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

Bullying and cyberbullying are phenomena that regularly appear in schools and cause physical, emotional and behavioral problems in victims. A public center in Barcelona with students from Compulsory Secondary Education (ESO) implemented the #aquiproubullying program proposed by Generalitat de Catalunya and its purpose was to verify the effect it had on its students (N=342) before and after the intervention, with EBIPQ (bullying) and ECIPQ (cyberbullying) questionnaires. A quasi-experimental design was applied with an independent variable (IV), the educational intervention; a descriptive design to study the scores of the EBIPQ and ECIPQ questionnaires and an associative design to study the relationships between the variables. The intervention did not reduce the perception of bullying in schoolchildren, although a reduction in cyberbullying aggression was detected among students from second to third year of ESO. In addition, associations were found between victimizing behaviors in bullying and cyberbullying and between victimization and aggressiveness. The authors point out the need to maintain these educational programs, although the data do not corroborate the full effectiveness in the short term in all bullying and cyberbullying behaviors.

Inclusive education aims to improve the presence, participation and learning of all students. Drawing on this perspective this paper focus on the learning of mathematics, thus we analyze how communicative acts impact on the mathematical reasoning carried out by Asperger’s syndrome students when working within Interactive Groups (IG). We used a qualitative methodological approach. We conducted a case study, using observation as methodological instrument. Results suggest that all students (the ones participating in the study as well as their peers) actively and collaboratively participate within the IG in solving problems. In order to do that, they use dialogic communicative acts, and they build arguments. After the discussion drawing on the fieldwork, and previous research and theories, we can claim that the dialogic communicative acts carried out within the IGs improve mathematics reasoning, thus, mathematics learning of Asperger’ syndrome students. We conclude that IGs are an inclusive successful educational action.

Early childhood education (ECE) in Ghana has grown from a traditional approach to a more formalised and modernised system of care and education services for young children. As a valued practice, ECE reflects a distributive, regulatory or redistributive policy. The paper analyses Ghana’s ECE policy implementation using McDonnell and Elmore’s framework of five elemental instruments. We supported the analysis with ECE policy documents and research evidence in ECE. Enabling and inhibiting factors affecting ECE were identified and ways were devised to enhance the latter. We established that while ECE has somewhat addressed equity and access issues, concerns exist regarding implementation factors such as quality teacher training and parent involvement for promoting effective programs. The paper recommends the need to evaluate ECE and provide planned and ongoing opportunities to advance the professional development, capacity, and motivation of ECE implementers, especially early childhood teachers.

El objeto de este estudio es constatar los efectos de la implementación de cuentos motores en el desarrollo de las habilidades fundamentales: adaptativa, motora, cognitiva y personal-social en un aula inclusiva de Educación Infantil con niños con capacidades diversas. Para ello se ha procedido a la adaptación de un cuestionario ad hoc proveniente del Inventario de desarrollo Battelle.  Los Ítems contenidos en el mismo se adecuan a acciones elegidas e introducidas en los cuentos motores y que, a su vez, permiten la observación de su consecución.  La muestra está conformada por 20 niños, con y sin diversidad funcional, a los cuales se les evaluaran mediante el cuestionario adaptado ad-hoc, seguido de la intervención, consistente en la implementación de 45 sesiones de cuentos motores, y finalizando con la nueva aplicación de este (pre y postest). De los análisis realizados se desprende que el cuento motor resulta un recurso lúdico, flexible, motivador y fuente de aprendizaje significativo para los niños con y sin diversidad funcional; es una herramienta sencilla para valorar las capacidades de los niños y su adaptabilidad a la individualidad del alumnado lo convierte en un instrumento adecuado e inclusivo para su utilización en un aula de infantil.

There is a remarkable number of papers on community participation and on the debate about its promotion from the institutional power (top-down) or from the citizens themselves (bottom-up). However, there is a gap in the scientific literature on the key elements that achieve social impact with community participation promoted from below (bottom-up). This article presents a case study of the Adult School La Verneda-Sant Martí, which has been in existence for 44 years. Based on the communicative methodology, 5 in-depth interviews have been conducted with people who have participated in the school project. The main finding is that dialogic leadership has been a key element for the social impact of this school.

