Manuel Lucero

• Fordham University

[Acceso libre a la versión del artículo completo en inglés y en español] The writing of narrative texts is considered an important activity for the development of the writing skills in the first years of schooling. However, its assessment in the classroom context is frequently based on more superficial characteristics, such as grammar and spelling...

Rhetorical devices signal the authors’ attitudes and intentions to their texts or their audiences. Mastering these resources characterises academic language proficiency and contributes to academic success. We explored whether oral and written academic texts provide different opportunities to gain knowledge about rhetorical devices and academic lang...

Background: Research into workplace adjustments for people with disabilities is a fundamental challenge of supported employment. The aim of the present work is to investigate the effect of several graphic resources as natural support for workers with intellectual disability. Methods: Two case studies were conducted to assess the performance of f...

The correction of the texts written by students is one of the educative tool most frequently used for improving the writing skill. However, there is no research that analyses what criteria are to be considered by teachers in this kind of assessment and what kind of feedback is provided by them. In this sense, this study describes the improvement su...

This study compares two types of activities involving narrative text revision: the first one consists in a traditional evaluation by teachers and the second one involves iterative co-evaluation with a rubric. A total number of 128 Primary school learners that were randomly assigned to the two types of assessment took part in this study. They were a...

This paper describes the effects of different methods to enhance students' understanding and learning from a text. We compared the efficiency of a text revision procedure ("from the text") and inferential activity engagement ("toward the text") in the comprehension and recall of a History text. A total of 338 undergraduate students (aged 19-20) par...

In this paper we aim to describe how secondary school teachers explain multicausal historical events. To that end, we recorded and analyzed seven classes on “The discovery and colonization of America”. The results show that secondary school teachers do not simply deal with history as a catalog of actions, characters and dates. On the contrary, hist...

En este trabajo se estudia el desarrollo y los resultados de un programa de apoyo laboral a dos personas con discapacidad intelectual en la realización de actividades relacionadas con la gestión administrativa en un servicio público. Los resultados ofrecen indicios positivos acerca de la posibilidad de entrenar y transferir a contextos laborales de...

Este trabajo se compone de dos estudios en los que se analizan algunos aspectos relativos al papel que ocupa la causalidad histórica en las actividades expositivas de profesores de Educación Secundaria. Un primer estudio se fundamentó en una encuesta a 54 de profesores de Historia. El 15% aproximadamente de las encuestas se ajustó a un perfil docen...

En este trabajo pretendíamos estudiar las explicaciones multicausales de tres profesores de Educación Secundaria en torno a un determinado fenómeno histórico a lo largo de un breve proceso de asesoramiento psicopedagógico. En total se grabaron y analizaron 9 clases. En las sesiones iniciales todos los profesores desarrollaron episodios expositivos...

Two causal explanations given by three teachers of Secondary Education were recorded and analysed. During the first lesson, the teachers developed just a few strategies to facilitate the students' comprehension and causal reasoning. During the second session, developed with different groups, the introduction of a task of filling a multi-causal diag...