Suchergebnisse

The evaluation is an important part of the teaching-learning process. The aim of this paper is to clarify some doubts and investigate the existing literature on student participation in their assessment and to compile a collection of instruments to promote it, thus seeking to facilitate its implementation. To this end, an analysis of shared assessment has been carried out, answering and refuting some of the most common myths associated with it, such as the role that assessment should have in teaching, the importance of transparency in assessment processes or the rigor of including students in their assessment. Thus, the scientific literature has provided answers to these questions and has shown the true potential of shared assessment, both for student learning in various aspects and for the democratization of teaching. Finally, and with the aim of making the article useful for its implementation, some mechanisms that help to promote shared assessment are presented. These mechanisms have been analyzed, showing how the inclusion of students in the assessment is worked through them, what benefits they have for their learning and how they can be associated to the usual tasks performed in any classroom. ; La evaluación es una parte importante de los procesos de enseñanza-aprendizaje. Este trabajo busca indagar en la literatura existente sobre la participación del alumnado en su evaluación y hacer una recopilación de instrumentos para fomentarla y facilitar su puesta en práctica. Se ha realizado un análisis de la evaluación compartida contestando y desmintiendo los mitos más comunes que se le asocian, tales como el rol que debe tener la evaluación en la enseñanza, la importancia de la transparencia en los procesos de evaluación o el rigor al incluir al alumnado en su evaluación. Así, desde la literatura científica se ha dado respuesta a estas cuestiones y se ha mostrado el verdadero potencial de una evaluación compartida, tanto para el aprendizaje del alumnado en diversas vertientes, como para la democratización de la enseñanza. Por último, y centrado en la finalidad de que el artículo sea de utilidad para su puesta en práctica, se presentan algunos mecanismos que ayudan a fomentar una evaluación compartida. Dichos mecanismos han sido analizados, mostrando cómo se trabaja la inclusión del alumnado en la evaluación a través de ellas, qué beneficios tienen para su aprendizaje y cómo pueden asociarse a las tareas habituales que se realizan en cualquier aula.

We seek to describe some of the features and symptoms that define novice university teachers in their attempts to pursue a professional career at university. Presently, university culture revolves around the evaluation of professionals based on the quantity of work published in high-impact journals ("weight evaluations").This situation not only has its effects at a personal level, but also on the quality of the education that teachers might wish to impart. Nine university teachers -five women and four men- with experience of between three and five years in different knowledge areas were interviewed to ascertain these symptoms. The results reflected the stress to which the new teachers are subjected, the implacable assessment programmes that are part and parcel of a professional university career, the distancing of good teaching in favour of demonstrable quality as an investigator and the possibility of suffering from teacher burnout syndrome no sooner than having commenced a professional career.

The goal was to assess the effects of an intervention program, based on cooperative learning and involving the whole school community, on the emotional and social evolution of a student who had suffered cyberbullying. The student, her parents, the school administration, a teacher and the student's classmates agreed to participate in the study. A qualitative research design was used, which included interviews, discussion groups and diaries. The information obtained was structured in three categories: cyberbullying detection and response, psychoeducational intervention program, and emotional and social evolution. Results showed that the program produced significant improvements in the cyberbullied adolescent's emotional and social state. The teacher, the school administrators and the parents observed these positive changes in the adolescent and her classmates, since the class' social climate had improved too. It seems important to establish protocols to detect cyberbullying behaviours, as well as intervention programs to deal with this problem that involve the whole school community.

The main objective of this research is to analyse the Plan for Coexistence at a Spanish Secondary School and its implementation from the perspective of an inclusive model of school management. Beginning with a theoretical review of different national and international contributions centred on inclusive education and the improvement of school coexistence, we have chosen a qualitative methodology that will enable us to listen and to give a voice to the main members of the school community: students and teachers. We show how the Citizenship Plan follows an inclusive focus, enhancing the participation of the whole community in the different activities that it proposes and how these activities influence student learning. We therefore follow international patterns for inclusive education: culture, politics, and educational practice. As a result, an improvement in the participation of the school community improves the school atmosphere. This participation should be brought about in an efficient and active way, not only by informing, but also by actually taking part in the educational project of the students and in its social setting.

