Liderazgo educativo: revisión de la situación actual

Este trabajo lleva a cabo una compilación del material escrito acerca del liderazgo educativo, sus implicaciones sociales, educativas y culturales. Así mismo identifica las corrientes que actualmente predominan en el liderazgo educativo como es el Liderazgo pedagógico y el liderazgo administrativo. También brinda un acercamiento a los esfuerzos y la situación actual del liderazgo educativo en Colombia, con el fin de determinar si existe en efecto y liderazgo educativo efectivo en nuestro país. Este trabajo se lleva a cabo recopilando la información de la situación actual y literatura de varios países y encontrando puntos en comuna lo largo de los mismos.

Análisis ecocardiográfico de la función sistólica del ventrículo izquierdo por médicos no cardiólogos con un dispositivo de bolsillo

Se realizó un estudio transversal, se incluyeron 3 residentes no cardiólogos y se les dio formación básica en ecocardiografía (horas teóricas 22, horas prácticas 65), con recomendaciones de la Sociedad Americana de Ecocardiografia y aportes del aprendizaje basado en problemas, con el desarrollo de competencia técnicas y diagnósticas necesarias, se realizó el análisis de concordancia entre residentes y ecocardiografistas expertos, se recolectaron 122 pacientes hospitalizados que cumplieran con los criterios de inclusión y exclusión, se les realizo un ecocardiograma convencional por el experto y una valoración ecocardiográfica por el residente, se evaluó la ventana acústica, contractilidad, función del ventrículo izquierdo y derrame pericárdico. La hipótesis planteada fue obtener una concordancia moderada. Resultados: Se analizó la concordancia entre observadores para la contractilidad miocárdica (Kappa: 0,57 p=0,000), función sistólica del ventrículo izquierdo (Kappa 0,54 p=0.000) siendo esta moderada por estar entre 0,40 – 0,60 y con una alta significancia estadística, para la calidad de la ventana acústica (Kappa: 0,22 p= 0.000) y presencia de derrame pericárdico (Kappa: 0,26 p= 0.000) se encontró una escasa concordancia ubicándose entre 0,20 – 0,40. Se estableció una sensibilidad de 90%, especificidad de 67%, un valor predictivo positivo de 80% y un valor predictivo negativo de 85% para el diagnóstico de disfunción sistólica del ventrículo izquierdo realizado por los residentes.

Do Colombian students underestimate higher education returns?

We analyze the determinants of subjective returns of higher education in Colombia. The information on expectations has been collected in categories, motivating the use of interval regression and an ordered probit approaches for modeling the relationship between beliefs and measures of ability, conditioning on individual, school and regional covariates. The results suggest that there are considerable differences in the size of the expected returns according to some population groups and a strong dominance of college against technical education. Gender gaps disappear in college education but it is found that girls tend to believe that professional wages are more concentrated into higher income categories than boys. Finally, it seems that Colombian students overestimate the pecuniary returns to education.

La Universitat Lliure de Girona (1870-1874)

La manera com s'han tractat jurídicament els principis d'igualtat i llibertat educativa en el segle XIX ens mostra aquells espais on Església i Estat, conservadors i revolucionaris, s'enfrontaren pel control de la joventut i de l'educació com aquell element del que se'n fa dependre el progrés de la societat. En aquest context, i a l'empara de la política educativa liberal del sexenni revolucionari, sorgeix i viu durant els quatre cursos que van de 1870 a 1874 una universitat, la qual, alhora que reclamava ser l'hereva dels estudis universitaris gironins clausurats per Felip V, pretenia fer-se un lloc en el complex mapa universitari i ideològic català i espanyol. Amb aquesta recerca veurem si efectivament es va poder instituir una universitat lluny dels cànons de l'ortodòxia científica i acadèmica marcats per l'Església i l'Estat en l'època isabelina, si van cobrir-se les necessitats educatives reals de la Girona del darrer terç del segle XIX i mantenir-se les prescripcions i exigències de l'ensenyament superior.

