their frequency, dissemination, dissemination and knowledge from school.

scholarly journals Initial Training of Primary School Teachers: Development of Competencies for Inclusion and Attention to Diversity

2021 ◽  
Vol 11 (8) ◽  
pp. 413
Author(s):  
Carmen Nuria Arvelo-Rosales ◽  
Olga María Alegre de la Rosa ◽  
Remedios Guzmán-Rosquete
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Ad Hoc ◽  
Continuing Professional Development ◽  
Positive Development ◽  
Student Diversity ◽  
Initial Training ◽  
Special Needs Education ◽  
Development Of Competencies ◽  
Attention To Diversity

Teachers need to be prepared to attend to all learners regardless of their abilities or needs. This implies that future teachers must develop, throughout their initial training, the necessary competencies to provide inclusive education to all students. The aim of this research was to analyze the level of development of competencies related to inclusion and attention to diversity among university students of a degree in primary education. Based on the project developed by the European Agency for Development in Special Needs Education (EADSNE) on the profile of the inclusive teacher, an ad hoc survey was prepared based on the four fundamental competencies proposed: valuing student diversity, supporting all students, working as part of a team, and developing one’s professional and personal qualities. This survey was administered to 440 students of the degree in primary education from the University of La Laguna (San Cristóbal de La Laguna, Spain). The results showed a positive development of the four competencies, with a higher development of the competencies of continuing professional development. It was also found that the students had the knowledge, skills, and attitudes necessary for promoting inclusion and encouraging attention to diversity in their classrooms.

scholarly journals Efectos del programa affective e-learning en el desarrollo de la Competencia Digital en estudiantes del Grado en Educación Primaria

2020 ◽  
Vol 38 (3 Nov-Feb) ◽  
pp. 129-150
Author(s):  
Álvaro Pérez García ◽  
Alba María Hernández-Sánchez
Keyword(s):  
Primary Education ◽  
Ad Hoc ◽  
Educational Programme ◽  
First Year ◽  
Digital Competence ◽  
Standards Compliance ◽  
Common Framework ◽  
E Learning ◽  
Educación Primaria ◽  
Competencia Digital

INTRODUCCIÓN. Este artículo presenta los efectos de un programa interuniversitario de especialización en competencias digitales basado en la metodología didáctica de affective e-learning. El programa formativo nace del proyecto I+D+i denominado Evaluación y desarrollo de dos competencias genéricas en estudiantes de primer año del grado de maestro en educación primaria. El grupo de 109 participantes pertenece al título de magisterio de Educación Primaria de las Facultades de Educación de la Universidad de Oviedo, la Universidad de Jaén y en la Universidad de Granada. MÉTODO. Tras el diseño del programa formativo se aplica un cuestionario ad-hoc validado por jueces expertos externos. El instrumento formado por 49 ítems tiene una estabilidad de escala aplicada con un Alfa de Cronbach de 0,786. Este cuestionario se fundamenta en el Marco Común de Competencia Digital Docente del Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado. RESULTADOS. Se demuestran diferencias significativas entre el pretest y el postest en la comprensión y aplicación de habilidades de la competencia digital, en términos de mejora en las destrezas de configuración, uso, autonomía, análisis, búsqueda y cumplimiento de estándares. DISCUSIÓN. Los hallazgos encontrados avalan la efectividad de aplicar un modelo de affective e-learning que se adapte a los conocimientos previos y los distintos ritmos y estilos de aprendizaje del grupo de participantes en su formación universitaria. INTRODUCTION. This article presents effects of interuniversity programme about digital competences specialization, based on affective e-learning methodology. The educational programme originated from I+D+i project denominated Evaluation and development of two generics competences of first year Primary Education students. The group of 109 students belong to Primary Education University degree of Faculties of Oviedo, Jaén and Granada.  METHOD. After completing the design of educational programme, it applies an ad-hoc questionnaire validated by external experts. The 49 items tool has a stability of 0,786 Cronbach Alpha. This questionnaire based on Common Framework of Teacher Digital Competence of National Institute of Educational Technologies and Teachers Training. RESULTS. It shows significant differences between pretest and postest on understanding and application of digital competences abilities, in terms of improving skill of configuration, use, autonomy, analysis, search and standards compliance.  DISCUSSION. Findings endorse the effectivity of apply an affective e-learning model that adapt to preliminary knowledge and different learning pace and style of student group.

scholarly journals Roman Numerals in Spanish Primary Education

2021 ◽  
pp. 1-5
Author(s):  
Alberto Regagliolo
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Ad Hoc ◽  
Learning Experience ◽  
Teaching Experiment ◽  
Modern Age ◽  
Latin Language ◽  
Concrete Objects ◽  
Positive Results

Abstract This article illustrates the importance of teaching Roman numerals, a component of a Latin language programme, as part of a Maths curriculum in a Spanish primary school. The aim is to contextualise the topic with concrete examples, supported by ancient Roman objects such as the milestone. The author discusses the relevance of a more integrated cross-curricular lesson to teach Roman numerals so that students better understand their use and make comparisons between ancient Roman and more modern traditions and culture, and to understand Roman influences on the modern age. Lastly, the author describes a teaching experiment in a Spanish primary school using some ad hoc materials to fulfil the aim of the study. The study outlines the positive results of integrating Roman numerals within the Maths lesson and shows that the students gained a richer and more valuable learning experience as they made reference to the concrete objects.

scholarly journals Deberes escolares y rendimiento académico en Educación Primaria

2015 ◽  
Vol 31 (2) ◽  
pp. 562 ◽  
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 <em>amount of homework completed</em>, <em>the time spent on</em><em> homework,</em> and <em>homework time optimization</em>, while <em>academic achievement</em> 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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