59 resultados para Educational psychology|Individual
Resumo:
Amb aquest projecte de prctiques pretenc concretar actuacions en relaci amb els mbits prototpics d'intervenci en l'educaci formal, com sn l'atenci a la diversitat (concretament dins del Programa de Diversificaci Curricular) i l'acci tutorial amb una perspectiva inclusiva. Per aquest motiu, el meu prcticum actuar principalment a nivell acadmic i d'orientaci professional i personal de l'alumnat de l'Aula Oberta del S.I. Badalona. Concretament s'actuar en l'assessorament curricular (incidint en la competncia social) dins de l'mbit sociolingstic i en la seva orientaci acadmica i professional.
Resumo:
El anlisis de los ritmos se realiza desde el contexto de dos disciplinas interrelacionadas: la cronopsicologa, que se ocupa de estudiar los ritmos de comportamiento por ellos mismos (Fraisse, 1980) y la cronobiologa, que estudia las oscilaciones rtmicas de los parmetros biolgicos (Halberg, 1979). El objetivo de las investigaciones cronopsicolgicas consiste bsicamente en analizar la variabilidad temporal que presentan distintas variables comportamentales, como la memoria, la atencin o el rendimiento escolar, entre otros. Desde una perspectiva cronobiolgica, en cambio, el inters se centra en el estudio de distintos aspectos biolgicos, como el ritmo sueo-vigilia, la temperatura corporal, los ritmos nutricionales, el ritmo cardaco, etc
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Desenvolupament duna unitat didctica dissenyada per al centre deducaci secundria IES Ramon Turr i Darder de Malgrat de Mar que est basada principalment en corrents i teories psicopedaggiques com els processos de la pirmide o taxonomia de Bloom i la teoria de laprenentatge significatiu de David Ausubel. Per portar a terme les activitats de la unitat didctica, des de les inicials fins a les de sntesi, shan seguit els processos de la pirmide o taxonomia de Bloom en la qual es van superant i es va augmentant el nivell de dificultat de les activitats de lalumnat fins a aconseguir arribar a nivells de reflexi i de creaci per part dels alumnes. Per una altra banda, es destacaria la teoria de laprenentatge significatiu de David Ausubel en la qual els nous coneixements es van incorporant en lalumne a partir duna srie de passos i daspectes que shan de tenir en compte. En relaci amb la pirmide de Bloom, lalumnat rep una informaci que desconeixia fins aquell moment i que ha relacionat amb els coneixements que ja portava incorporats. Perqu els diferents passos es puguin desenvolupar cal que per part del docent es produeixi un guiatge i unes explicacions a partir duns materials que han dadequar-se a les capacitats dels alumnes
Resumo:
En este estudio presentamos una experiencia llevada a cabo con estudiantes de la asignatura Psicologa de la Educacin de diferentes centros universitarios. Tomando como marco de referencia las teoras constructivistas del aprendizaje, el objetivo de nuestro trabajo se centra en comprobar la incidencia de la utilizacin de diferentes estrategias de enseanza por parte del profesor y de determinadas estrategias de aprendizaje en el proceso de registrar la informacin por parte de los estudiantes, en la significatividad del aprendizaje.Los resultados obtenidos muestran que en los grupos donde los profesores han utilizado estrategias de enseanza diferentes a la clase magistral, se ha producido un cambio positivo en las respuestas de los estudiantes o se ha mantenido el mismo nivel, mientras que el grupo donde se ha utilizado una metodologa magistral, el nivel de respuesta es inferior. As mismo, hemos podido observar como los grupos de estudiantes que utilizan las estrategias de aprendizaje seleccionadas para tomar apuntes mejoran su nivel de respuestas, lo cual no se produce en el grupo control
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This paper is concerned with the investigation of the intergenerational mobility of education in several European countries and its changes across birth cohorts (1940-1980) using a new mobility index that considers the total degree of mobility as the weighted sum of mobility with respect to both parents. Moreover, this mobility index enables the analysis of the role of family characteristics as mediating factors in the statistical association between individual and parental education. We find that Nordic countries display lower levels of educational persistence but that the degree of mobility increases over time only in those countries with low initial levels. Moreover, the results suggest that the degree of mobility with respect to fathers and mothers converges to the same level and that family characteristics account for an important part of the statistical association between parental education and childrens schooling; a particular finding is that the most important elements of family characteristics are the familys socio-economic status and educational assortative mating of the parents.
