Revista Espanola de Pedagogia

Print ISSN: 0034-9461
Publications
En: Revista española de pedagogía Madrid 2003, n. 225, mayo-agosto ; p. 223-242 Presenta un estudio cuyo propósito ha sido establecer un modelo-guía para la participación activa de las Agencias educativas formales en los procesos locales dirigidos a implementar un desarrollo humano sostenible; modelo elaborado a partir de referentes teóricos contrastados con datos obtenidos en la práctica, a partir de las opiniones de los directores escolares de una muestra de centros educativos de enseñanza primaria
 
Se analizan características de estudiantes con alto y bajo rendimiento académico en función de sus conocimientos y capacidad y la motivación. Los resultados indican que el grupo con alto rendimiento académico atribuye su éxito a su capacidad y esfuerzo, además de tener un alto concepto de sí mismos. El grupo de bajo rendimiento académico atribuye más su éxito al contexto; por un lado estos alumnos reconocen su falta de capacidad y esfuerzo a su bajo rendimiento; mientras que en otras ocasiones atribuyen su éxito y fracaso a la suerte.
 
En: Revista Española de Pedagogía Madrid 2000, n. 217, septiembre-diciembre ; p. 491-513 Artículo que analiza las estrategias didácticas necesarias para la adquisición de conocimientos. Se considera en primer lugar, los distintos tipos de conocimientos según varios autores, el proceso de aprendizaje y el concepto de estrategias didácticas. Presenta una tipología de estas últimas estructurándola en función de en quién recaiga la acción. Si recae sobre el profesor, se distingue entre estrategias expositivas, el conjunto formado por la interrogación didáctica, el debate y el diálogo, y el aprendizaje por recepción significativa. Si recae sobre el alumno, encontramos la enseñanza programa y el aprendizaje por descubrimiento y si recae sobre el grupo, el trabajo cooperativo, Bibliografía p. 512-513
 
En: Revista española de pedagogía Madrid 2003, año LXI, n. 224, enero-abril ; p. 5-32 Presenta un estudio sobre el poder explicativo de algunos determinantes del rendimiento académico en relación con la variable dependiente 'calificaciones': residencia del alumno, situación familiar, notas previas, opción de estudios, motivación por los estudios, hábitos de estudio, dedicación a la tarea, condiciones de la docencia, satisfacción con la situación académica. La población de referencia ha sido el conjunto de alumnos de la Universidad de Salamanca matriculados desde 1993 hasta 2001. En total se han utilizado datos de unos 42.000 alumnos, en base a una metodología mixta transverso-longitudinal. Las técnicas estadísticas base para el estudio han sido el análisis de regresión, el análisis factorial, el análisis de tipologías y el análisis discriminante, p. 30-32
 
El art. 27 de la Constitución española encierra una pluralidad de contenidos, reflejo de las posiciones ideológicas que se enfrentaron en los debates constitucionales pero que, más allá de las concretas coyunturas políticas, aparecen como una consecuencia lógica de la necesidad de integrar los distintos bienes y derechos en juego en el ámbito educativo. La educación es un derecho prestacional que debe asegurar el Estado, pero garantizando al mismo tiempo la libertad de enseñanza (que incluye el derecho de los padres a la elección del tipo de educación y la libertad de creación de centros con todo lo que ello supone) y una verdadera igualdad de oportunidades. En estos veinticinco años han sido muy importantes los logros en la integración de todos estos elementos, en la que el Tribunal Constitucional ha tenido un papel destacado, pero parece necesario seguir profundizando en las libertades educativas. The content of article 27 of the spanish Constitution reflects the pluralisty of competing ideologies that were proffered in the debates that ensued prior to its formulation. But beyond these political factors, its inclusión by a common interest to uphold the different godos and rights related to education. The State has the duty to provide for the education of its citizens. This, however, must be compatible with guaranteeing basic educational freedoms such as the right of parents to choose the kind education they want for their children and the freedom of private individual sor groups to establish educational institutions. It is also duty of the State to ensure that its citizens enjoy equal opportunities in having access to quality education. In the past twenty-five years, we have witnessed the efforts that are being exerted to integrate all these elements. In this regard, the Constitutional Court has played an important role. There is, however, a need to continue in our efforts to fully comply with all the requisites of educational freedoms.
 
