REV - Estudios sobre Educación - Vol. 41 (2021)
Permanent URI for this collectionhttps://hdl.handle.net/10171/61440
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Results
- Nativos pandémicos: la educación virtual en Educación Infantil durante el confinamiento por COVID-19(Servicio de Publicaciones de la Universidad de Navarra, 2021) Fernández-Ruiz, M.R. (María Remedios)The aim of this research is to analyze the development of remote learning in preschool education during the COVID-19 pandemic. This study deploys descriptive and inferential statistics to interpret the data collected from preschoolers (n=267) from seven schools in Malaga. The results offer an overview of the constraints of virtual education, showing a correlation between routines and children's commitment, enjoyment of tasks, activities carried out as a family, how their development has been affected by the lack of face-to-face education, participation in videoconferences, and coordination with teachers. We conclude that the education of these pandemic natives requires greater attention from policy makers, schools and their own families.
- Una posible hermenéutica de Gilbert Keith Chesterton. Infancia, cuentos de hadas, familia, educación y universidad(Servicio de Publicaciones de la Universidad de Navarra, 2021) Luque, D. (David)The admiration that Gilbert Keith Chesterton arouses in our country justifies a study of his work from a philosophical-educational perspective. To do this, through a hermeneutical methodology that put special attention to the educational implications of ideas, it analyzes what the English apologist understood by a theory of childhood, fairy tales and the family, as well as his conception of education and the University. In view of the data studied, it was possible to venture that these aspects of Chesterton's educational thought provide very interesting arguments to understand the apology for Catholic education that he carried out.
- García López, G. (2020). Familias de niños con TEA. Programa de psicoeducación emocional y apoyo mutuo. Madrid, CEPE Editorial, 111 pp. [RECENSIÓN](Servicio de Publicaciones de la Universidad de Navarra, 2021) Muñoz, M.D. (María Dolores)
- Incidencia de género y rama de conocimiento sobre expectativas académicas del alumnado de nuevo ingreso(Servicio de Publicaciones de la Universidad de Navarra, 2021) García-González, A.J. (Alfonso Javier); de-Besa-Gutiérrez, M.R. (Manuel Rafael); Gil-Flores, J. (Javier)The expectations of students entering their first year of university constitute an interesting topic. This study aimed to investigate the academic expectations of first-year university students, considering gender and branch of knowledge. A total of 940 students completed the Academic Perceptions Questionnaire: Expectations Version. Non-parametric analysis was applied. The results show that women arrive at university with higher expectations. Arts and Humanities students have lower expectations than the other areas of knowledge. Peer mentoring and labour training are proposed to attend academic expectations.
- Diseño y validación de un cuestionario para evaluar oportunidades de práctica pedagógica, metacognición y «lifelong learning», brindadas por los programas de formación inicial docente(Servicio de Publicaciones de la Universidad de Navarra, 2021) Ramírez-Montoya, M.S. (María Soledad); Conget, P. (Paulette); Matsumoto-Royo, K. (Kiomi)The aim of this work was to design and validate a questionnaire to collect information regarding the opportunities offered by initial teacher education programs, of pedagogical practice, metacognitive processing skills development and lifelong learning adoption. The instrument was designed according to the literature and validated using Delphi method. It was applied in a sample of 198 students. After adjustments based on the results of confirmatory factor analysis a version of high validity and reliability was achieved. It organized in three dimensions and 24 items. The questionnaire allows to study, from student perspective, the actions of teacher education programs and constitutes a frame of reference to guide decisions on adjustment and innovation in this training area.
- Influencia del uso de WhatsApp y correo electrónico en la competencia digital en el área de comunicación(Servicio de Publicaciones de la Universidad de Navarra, 2021) Casillas-Martín, S. (Sonia); Cabezas-González, M. (Marcos); García-Valcárcel-Muñoz-Repiso, A. (Ana)The technological advance of mobile devices has significantly changed the way students communicate and interact. The purpose of this research is to analyse the level of digital competence in the area of communication of Spanish schoolchildren aged 12-16 years and to determine whether the use of WhatsApp and email influence this competence. A quantitative methodology was used, working with a sample of 807 students and a problem-solving test was used for data collection. The results show that the use of these communicative tools does not improve students' level of competence.
- L’Ecuyer, C. (2020). Montessori ante el legado pedagógico de Rousseau. Polonia, Amazon, 353 pp. [RECENSIÓN](Servicio de Publicaciones de la Universidad de Navarra, 2021) de-Bofarull, I. (Ignasi)
- Características de los estudios de evaluación de programas grupales de educación parental. Una revisión de alcance(Servicio de Publicaciones de la Universidad de Navarra, 2021) Trillo-Miravalles, M.P. (María Paz); Rubio-Hernández, F.J. (Francisco José); Jiménez-Fernández, C. (Carmen)We conducted a scoping review of the characteristics of evaluation studies of group-based parent education programmes for parents with children aged zero to eighteen years, extracted from eight databases, between 2006 and 2019, from scientifi c journals. Of the 114 articles reviewed, most were published in North America or Europe, were randomised controlled trials, had small samples (less than 100 subjects), were implemented in school settings and were aimed at parents with children up to six years old or with specifi c educational support needs. A large percentage (49.5%) did not include post-intervention follow-up testing. The number of sessions typically ranged from six to eight (30.2%), with an average duration of two hours and a regularity of one per week. The most evaluated interventions were Triple-P, Incredible Years, Strengthening Families and the Guidance Programme. The contents most addressed were communication, emotions and strategies to manage behaviours. The main variables measured were behavioural problems, parenting practices and parental self-effi cacy. A growing and global interest in the topic analysed was detected, updated data is provided that can be useful to professionals and researchers in the area and guide the design processes of new interventions.
- Relaciones entre memoria operativa, inteligencia, comprensión lectora y rendimiento académico en Historia en 4º de la Educación Secundaria(Servicio de Publicaciones de la Universidad de Navarra, 2021) García-Madruga, J.A. (Juan A.); Jiménez-Cárdenas, J. (Jaime); Gómez-Veiga, I. (Isabel)The aim of this paper is focused on the interrelationships between Working Memory (WM) executive processes and fluid intelligence with reading comprehension, and their common ability to predict academic achievement in History. Twenty six secondary school students participated in this study. The results indicate that cognitive variables correlate with each other and with academic performance. The regression analysis showed that reading comprehension constitutes the most important higher-order cognitive ability that best predicts academic performance in this curricular subject. Likewise, the study reveals the utility of WM measures in educational environments.
- Levy, D. (2021). Teaching Effectively With Zoom: A Practical Guide to Engage Your Students and Help Them Learn. Turín, Amazon Italia, 221 pp. [RECENSIÓN](Servicio de Publicaciones de la Universidad de Navarra, 2021) Torras-Virgili, M.E. (María Eulalia)