REV - Estudios Sobre Educación - Vol. 41-50
Permanent URI for this communityhttps://hdl.handle.net/10171/61426
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101 results
Results
- Muñoz Carril, P. C., Sarceda Gorgoso, C., Fuentes Abeledo, E. J. y Barreira Cerqueiras, E. M. (2023). La formación y la innovación educativa: ejes para la transformación social. Madrid, Dykinson, 334 pp. [RECENSIÓN](Servicio de Publicaciones de la Universidad de Navarra, 2023) Varela-Portela, C. (Cristina)
- Muñoz Moreno, J.L. y Gairín, J. (2022). Diseño y desarrollo de las organizaciones educativas. Madrid, Dykinson, 296 pp. [RECENSIÓN](Servicio de Publicaciones de la Universidad de Navarra, 2023) Díaz-Vicario, A. (Anna)
- Fuentes, J. L., Fernández-Salinero, C. y Ahedo, J. (Coords.) (2022). Democracia y tradición en la teoría y práctica educativa del siglo XXI. Madrid, Narcea, 180 pp. [RECENSIÓN](Servicio de Publicaciones de la Universidad de Navarra, 2023) Buil-Zamorano, U (Unai)
- Alba Pastor, C. (Coord.) (2022). Enseñar pensando en todos los estudiantes. El modelo de Diseño Universal para el Aprendizaje (DUA). Madrid, Ediciones SM, 320 pp. [RECENSIÓN](Servicio de Publicaciones de la Universidad de Navarra, 2023) Galarraga-Arrizabalaga, H. (Haizea)
- Bernal, A. (Coord.) (2022). Identidad emprendedora. Hacia un modelo educativo. Valencia, Tirant Humanidades, 265 pp. [RECENSIÓN](Servicio de Publicaciones de la Universidad de Navarra, 2023) Sánchez-Pérez, Y. (Yaiza)
- Nasarre Goicoechea, E. (Ed.) (2022). Por una educación humanista: un desafío contemporáneo. Madrid, Narcea, 209 pp. [RECENSIÓN](Servicio de Publicaciones de la Universidad de Navarra, 2023) Encío-Avello, A. (Alicia)
- Condiciones físico-ambientales en las aulas y desempeño escolar en Colombia(Servicio de Publicaciones de la Universidad de Navarra, 2023) Yánez-Contreras, M. (Martha); Acevedo-González, K. (Karina); Johnson-Restrepo, B. (Boris)Motivated by the need to explore factors related to academic performance beyond those regularly examined, this research analyzes two context variables that have been overlooked and offer inconclusive findings so far: lighting and temperature conditions at schools. To reach this goal, this research uses multilevel models and the OECD's Programme for International Student Assessment (PISA) of 2012 to measure the incidence on mathematics outcomes. Once accounted by characteristics of students and schools, as well as educational processes, it is found that the average score is 15 points lower and the probability of achieving below the basic level of performance is 10 percent higher for students in schools with inadequate temperature and lighting conditions. Likewise, those conditions reduce the effect that teaching practices, disciplinary environment and school day have on learning.
- Preschool teachers' well-being. Impact of relationships between happiness, emotional intelligence, affect, burnout, and engagement for their initial and permanent training(Servicio de Publicaciones de la Universidad de Navarra, 2023) Pérez-Semper, P. (Paula); Fernández-Molina, M. (Milagros); Salazar-Mendías, L. (Laura)From a Positive Psychology model applied to Education, the objective is to analyze emotional and motivational competencies of 82 preschool teachers, using the TMMS-24, PANAS, UWES, SHS and MBI and to establish recommendations for teacher training and student’s well-being. High levels of happiness, commitment, emotional intelligence and positive affect were found. Results ratify relationships between emotional intelligence, positive affect, engagement and personal accomplishment observed by studies in that population. Strong correlations (p> .01) were found between clarity, repair and positive affect, repair and vigor, and between vigor, dedication, absorption, and personal accomplishment. The 40.6% of the variance in teacher well-being was explained by emotional intelligence and affective competencies, with positive affect and repair competence the most important to predict happiness level. These results allow us to identify the competencies that should be included in pre-service university plans and in permanent training centers.
- La potencia formativa del encuentro y la relación personal en el contexto universitario(Servicio de Publicaciones de la Universidad de Navarra, 2023) Poveda-García-Noblejas, B. (Belén)In view of a social panorama of constant change and uncertainty, it seems necessary to delve deeper into the educational needs of young people during the university stage. The transition from a content- centred learning model to a student-centred one has not been sufficient. Thus, the aim of this article is to analyse whether it is current, necessary and in keeping with reality, to claim the personal encounter and relationship as the backbone of university education. A theoretical research methodology is used, with an interpretative and analytical approach. It is presented as something urgent to consider the culture of encounter as a central axis of growth, generating university policies where it is implemented both in the formation of the student and to the teaching and mission of the university.
- El uso del vocabulario emocional: un análisis a través de distintas etapas educativas(Servicio de Publicaciones de la Universidad de Navarra, 2023) Ros-Morente, A. (Agnès); Farré, M. (Miriam); Garcia-Blanc, N. (Núria); Filella-Guiu, G. (Gemma); Gomis, R. (Raquel)Developing emotional vocabulary improves many areas of emotional well-being, aids in the construction of reality, and ensures better environmental adaption. Because of its importance, this study uses an instrument to generate emotional labels with the purpose of investigating differences in emotional vocabulary by gender and educational stage. The overall sample size was 1.244 with primary, secondary, and university degrees included. The IBM SPSS 27 software was used to perform descriptive statistics and mean comparison (ANOVA). The results indicate a misunderstanding of the idea of emotion, with joy and sadness being the most reported feelings.