En: Revista Española de Pedagogía Madrid 2000, n. 215, enero-abril ; p. 97-114 La investigación desarrollada en las últimas décadas ha destacado la existencia de concepciones alternativas, concepciones ingenuas y preconcepciones, frente a las concepciones científicas. Se trata de nociones que poseen los niños y muchos adultos sobre fenómenos y situaciones, nociones que no coinciden con el saber científico del momento, son concepciones alternativas. Para formar a los niños como ciudadanos y ciudadanas cultos y críticos se necesita trabajar las nociones científicas y tecnológicas en situaciones diversas de indagación, discusión, acción y comunicación, dentro de las cuales los niños puedan expresar libremente sus ideas y suposiciones, confrontándolas con la de sus compañeros, libros y maestros y abordando cada temática en contextos y momentos distintos, Bibliografía p. 111-112. ABSTRACT: Short-term strategies for conceptual change, based in the generation of a cognitive conflict, have proved unsuccessful in many cases. So-called alternative conceptions extended and mixed in diverse fields beyond the sciences, tend to be organized in more or less diffuse lay mini-theories, have components at different levels of specificity and consciousness, and may be based in strong framework theories. Lay theories differ from scientific ones not only in their content, but also in the nature of their conceptualizations, in their methodology and even in their epistemology. Although the embryos of scientific theories can be constructed during the basic school years, the main effort has to be directed towards the complexification of everyday theories. That calls for a rich, warm and democratic school environment, centered in project-learning and open to the outside world.
 
En este artículo se recogen las aportaciones que desde la teoría de la educación pueden hacerse al debate entorno al valor de las identidades colectivas. Estas aportaciones ayudan a identificar criterios. Se analizan dos ámbitos concretos alrededor de los cuales se configura nuestra identidad colectiva: la identidad cultural y la identidad nacional. Se pretenden encontrar criterios educativos que contribuyan al desarrollo de los miembros de un grupo tales como la posibilidad de individualización, la pluralidad, la inclusión y el respeto a las libertades básicas, entre otros, Bibliografía al final del artículo Acceso al artículo completo en http://revistadepedagogia.org/20070604160/vol.-lix-2001/n%C2%BA-218-enero-abril-2001/el-valor-educativo-de-las-identidades-colectivas-cultura-y-nacion-en-la-formacion-del-individuo.html
 
La sociedad de la información, que está basada en la revolución tecnológica, es un hecho. Las tecnologías de la información y la comunicación impregnan también el universo de la educación —no sólo los ámbitos del comercio y del ocio—, y su virtualidad instrumental no está siendo ni debe ser ignorada por la política educativa. El objetivo del artículo es el de establecer los beneficios y límites de estos recursos en ámbitos educativos desde un enfoque político. La informática y las telecomunicaciones se han puesto fundamentalmente al servicio de un modelo de mercado, pero, alternativamente, poseen también la potencialidad de ayudar a construir relaciones democráticas e igualitarias en los contextos sociales en los que surgen y se desarrollan. Se argumenta que los entornos de educación representan ámbitos adecuados de facilitación de la implicación ciudadana en la sociedad de la información desde un modelo moral.
 
En: Revista Española de Pedagogía Madrid 2000, n. 216, mayo-agosto ; p. 313-340 Se expone una metodología de investigación apropiada para la investigación educativa necesaria para elaborar un curriculum intercultural en Melilla y los resultados a los que se llegaron al aplicarla. Tras una introducción en la que se presenta una revisión teórica sobre la investigación educativa en general, se explica la metodología utilizada en la investigación intercultural llevada a cabo en Melilla. ésta se sitúa desde el plano fenomenológico y utiliza las metodologías empleadas en los modelos cuantitativos y cualitativos. Además se plantean las fases de la investigación que se realiza; planteamiento (definición del problema, hipótesis, objetivos y variables), técnicas de control utilizadas, saturación (población, muestra) y por último, las conclusiones a las que se llegaron en este estudio a la luz del método utilizado, Bibliografía p. 337-339
 