The main objective of this research is to analyse the Plan for Coexistence at a Spanish Secondary School and its implementation from the perspective of an inclusive model of school management. Beginning with a theoretical review of different national and international contributions centred on inclusive education and the improvement of school coexistence, we have chosen a qualitative methodology that will enable us to listen and to give a voice to the main members of the school community: students and teachers. We show how the Citizenship Plan follows an inclusive focus, enhancing the participation of the whole community in the different activities that it proposes and how these activities influence student learning. We therefore follow international patterns for inclusive education: culture, politics, and educational practice. As a result, an improvement in the participation of the school community improves the school atmosphere. This participation should be brought about in an efficient and active way, not only by informing, but also by actually taking part in the educational project of the students and in its social setting.

The continuous changes in the different legislative systems have led to the application of different ways of understanding students and generating learning in them. In this sense, an area such as physical education is not alien to the continuous changes in teaching learning and its teaching has been modified from a behavioural approach to more cognitive perspectives. In this line, the Attitudinal Style concept arises with the intention of responding to this need for evolution, a global approach to teaching, as well as the generation of materials that allow the participation and learning of all types of students, greatly favoring their involvement and/or adaptation. The objective of this study is to present the Attitudinal Style as a pedagogical model within school physical education, analyzing its characteristics, elements and main purposes. A systematic review of narrative character is used, showing the origins and fundamental elements to justify the Attitudinal Style as a pedagogical model. Thus, aspects such as the generation of positive experiences in the students; the rigorous explanation of what is being learned, adaptation to the content, context and students; the work of collaboration and/or cooperation as a means to achieve a group achievement; the transfer of learning; and the application of formative evaluation, make this model of teaching applicable, relevant and necessary in the different educational levels.

The continuous changes in the different legislative systems have led to the application of different ways of understanding students and generating learning in them. In this sense, an area such as physical education is not alien to the continuous changes in teaching learning and its teaching has been modified from a behavioural approach to more cognitive perspectives. In this line, the Attitudinal Style concept arises with the intention of responding to this need for evolution, a global approach to teaching, as well as the generation of materials that allow the participation and learning of all types of students, greatly favoring their involvement and/or adaptation. The objective of this study is to present the Attitudinal Style as a pedagogical model within school physical education, analyzing its characteristics, elements and main purposes. A systematic review of narrative character is used, showing the origins and fundamental elements to justify the Attitudinal Style as a pedagogical model. Thus, aspects such as the generation of positive experiences in the students; the rigorous explanation of what is being learned, adaptation to the content, context and students; the work of collaboration and/or cooperation as a means to achieve a group achievement; the transfer of learning; and the application of formative evaluation, make this model of teaching applicable, relevant and necessary in the different educational levels.

La dislexia es una Dificultad Específica del Aprendizaje (DEA) que afecta principalmente a la capacidad lectora, aunque también puede manifestarse en la escritura. Su prevalencia se estima entre 5% y el 15%. Este libro electrónico describe los hallazgos de un estudio sobre el uso de la tecnología en el tratamiento y apoyo a estudiantes que presentan estas dificultades en diferentes países partipantes en el Proyecto Europeo Erasmus+ FORDYSVAR (España, Italia, Rumanía y Portugal). Además, incluye un banco de recursos educativos que pueden utilizarse como apoyo en la lectoescritura. ; Dyslexia is a Specific Learning Difficulty (DEA) that mainly affects reading ability, although it can also manifest itself in writing. Its worldwide prevalence is estimated between 5% and 15%. This electronic book describes the findings of a Delphi study on the use of technology in the treatment and support of students with these difficulties in different countries (Spain, Italy, Romania and Portugal). Finally, a list of educational resources that can be used to support reading and writing is included. ; This work has been co-financed by the Erasmus+ program of the European Union through the 2018-1-ES01-KA201-050659 project.