Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The acquisition of a second language constitutes a fundamental aspect of globalized society in the 21st century. The learning of the English language is promoted through the national public policy of education. In this context, the objective of the study was to describe the students’ perception about the implementation of the Flipped Classroom methodology in a communicative English course. The study was carried out with undergraduate students from Architecture and Civil Chemical Engineering careers. The study was descriptive with a cross-sectional design, and an intentional non-probabilistic sample. A questionnaire was designed and validated through expert judgment. It considered three dimensions: learning before class, learning in the classroom, and assessing the methodology. The data were analyzed using descriptive statistics. The results show that students value that they can watch the content videos and they can review them prior to the face-to-face class. Also, the students perceived that the teacher/student roles changed in the class. The teacher became a guide and facilitator and students became more active in their own learning process. In conclusion, the Flipped Classroom methodology diversifies the learning spaces, improves prior knowledge and optimizes the formation process to allow a student-centered approach.

Este artículo analiza las concepciones sobre el cambio educativo de docentes participantes de un proyecto de desarrollo inclusivo, inspirado en los valores propuestos por la Guía para la inclusión educativa (Booth y Ainscow, 2012).  Este plan busca propiciar, mediante la participación de la propia comunidad escolar, la creación de estrategias para abordar las barreras detectadas por el colectivo.  Se identifican, mediante un estudio de casos y un análisis cualitativo, las concepciones de los participantes a partir de dos ejes centrales Transformación/Transacción e Integralidad/Fragmentación. Emergen a partir de un análisis tipológico, cuatro posiciones dinámicas y articuladas acerca del cambio educativo: Cambio Comunitario, Integracionista, Eficiente y Burocrático.  Cada una de estas configuraciones con visiones propias que anticipan trayectorias y desafíos posibles. Los resultados permiten problematizar las condiciones y que tiene la escuela y sus participantes para favorecer un trabajo desde una perspectiva inclusiva, en el contexto de la educación municipal.

Objective: to determine the factors associated to the motivation of achievement (ML) commitment and delivery in learning (CEA), perceived motor competence (CMP) and anxiety before the error (AE) during the Physical Education classes in the students that attends the II cycle of Basic General Education. Methodology: The AMPET questionnaire was applied to a total of 323 schoolchildren. The descriptive analysis of averages and standard deviations, ANOVA 2x3 parametric analysis (2 sexes and 3 school levels), for independent and post hoc groups of Tukey was applied. The level of significance established was p <.05. Results: differences were found in the CEA factor according to the level (p = .000). The lower the academic grade, the higher the score; the fourth-level students reflects a higher CEA than the fifth and sixth grades. The CMP factor according to the level, showed that the higher the academic level the score decreases (p = .000), and it was the fourth level student who showed a higher score compared to the other levels. The AE factor and stress situations showed higher scores in women (p = .007) in relation to men. Conclusion: Factors such as CEA, CMP and AE, related to the ML in the PE classes, play a motivational role. The low perceptions of the CMP observed, are a sign of demotivation and insufficient participation in the activities of the class, threaten with a diminution in real motor competition and in the AE factor according to sex. The analysis must be focused on positive reinforcement to reduce the levels of stress and anxiety that are generated due to and during PE class, focusing attention on women, since it was observed that they presented the negative scores.

The present investigation was carried out to strengthen the teaching of mathematics. The topic selected was the competence to develop one digit subtraction and multiplication algorithms for second grade children, whose ages range between 8 and 9 years. As a sample of study, 24 children were chosen, 5 out the total with learning difficulties. It is a quantitative research with an experimental design. The instruments used were: observation, two tests of specific skills and an interview analyzed under two categories. The concepts and the use of educational videos worked as the research base. The research question was: what effects are evidenced when implementing educational videos as a disruptive tool to support the process of subtraction and multiplication learning in children in second grade? The objective of the research was to: implement the use of tutorial videos as an educational resource to strengthen the process of teaching subtraction and multiplication in second grade children with and without learning difficulties. The evidence-based effects of the use of videos were: increase in the periods of attention and concentration, more confidence in the execution of new exercises, the development of the skills was directly related to the number of times the videos were viewed. The main findings were: children with attention deficit disorder (ADD) and dyslexia that may be accompanied by dyscalculia benefited from watching the videos. Regarding children who do not have learning difficulties, it was determined that they used them as a source of study and consultation. This project demonstrates that the use of videos in education helps children with cognitive difficulties and supports the study process of students who do not have learning difficulties. The videos used are of own authorship and are available on YouTube.