Resumo:
Educational aspirations during lower secondary school and choice of upper secondary education are important for young peoples future trajectories into higher education and labour market positions. In line with ideas about reflexive, autonomous individuals (Giddens, 1991), choice of education is often represented as a young person individual decision, and educational guidance as aimed at discovering what fits an individuals personality, interests and abilities. Educational aspirations and choices are also social patterns that are reproduced. Some population categories represent exceptions from expected patterns of social reproduction of educational level and professions. In several countries, one such category is young people from families with migration experiences (Lauglo, 2000; Modood, 2004). In Norway, students have a legal right to non-compulsory upper secondary schooling and 96 percent of the students continue from lower to upper secondary school. In spite of positive developments regarding minority youths completion of upper secondary and higher education in later years, studies still persistently show lower educational attainment among minority youth, particularly among boys (Fekjaer, 2006). However, in lower secondary school, minor ity youth tend to have markedly higher educational aspirations and stronger learning motivation than their majority peers, as well as greater effort in school and strong adherence to school values (Lauglo, 2000) despite lower educational attainment or lower socio-economic backgrounds. In addition, gender differences in educational aspirations seem to be smaller among minority youth. The principal objective of the study in progress that will be presented in this paper, is to describe how processes relating to gendered, ethnic and class-based identities influence young peoples educational choices. The study is undertaken as a PhD project in social anthropology. The methodological approach is ethnographic longitudinal fieldwork in two multicultural lower secondary schools in Oslo. The study is part of a larger project that also include quantitative analyses of longitudinal data covering 9th graders in Oslo 2006 through four data collections during lower and upper secondary school.
Resumo:
La tesi doctoral aborda la relaci entre coneixement i prctica en lmbit de la prctica professional dels mestres. Aquest problema saborda des de la psicologia histrico-cultural, la qual implica un trencament amb la racionalitat tcnica des de la que sha abordat el problema tradicionalment. Aquest nou abordatge de la problemtica implica una considerable elaboraci terica, que en la tesi es vehicula mitjanant dos constructes fonamentals: la situaci i els conceptes prctics. Les dades de la tesi consisteixen en les converses face-to-face i on-line entre un estudiant de Mestre en prcticum i el seu tutor en el centre de prctiques. Lestudi analitza dos casos duns quatre mesos de duraci cadascun. Lanlisi es porta a terme mitjanant anlisi de discurs, utilitzant diverses unitats danlisi i diverses dimensions, les quals fan possible una anlisi integrada que permeti considerar de manera relacionada lactivitat conjunta (pla social) i ls individual de conceptes (pla individual). Els resultats preliminars suggereixen una especificitat estructural i gentica dels conceptes prctics (en contrast amb els espontanis i cientfics), i lexistncia de mecanismes dactivitat conjunta que potencien especialment el desenvolupament daquests conceptes.
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This paper studies the theoretical relationships between core research lines of sociology such as intergenerational mobility, class structure, cultural capital and educational mismatches. By educational mismatch we mean two things. Firstly an individual can be horizontally mismatched whereby their field of study is inadequate for the job. Another direction of educational mismatch is the so called vertical mismatch where worker possesses more/less education than the job requires resulting in over-/under-education. While analyzing the educational mismatches I keep present the conclusions of Rational Action Theory on individuals rational choices in their educational careers. I arrive to conclusions where the influences between educational mismatches and social classes are bidirectional and one can establish fairly clear theoretical links between class of origins and likelihood of being educationally mismatched.
Resumo:
[eng] There is a vast literature on intergenerational mobility in sociology and economics. Similar interest has emerged for the phenomenon of over-education in both disciplines. There are no studies, however, linking these two research lines. We study the relationship between social mobility and over-education in a context of educational expansion. Our framework allows for the evaluation of several policies, including those affecting social segregation, early intervention programs and the power of unions. Results show the evolution of social mobility, over-education, income inequality and equality of opportunity under each scenario.
