Revistas
Revista:
EDUCATIONAL RESEARCH FOR POLICY AND PRACTICE
ISSN:
1570-2081
Año:
2023
Vol.:
22
Págs.:
193-214
Little is known about how teacher professional development helps enhance collective teacher efficacy so as to improve student performance. The present systematic review addresses two research questions, first by identifying 583 studies that may contribute pertinent information and then by performing in-depth analysis to eliminate those that did not meet our inclusion and quality criteria. After analyzing 18 studies, the results of this review confirm the impact of collective efficacy on student performance and highlight the importance of the role of principals in fostering a culture of trust and collaboration among school administrators and teaching staff.
Revista:
SUSTAINABILITY
ISSN:
2071-1050
Año:
2021
Vol.:
13
Págs.:
2600
The objective of this article is to analyse the potential of ComunicARTE, an innovative Spanish Language teaching/learning program that uses project-based learning to develop dialogic spaces which promote the communicative competence of Spanish students, together with social, emotional and motivational outcomes. Two schools have been observed with this in mind: an experimental one using this program and a control one. This is a longitudinal study with pre-and post-test data which analyses 170 children at the beginning of their fifth year and the end of their sixth year in primary school. Quantitative tests have been used to assess their communicative competence and motivational orientation in the classroom. The results obtained are discussed.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2021
Vol.:
12
Págs.:
714145
The Teachers' Sense of Efficacy Scale (TSES) has been the most widely used instrument to assess teacher efficacy beliefs. However, no study has been carried out concerning the TSES psychometric properties with teachers in Mexico, the country with the highest number of Spanish-speakers worldwide. The purpose of the present study is to examine the reliability, internal and external validity evidence of the TSES (short form) adapted into Spanish with a sample of 190 primary and secondary Mexican teachers from 25 private schools. Results of construct analysis confirm the three-factor-correlated structure of the original scale. Criterion validity evidence was established between self-efficacy and job satisfaction. Differences in self-efficacy were related to teachers' gender, years of experience and grade level taught. Some limitations are discussed, and future research directions are recommended.
Revista:
ESTUDIOS SOBRE EDUCACION
ISSN:
1578-7001
Año:
2020
N°:
39
Págs.:
331 - 334
Revista:
REVISTA INTERUNIVERSITARIA DE FORMACION DEL PROFESORADO
ISSN:
0213-8646
Año:
2020
N°:
95
Págs.:
11 - 35
In recent years, collective teacher efficacy has been presented as a promising factor in improving student performance (Donohoo, 2017; Eells, 2011; Hattie, 2016). However, unlike self-efficacy beliefs, collective teacher efficacy has been studied much less. Hence, this systematic literature mapping seeks to deepen the development and study of the collective efficacy beliefs of teachers in the academic field, with the objective of understanding and synthesizing the information of various investigations regarding the subject in question. Through the methodology of systematic mapping, a total of 60 potential studies published between 2000 and 2019 and indexed in the Scopus and Web of Science databases were found. After the application of the inclusion and exclusion criteria, 35 studies were included in the present investigation. The results show the geographical distribution of the studies, the most frequently cited articles, the variables related to collective teacher efficacy, the instruments used to evaluate these beliefs, and the educational levels in which they have been studied. There is a clear interest in the study regarding the impact of collective teacher efficacy on student learning and performance. However, there is a lack of research on this subject in Spanish-speaking countries, as well as research focused on the promotion and development of collective teacher efficacy. This study concludes with a proposal for future lines of research.
Revista:
HUMANITIES & SOCIAL SCIENCES COMMUNICATIONS
ISSN:
2662-9992
Año:
2020
Vol.:
7
N°:
1
Págs.:
79
Participation in organized Extracurricular Activities has contributed to improve academic achievement. However, this does not happen in the same way; it depends on sex, age, or parental educational level. Our objective is to know the importance of these factor interactions¿ in the explanation of academic achievement. The sample consisted of 1148 adolescents, aged between 12 and 18 years, 52% of whom were female. Participants completed the Extracurricular Activities questionnaire, and academic and sociodemographic data were collected. The results show that differences in academic achievement depend on the adolescent stage. In early adolescence, girls improve in academic achievement, as well as with better parental education, reading of books and activity duration. On the contrary, in the middle and late adolescence, academic achievement improves with not participating in collective sports and reduced activity breadth, although parental educational level follows the same trend as in the early adolescence. These results reinforce the evolutionary hypothesis of specialization in the choice of activities throughout adolescence. In this sense, some proposals for schools that advocate for greater integration of curricular and non-curricular elements are discussed.
Revista:
PROCEDIA: SOCIAL & BEHAVIORAL SCIENCES
ISSN:
1877-0428
Año:
2012
Vol.:
47
Págs.:
1616 - 1621
This study considers the effect of the usage of a social network site (www.grouply.com) for a class related group project on the development of individual abilities and performance in group work. Data were collected from three sections of an intermediate macroeconomic class at a Spanish university and groups were randomly assigned to work (or not) using the social network. Findings suggest that, although students are in general attracted by the idea of using SNS in class-related team work, the introduction of a tool they are not familiar with may hamper their self-perceived level of competence in a number of skills.
