Sex education in Spain: the relevance of teachers’ training and attitudes / Educación sexual en España: importancia de la formación y las actitudes del profesorado     

José-Luis Martínez  Isabel Vicario-Molina  Eva González  Paola Ilabaca 《Infancia y Aprendizaje》2013,36(1):117-148

Abstract

This research has two main aims: a) the study of Spanish teachers’ training and attitudes towards sex education, as well as the delivery of this subject in classrooms, while also exploring the existence of differences according to personal and professional characteristics; and b) to examine the association between teachers’ training and attitudes, and the extent to which these variables predict the delivery of sex education. A total of 3,695 Infant, Primary, Secondary and High school teachers (66.1% women, 33.9% men) throughout the country completed a voluntary online questionnaire that inquired about their training and attitudes towards sex education, their delivery or non-delivery of this subject in classrooms, and other personal and professional characteristics. Analyses indicate that participants show positive attitudes towards sex education, but that 43.3% are not trained in this issue, and 48.6% do not teach it at school. Some significant differences by sex, educational stage and type of school have been found. In addition, trained teachers show more positive attitudes to sex education. Finally, having more positive attitudes and, to a lesser extent, having prior training, positively predicts the delivery of sex education. These results highlight the importance of reviewing and improving teachers’ training on sexuality and sex education, with particular emphasis on attitudinal contents.  相似文献   

La adquisición de los términos cuantitativos en español. Estudio de un caso     

Fuensanta Hernández-Pina 《Infancia y Aprendizaje》2013,36(43):55-71

Resumen

El presente estudio intenta hacer una aportación en un área de innegable trascendencia para padres y educadores como es la incidencia del lenguaje incipiente en el aprendizaje de las matemáticas.

Los trabajos sobre este tema, realizados hasta la fecha, tanto en español como en otras lenguas, son relativamente escasos. No obstante, hemos podido observar cuatro bloques de investigaciones en función de los propósitos planteados.

Los objetivos de este trabajo son dobles. Por un lado, intentamos conocer la adquisición y secuencia de desarrollo de los términos cuantitativos en un niño hispanohablante. Por otro, establecer pautas provisionales para el desarrollo de los términos cuantitativos en español.

El sujeto de estudio fue el hijo de la autora, cuya evolución lingüística se siguió desde el nacimiento hasta los trea años cumplidos. El procedimiento para la recogida de datos consistió en grabación magnetofónica y anotaciones diarias de las emisiones lingüísticas libres. Los resultados muestran la amplia cobertura que presenta la cuantificación en el lenguaje del niño; desde el grupo de los cardinales, de uso frecuente, hasta el grupo de los cuantificadores, de pronta aparición. Destaca, igualmente, el nacimiento de los gradativos a partir de la igualdad.  相似文献   

Developmental changes (14–21 years old) in binge drinking patterns and their explanatory factors / Cambios evolutivos (14–21 años) en los patrones de ingesta puntual de alcohol en exceso y en sus factores explicativos     

Amparo Caballero  Itziar Fernández  Dolores Muñoz  Pilar Carrera 《Infancia y Aprendizaje》2013,36(3):458-497

Abstract

In order to design prevention programs, it is important to understand the evolution of drinking behaviour patterns among adolescents and young people. The aim of this paper is to analyse the changes in these patterns based on age and their role in explaining this behaviour in the Theory of Planned Behaviour framework. We used 273 participants divided into three sub-samples (3^rd and 4^th ESO [Educación Secundaria Obligatoria, ‘Compulsory Secondary Education’] students and university students). For older ages, the frequency of binge drinking is higher and the attitudes were also more positive towards alcohol consumption. Structural equation analyses show that drinking behaviour is explained by a different model in each age-group: in older groups, the role played by positive attitude and perceived control is more important than in the younger; by contrast, the influence of reference groups decreases with age. Results show significant differences between age groups regarding the reasons that young people report for engaging or not engaging in this behaviour.  相似文献   

Aprender a leer y leer ara aprender: Características el escolar con pobre capacidad de comprensión     

Emilio Sánchez 《Infancia y Aprendizaje》2013,36(44):35-57

Resumen

En este trabajo se revisa la literatura para describir las características de los sujetos con una baja capacidad de comprensión, entendida aquí como capacidad para aprender mediante la lectura. Las características son agrupadas en tomo a estos dos aspeaos: qué es lo que obtienen de la lettura y cómo operan para obtener esa limitada representación. En la parte empírica del trabajo, se comparan dos muestras seleccionadas de sujetos de buena y pobre comprensión (6.°, 7.° y 8.° de EGB) en sus perfiles de recuerdo, su capacidad para apoyar su recuerdo en la organization lógica de los textos, su capacidad para reconocer el tema de párrafos y en su capacidad para resumir, demostrándose que en todos esos capítulos aparecen claras diferencias (p<.001) en los dos niveles seleccionados.  相似文献   

Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model     

Pedro Rosário  José Carlos Núñez  António Valle  Julio González-Pienda  Abílio Lourenço 《European Journal of Psychology of Education - EJPE》2013,28(4):1311-1331

The present study complements previous research findings with new data to improve our understanding of the relationship between motivational variables and academic performance in math mediated by self-regulated learning (SRL). A structural equation model with predictor (i.e., grade retention, grade level, and study time), process (i.e., perceived usefulness of SRL strategies, self-efficacy for the use of SRL strategies, and reported use of SRL), and product variables (i.e., academic achievement in mathematics) is proposed. The model was analyzed in two samples of data (calibration and validation samples). The first sample served to fit and respecify the model, and the second one was used to analyze the consistency of the findings of the first sample. A sample of 756 middle school Portuguese students participated in the current study. The results indicate that SRL is positively and significantly related to academic achievement and that the latter is, in turn, powerfully determined by perceived usefulness and self-efficacy, although students’ reported use of SRL strategies decreases from 7th to 9th grades. Self-efficacy and perceived usefulness of SRL strategies were also found to decrease as grade retention increased. These results are discussed with regard to the relevance of self-efficacy and perceived usefulness of SRL strategies in increasing academic achievement.  相似文献   

Symposium on The New Significance of Learning: Imagination’s heartwork     

Morwenna Griffiths  Kenneth Wain  Bob Davis  Pádraig Hogan 《Educational Philosophy and Theory》2013,45(3):334-348

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Being highly internationalised strengthens your reputation: an empirical investigation of top higher education institutions     

Blanca L. Delgado-Márquez  M. Ángeles Escudero-Torres  Nuria E. Hurtado-Torres 《Higher Education》2013,66(5):619-633

In an educational context characterised by globalisation, reputation constitutes a crucial issue for today’s higher education institutions. Internationalisation of higher education is often seen as a potential response to globalisation and, consequently, higher education has become increasingly internationalised during the past decade. In this paper, we investigate the relationship between internationalisation and reputation in top higher education institutions. Results reveal that internationalisation positively influences a university’s reputation but also moderates the relationship between the institution’s reputation and its institutional performance with regard to research quality, teaching quality and graduate employability.  相似文献   

Support for self-regulation in learning complex topics from multimedia explanations: do learners need extensive or minimal support?     

Héctor García Rodicio  Emilio Sánchez  Santiago R. Acuña 《Instructional Science》2013,41(3):539-553

Acquiring complex conceptual knowledge requires learners to self-regulate their learning by planning, monitoring, and adjusting the process but they find it difficult to do so. In one experiment, we examined whether learners need broad systems of support for self-regulation or whether they are also able to learn with more economical support configurations. Eighty-six undergraduate students with little prior domain knowledge learned plate tectonics from a multimedia presentation involving animation with concurrent narration and support in one of four forms: minimal support, two variants of intermediate support, or extensive support. After the presentation, participants solved retention and transfer tests. The results revealed that participants receiving the broadest system of support outperformed those in the other conditions, which did not differ from one another. This means that it is so difficult for learners to self-regulate learning that they need considerable support if they are to learn complex conceptual knowledge.  相似文献   

Andalusian teacher centres: in the political crossfire     

Juan Fernández-Sierra  Javier Barquín-Ruiz 《教育政策杂志》2013,28(3):337-352

This article analyses the background of teacher centres (CEPs) in Spain and presents the synthesis of conclusions drawn from the evaluation of such centres and continuous education in Andalusia (Spain), carried out according to the model of democratic evaluation defended by Barry McDonald. Three issues are dealt with: (a) the change of government policies concerning the running of teacher centres, from autonomy to control; (b) the changes in the way teachers' continuous education and advice strategies are understood; and (c) how teacher commitment to innovation and education reform evolved with time. All this takes place within the framework of political confrontations between the two main parties in Spain: the Socialists (PSOE) - who institutionalized the CEPs and created education reform, and who continue to govern in Andalusia - and the Conservatives (PP) - who are currently in power in central government and who neither supported educational reform nor the teacher centres. In this context, the analysis of the use of the CEPs as a political weapon in their confrontation is one of the main objectives of the evaluation.  相似文献   

Gender,choice of subjects and pupils' attitudes to science     

Micheál Ó Maoldomhnaigh 《Irish Educational Studies》2013,32(1):241-250

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