Search results

El objetivo del presente estudio es construir un índice capaz de medir el nivel socioeconómico de las familias de los alumnos de Educación Primaria. Hemos trabajado con información correspondiente a 65.144 estudiantes de 2.069 centros, participantes en la evaluación de diagnóstico llevada a cabo en Andalucía en el curso 2008-09. Para estos sujetos, se contó con los resultados de las pruebas mediante las que se midieron sus competencias básicas (matemática, en comunicación lingüística y científica) y con las respuestas dadas por sus progenitores en cuestionarios sobre las características del entorno familiar. En la construcción del índice se han utilizado las variables sobre el nivel educativo del padre y de la madre, su nivel ocupacional, el número de libros en el hogar y los recursos domésticos con los que cuentan: lugar adecuado para el estudio, mesa de estudio, ordenador, conexión a Internet, televisión digital –vía satélite o por cable– y material de consulta y apoyo escolar. Recurriendo al análisis de componentes principales, estas variables se redujeron a un índice de nivel socioeconómico del alumno (ISE) que permite el cálculo del índice medio para un centro. Para valorar la adecuación de la medida construida, hemos comparado los valores del ISE de cada centro con los que esos mismos centros obtendrían a partir de datos recogidos en la evaluación de diagnóstico del curso anterior y hemos encontrado una elevada correlación. Se ha analizado también la validez predictiva y la validez concurrente de la medida. Así, a los alumnos con un nivel bajo en el ISE les corresponden puntuaciones en las competencias básicas inferiores a las obtenidas por los alumnos con alto nivel en este índice. Además, los centros que han participado en planes de compensación educativa promovidos por la Administración son detectados por el ISE como centros de bajo nivel socioeconómico. ; This paper reports the construction of an index to measure the socioeconomic status of the families of primary school students. The working data concerned 65,144 students who were enrolled at 2,069 schools that participated in a diagnostic evaluation conducted in Andalusia in 2008-2009. The researchers worked with the results of tests gauging the subjects' basic competencies (in mathematics, linguistic communication and science) and the answers given by their parents to questionnaires about the characteristics of their home environment. The variables used to construct the index included the father's and mother's educational and occupational levels, the number of books at home and home resources (appropriate place of study, desk, PC, Internet connection, digital, cable or satellite TV, reference materials and supplementary educational materials). Principal component analysis was used to reduce the variables to an index of the student's socioeconomic status (ISE), which enabled an average index to be calculated for each school. To assess the index's goodness, the ISE values of each school were compared to the data collected in the diagnostic evaluation carried out the year before at the same schools. A high correlation was found. The predictive validity and concurrent validity of the index were also analysed. Students with a low ISE were found to earn lower marks in basic competencies than did students with a high ISE. Furthermore, the schools that had participated in government-sanctioned compensatory plans could be detected by their ISE as schools of a low socioeconomic status.

Existe una extensa literatura que muestra la relación del rendimiento académico con otras variables de carácter contextual. El análisis secundario de los resultados correspondientes al rendimiento en PISA 2015 ha permitido clasificar los países de la Unión Europea en dos niveles diferenciados. Se ha estudiado también, a nivel nacional, el grado de relación entre el rendimiento y variables contextuales como el nivel socio económico, los indicadores de escolarización, los recursos destinados a la educación y la cultura organizativa y gobierno de los centros. Posteriormente, tras seleccionar aquellas que correlacionan en mayor medida con el rendimiento, se han contrastado los efectos de las variables contextuales en la diferenciación de países de alto y bajo rendimiento a través de un modelo de regresión logística. Los resultados muestran el papel de algunas de las variables consideradas, destacando el nivel económico del país y la implicación de los padres en la toma de decisiones. A modo de conclusión, se formulan una serie de recomendaciones que permitirían avanzar hacia la mejora del rendimiento y lograr la convergencia educativa entre los países de la UE. ; Extensive literature exists which shows the relation between academic performance and other variables of a contextual nature. A secondary analysis of the results corresponding to performance in PISA 2015 has enabled us to classify European Union countries into two different levels. The degree of relation between performance and contextual variables such as socioeconomic level, schooling indicators, resources allocated to education and organizational culture and school governance has also been studied at a national level. Subsequently, after selecting the variables that correlate the most with performance, the effects of the contextual variables on the differences of countries with high and low performance have been measured using a logistic regression model. Results show the role of some of the variables considered, with the economic level of the country standing out in particular, as well as parental involvement in decision-making. By way of conclusion, a series of recommendations are formulated to advance towards improvements in performance and to achieve educational convergence among EU countries.