Texto completo en http://revistadepedagogia.org/20070602124/vol.-lxi-2003/n%C2%BA-226-septiembre-diciembre-2003/la-libertad-y-su-incidencia-en-la-educacion.html La liberad no es una disposición plenamente operativa cuando nacemos, sino una posibilidad que depende de nuestro trabajo sobre las virtudes. El artículo, explora la estructura que permite la elección del hombre. A partir de dicho análisis antropológico se extraen algunas pautas pedagógicas que justifican la necesaria intervención de la educación así como los límites y objetos de esa intervención que resultan tan imprescindibles para llegar a ser hombres libres, p. 486-488
 
Argues that a child has a right to multicultural education when the child is a member of a minority community or when the child's mother and father are members of different cultural groups. Concludes that multicultural education as established in the United Nations Convention on the Rights of the Child should be developed further and elaborated in practice. (CFR)
 
En: Revista española de pedagogía Madrid 2003, n. 225, mayo-agosto ; p. 309-336 En este artículo se tratan algunos temas importantes, no clarificados aún en el mundo de la educación, con respecto a las características, uso y utilidad de los programas multimedia. Se ofrece a los profesionales de la pedagogía y ciencias afines una síntesis de los diferentes enfoques existentes sobre el concepto de 'multimedia', desde el siglo anterior hasta hoy día, profundizando en su relación con la naturaleza humana y nuestro multidimensional modo de entender el mundo y de explicarlo. Esta contextualización teórica nos servirá para introducir el estudio de las posibilidades didácticas del mundo del multimedia, ofreciendo algunas consideraciones globales sobre los criterios a seguir en su diseño y confección, y su modo de aplicación en el aula, Bibliografía p. 331-334
 
Research into labour related socialization reveals the transition from school education to the world of work to be a process in which an important role is played by socio-educational contexts, experiences, etc. However, not enough work has been done on the << children's collective's >> for us to be able to analyse the role that is played by age, gender or type of schooling in their professional expectations. The generic objective of this article is to discover the favourite professions of children with regard to the process of labour related socialization. The design of the investigation is nonexperimental, descriptive, and responds to the strategy of gathering quantitative information of a transversal nature. Research was carried out using a representative sample of 12.300 Spanish schoolchildren (6-11 year olds). The results indicate that there are significant differences in their professional expectations depending on sex, age, habitat and the type of schooling.
 
Education in three constitutional moments (1812, 1931, 1978). The article intends to review the discussions on education in three moments of the Spanish constitutional history: 1812, 1931, and 1978. Based on the analysis of the records of the parliamentary debates in each constitutional process, it comes to the conclusion that in 1812, and in 1978, a consensus was attained by the main political forces present in Parliament, whereas in 1931 a very important sector of Parliament, and of Spanish society (roman catholic) was excluded from the main decisions regarding education. Anyway, it must be remembered the importance of these debates in the different constitutional processes, even if the discussions sometimes appear as being not very deep. The main conclusion is that solutions adopted by the consensual method been more durable than those imposed, and the lesson which was learned in 1978 is that it was necessary to combine recognition of the right to education of everybody, and freedom of education, as the basic principles of the regulation of educative matters.
 
Our article is insert in (fit in) one recent line of research as it is the knowledge of the material culture of the Spanish school during our contemporary past. It tries to contribute to the study of the evolution of the school material in the Normal Schools. The different conceptions and typologyies from didactic resources have been analyzed, that the training ones of teachers proposed to the educational futures during the period of the Restoration's stage. For it, it has been used as basic sources for the history of the school material a representative sample of Manuals of Pedagogy that served as texts in the Spanish training institutions of teachers.
 
This study is concerned with teaching methodology manuals published in Spanish during the period 1900-1970. They have been classified into three main categories according to two criteria, namely the title and the way in which the contents are organized. Here we present manuals in two of these categories, those dealing with pedagogy and those that focus on teaching methodology or General Didactics. First, we carried out an exhaustive compilation of the manuals and conducted an analysis and systemisation. We then looked at two important epistemological aspects: the organizational structure of the contents in those manuals that focus on pedagogy, and the other on the thematic structure of those manuals that deal with teaching methodology (General Didactics). This indicated how the teaching methodology knowledge base was organized and the changes that occurred during the period and also with what contents teaching methodology is constructed as an academic discipline.
 
