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Nº 245, enero-abril 2010
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Written by Ferrán Ferrer, Óscar Valiente y José Luis Castel
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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 sample 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. Ferrán Ferrer, Óscar Valiente y José Luis Castel
Key Words: educational inequalities, PISA, comparative education, interregional comparison.
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Nº 245, enero-abril 2010
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Written by Fernando Gil Cantero
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Possibilities and limits The article proposes pedagogical recover in prisons. The educational perspective is being lost. The author discusses some causes. On the one hand, the treatment is considered a set of activities to entertain the prisoners. For another, the treatment is considered a highly specialized set of therapies for certain crimes with a high social impact. This approach is reflected in the European Prison Rules. These rules do not mention the terms of re-education, rehabilitation or resocialization.
The activity of prisons are carried out, especially volunteers. There is no a professional educational diagnosis. This article also analyzes the theoretical difficulties to be able to think the educative possibilities about closed environments. Our proposal is that reeducation supposes to promote the principle of activity in the prisoner and to understand the sentence like a time of activity very controlled.
As examples of this line are mentioned the Good Lives Model- Comprehensive applied to the prisoners and the calls “modules of the respect”. In both cases a certain educative attempt can be observed to create the conditions that help the prisoners to live the experience on the personal change. Fernando Gil Cantero
Key Words: Education in jails. European Prison Rules. Non Governmental Organizations in Prisons.
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Nº 245, enero-abril 2010
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Written by José I. Navarro Guzmán, Manuel Aguilar Villagrán, Manuel García Sedeño, Inmaculada Menacho Jiménez,
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The main aim of this study was to show that statistically significant differences do not exist in the early mathematical abilities between boys and girls.
1053 girls and boys were assessed with the Utrecht Test for Number Sense Spanish version. Students came from 14 elementary public schools. They were in the last pre-school academic year and first grade (aged 4 to 8). A comparison of their results as a function of gender was carried out. In accordance with results, there doesn’t seem to be enough evidence of statistically significant differences in the mathematical abilities between boys and girls. These data match with other current studies.
Key Words: early math, gender, gender differences, Utrecht Test for Number Sense, UTNS.
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Nº 200, enero-abril 1995
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Written by J.H.C. Vonk
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Las investigaciones realizadas sobre los inicios en la profesión docente, señalan el dato de que una mayoría de los profesores principiantes vive su primer año de trabajo en la enseñanza como una experiencia problemática y estresante. Durante el primer año los profesores van a desarrollar su propia identidad profesional: un autoconcepto sobre cómo soy yo como profesor, y, al mismo tiempo tienen que aprender a utilizar los recursos personales de que disponen para enfrentar con éxito las situaciones de enseñanza.
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Read more... [Teacher Induction: An Essential Element at the Start of Teachers' Carreers]
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Nº 245, enero-abril 2010
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Written by Beatriz Delgado, Cándido J. Inglés, José M. García-Fernández, Juan L. Castejón y Antonio Valle
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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 toward social reinforcement goals. The orientation toward learning goals and performance goals increased significantly with academic grades, from 2º to 4º and from 1º to 4º of compulsory secondary education, respectively. Contrarily, the motivational orientation toward social reinforcement goals diminished significantly with the years from 1º to 3º and to 4º of compulsory secondary education. Beatriz Delgado, Cándido J. Inglés, José M. García-Fernández, Juan L. Castejón y Antonio Valle
Key Words: Learning Goals, Social Reinforcement Goals, Performance Goals, Gender, Grade, Secondary Education
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Nº 245, enero-abril 2010
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Written by Guillermo Zamora Poblete y Ana María Zerón Rodríguez
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This article presents the results of a research project on teacher authority in lower middle-class schools of Santiago, Chile. The main objective of this research is to characterize the meaning that pupils and teachers grant to teacher authority.
We examined the reasons given by the students to explain why they obey some of their teachers; in addition, we interviewed eight teachers who were recognized by their pupils as the most respected and to whom the pupils were the most obedient. The meaning of teacher authority for the pupils and teachers constitutes the object of this study. Guillermo Zamora Poblete y Ana María Zerón Rodríguez
Key Words: teacher authority, school experiences, high school education in Chile.
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Nº 245, enero-abril 2010
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Written by María García Amilburu
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Before he was elected to become the Pope, Cardinal Joseph Ratzinger had been working as a University professor for many years, and even today he looks onto this task in a passionate way. In this article, we examine some of the Discourses and Letters focused on education that Pope Benedict XVI has addressed during the first four years of Papacy, in which the once professor, deals with matters in tight relation with education, its specific end, the difficulties that education has to face nowadays, and its main causes. These texts can be considered as valuable contributions in order to understand some aspects of the present educational crisis, that Benedict XVI describes as a moment of “educational emergency”. María García Amilburu
Key Words: Pope Benedict XVI, education, “educational emergency”, relativism, secularism.