Ponencia de 6th International Conference on Intercultural Education "Education and Health: From a transcultural perspective" ; The bullying has affected many educational systems. The scientific community has studied the phenomenon and has developed many studies attempting to explain their etiology and operation. Administrations have developed policy and legislative initiatives, to sort out this need and social problems. This paper tries to investigate the bullying phenomenon in Andalusia. Students who are immigrants and who are in the 4th level of Elementary Education, do not know the Spanish language The study took data from Andalusian students who participated in the 2011 edition of the PIRLS assessment (Progress in International Reading Literacy Study). This evaluation has involved more than 4300 students in 150 selected schools. The data are about the level of reading comprehension. Previously, their mother tongues have been identified. The results show a higher rate of bullying in immigrant students than in the rest of the population, a lower yield. However the results don't imply that the student had been victims of bullying. There is a need to sort out these problems and we must continue investigating them in order to understand and provide solutions

In Spain, the issue of unemployment or precarious employment worsen with globalization, leading to an expansion of the so-called working poor in the labour market.According to previous literature, the economic poverty that is characteristic of this group may accompany poverty competency.In particular, the working poor resort to informal and poorly developed job-searchstrategies.This study addresses the job search methods used by people at risk of poverty and social exclusion. It provides evidence on the subject and serves as a basis for the adaptation of socio-labour intermediation programmes to this group.The hypothesis of this study is that people at high risk will predominantly use informal strategies that require a low level of job-searchs kills.A survey-based correlational study is conducted using a questionnaire completed by 279 people participating in socio-labourinter mediation programmes developed by the Action against Hunger Foundation(AaHF) in Spain.Information on poverty indicators and on job-search strategies is collected.Data are analysed through cluster analysis,which distinguish two groups of people at risk of poverty and social exclusion(high risk and low risk),followed by a comparison of means(t-test)with a subsequent calculation of effect size using Cohen's d. Results show statistically significant differences with a medium effect size(between 0.45 and 0.50)for the typology of job-search strategies used,confirming the initial hypothesis.These results offer relevant information that should be considered when developing programmes aimed at improving social and labour issues for people at risk of poverty and social exclusion. ; Ministry of Economy and Competitiveness (MINECO- Government of Spain) ; European Regional Development Fund (ERDF-FEDER)

En este trabajo se presentan los resultados de una investigación llevada a cabo en cinco universidades españolas sobre los perfiles docentes que demanda el EEES. Utilizando procedimientos de corte cualitativo se han obtenido en dos momentos consecutivos las percepciones de grupos de profesores sobre las principales competencias docentes necesarias para la armonización de la educación superior en la UE. El análisis de los datos indica, por una parte, la discrepancia entre los tipos de profesores actualmente existentes y los percibidos como necesarios; por otra, ha posibilitado la descripción pormenorizada de los perfiles de competencias docentes que el profesorado percibe como fundamentales para el ejercicio de las nuevas funciones que se le demandan en estos momentos. ; This paper presents the findings of a research study of professors' profiles for the European Higher Education Area (EHEA) conducted in five spanish universities. Through the application of qualitative methods of inquiry, the perceptions of several groups of university professors over the principal teaching qualifications necessary for the coordination of higher education throughout the European Union have been obtained. Data analysis indicates a significant discrepancy between actual Spanish professors and those required by EHEA. It has also made possible the detailed description of teaching competency profiles that professors believe to be fundamental for the new functions demanded of them in the present changing social and educational situation.