Fuente: L'Oeuvre d'enseignement de la Municipalité de Barcelone (1932), p. 64. Fondo: Artur Martorell.
Barcelona City Council's actions in the framework of Catalonia's educational renewal movement of the early decades of the twentieth century were very significant. They involved a series of measures to improve education, hygiene, and childcare provision, and to create schools and introduce innovative educational methods. All of these activities were promotedin a series of publications in which photography played a vital role. The aim ofthis article is to analyse the iconic and visual discourse that Barcelona City Council tried to disseminate regarding its schools policy and educational renewal plans using photography. In essence, we intend to examine how, through its visual message, it attempted to implant in the public imagination the main ideas behind its educational renewal project, ideas that coincided with the scientific pedagogy of those years. The historical method was used to carry out this study, working with photography as a witness. The aim is to demonstrate how preventative hygiene, physical exercise, active learning processes, the importance of the natural environment, the need for modern buildings and well-lit and ventilated schools, and attention to diversity comprised core values in the dissemination of the discourse that is the subject matter of this research.
 
At the beginning of the 1950's, the Spanish education authorities implemented a secondary education lengthening policy, which had the goal of significantly increasing the number of students at secondary schools. They started with measures of limited scope, such as the establishment of evening studies or the so-called "secciones filiales" (private suburban secondary schools subsidized by the Spanish government); yet from the 60's, the authorities tried broader efforts like the extension of the secondary school's network or the implementation of "secciones delegadas" (attached to public secondary schools). From this context, this study tries to analyze the initiative called "colegios libres adoptados" (secondary schools mostly located in rural areas and maintained by the central government and the local town councils), which were created after an intensive collaboration between some town councils and the Spanish government. More than 350 schools of this kind were set up, and they were a fairly efficient way to bring secondary education schools to country areas, thus allowing many students to gain access to secondary education.
 
This replication study reviewed scientometrically the Spanish production about educational research indexed at the Social Sciences Citation Index (SSCI) Thomson Reuters (the former Institute for Scientific Information of Philadelphia) database during the 1998-2009 period. It examines the productivity according to thematic areas, diachronically, by support journals, institutions and researchers. It is also given indicators of longitudinal citation and the top-ten studies are recognized. A content analysis on the retrieved key words indicates the general topics more investigated. Finally, the profound changes in the Spanish production of educational research in the last years are discussed and it is set out recommendations for continuous improvement of the field.
 
Based on the work of the French scholar Nathalie Mons, Les nouvelles politiques éducatives, in this study we analyze the controversy that has arisen between integrated school systems and differentiated school systems, based on the classification into separation model, individualized integration model, comprehensive school model and solid integration. Our comparative empirical study was made using the International PISA-2006 report, by contrasting performance between countries based on mean academic performance values differentiated by percentiles. A cluster study was also carried out, grouping the educational policies of different countries according to different variables, establishing groupings and educational systems.
 
This paper is an aggregate to the modern pedagogical literature facing educational inequalities. We analyze the differences of the results between the ten CCAA that participated with a wide sam-ple in the 2006 edition of PISA. The results show that a project such as PISA, which its first intention was to improve the educational politics of the different nation-state, also allows bringing up the internal educational differences of countries. In the case of Spain this paper shows that even with a common normative frame, educational autonomic politics, so as to certain contextual factors, might produce very different educational results.
 
The aim of this paper is to provide evidence on the relevance of the feedback teachers receive in their professional practice. More specifically we study the relationship between observations that teachers have received from different agents (school principals, other teachers, etc.) and the teaching procedures and practices they use in the classroom. We carried out this analysis based on the 2013 TALIS Spanish teachers sample responses. The first result shows that, in this sample, 25% of teachers say they have never received from anyone any comments or evaluation of their work (feedback), a proportion that rises to nearly 30% in the case of public schools. Second, evidence indicates that teachers who receive feedback more frequently and by diversity of actors, develop more innovative practices focused on students' active learning.
 
This paper has been carried out from data obtained in the TALIS 2013 study, conducted by the OECD, where important teaching aspects of secondary school teachers from 32 countries have been evaluated. The importance of the information in this macro-study has led us to analyse the situation of Spanish teachers. Therefore, the aims sought are to analyse the teaching practice of Spanish teachers of Compulsory Secondary Education, compare the situation in Spain with the rest of the participating countries and identify teaching profiles of Spanish teachers. Some of the most significant findings rank Spain in the middle of the evaluated countries, highlighting specially the exchange and collaboration in teaching and its own effectiveness, and showing lower values in aspects linked to involvement in joint professional learning activities. Regarding teaching profiles, it has been identified on one hand a profile of teacher with a constructivist view, and on the other a profile focused on the mere transmission of knowledge.
 
