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

Publication of the rules governing the organization of official teachings hasled to universities and agencies Spanish evaluation to a set of challenges related to the design, development and evaluation of learning outcomes in the setting of the EHEA. In this area, the evaluation of the Bachelor/Master’s thesis is providing substantial information on the difference between the expected learning outcomes in curriculum and actually achieved by the student.Academic writing is fundamental to determine the quality of learning outcomes of a curriculum leading to university degree evidence. However, the evaluation of academic writing as evidence of the quality of a title not only poses significant challenges to universities that train students and evaluate their work in order to study but also rating agencies that accredit titles. One of those challenges is the definition of the proper object of evaluation —the Bachelor/Master’s Thesis— from different prototypes of academic discourse genre «End of studies work». From a socio-discursive perspective, this article proposes a description of the various prototypes of Bachelor/Master’s thesis (educational intervention, empirical research, theoretical review, historical research) gender as a discursive community in the area of knowledge of Education. Social and material characteristics require students to develop academic identity in writing evidencing learning outcomes foreseen in the legislation.

The need to consider children as a collective with their own intentions andinterests, who have the right to be listened to and to participate in matters affecting their lives is the starting point of this paper. We believe that the school context is a privileged and determinant context in which, since early childhood education, young children can play an active role in the development of effective participatory processes that, gradually, can expand to the public and social spheres. In order to achieve this aim, the adult becomes a key figure in promoting listening to children. In addition, this implies a recognition of the other, an encounter that leads to a bidirectional and symmetrical communication in which children are accepted and regarded.On the basis of these considerations, in this paper we present a review ofstudies carried out with young children in the last two decades. All thesestudies aim at children’s active, conscious and voluntary participation and are focused on different areas and topics, using various techniques (visual, oral and written) in order to reach a better knowledge of and approach to child perspective.

The importance of establishing communication links and mutual collaboration between families of the students and educational centers to develop comprehensive education of students is today an undeniable reality. From the perspective of inclusive education, the relationship between respective institutions must integrate parents of all students, including those who have some risk of social exclusion. This group includes immigrant families. For this reason, in this study we compare the communication established between families and the school in which their children study in the region of Murcia, depending on their nationality. We sent a questionnaire to 2,494 families in this community in a joint investigation by the Consejo Escolar de la Región Murcia and the University of Murcia. The results indicate that Spanish parents know their children’s schools better, participate more in its life, contribute more to the development of student learning at home and have more positive relationships with the school than immigrant families. These differences between groups are statistically significant at a global level and also at educational stages of Infant and Primary School, but not in secondary education. These results reflect on possible guidelines for action from the political-academic and educational community in order to help integrate parents of immigrant students in the school of their children.

Spain was in 2013 the leading European country in MOOC course offeringsand is in a leading position worldwide in the number of massive courses offered in 2014 This prolific activity is being transferred to the educational and scientific world in the form of posts in blogs, social networks and web pages, as well as scientific papers and books that attempt to analyze the movement from different methodological approaches. To date there is not any research that analyzes the bibliometric impact of MOOC movement in the Spanish scientific community. Therefore the objective of this research is to perform a bibliometric study of the scientific impact in the form of scientific article or research book in journals and Spanish publishers from January 2010 to June 2014. The study was approached from a descriptive and quantitative methodology taking as reference bibliometric indicators of production, number of citations, and indicators of visibility according to their impact on different databases: Wos / Social Science Citation Index, Scopus, In-Recs, Google Scholar and categorization of Spanish scientific journals (ANEP / FECYT). The results show that the impact of the Spanish scientific production in form of book and scientific article in prestigious international databases (Wos-SSCI / Scopus) is very low, although the national impact categorization according to ANEP / FECYT and In-Recs is moderately high.

The aim of this article is to contribute to the creation of criteria for artseducation in the generic sense of understanding arts as a field of education.This is an aim which can only be solved from the perspective of pedagogy,since arts education is substantively education, which means that it has tointegrate the traits of character and sense which are typical of the meaningof education. For this purpose, the area of cultural experience «the arts»must be built as a field of education. The task in pedagogy is to transforminformation into knowledge and knowledge into education by building fields of education from diverse cultural areas. The arts are an area of cognizable, teachable, researchable and attainable cultural experience which can become an object and goal of education.Through an analytical, phenomenological and hermeneutic approach, arteducation is substantively education; it is firstly «education», it is configured as a general field of education which provides common educational values related to the particular character and sense of education as with any other educational subject.From the same approach, art education is adjectively «artistic», it mustbe regarded as field of general education which provides specific educational values related to the conceptual sense which is typical of the area of artistic experience, and as field of professional and vocational development which provides specialized educational values through the arts field.These proposals allow an increasingly accurate identification of art education: firstly as common education (general field of education); secondly as specific education related to the artistic activities (field of general education) and thirdly, as education specialized in the artistic activities (professional and vocational field).