Resumo:
[eng] There is a vast literature on intergenerational mobility in sociology and economics. Similar interest has emerged for the phenomenon of over-education in both disciplines. There are no studies, however, linking these two research lines. We study the relationship between social mobility and over-education in a context of educational expansion. Our framework allows for the evaluation of several policies, including those affecting social segregation, early intervention programs and the power of unions. Results show the evolution of social mobility, over-education, income inequality and equality of opportunity under each scenario.
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This paper examines statistical analysis of social reciprocity, that is, the balance between addressing and receiving behaviour in social interactions. Specifically, it focuses on the measurement of social reciprocity by means of directionality and skew-symmetry statistics at different levels. Two statistics have been used as overall measures of social reciprocity at group level: the directional consistency and the skew-symmetry statistics. Furthermore, the skew-symmetry statistic allows social researchers to obtain complementary information at dyadic and individual levels. However, having computed these measures, social researchers may be interested in testing statistical hypotheses regarding social reciprocity. For this reason, it has been developed a statistical procedure, based on Monte Carlo sampling, in order to allow social researchers to describe groups and make statistical decisions.
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The Universitat Oberta de Catalunya (UOC, Open University of Catalonia) is involved inseveral research projects and educational activities related to the use of Open Educational Resources (OER). Some of the discussed issues in the concept of OER are research issues which are being tackled in two EC projects (OLCOS and SELF). Besides the research part, the UOC aims at developing a virtual centre for analysing and promoting the concept of OERin Europe in the sector of Higher and Further Education. The objectives are to makeinformation and learning services available to provide university management staff,eLearning support centres, faculty and learners with practical information required to create, share and re-use such interoperable digital content, tools and licensing schemes. In the realisation of these objectives, the main activities are the following: to provide organisationaland individual e-learning end-users with orientation; to develop perspectives and useful recommendations in the form of a medium-term Roadmap 2010 for OER in Higher and Further Education in Europe; to offer practical information and support services about how to create, share and re-use open educational content by means of tutorials, guidelines, best practices, and specimen of exemplary open e-learning content; to establish a larger group ofcommitted experts throughout Europe and other continents who not only share theirexpertise but also steer networking, workshops, and clustering efforts; and to foster and support a community of practice in open e-learning content know-how and experiences.
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Web 2.0 services such as social bookmarking allow users to manage and share the links they find interesting, adding their own tags for describingthem. This is especially interesting in the field of open educational resources, asdelicious is a simple way to bridge the institutional point of view (i.e. learningobject repositories) with the individual one (i.e. personal collections), thuspromoting the discovering and sharing of such resources by other users. In this paper we propose a methodology for analyzing such tags in order to discover hidden semantics (i.e. taxonomies and vocabularies) that can be used toimprove descriptions of learning objects and make learning object repositories more visible and discoverable. We propose the use of a simple statistical analysis tool such as principal component analysis to discover which tags createclusters that can be semantically interpreted. We will compare the obtained results with a collection of resources related to open educational resources, in order to better understand the real needs of people searching for open educational resources.
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The work presented here describes a part of the experience carried out during the last two academic years in a course called New Technologies Applied to Education within the Teacher Training Studies of the Faculty of Education Sciences and Psychology of the University of Girona. It is a project that involves students working on a proposal closely related to their future professional lives. In it they simulate their intervention in a school staff meeting at which the introduction of ICT into the curriculum is being discussed. This proposal is presented in a WebQuest format. Various individual and group tasks allow the students to acquire knowledge about educational programmes and resources available on the web and to discuss their possible teaching applications in the context of a specific school situation, leading to an analysis of the curricular implications associated with the educational use of the ICT from the teachers perspective. During the last two academic years assessments by both the students and the teaching staff have been gathered in order to redesign the proposal and calculate the time necessary for the development of each task following the ECTS system. This proposal, although formulated within the context of current degree programmes, implies a way of working guided by the plans of European convergence (ECTS). In the future it is hoped to establish an interdisciplinary proposal focusing on various subjects of the degree leading to the development of some of the capabilities established in our universitys degree courses in Early Childhood and Primary Teacher Training following the plans of European convergence (ECTS)