Knowledge plays a vital role as the key to long-term economic development, at both the national and regional levels. Furthermore, the new circumstances require the exercise of mature citizenship at an intellectual level and responsible citizenship in the political sphere. By its very nature, science education can make a decisive contribution towards achieving the two goals of economic development and civic progress. From this dual perspective, this work analyses the data from PISA 2015. Its aim is to provide an empirical analysis of the relative positions of the 17 Spanish autonomous communities in terms of science education. It focuses on three main variables and how they are related: students' performance in science, their epistemic conceptions, and their STEM vocations. A number of recommendations for improvement policies and practices relating to this evidence are made.
 
Global predictive value of the items from the different context questionnaires in the initial models obtained with CART.
Selection of items from the educational career questionnaire.
Selection of items from the ICT familiarity questionnaire.
Since the start oí the PIbA evaluations there have been numerous studies that have metaphorically tried «to separate the gold from the sand», in other words, to derive useful knowledge to guide educational practice and policy from the vast amount of data collected. However, research that uses data mining techniques to extract knowledge from the databases provided by the OECD has been less common. This paper analyses the context questionnaires from a metric perspective using a methodology based on data mining with «regression trees». Its main goal is to discover how much value (how much «gold») is in the items that compose these questionnaires, considering their use as predictors of the performance of Spanish students. The results provide a list of the items selected in the six questionnaires and their predictive value. It also provides a methodological approach to help improve the productivity of educational research derived from PISA. © 2018 Universidad Internacional de la Rioja. All rights reserved.
 
Single sex education is still present in Spain's school panorama within a predominantly co-educational environment. Although there are some pieces of research from English-speaking countries on the reasons for promoting or maintaining this model of schooling, there are no studies from Spain. The proposed objective of this research is to examine in depth the reasons and moti-vations -pedagogical and otherwise- for creating or maintaining separation by sexes in single-sex schools in Spain, and -in the principals' perceptions- discover the good practices used in these schools and their outcomes. This work is based on qualitative analysis of twelve in-depth interviews with principals of these schools, which were reorded, transcribed, and processed using the Atlas.ti program. The analysis of the results enabled us to reach a variety of conclusions: separation is viewed as a practice that favours the objectives of individualised education; single-sex schooling, within an appropriate educational plan, delivers advantages in areas such as gender equality or academic excellence; it makes it possible to meet a wish of the families; the inclusion of training plans for equality in these schools is a general practice. It is also apparent that the educational importance of teaching staff as gender role models to achieve greater equality of opportunities is valued. © 2018 Universidad Internacional de la Rioja. All Rights Reserved.
 
In this paper we intend to identify a professional speciality of Pedagogy that responds to a socio-labour demand, which is based on a little known research tradition, but well-founded. However, this field of interest has not an explicit implementation in the current university study plans. With this aim, we try to find out, through a descriptive-exploratory analysis, the origins of Labour Pedagogy. We also want to know how we can conceptualize Labour Pedagogy, why we consider it so important discipline, both from an academic and a professional perspective, where it is possible to fit it inside the current study plans of pedagogy, mainly in Spain, but also in the European countries close to us, and how we can guide our students academically so that they can develop a professional career inside this area. After the analysis, we have discovered the need to make Labour Pedagogy visible by increasing subjects in the curricula and research in this line, as well as more national and international meetings which may favour the exchange of experiences. © 2016 Universidad Internacional de la Rioja. All rights reserved.
 
The aims of this research were to compare the results of the performance in the Movement ABC in an Spanish sample (202 boys and 183 girls) of 7 to 10 years old with data of Miyahara's study with Japanese children (53 boys, 49 girls) and the American standardization (237 boys, 284 girls). The cross-cultural comparisons revealed that there are many differences in performance among children of these samples. These differences were distributed among tasks and countries in the two age bands. Gender differences in all samples shown that girls outperform boys in manual and balance tasks, and boys got better scores in ball skills, emerging the effect of culture in the motor performance of children.
 