This paper presents a study whose objective is to verify, from a structuralperspective, the influence of a set of measures to reduce problems of coexistence.The sample is composed of 46 centers which belong to the «RedSchool: Space of Peace» in Andalusia (Spain). As instruments of measurement, scales are developed «ad hoc», submitted to reliability analysis and theoretical and construction validity. Its concludes with the adequacy test of the theoretical model for the data, confirming the influence of leadership, education in conflict, democratic development of regulations, training teachers and families and «classroom of community life» on the reduction of the problems.

The present study shows the results and main findings on the most common self-perceived emotions among students and teachers in P. E. (Physical Education) lessons in Primary Education (6th grade). The purpose is to plan successful emotional programmes, both for students and teachers. The sample consisted of 376 students in 6th grade of Primary Education and 14 P. E. teachers. The questionnaire and the semantic differential were used as measurement tools. The results show that students and teachers experience pleasant emotions during the lessons. However, it is the students who mainly and more intensely experience them. Concerning teachers, there is a greater heterogeneity concerning the emotions felt. Thus, the emotions experienced by this group are less pleasant than those of the students. With regard to unpleasant emotions, students show a rather limited identification with this kind of emotions, whereas teachers experience unpleasant emotions with greater intensity.

This paper aims to analyze the Learning Communities teaching projectfrom an intercultural perspective. The research is based on an ethnographic study conducted during the academic years 2008/09 and 2009/10 in a staterun primary school which is a Learning Community in the city of Seville. The article reviews the declarations of Intercultural Education from a theoretical point of view, adopting the «intercultural approach». Here, this stance is understood as a «metaphor» that, according to Aguado (2011), would mean a way of thinking about the complex, diverse and different, taking into account its practical and hermeneutical nature. This position acts as a support to analyze the selected case and focus on three dimensions of school. Firstly, a transformation in the concept of diversity and difference, understanding interculturality to focus more on process than on results, and going beyond the ethnic markers generally associated with foreigners. Secondly, a change also in the teaching-learning process that would question certain routinized teaching practices such as the alliance with textbooks or the teacher’s exclusive monopoly on control. Finally, a transition is detected from the individual to the collective through the restructuring of socio-school relations, signifying a new conception in the responsibilities of all agents and the functions performed by the school. The article concludes by summarizing the results, showingthe links, opportunities and threats offered by the Learning Community project to intercultural practice.

This research explores the theoretical-methodological and learning relatedconditions for introducing the hermeneutic phenomenological methodologybased on Max van Manen’s approach within the Hispanic context. Using thedescriptive (interpretive) method and the grounded theory approach for data analysis and interpretation, interviews with academics and researchers in the humanities and social sciences and an open questionnaire to experts in the method were conducted. This study leads us to consider the centrality of the subject of education and the hermeneutic phenomenological practice, attributing, as a starting point, certain attitudes, aptitudes and skills to this subject.At the same time, this study points to the need for a context with permanent spaces for study, training, exchange and dissemination of hermeneutic-phenomenological work, preferably at universities. Education implies the focus on a lived experience from its starting point, designing a teaching-learning strategy that, while still providing the theoretical and philosophical basis, does not fall into excessive theorizing of the approach. A proper educational proposal may contribute to the emergence of research groups that provide a singular way to practice more humane and humanizing research, focused on the world of life and the meaning and sense of the experience.

The aim of this study is knowing if young couples relationships are affected by the use of social networks and nowadays these are turned into a new kind of domestic violence. A lot of cases of the wrong use of data, images, passwords, couple’s privacy or the social victimism because of the spite are set out according to a questionnaire. It has been composed by 10 items and arguing groups, 511 teenagers as participants from 16 to 19 years old from Huelva and Granada (Spain).This way is changed into a measure of control and violence in the couples. Firstly, the questionnaire was distributed and three arguing groups were elaborated among the participants. Information has been analyzed in a quantitative and qualitative way. Most of people state that they don’t develop and get these types of behaviours as measure of pressure. However, social networks have been found to be used to intimidate, control the couple, usurp the character and even the violation of privacy after the couples’ break ups. Besides, most of the survey respondents appreciate the boys’ behaviours towards their couples as «usual» and «expected» because of the confidence and the claimed love. These are called domestic violence. It’s necessary a bigger training in the use of social networks and to promote different measures of couple’s violence through these systems.