Full metadata record
DC Field | Value | Language |
---|---|---|
dc.creator | Jurado-de-los-Santos, P. (Pedro) | - |
dc.creator | Tejada-Fernández, J. (José) | - |
dc.date.accessioned | 2019-02-19T11:43:27Z | - |
dc.date.available | 2019-02-19T11:43:27Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Jurado-de-los-Santos, P. (Pedro); Tejada-Fernández, J. (José). "Disrupción y fracaso escolar. Un estudio en el contexto de la Educación Secundaria Obligatoria en Cataluña". Estudios sobre Educación. 36, 2019, 135 - 155 | es |
dc.identifier.issn | 1578-7001 | - |
dc.identifier.uri | https://hdl.handle.net/10171/56484 | - |
dc.description.abstract | Este trabajo se centra en la relación entre conductas disruptivas y fracaso escolar. Se realiza un análisis descriptivo de los factores condicionantes, considerando percepciones del profesorado y alumnado. Metodológicamente es una investigación descriptiva-interpretativa ex-post-facto; la muestra es de 6.453 alumnos/as de Educación Secundaria Obligatoria y 433 profesores/as; se aplican cuestionarios ad-hoc a alumnos y profesores y se realizan 54 entrevistas a profesionales de 39 centros de Cataluña. Los resultados indican que las conductas disruptivas se asumen como confl ictos de baja intensidad; se acepta su infl uencia en relación con el fracaso académico, considerándolas como un factor más en el proceso de enseñanza-aprendizaje, que es necesario gestionar en el aula. | - |
dc.description.abstract | This work focuses on the relationship between disruptive behavior and school failure. A descriptive analysis of the conditional factors, considering teachers’ and students’ perceptions is developed. Methodologically, it is an ex-post-facto descriptive interpretative research. The sample is composed by 6453 Compulsory Secondary Education students and 433 teachers; ad-hoc questionnaires are applied to teachers and students and 54 interviews to professionals from 39 centers of Catalonia. The results show that disruptive behaviors are assumed as low intensity confl icts, their relationship and infl uence with academic failure is accepted, considering it as an added factor in the teaching-learning process, which is necessary to manage in the classroom. | - |
dc.language.iso | spa | - |
dc.publisher | Servicio de Publicaciones de la Universidad de Navarra | - |
dc.rights | info:eu-repo/semantics/openAccess | - |
dc.subject | Fracaso escolar | - |
dc.subject | Disrupción | - |
dc.subject | Educación Secundaria Obligatoria | - |
dc.subject | Factores predisponentes | - |
dc.subject | School failure | - |
dc.subject | Disruption | - |
dc.subject | Compulsory Secondary Education | - |
dc.subject | Predisposing factors | - |
dc.title | Disrupción y fracaso escolar. Un estudio en el contexto de la Educación Secundaria Obligatoria en Cataluña | - |
dc.title.alternative | Disruption and School Failure. A Study in the Context of Secondary Compulsory Education in Catalonia | - |
dc.type | info:eu-repo/semantics/article | - |
dc.identifier.doi | 10.15581/004.36.135-155 | - |
dadun.citation.endingPage | 155 | - |
dadun.citation.publicationName | Estudios sobre Educación | - |
dadun.citation.startingPage | 135 | - |
dadun.citation.volume | 36 | - |
dc.date.updated | 2019-02-19T11:43:28Z | - |
dc.description.version | Peer Reviewed | - |
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