La presente investigación pretende acercarse al pensamiento histórico del profesorado en formación, dada la complejidad para abordar las nociones temporales con niños y niñas en el proceso de enseñanza-aprendizaje de la historia. Para ello, se han analizado diversas narrativas (entrevistas, diarios y cuentos) realizadas por el alumnado del Grado de Educación Primaria de la Universidad de ANÓNIMO entre los cursos 2015-2016 y 2018-2019, dentro de la asignatura de Didáctica de las Ciencias sociales. El análisis de las diferentes propuestas se sitúa dentro de una metodología cualitativa, empleando cuatro dimensiones: perspectiva histórica, comprensión histórica, procesos de causa/consecuencia y empatía histórica. Los resultados muestran que el profesorado en formación no presenta un nivel alto de pensamiento histórico, lo que indica la necesidad de abordar de una forma compleja su formación en el Grado. En este sentido, nuestra investigación se enmarca en una línea de estudios previos sobre la formación del profesorado desde la perspectiva de la didáctica de las ciencias sociales.

The formative assessment is a strategy that allows students to be aware of the state of their learning and to establish ways to correct the identified deficiencies; at the same time, it provides information to the instructor about those issues where misunderstandings occur. In the present study, we study its application to the solving of problems in university subject of scientific field. The activity involved short extension cases, coming from professional situations combined to self-learning tasks and supported on e-learning platform (Sakai software). The methodology was designed to achieve deep learning and a continuous evaluation of the process, not only the final product. The evidences collected (student’s documents, interviews and smartphone-based surveys) informed about the impact of the presented approach. The participants positively valued the initiative against the more traditional methodologies. In conclusion, the study demonstrates that students can actively participate in the learning-oriented assessment, maintaining the guarantees of the educational process, mainly suitable for large classes, limited schedule or on-line classes.

The study represents a contribution in the field of notions and practices of teachers in Infant, Primary and Secondary Education regarding curricular materials in the areas of Natural and Social Sciences. Particularly it focuses on the use of teaching materials in relation with curricular elements (key competences, methodology, activities, content, resources and materials, evaluation, and environmental context). A mixed methodology is used based on survey and interview instruments with a sample of 962 Andalusian teachers. The results reveal consensus between the three groups regarding the need to supplement textbooks, considering its limitations in developing key competences and meaningful learning, with other materials to enrich the teaching / learning processes. However, at a methodological level, Infant and Primary teachers consider to a greater degree the role of textbooks in promoting conventional and transmissive teaching practices. The conclusions underpin the need to enhance the curricular competence of teachers and support the design, development and evaluation of curricular materials experienced in classroom practice.

The present study aims to analyze the influence of gender and cultural issues on the role overlapping of cyberbullying. For this purpose, 1340 university students (34.1% men; 65.9% women) from Brazil (44.2%) and Portugal (55.8%) participated in the study. Moderation analyses reveal a significant gender interaction in the relationship between cybervictims and cyberaggressors, as well as between cyberbystander and cyberaggressors. In addition, cybervictims and cyberbystander from Brazil presented a greater tendency to be cyberaggressors than university students from Portugal. Finally, we found that men from both countries who are cybervictims showed a greater tendency than women to be cyberaggressors. The results are discussed, and the implications of the study are presented. We conclude by highlighting the importance of knowing the cultural and gender aspects in the dynamics established in cyberbullying and especially in the overlapping of roles, since such information can be valuable in intervention programs. In addition, the need to work on cyberbullying in higher education is emphasized.

Las estrategias de afrontamiento son las acciones que se utilizan con la finalidad de dar solución a cualquier problema que se origina en la vida cotidiana. El objetivo de la presente revisión sistemática es identificar cuáles son las estrategias de afrontamiento que utiizan los adolescentes cuando se ven envueltos en un conflicto social. La metodología ha consistido en realizar una búsqueda en las bases de datos e Web of Science, Scopus, Eric, Dialnet Plus, Ebsco y PsycINFO a partir de la selección de unos descriptores que han dado lugar a una fórmula de búsqueda. Dicha búsqueda ha contado con una serie de criterios de inclusión e exclusión que han permitido seleccionar 15 estudios para esta revisión. Los resultados muestran la diversidad de estrategias de afrontamiento que utilizan los adolescentes como es la búsqueda de apoyo social o la evitación del problema y las diferencias existentes según sexo y edad