Visibilidad internacional de la investigación española en ciencias de la educación : el caso de la didáctica de la matemática.

Se expone un estudio sobre la visibilidad de los trabajos de investigación en educación matemática a nivel internacional. A través del análisis de las bases de datos de organismos internacionales como el Institute for the Scientific Information (ISI) se realiza una comparación detallada de la visibilidad de los trabajos en función de variables como el área de la didáctica, las comunidades autónomas estudiadas o los sexenios de los profesores. Se concluye que la visibilidad de los trabajos de investigación en educación matemática es menor que la de los trabajos de investigación en otros ámbitos de la enseñanza. También se aprecia una escasa presencia de las revistas españolas en las bases de datos internacionales. Se finaliza proponiendo mejorar la comunicación de los investigadores españoles con las bases de datos internacionales.

Estilos intelectuales de aprendizaje en la interacción educativa de profesores-as, estudiantes : hacia una enseñanza adaptativa.

Identificar los estilos intelectuales y los estilos de enseñanza y aprendizaje de profesores y alumnos y examinar las relaciones entre ellos.. Muestra 1: 459 alumnos-as de ESO (40 por ciento) y primero de Bachillerato (60 por ciento) de tres institutos de Enseñanza Secundaria de Murcia y Cartagena. Muestra 2: 108 sujetos que imparten docencia a los alumnos anteriores.. Se realiza primero un estudio teórico sobre el origen, evolución y tratamiento del concepto de estilos intelectuales desde diferentes disciplinas. Se revisan conceptualmente los términos estilo de aprendizaje y enseñanza y se analizan los estilos intelectuales propuestos por Sternberg para referirse al autogobierno mental del alumno y del profesor. Después se realiza un estudio empírico para examinar la relación del estilo intelectual y de aprendizaje de los estudiantes con el estilo intelectual y de instrucción del profesor. Se adaptan los instrumentos, se aplican a la muestra de estudiantes y profesores y se recogen las calificaciones finales de los alumnos. Se realizan análisis correlacionales entre las variables de los distintos estilos intelectuales, análisis de varianza y pruebas t de diferencia de medias para examinar las diferencias entre los centros y se calcula el índice de similitud para la comparación de perfiles de profesores-alumnos en cada asignatura.. Test de Factor G de Catell de nivel 3, Inventario de Estilos Intelectuales para Alumnos de Sternberg, Cuestionario de Tareas Abiertas para la Medida del Estilo Intelectual de Sternberg, Inventario de Estilos Intelectuales de los Alumnos Evaluados por el Profesor de Sternberg, Knowledge Accessing Modes Inventory (KAMI) de Rancourt, Indicador de Tipo Myers-Briggs Forma G, NASSP, Learning Styles Inventory (LSI) de Canfield, Inventario de Estilos Intelectuales para Profesores de Sternberg, Inventario de Estilos Instruccionales (ISI) de Canfield.. Los resultados de la adaptación de los diferentes instrumentos son satisfactorios, mostrando unos índices de fiabilidad adecuados. Se evidencian bastantes relaciones significativas entre los diversos estilos intelectuales y de aprendizaje del alumno entre sí y con las calificaciones escolares. Se revelan diferencias entre los tres centros estudiados en el estilo intelectual de los alumnos, así como en varios estilos de aprendizaje, aunque no ocurre lo mismo cuando se tienen en cuenta los estilos intelectuales y de enseñanza del profesorado. La comparación de perfiles de profesores y alumnos pone de manifiesto que los profesores de las distintas asignaturas muestran estilos característicos predominantes y que, en algunos casos, la coincidencia entre el estilo intelectual del profesor y el del alumno está asociada a las calificaciones obtenidas por éste. Esto parece indicar que existe una mayor relación entre los estilos intelectuales de los alumnos y sus calificaciones cuando coinciden el estilo intelectual del alumno y el del profesor..

Las revistas españolas de ciencias de la actividad física y el deporte : cómo elegir la revista donde publicar.

Resumen tomado de la publicación

Why include phenomenological analysis in a Research Methods course?

Resumen tomado de la publicación

Descubriendo a la persona : enfoque global del alumno con grandes necesidades de apoyo educativo

Resumen basado en el de la publicación.