In this paper a number of ideas related to distance education and its role in teaching and learning are considered. Although these considerations have been made thinking principally of highly able students, our aim has been to generalize the possibilities of diversification and flexibility in the curriculum for any student be they highly able or not. It is true that the most capable students pres ent special characteristics as regards the way they learn, as is obvious, but no less so is that, if we attend the principals which govern the teaching-learning process, all of the students should benefit from learning at their own pace, frequent evaluation, prescriptive teaching, etc. All of these being characteristics of good teaching. Perhaps, for this reason, it would be just to state that when teaching highly able students is taken seriously, all the school is benefited. The paper ends with some specific considerations on the distance education model which is followed in CTY Spain, charter member of the Johns Hopkins Center for Talented Youth International, a center which is highly recognized throughout the world as regards attention given to highly able students everywhere.
 
The digitisation of content combined with a global network for delivery and an open system for sharing has seen radical changes in many industries. The economic model which has underpinned many content based industries has been based on an assumption of scarcity. With a digital, open, networked approach we are witnessing a shift to abundance of content, and subsequently new economic models are being developed which have this as an assumption. In this article the role of scarcity in developing higher education practice and pedagogy is explored. The shift to abundant content has as profound implications for education as it has for content industries. The possible contenders for a 'pedagogy of abundance' are examined and the necessary requirements for such a pedagogy outlined.
 
The purpose of this paper is to present an intervention program in academic goals with university students. With this program we try to make participants aware of academic goals importance and the advantages and disadvantages that these could have on emotional-motivational, cognitive and academic fields. Students become aware that it is possible adopt only one kind of goals or to opt for a flexible combination of goals what fits best with contextual requirements and demands are motivational alternatives.
 
The aim of this work was to assess the impact of innovative teaching methodology, learning centered, on learning strategies and academic achievement of three groups of students in Chemistry. They were 1st year Engineering students at the Polytechnic University of Valencia. A pre-experimental design with pretest and posttest measures, taken by the questionnaire CEVEAPEU, was used. The sample consisted of 74 students in three groups, whose teachers agreed on the methodology they used. The teaching methods included expository methodology, questions, problem solving, development of a monograph, laboratory practices, team work, etc. They used a system of assessment that returned formative feedback to students. Significant improvements in learning strategies in the posttest were found, both overall test scores and scores of the scales and subscales (metacognitive strategies, search and selection information strategies and processing and use of information strategies and better grades in that subject than in the others of the course. The positive results encourage researchers to continue in this direction.
 
The main purpose of the article consists of analyzing the role of networks through studies and cases, where technologies have demonstrated to be an important tool as a way to enhance educational research. It is discussed that when people work collaboratively to achieve a goal, it is possible to foster individuals' strengths, accomplish the research proposed objectives and transfer goals to other directions. The analysis was mainly focused on technology based networks in Latin-American countries. We discuss the effectiveness of networks for knowledge generation, as well as the challenges to enhance collaborative work through networks as a mean to contribute to institutions' social capital growth.
 
The main purpose of the present paper is to check whether there are relationships between the different levels of academic achievement and perceived parental involvement in homework, as well as to know whether these relationships vary as they advance to upper grade levels. The sample consists of 730 Secondary School Students (ranging from 12 to 16 years of age). The results indicate that students with high performance are associated with higher perceptions students' regarding parental expectations of their capabilities and the level of satisfaction of their parents in their academic. results. In relation to grade level, there is a decrease in their perceptions of: (a) parental accompaniment to perform the homework, (b) control and parental support, (c) parental interest in their academic progress and (d) the level of satisfaction of their parents for their academic results. © 2016 Universidad Internacional de la Rioja. All rights reserved.
 
Universities throughout their history have been subjected to intensive debates on their role and function in society. This article shows how under processes of modernization and globalization the emphasis has shifted from the question whether universities should produce intellectuals, researchers or professionally trained academics to meet labour market demands, to the question what kind of competencies the university should teach to students in order to meet the Lisbon objectives. On the basis of the current discourse on competencies and the value attached to the various kinds of competencies on the labour market, the notion of academic competence will be developed as an overarching educational concept. Three major competency areas for curriculum design are distinguished, namely specific, generic and reflexive competencies. It is argued that these competencies in their connection can reconcile the different functions of the university.
 
