ISSN: 2310-2799
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546,196 artículos
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Año:
2019
ISSN:
2386-6292, 1578-7001
Xus Martín-García; Mónica Gijón-Casares; Josep-Mª Puig-Rovira
Universidad de Navarra
Resumen
Based on Marcel Mauss’s theory of the gift, a way of understanding the social bond which helps to explain the formation of people as moral subjects is presented. After presenting the questions that underlie our refl ection, the methods used to prepare the proposal are explained. The aim of the article is to raise awareness and contribute to the incorporation of the dynamisms of the gift –its relationship and service to the community– in the field of education. This is based on two concepts: that the gift is an essential formative dynamism and that a well-rounded education demands a two-way gift cycle: from teachers to students and from the latter to the community. Finally, an appropriate methodological proposal is presented to work on each cycle of the gift: the tutorial and service learning.
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Año:
2019
ISSN:
2386-6292, 1578-7001
Xisco Oliver; Joan Rosselló Villalonga
Universidad de Navarra
Resumen
In this paper, we analyse to what extent regional economies’ specialization in unskilled-intensive productive sectors accounts for higher early school leaving rates in their school systems. Using panel data for 17 Spanish autonomous regions (2000-2013), we fi nd strong empirical evidence to support the fact that regional economies specializing in sectors like the construction industry, agriculture and services (excluding the public sector) have bigger school dropout rates than those where the public sector is more important. Our results complement those of microdata- based studies of the determinants of early school leaving rates that focus on individual preferences, the parental status and social framework. The conclusion that can be drawn from our study is that education policies aimed at reducing school drop-out rates should be designed to take the productive structure of the regions where they will be implemented into consideration.
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Año:
2019
ISSN:
2386-6292, 1578-7001
Manuel Joaquín Fernández González
Universidad de Navarra
Resumen
Within a realist Aristotelian paradigm, this paper explores the concepts of ‘self-of-virtue’ and ‘virtue identity’, its correspondent self-concept. Distinguishing the ‘fundamental disposition’ to virtue growth, which defi nes a self-of-virtue, from the particular dispositions of virtues, we conceptualize virtue growth as an ‘integrative’ and ‘open free systemic’ reality based on phronesis-guided action, and we describe the ‘unifi ed moral self of rationally grounded emotions’. We address the radical difference between virtue identity and moral identity, and we propose a processual model for self-of-virtue development, unfolding its pedagogical aspects and suggesting that refocussing on the development of self-of-virtue would help to avoid atomized virtue education.
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Año:
2019
ISSN:
2386-6292, 1578-7001
Disruption and School Failure. A Study in the Context of Secondary Compulsory Education in Catalonia
Pedro Jurado de los Santos; José Tejada Fernández
Universidad de Navarra
Resumen
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.
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Año:
2019
ISSN:
2386-6292, 1578-7001
Marta Estrada; Diego Monferrer; Miguel-Ángel Moliner
Universidad de Navarra
Resumen
There has been considerable academic interest in learning styles in recent decades aimed at developing more efficient methodologies in the teaching-learning process. However, few studies have analysed the existing relationship between learning styles according to the whole brain model and emotional intelligence in university students, the proposal of the present research. Methodology: Dominant learning styles were measured with the Whole Brain Theory Diagnosis, a shortened adaptation of the Herrmann Brain Dominance Instrument. Emotional intelligence was measured using a simplified adaptation of the Spanish version of the Trait Meta-Mood Scale. Results: Learning styles based on mixed dominances positively influence the development of emotional intelligence. Learning styles associated with the right hemisphere were also found to have a greater impact on emotional intelligence. Conclusions: Students should be trained in a learning style that enables the use of mixed dominances, thereby contributing to the development of their emotional intelligence.
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Año:
2019
ISSN:
2386-6292, 1578-7001
Sara Conde Vélez; Manuel Delgado-García; Francisco Javier García Prieto
Universidad de Navarra
Resumen
The work by corners in the stage of Preschool Education is a methodological strategy very recurrent between the teachers. This article describes the process of design and validation of an instrument to investigate the organization, functioning and management of the corners. This is an observation scale composed of 37 items grouped into 4 categories, whose internal consistency, reliability and goodness of fit has been analyzed based on the opinion of 1.350 teachers in Andalusia. The results show the rigorous psychometric qualities of an instrument that could contribute to evaluate and improve the practice of working in corners.
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Año:
2019
ISSN:
2386-6292, 1578-7001
Remberto Castro Castañeda; Silvana Mabel Núñez Fadda; Gonzalo Musitu Ochoa; Juan Evaristo Callejas Jerónimo
Universidad de Navarra
Resumen
Consequences of adolescent's school victimization compel a better understanding of the relations between infl uential factors. A randomized representative sample, was selected by conglomerates, including 1.698 Mexican adolescents (46% boys and 54% girls), with ages between 12-17 years (M = 13.65. SD = 1.14) attending secondary school. Self-report data about parents- adolescent communication, psychological distress and positive attitude toward institutional authority were analyzed using structural analysis. The resulting path structural model confi rmed an indirect relation between parents-adolescent communication and school victimization trough psychological distress and a positive attitude toward institutional authority, underscoring the influence of parents-adolescent communication over adolescent`s school victimization.
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