scholarly journals Actitudes de los escolares ante la llegada de población migrante: Estudio comparativo y aproximación al desarrollo de buenas prácticas educativas

2020 ◽  
Vol 38 (1 Marzo-Ju) ◽  
pp. 229-252
Author(s):  
Mohamed Chamseddine Habib Allah ◽  
Azucena Hernández Martín
Keyword(s):  
Elementary Education ◽  
Educational Level ◽  
Geographic Location ◽  
Education Students ◽  
Migrant Populations ◽  
Positive Attitudes ◽  
The Social ◽  
Elementary Education Students ◽  
Educación Primaria ◽  
Migrant People

Algunos estudios señalan que los grupos sociales más próximos o en contacto con población migrante pueden desarrollar prejuicios, tanto explícitos como más sutiles que los que se generan entre poblaciones en las que el contacto con miembros de otras culturas es todavía poco significativo (Retortillo y Rodríguez, 2008; Cea D’Ancona, 2009; Checa y Arjona, 2011). Este trabajo tiene como objetivos conocer qué opinan y cuáles son las actitudes de los escolares ante la llegada de migrantes a las aulas y a otros contextos cercanos. Se han comparado dichas opiniones y actitudes en dos zonas españolas con distinta trayectoria en la presencia de migrantes, Salamanca y Murcia; analizando las posibles diferencias en dichas actitudes, atendiendo también al sexo y el nivel educativo. La metodología incluye un estudio de carácter comparativo con una primera aproximación descriptiva, mediante la aplicación de un cuestionario. Los resultados indican la percepción generalizada del trato inadecuado que recibe el colectivo migrante, siendo las escolares quienes lo perciben en mayor medida. Con ciertos matices, la zona geográfica no es una variable que tenga importancia a la hora de considerar la influencia en clase de migrantes, como tampoco lo es el nivel educativo. Aunque las actitudes positivas son más frecuentes entre los escolares de Educación Primaria. El estudio finaliza apuntando algunas líneas de actuación educativa que fomenten la interacción y la convivencia positiva en el centro escolar. Some studies point out that the social groups closer to or in contact with migrant populations may develop prejudices, both explicit and subtler than those generated between populations in which the contact with members of other cultures is still insignificant (Retortillo y Rodríguez, 2008; Cea D’Ancona, 2009; Checa y Arjona, 2011). The aim of this work is to find out what schoolchildren think about and what their attitudes are towards the arrival of migrant people to the classroom and other nearby settings. These opinions and attitudes have been compared in two Spanish areas with different trajectories in the presence of migrant people, Salamanca and Murcia. The possible differences in these attitudes were examined, also taking into account the gender and the educational level of the participants. The methodology includes a comparative study with a first descriptive approximation, via a questionnaire. The results indicate the widespread perception, especially on the part of school children, that migrant groups are inappropriately treated. With certain nuances, geographic location and educational level are not important variables when it comes to considering the influence of migrant people on the class. However, positive attitudes are more frequent among Elementary Education students. The study concludes by highlighting educational actions that promote interaction and positive coexistence in schools.

Special Speciation

2015 ◽  
Vol 77 (2) ◽  
pp. 145-147
Author(s):  
Lyn L. Countryman ◽  
Jill D. Maroo
Keyword(s):  
High School ◽  
Elementary Education ◽  
Anecdotal Evidence ◽  
Education Students ◽  
Biology Students ◽  
Entry Level ◽  
Speciation Model ◽  
Hands On ◽  
Elementary Education Students

Considerable anecdotal evidence indicates that some of the most difficult concepts that both high school and undergraduate elementary-education students struggle with are those surrounding evolutionary principles, especially speciation. It’s no wonder that entry-level biology students are confused, when biologists have multiple definitions of “species.” We developed this speciation activity to provide clarity and allow students a hands-on experience with a speciation model.