The study we conducted aimed at identifying these difficulties experienced by doctoral students when writing and analyzing whether socially shared regulation helps students to improve their texts. Participants were six doctoral students revising collaboratively (in dyads) three successive drafts of their dissertations. Each pair of students' discourse (18 hours) and changes in texts were analysed (18 drafts). Results point out that the most frequent problems were related with connecting information. Detailed analysis of data revealed that in some cases communicative intentionality is not aligned with the discursive resources used by the students and revision strategies are only useful if students are able to appropriately define text problems. Educational implications are discussed.
 
The aim of this work is to analyse trends in music education research from Spain through bibliometric analysis of the academic output in the Web of Science database, comprising 143 articles published between 2000 and 2015. Several types of variable were analysed: a) structural variables; b) variables relating to the topic being studied; c) variables relating to the sample; and d) variables relating to the research methods and instruments used. The results show increased representation of music education in specialised journals and broad dissemination in journals from related areas. The data indicate that both the number of articles published on music education and their impact are still limited when compared with other related areas. Measures are proposed to achieve a greater impact of the publications on the career development of their authors and to give the discipline a higher profile.
 
This research shows evidence of the positive impact of focusing on learning methodologies in the development of cognitive skills relating to critical thinking and problem solving in students with high abilities who attend the Beta-PUCV Educational Program for academically talented students. The study also compares the cognitive development of students who have not attended this program, thus guaranteeing the scope of the curriculum proposal that was implemented and the exposure time to the methodology model. In terms of creative thinking the results show no evidence for the Beta group, while the more positive results came from those not attending the program. However in both groups this type of thinking is underdeveloped. An ex post facto quasi retrospective control group was design to compare the students of the program (n1=48), with a foreign group of students (n2=56), finding that both groups share similar characteristics, such as sex, socioeconomic status, degree course and cognitive skills.
 
Based on the theory of academic goals, the performance of visually impaired students is checked and compared to the typology of goals (learning goals, social reinforcement goals and performance goals) obtained in other studies (Hayamizu and Weiner, 1991; Núñez and González-Pienda, 1994; González, Torregrosa and Navas, 2002). The participants are 50 students members of the ONCE (Spanish Organization for the Blind), between 8 and 27 years old, who answer the questionnaire on goals prepared by Hayamizu, Hito and Yohiazaki (1989). The factorial analyses show that goals vary in these students and new ones emerge in relation with the overcoming of challenges or obtaining rewards.
 
Characteristics of the sample.
Result of the analysis of the items, by difficulty indices and the item-total correlation.
Consistency, descriptors, and correlations between the factors of the QDSS.
Introduction: School failure is a major challenge at individual and social levels, owing to its negative impact on social cohesion, citizen participation, economic development, and sustainabihty and also its impact on health habits. Various studies have shown the link between family socio-economic level and educational results, to the point that this factor has been regarded as their principal determinant. Nonetheless, the essentially attributing school failure to the students' milieu is only descriptive in value and could impede the development of more appropriate responses to this challenge. A better systemic and integral understanding of the phenomenon might contribute to a better approach to the problem through the development of new proposals for public policy and socio-educational actions. To this end, it is necessary to have appropriate measurement instruments that evaluate different dimensions in an integrated manner. Method: The objective of this study is to evaluate the psychometric properties of the Questionnaire on Determinants of Success at School (QDSS) in a sample of 858 secondary-school students resident in vulnerable socio-demographic settings from 5 Spanish cities. The questionnaire combines items about factors that specialist literature has significantly linked to educational attainment, excluding those that al-ready have specific validated questionnaires. Results: The principal component analysis gave 7 factors: school environment, relationships with classmates, personal expectations, social capital, ITC study resources, climate in class, and family support. The goodness of fit indices show good properties for the questionnaire. Conclusion: The QDSS is an instrument that has appropriate psychometric properties for use in identifying factors that support educational success in secondary-school students. © 2018 Universidad Internacional de la Rioja. All Rights Reserved.
 
Gender and grade differences in academic goals in compulsory secondary education students Achievement Goals Tendencies Questionnaire (AGTQ, Hayamizu and Weiner, 1991) was administered in a sample of 2.022 adolescents (48.9% female) with ages ranging from 12 to 16 years (M = 13.81; SD = 1.35) to analyze the gender and grade differences in academic goals. The results revealed that the academic goals varied significantly according to gender and grade of students. The girls presented a significantly higher motivational orientation toward learning goals and performance goals, while the boys showed a significantly a higher motivational profile to-ward social reinforcement goals. The orientation toward learning goals and performance goals increased significantly with academic grades, from 2 degrees to 4 degrees and from 1 degrees to 4 degrees of compulsory secondary education, respectively. Contrarily, the motivational orientation toward social reinforcement goals diminished significantly with the years from 1 degrees to 3 degrees and to 4 degrees of compulsory secondary education.
 