La literatura cient??fica sobre rankings universitarios : una revisi??n sistem??tica

Resumen basado en el de la publicaci??n

Processing biases in eating disorders: the impact of temporal factors

Objective: Previous research has indicated that temporal factors [specifically, the duration of interstimulus intervals (ISI) during a threat processing task] may influence the nature of processing biases exhibited in nonclinical populations with some degree of eating disorder psychopathology (Meyer et al., Int J Eat Disord, 27, 405-410, 2000). The current study aimed to test this hypothesis by investigating attentional biases for eating-disorder-relevant images and irrelevant visual images (animals) in patients with eating disorders (n = 23) and psychiatric (n = 19) and nonpsychiatric (n = 65) controls. Method: A dot probe task was modified from previous research (Shafran et al., Int Eat Disord, 40, 369-380, 2007), whereby an original ISI of 500 ms was increased to 2.000 ms. Results: Patients with an eating disorder continued to display a bias in the processing of weight stimuli. However, biases noted in previous research for shape and weight stimuli disappeared when the ISI duration was increased in this way. Conclusion: These findings highlight the importance of temporal factors in whether processing biases are displayed and may point to ways in which biases actually work in this population. However, further research is warranted. (C) 2008 by Wiley Periodicals, Inc.

Spooked: Britain, empire and intelligence since 1945

A collection of pieces on British intelligence including sources (Christopher R. Moran), methodology (Richard Aldrich), media (Philip H.J. Davies), historiography (Calder Walton and Christopher Andrew), South Africa and the Wilson government (Philip Murphy), Pakistan and ISI (Rob Johnson), and UK security policy in the face of radical Islam (Anthony Glees).

Research review: reading comprehension in developmental disorders of language and communication

Background: Deficits in reading airment (SLI), Down syndrome (DS) and autism spectrum disorders (ASD). Methods: In this review (based on a search of the ISI Web of Knowledge database to 2011), the Simple View of Reading is used as a framework for considering reading comprehension in these groups. Conclusions: There is substantial evidence for reading comprehension impairments in SLI and growing evidence that weaknesses in this domain are common in DS and ASD. Further, in these groups reading comprehension is typically more impaired than word recognition. However, there is also evidence that some children and adolescents with DS, ASD and a history of SLI develop reading comprehension and word recognition skills at or above the age appropriate level. This review of the literature indicates that factors including word recognition, oral language, nonverbal ability and working memory may explain reading comprehension difficulties in SLI, DS and ASD. In addition, it highlights methodological issues, implications of poor reading comprehension and fruitful areas for future research.

A process for analysis of microarray comparative genomics hybridisation studies for bacterial genomes

Background: Microarray based comparative genomic hybridisation (CGH) experiments have been used to study numerous biological problems including understanding genome plasticity in pathogenic bacteria. Typically such experiments produce large data sets that are difficult for biologists to handle. Although there are some programmes available for interpretation of bacterial transcriptomics data and CGH microarray data for looking at genetic stability in oncogenes, there are none specifically to understand the mosaic nature of bacterial genomes. Consequently a bottle neck still persists in accurate processing and mathematical analysis of these data. To address this shortfall we have produced a simple and robust CGH microarray data analysis process that may be automated in the future to understand bacterial genomic diversity. Results: The process involves five steps: cleaning, normalisation, estimating gene presence and absence or divergence, validation, and analysis of data from test against three reference strains simultaneously. Each stage of the process is described and we have compared a number of methods available for characterising bacterial genomic diversity, for calculating the cut-off between gene presence and absence or divergence, and shown that a simple dynamic approach using a kernel density estimator performed better than both established, as well as a more sophisticated mixture modelling technique. We have also shown that current methods commonly used for CGH microarray analysis in tumour and cancer cell lines are not appropriate for analysing our data. Conclusion: After carrying out the analysis and validation for three sequenced Escherichia coli strains, CGH microarray data from 19 E. coli O157 pathogenic test strains were used to demonstrate the benefits of applying this simple and robust process to CGH microarray studies using bacterial genomes.