ENGAGEMENT AND ACADEMIC SELF-EFFICACY IN ELEMENTARY EDUCATION STUDENTS

2018 ◽  
Author(s):  
Casiano Blas-Atencia ◽  
Lizeth Nolberto-Quispe ◽  
Jindel Bravo-Cunza ◽  
Ivan Iraola-Real
Keyword(s):  
Elementary Education ◽  
Self Efficacy ◽  
Education Students ◽  
Elementary Education Students ◽  
Academic Self Efficacy

Survey of Elementary Education Students' Reading Instructional Beliefs

2000 ◽  
Vol 86 (3) ◽  
pp. 883-892 ◽  
Author(s):  
Ruth E. Knudson ◽  
Kaye Anderson
Keyword(s):  
Elementary Education ◽  
Teaching Reading ◽  
Education Students ◽  
Elementary Education Students ◽  
Beliefs About Teaching ◽  
Instructional Beliefs

The purpose of this study was to develop an inventory to measure elementary education students' beliefs about teaching reading. A 21-item survey for students was constructed, based on responses of 254 majors at the beginning of their coursework.

Revitalizing Strategy Instruction

2017 ◽  
Vol 53 (1) ◽  
pp. 28-35
Author(s):  
Nancy A. Vitalone-Raccaro
Keyword(s):  
Elementary Education ◽  
Grade Level ◽  
Teaching Strategy ◽  
Strategy Instruction ◽  
Teacher Evaluations ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Education Students ◽  
Elementary Education Students ◽  
Students With Ld

The national focus on teacher accountability and the resulting emphasis on raising the bar for teacher evaluations challenge teachers of students with learning disabilities (LD) to rethink instructional design and delivery. In response to these challenges, this article introduces a two-part protocol for planning and teaching strategy instruction to elementary education students with LD being educated in classrooms alongside their grade-level peers. The rationale, research background, detailed implementation information, and concrete examples of how the protocol was integrated into lesson planning are provided. The protocol is offered as a framework for teachers and schools looking to increase the effectiveness of instruction through the use of evidence-based methods.

scholarly journals THE INTER-LEARNING OF GEOMETRY IN MIDDLE ELEMENTARY EDUCATION STUDENTS IN ECUADOR

2018 ◽  
Vol 6 (4) ◽  
pp. 211-220
Author(s):  
Helder Marcell Barrera Erreyes ◽  
Jaqueline Alexandra Vaca Jiménez ◽  
Jenny Cecilia Barrera Erreyes ◽  
Jorge Francisco Abril Flores ◽  
Teresa Marlene Barragán García
Keyword(s):  
Elementary Education ◽  
Motor Skills ◽  
Cognitive Skills ◽  
Inductive Method ◽  
Education Students ◽  
School Students ◽  
Quality Of Teaching ◽  
Learning Mathematics ◽  
Elementary Education Students

One of the main problems that in Ecuadorian education makes reference to the shortcomings in the quality of learning mathematics, specifically to the development of cognitive skills, thus overlooking motor skills and affective elements, in other words, there is not integral learning for life. Therefore, the aim is to diagnose the level of inter-learning, establishing a suitable strategy that is in line with performance-based skills for each period in geometry, methods and curriculum adaptations as well as apply the didactics for inter-learning in geometry with middle school students. In order to offer a series of applicable and practical tools that optimize the development of integral skills in students, specifically in topic-based work in geometry, the inductive method has been used because it adapts to the required needs in both the researching process and the structuring of the proposed strategy. While collecting data, it was possible to confirm that the contents of geometry are not applicable in practical life since they are taught theoretically. Moreover, it was detected that teachers have a need for alternative strategies which help them improve the quality of teaching. To conclude, with the appropriate use of teaching strategies, learning is made easier in geometry contents.

scholarly journals ENTRE OS DITOS E OS INTERDITOS: representações de professores e professoras do ensino fundamental sobre gênero e sexualidade

2016 ◽  
Vol 23 (1) ◽  
pp. 107
Author(s):  
Sandra Regina De Oliveira Faustino ◽  
Jonas Alves Da Silva Júnior ◽  
Mônica Pinheiro Fernandes
Keyword(s):  
Teacher Training ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Social Representations ◽  
Social Representation ◽  
Gender And Sexuality ◽  
Palabras Clave ◽  
The Social ◽  
Effective Use ◽  
Educación Primaria