Academic journals have undergone profound changes since they were established as the main elements in the evaluation of scholars and scientists in universities and other research institutions. The development of impact and performance indicators based on the number of publications and citations has distorted the choice of topics, the identification of audiences and the characteristics of academic work. Impact indicators and other metrics reproduce biases -thematic, disciplinary and linguistic- that exacerbate the degree of stratification among academics and institutions. It is important to recognize the traps facing academic publications and the distortions they create, in order to design publishing options that strengthen journals and the academic output that supports them. © 2018 Universidad Internacional de la Rioja. All rights reserved.
 
The lack of candidates to take on management positions in schools is a problem yet to be resolved in Spain. This article analyses the process to access to the management of public schools in the Basque Country. Research was developed by means of a mixed design, emphasising the complementary nature of methodologies and combining quantitative and qualitative strategies in both collecting data and analysing information. The results of the research indicate that approximately half of the headmasters and headmistresses are obliged to accept the position by the Administration. Reasons for applying for the job, put forward by the candidates, revolve around improving the centre, maintaining a definite line of work, professional development and interest in topics related to organizing and managing schools.
 
As the society integrates the inclusion model in their policies and dynamics, Universities will also articulating measures to address and respond to students with disabilities, and technology plays a crucial role as inclusive tool. The convergence process among technology, disability and education, necessarily involves the reformulation of the concept of accessibility, which has undergone an evolution-from models focusing on purely technological issues to contextual approaches in which the educational scenario begins to emerge itself as an own environment. This paper proposes an innovative model of intervention in the processes of planning and development of accessibility, which tries to cover the gap generated by the technological frameworks, providing an educational approach capable of guiding decision-making process in order to implement an inclusive culture in Universities.
 
This article analyzes the accession to the principalship position in Educational Institutions in Spain. Starting from the consideration that the principalship is a vitally important aspect for the Educational in Primary and Secondary level System, we carry out a review of the problem taking the scientific fundamentals currently available as basis to properly solve it. The main point of view of the author is about the need of professionalizing the principalship position, considering this as a key element in the pedagogic revitalization of Educational Institutions. It is in the service of this idea that the access to the principalship position must be understood as a process with no conditioning or direct political dependencies.
 
Currently, one of the greatest challenges for university institutions in Europe is to improve the quality of learning. From an academic point of view, effectively addressing this purpose requires basic knowledge on how students understand their formative process. With the aim of enriching this field of research, the present article explores the perception that university students have regarding their level of achievement in their developments of competencies by the end of their university degree if compared to their expectations when they started their university education. The methodology adopted here is quantitative and it was developed in two specific moments of their educational process: during the initial and the final phases of their university degree. Among the results there is a noteworthy underestimation of the level of interpersonal competencies obtained as compared to the students' expectations upon starting their university degree. The present research concludes by emphasising the need to keep exploring this field in order to improve the quality of university education.
 
This paper studies the family education received by a sample of students who obtained Premio Extraor-dinario de Bachillerato (PEB- Extraordinary Award for Baccalaureate). It searches near and remote factors which appear to be linked to high achievement. It is structured in two parts. The first or theoretical framework considers two interdependent axis: why and in which aspects family education is important, and why schools should face the diversity of high achievers. The second part gathers the characteristics of the kind of family education received by the PEB sample, turning to data from questionnaires answered by the students themselves, by their parents and by a group of their teachers. These data were collected at two different points: year 2001 and year 2004, respectively. The starting hypothesis is that a coherent, demanding and rich family education seems to be related to high. achievement. The hypothesis is confirmed.
 
Top-cited authors
Javier Tourón
  • Universidad Internacional de La Rioja
Bernardo Gargallo López
  • University of Valencia
Deborah Martin R.
  • Déborah Martín. Ingeniería Pedagógica
Victoria Iñigo Mendoza
  • Universidad Internacional de La Rioja
Silvia Pradas Montilla
  • Universidad Internacional de La Rioja