Colonisation of the chicken caecum by afimbriate and aflagellate derivatives of Salmonella enterica serotype Enteritidis

A semi-quantitative cloacal-swab method was used as an indirect measure of caecal colonisation of one-day old and five-day old chicks after oral dosing with wild-type Salmonella enterica serovar Enteritidis PT4 and,genetically defined isogenic derivatives lacking the ability to elaborate flagella or fimbriae. Birds of both ages were readily and persistently colonised by all strains although there war a decline in shedding by the older birds after about 21 days. There were no significant differences in shedding of wild-type or mutants in single-dose experiments. In competition experiments, in which five-day old birds were dosed orally with wild-type and mutants together, shedding of non-motile derivatives was significantly lower than wild-type, At 35 days post infection, birds were sacrificed and direct counts of mutants and wild-type from each caecum were determined. Whilst there appeared to be poor correlation between direct counts and the indirect swab method, the overall trends shown by these methods of assessment indicated that flagella and not fimbriae were important in caecal colonisation in these models. Crown Copyright (C) 1999 Published by Elsevier Science B.V.

Multilevel research in the field of organizational behavior: an empirical look at 10 years of theory and research

During the last 30 years, significant debate has taken place regarding multilevel research. However, the extent to which multilevel research is overtly practiced remains to be examined. This article analyzes 10 years of organizational research within a multilevel framework (from 2001 to 2011). The goals of this article are (a) to understand what has been done, during this decade, in the field of organizational multilevel research and (b) to suggest new arenas of research for the next decade. A total of 132 articles were selected for analysis through ISI Web of Knowledge. Through a broad-based literature review, results suggest that there is equilibrium between the amount of empirical and conceptual papers regarding multilevel research, with most studies addressing the cross-level dynamics between teams and individuals. In addition, this study also found that the time still has little presence in organizational multilevel research. Implications, limitations, and future directions are addressed in the end. Organizations are made of interacting layers. That is, between layers (such as divisions, departments, teams, and individuals) there is often some degree of interdependence that leads to bottom-up and top-down influence mechanisms. Teams and organizations are contexts for the development of individual cognitions, attitudes, and behaviors (top-down effects; Kozlowski & Klein, 2000). Conversely, individual cognitions, attitudes, and behaviors can also influence the functioning and outcomes of teams and organizations (bottom-up effects; Arrow, McGrath, & Berdahl, 2000). One example is when the rewards system of one organization may influence employees’ intention to quit and the existence or absence of extra role behaviors. At the same time, many studies have showed the importance of bottom-up emergent processes that yield higher level phenomena (Bashshur, Hernández, & González-Romá, 2011; Katz-Navon & Erez, 2005; Marques-Quinteiro, Curral, Passos, & Lewis, in press). For example, the affectivity of individual employees may influence their team’s interactions and outcomes (Costa, Passos, & Bakker, 2012). Several authors agree that organizations must be understood as multilevel systems, meaning that adopting a multilevel perspective is fundamental to understand real-world phenomena (Kozlowski & Klein, 2000). However, whether this agreement is reflected in practicing multilevel research seems to be less clear. In fact, how much is known about the quantity and quality of multilevel research done in the last decade? The aim of this study is to compare what has been proposed theoretically, concerning the importance of multilevel research, with what has really been empirically studied and published. First, this article outlines a review of the multilevel theory, followed by what has been theoretically “put forward” by researchers. Second, this article presents what has really been “practiced” based on the results of a review of multilevel studies published from 2001 to 2011 in business and management journals. Finally, some barriers and challenges to true multilevel research are suggested. This study contributes to multilevel research as it describes the last 10 years of research. It quantitatively depicts the type of articles being written, and where we can find the majority of the publications on empirical and conceptual work related to multilevel thinking.

Climate impact research: beyond patchwork

Despite significant progress in climate impacts research, the narratives that science can presently piece together of a 2-, 3-, 4-, or 5-degree warmer world remain fragmentary. Here we briefly review past undertakings to comprehensively characterize and quantify climate impacts based on multi-model approaches. We then report on the Inter-Sectoral Impact Model Intercomparison Project (ISI-MIP), a community-driven effort to systematically compare impacts models across sectors and scales, and to quantify the uncertainties along the chain from greenhouse gas emissions and climate input data to the modelling of climate impacts themselves. We show how ISI-MIP and similar efforts can substantially advance the science relevant to impacts, adaptation and vulnerability, and we outline the steps that need to be taken in order to make the most of available modelling tools. We discuss pertinent limitations of these methods and how they could be tackled. We argue that it is time to consolidate the current patchwork of impacts knowledge through integrated cross-sectoral assessments, and that the climate impacts community is now in a favourable position to do so.