The research project "Evaluation and educational intervention with disruptive pupils within the framework of an inclusive school" was performed during the first and second quarter of the 2015-2016 school year. The main objective was to evaluate the agents involved in the classroom within a mainstream school, where disruptive students are presented. From the results obtained a number of proposals were made and methodological strategies for teachers, enabling them to understand and be sensitive to the behavioral problems of some of his students, generating appropriate responses to their needs. From the observation and analysis of a 1st course of compulsory secondary education, from now on ESO (26 students) were detected those students who by their characteristics were considered disruptive. The consequences that this causes in routine operation, possible causes were addressed, and the perceptions themselves from these situations of disruption were analyzed. The teachers involved (tutors, subject teachers, head teacher, director, Department of counseling, mediation group, janitors ....) with the help of interviews and questionnaires, helped us to obtain useful conclusions to achieve the objectives. Family characteristics, involvement and participation throughout the educational process have been useful to know what the perception of the school, the classroom, the students and all the teachers, to establish a set of tools valid to improve their behavior. Among some of the data obtained can be observed very similar results regarding the relational dimension (conflict) and the development dimension (autonomy and morality-religiosity). As regards the stability dimension, both pupils and families attach great importance to the organization and planning of the activities and responsibilities of the family, and to a lesser extent to which it refers to the norms and procedures established there in family.

The present study attempts to create a better understanding of the socialization process, which teachers working in the National English Program for Basic education in Ensenada Baja California, Mexico, must experience. On one hand, findings are based on a study of the construction of teachers’ identities from a socio-pedagogical perspective and on the other hand. on a review of the context in which they are immersed.  Our purpose is not only to generalize results as to achieve a deeper understanding of the process which teachers working in the program experience, and clarify how these results influence the construction of their own identities contributing to dialog which support actions to improve their context. Descriptive data was collected through semi-structured interviews with a group of key subjects using categorization as a method of analysis to identify results. It is worth mentioning that within the findings, two classes of teachers were typified: those who command basic pedagogical knowledge because they have gone through formal training and those who have no pedagogical training, but were recruited for the job because they speak English or belong somehow to the educational system. It is also notable to mention the absence of an induction into the program upon initiating activities in an educational setting, the precarity of working conditions, the minimal support for further pedagogical training and the disesteem of communities in regards to language teachers’ social status.

The present research work aims at gaining understanding of what it is referred as “motivation” and “engagement” in the context of educational  processes considering points of consensus and debate in the specialized literature. The objective was examining how far the definitions that have been proposed by authors from English-speaking contexts are compatible or have been represented in writings from Iberoamerican context attempting to clarify how are these two constructs related to each other. A review was performed focusing on manuscripts that discussed advances in these subjects. The main conclusions from this revision highlight the similarity of some definitions for both concepts. It is shown that both concepts are being treated as equivalent to each other, enabling potential conceptual confusions. The need for further debating about the relationship between both kinds of processes aiming at achieving higher clarity regarding the differences between the concepts to help future research and interventions is proposed.

The events and the participation structures of nine primary school Chilean teachers from 3rd, 5th, and 7th grade from Sciences, History and Spanish were listed in collective reading instances. The system used was the one provided by Sánchez et al (2008) where the frequency of the planning and interpretation/evaluation episodes and the participation structure on it were analyzed. The results show a low percentage of planning episodes with a high domain of the teacher’s discourse. Likewise, it shows a higher rate of interpretation/evaluation with a lacking in students’ involvement either in the level or in the subject. These results allow us to explain the context in which the collective reading is created and how it determines the role of the learner as a reader in training.

Many social studies have been made on scholar dropout because it’s many implications for the people and the societies. The Costa Rican authorities has created socio-economic support programs as strategic to keep the students into education system but the phenomenon has prevailed over time. There have also been isolated implemented strategies that aim to decrease dropout rates but its impact has not been evaluated and the achievements are never socialized. This paper presents a study by comparative factorial quantitative technics was conducted with 624 students from 20 schools between technical professional secondary schools and academics colleges at Education Regional Management of Cartago province, both daytime and nighttime mode, and its exposed the perception of the causes of scholar dropout with the aim of proposing technical diagnostic items that serve as beginnings factor to implement strategies and preventive actions dropout in educational contexts and, which are useful as a reference for you education professionals who are concerned about this issue and want to perform actions to address and prevention, what consider the student`s motivation and his sense of belonging to high school, as bases for prevention and educational management actions.