Revista:
ESE. ESTUDIOS SOBRE EDUCACIÓN
ISSN:
1578-7001
Año:
2011
Vol.:
20
Págs.:
259-262
Revista:
Revista de Informática Aplicada
ISSN:
1809-5585
Año:
2010
Vol.:
6
N°:
1
Págs.:
32-38
Existem inúmeros estudos recentes que descrevem a penetração do uso de redes sociais entre os cidadãos mais jovens e os não tão jovens. Estes meios são caracterizados como tendo um grande potencial para promover a socialização e o sentimento de pertencimento a uma comunidade; no entanto, existem resultados de pesquisas relativas ao contrário, ou seja, que as redes não estão influenciando o desenvolvimento de uma maior participação cívica de forma real. Neste trabalho, esta questão foi analisada à luz dos desafios educacionais que são apresentados por redes sociais como promotoras da participação social. Segundo um estudo da consultoria Experian Hitwise, a rede social Facebook foi o site mais visitado nos EUA, entre 6 e 13 de março de 2010; anteriormente, esta posição tinha sido usualmente ocupada pelo motor de busca Google, ainda segundo dados da Experian Hitwise. O Facebook capturou 7,07% do tráfego de Internet, enquanto o Google recebeu apenas 7,03%. O referido estudo comparou apenas o Facebook.com e o Google.com, sem levar em conta outros sites pertencentes ao Google, como Gmail, Google Maps e YouTube. Se estes sites fossem levados em conta, o tráfego para o Google teria atingido 11,03%. De acordo com Matt Tatham, diretor de comunicações da Hitwise, esses dados mostram que ¿a partilha de conteúdos tornou-se uma força enorme na Internet¿.
Capítulos de libros
Libro:
Escenarios de aprendizaje. Diálogo entre arquitectura diseño y educación
Editorial:
TIRANT LO BLANCH
Año:
2022
Págs.:
307 - 338
Libro:
Proceedings of EdMedia + Innovate Learning
Lugar de Edición:
Waynesville, NC
Editorial:
Association for the Advancement of Computing in Education (AACE)
Año:
2022
Págs.:
29-35
The purpose is to present the potential of google docs as group digital portfolios in Executive Education Programs in online and in-person learning environments. Design/methodology/approach - First, we examine the research and different ways of using digital portfolios over the past twenty years and their potential for fostering learning. Second, we present the innovative use of Google Docs for implementing a group portfolio in online and in-person learning environments. And third, we argue how this use accomplishes almost the promise of eporfolio. Finding/originality/value - This paper provides meaningful implications for graduate schools and practitioners on improving students¿ engagement and self and co-regulation in an Executive Educational Program.
Libro:
Investigación educativa ante los actuales retos migratorios
Lugar de Edición:
Madrid
Editorial:
Dykinson
Año:
2021
Págs.:
561-575
Libro:
Docencia RUBIC: Aprendizajes de la enseñanza universitaria en tiempos de COVID-19
Editorial:
EUNSA Ediciones Universidad De Navarra, SA.
Año:
2020
Págs.:
23-44
Este libro se acabó de escribir el 13 de junio de 2020, tres meses después de que la Universidad de Navarra se viera obligada a cerrar sus aulas por la pandemia de la Covid-19. Como el resto de universidades, tuvo que afrontar un desafío extraordinario e inédito en sus 68 años de vida. En apenas
un fin de semana, del 13 al 15 de marzo, sus 1.140 profesores y 11.988 estudiantes de Grado, Máster y Doctorado se recluyeron en sus casas ante la expansión de la enfermedad. Con gran determinación, profesores y estudiantes continuaron sus clases en remoto gracias a la tecnología disponible y a una responsabilidad ejemplar. Estas páginas son un ejercicio de memoria para no olvidar las lecciones de unos meses muy intensos, en los que casi cada día era preciso hacer frente a un nuevo desafío, resolver inquietudes, y marcar el rumbo con unas prioridades previamente establecidas. La monografía sirve de homenaje a los hombres y mujeres que con tanto esfuerzo y acierto hicieron de la Universidad de Navarra un lugar excelente para estudiar, también en tiempos de incertidumbre.
Libro:
Proceedings of the World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014
Editorial:
Association for the Advancement of Computing in Education (AACE)
Año:
2014
Págs.:
2070-2075
Libro:
Educational multimedia, hypermedia & telecommunications
Lugar de Edición:
Chesapeake, VA
Editorial:
AACE
Año:
2010
Págs.:
2772-2776
Libro:
Educar para la comunicación y la cooperación social
Lugar de Edición:
Pamplona
Editorial:
Consejo Audiovisual de Navarra
Año:
2010
Págs.:
151 - 169
Libro:
eLearning 2.0: enseñar y aprender en la Sociedad del Conocimiento
Lugar de Edición:
Palma de Mallorca
Editorial:
Edutec
Año:
2010
Págs.:
1-10
Libro:
Educar para la comunicación y la cooperación social
Lugar de Edición:
Pamplona
Editorial:
Consejo Audiovisual de Navarra
Año:
2010
Págs.:
171-188
Libro:
Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010
Lugar de Edición:
Chesapeake, VA
Editorial:
AACE
Año:
2010
Págs.:
2438-2442
ISBN:
http://ezproxy.si.unav.es:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url&db=edsbl&AN=CN080398303&lang=es&site=eds-live