Este artigo é fruto de entrelaçamentos de vivências advindas do trabalho realizado no PIBID/UFRRJ e da investigação sobre as representações de professores/as do Ensino Fundamental de uma escola municipal de Queimados/RJ no que concerne a gênero e sexualidade, desenvolvida pelo Grupo de Pesquisa Infâncias até os 10 anos (GRUPIs). Esta pesquisa adotou o método exploratório-qualitativo para produzir reflexões e conhecimentos de uso mais efetivo no âmbito das representações sociais sobre gênero e sexualidade. Para atingir o nosso objetivo, valemo-nos de teóricos que estudam sobre formação de professores, bem como os que pesquisam sobre gênero e sexualidade e das respostas obtidas com base no questionário aplicado aos professores da escola-campo. As reflexões resultantes das discussões relativas à pesquisa com os/as professores/as revelaram representações carregadas de preconceitos e ambiguidades, urgindo como guisa de conclusão a necessidade de abordar os temas gênero e sexualidade no currículo de formação inicial e continuada dos/as educadores/as, com o intuito de enfrentar e desconstruir preconceitos de forma criativa, crítica e dialógica. Devido à complexidade e urgência do tema, a investigação apontou para continuidade e aprofundamento de estudos sobre gênero e sexualidade na escola. Palavras-chave: Gênero. Sexualidade. Representação social. PIBID. Formação de professores.   BETWEEN SAID AND PROHIBITED: representations of teachers and teaching of elementary education on gender and sexuality Abstract: This article is the result of entanglements of resulting experiences from work carried out PIBID / UFRRJ and research on the representations of elementary school teachers from a municipal school in Queimados / RJ with regard to gender and sexuality developed by childhoods Research Group up 10 years (GRUPIs). This research adopted the exploratory qualitative method to produce ideas and knowledge more effective use within the social representations of gender and sexuality. To achieve our goal, we make use of theorists who study on teacher training, as well as researching on gender and sexuality, and the answers obtained based on the questionnaire administered to school-field teachers. The reflections resulting from discussions concerning the survey of teachers showed charged representations of prejudices and ambiguities, urging as a way of conclusion the need to address the issues gender and sexuality in the curriculum of initial and continuing training of teachers, in order to confront and deconstruct prejudices of creative, critical and dialogical way. Due to the complexity and urgency of the issue, the investigation pointed to continuing and deepening studies on gender and sexuality at school. Keywords: Gender. Sexuality. Social representation. PIBID. Teacher training.    ENTRE DICHO Y PROHIBIDOS: representaciones de  los maestros y  maestras de la enseñanza de la educación primaria sobre el género y la sexualidadResumen: Este artículo es el resultado de los entrelazamiento de vivencias adviniendo del trabajo llevado a cabo por el PIBID / UFRRJ y de la investigación sobre las representaciones de los profesores de la escuela primaria de una escuela municipal en Queimados / RJ, con respecto al género y la sexualidad desarrollada por infancias Grupo de Investigación hasta los 10 años (GRUPIs). Esta investigación adoptó el método cualitativo exploratorio para producir ideas y conocimientos uso más eficaz dentro de las representaciones sociales de género y la sexualidad. Para lograr nuestro objetivo, hicimos uso de los teóricos que estudian en la formación del profesorado, así como la investigación sobre el género y la sexualidad, y las respuestas obtenidas en base al cuestionario aplicado a los docentes de campo de la escuela. Las reflexiones resultantes de los debates relativos a la encuesta de los profesores mostrarán representaciones de los prejuicios y las ambigüedades, lo que necesita como una manera de conclusión, en la necesidad de abordar cuestiones de género y la sexualidad en el currículo de la formación inicial y continua de los docentes, con el fin de enfrentar y deconstruir prejuicios de manera creativa, crítica y dialógica. Debido a la complejidad y la urgencia de la cuestión, la investigación apuntó a continuar y profundizar los estudios sobre género y sexualidad en la escuela. Palabras Clave: Género. Sexualidad. Representación Social. PIBID. La formación del Profesorado.

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