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Nº 245, enero-abril 2010
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Written by Jesús Hernández García
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After a short reflection on the concept of ideology, this paper considers the concept of education and the contributions of two outstanding ideologies nowadays, socialism and liberalism. It is then pointed out that the 21st century requires a different education accordingly, since phenomena like globalization, new technologies or emigration are modifying our world and our own existential context. So, the actions of the educational policies in modern democratic countries, beyond consensus or lack of political agreement, should be planned and carried out stressing the four main issues which in turn were the highlights of each educational approach: efficiency and quality within liberalism, equity and participation in left wing trends. Jesús Hernández García
Key Words: ideology, educational policies, efficiency, education quality, equity, participation.
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Nº 245, enero-abril 2010
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Written by Miguel Á. Santos Rego, Agustín Godás Otero, Mª Del Mar Lorenzo Moledo y José A. Gómez Fraguela
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Considering the development of the Social-Cognitive theory carried out by A. Bandura, this article is aimed at analyzing the characteristics of an instrument used to assess the satisfaction among teachers of primary and secondary schools, and its relationship with the beliefs or perceptions about the effectiveness of their working environment. To this end, we selected a sample made up of 500 nonuniversity teachers (250 from primary education and 250 from secondary education) from schools in the Autonomous Community of Galicia. The subjects were asked to fill in a questionnaire made up of 43 closed-category questions in Likert scale format. Two confirmatory factorial analyses were performed in order to check whether the factorial structure of the scale was the expected one according to its size, which led us to a 13-item scale with a good reliability (a=.958) and validity.
Moreover, the results and proper adjustment that we obtained allow us to establish a very rough framework of the influence relations between the different dimensions proposed by the final model. Miguel Á. Santos Rego, Agustín Godás Otero, Mª Del Mar Lorenzo Moledo y José A. Gómez Fraguela
Key Words: auto-effectiveness, collective effectiveness, scale, non-university teachers, job satisfaction
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Nº 245, enero-abril 2010
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Written by José Antonio Ibáñez-Martín
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There are no translations available.
Montero Alonso, José (1930).
Antología de poetas y prosistas españoles.
(Madrid, Renacimiento).
Edición facsímil con prólogo de José Montero Reguera y Alexia Dotras Bravo (2009).
(Vigo, Tórculo Artes Gráficas) 450 pp.
Alguna vez se ha calificado nuestra civilización como la del desperdicio y realmente son hoy numerosos los productos de usar y tirar, que van desde los teléfonos móviles a muchos libros, que tienen un éxito inmediato, pero que al poco tiempo aparecen en las ferias de libros antiguos a un mínimo precio. No ocurre eso con los clásicos, con aquellos libros que, por diversas circunstancias, han acertado en el tratamiento de alguna de las dimensiones del ser humano, libros que, por ello, siguen leyéndose con interés. Esto es, precisamente, lo que ocurre con el libro de Montero Alonso Antología de poetas y prosistas españoles, publicado en 1930, y que, a pesar de la juventud que entonces tenía su autor, se convirtió inmediatamente en un trabajo necesario para cualquier historia de los libros destinados a la infancia, pues se trata de la primera antología galardonada con la máxima distinción literaria española de entonces: el Premio Nacional de Literatura en su convocatoria de 1928.
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Read more... [Antología de poetas y prosistas españoles]
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Written by Administrator
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The revista española de pedagogía (ISSN 0034-9461) was founded in 1943 by the “Consejo Superior de Investigaciones Científicas” (Spanish National Research Council) and it is published since 1995 by the “Instituto Europeo de Iniciativas Educativas” (European Institute for Educational Initiatives).
The journal has a research nature and a universal vocation. Therefore,
it publishes original documents from all around the world, provided
that they comply with the scientific requirements and that they aim not
only to bring light to the different dimensions of educational action
but also to exercise a more humanizing, critical and effective
professional practice. It is the first journal published in Spanish
that has been included in the Social Sciences Citation Index,
which contains a section on education where most of the journals are
published in English. Besides, it is also included in the Journal Citation Reports/Social Sciences Edition and in the Social Scisearch, as well as in many other databases such as ISOC, Latindex, FRANCIS, etc.
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Nº 245, enero-abril 2010
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Written by Javier Laspalas
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There are no translations available.
Balduzzi, Emanuele (2009).
Antropologia pedagogica novecentesca e senso dell’agire.
(Milán, Vita & Pensiero) 283 pp.
Al menos desde que Marshall Mcluhan alcanzó notoriedad internacional, el estudio de las relaciones entre la técnica y la formación humana ha sido una preocupación recurrente en el ámbito de la Pedagogía. En buena medida, la reflexión ha ido en este terreno a remolque de los avances tecnológicos, lo que explica que la mayor parte de la bibliografía se haya centrado en temas de actualidad, que a medio plazo se han visto casi por completo eclipsados por otros. Los medios de comunicación, en especial los audiovisuales, fueron desplazados en su momento por la informática, pero hoy el tema estrella es Internet.
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Read more... [Antropologia pedagogica novecentesca e senso dell’agire.]
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