Colby College 1820-1925: An Account of Its Beginnings, Progress and Service

The definitive history of Colby College's first century.

Habilidades sociais e comportamento do motorista entre universitárias usuárias e não usuárias de bebida alcoólica

Pós-graduação em Educação - FFC

Differentiation in the Content-Area Classroom for English Language Learners

This paper explores the idea of using differentiation strategies in the content-area classroom to improve reading skills and comprehension. In particular, this thesis explores methods and strategies that can be used in the classroom to help address the individual needs of English language learners (ELLs). A broad range of experts in curriculum, differentiation, and English language acquisition were consulted in the development of this review, which synthesizes the research on ELLs’ needs, differentiation, and differentiation strategies for ELL readers. The models for best teaching practices are then placed within a ninth grade language arts unit.

Medical Students' Attitudes Toward The Medical College Admission Test

The following study analyzed the attitudes held by pre-clinical medical students about the Medical College Admission Test or MCAT. One hundred and eighty first-year and second-year medical students at a public Midwestern medical university participated in this study. Participants completed the “Medical Students Attitudes toward the Medical College Admission Test” survey during their morning lectures near the end of their spring semester. A composite scale score of the Likert items of the survey was computed and the proportion of students with attitudes ranging from strongly agree to strongly disagree was calculated. For six of the twelve Likert items the largest proportion of participants disagreed with the statements about the MCAT and its use in the admission process and its applicability to their current medical education. Other questions included how participants prepared for the MCAT and if they completed each of the subsections were addressed as well. Future research could determine if attitudes between students accepted into medical school and those not accepted are drastically different. Advisor: Kurt F. Geisinger

Student Leader LMX Relationships as Moderated by Constructive-Developmental Theory

This study examined how the quality of Leader-Member Exchange (LMX) relationships was moderated by the Constructive-Developmental stage or Order of Consciousness of both leader and follower. Using student organization presidents and officers on a small, private, liberal arts college campus in the Midwest, the researcher used a sample of 37 students to study the impact developmental stage had on the leadership relationship. Using the Leader Member Exchange-Multi-Dimensional Measure (LMX-MDM), four dimensions of LMX were examined. The four dimensions were Affect, Contribution, Loyalty and Professional Respect. There was no significant relationship between Order of Consciousness and quality of LMX relationship. While there was no significant difference in LMX relationship based on gender of participants, there was a significant difference between how male presidents and officers perceived their relationship in the Loyalty dimension. Directions for further research and implications for practice were discussed.

Use of policy, education, and enforcement to reduce binge drinking among university students: The NU Directions project

This paper describes a program, conducted over a 5-year period, that effectively reduced heavy drinking and alcohol-related harms among university students. The program was organized around strategies to change the environment in which binge drinking occurred and involved input and cooperation from officials and students of the university, representatives from the city and the neighborhood near the university, law enforcement, as well as public health and medical officials. In 1997, 62.5% of the university’s approximately 16,000 undergraduate student population reported binge drinking. This rate had dropped to 47% in 2003. Similar reductions were found in both self-reported primary and secondary harms related to alcohol consumption.

Learning for well being : Studies using the International Adult Literacy Survey

This thesis is a collection of five independent but closely related studies. The overall purpose is to approach the analysis of learning outcomes from a perspective that combines three major elements, namely lifelonglifewide learning, human capital, and the benefits of learning. The approach is based on an interdisciplinary perspective of the human capital paradigm. It considers the multiple learning contexts that are responsible for the development of embodied potential – including formal, nonformal and informal learning – and the multiple outcomes – including knowledge, skills, economic, social and others– that result from learning. The studies also seek to examine the extent and relative influence of learning in different contexts on the formation of embodied potential and how in turn that affects economic and social well being. The first study combines the three major elements, lifelonglifewide learning, human capital, and the benefits of learning into one common conceptual framework. This study forms a common basis for the four empirical studies that follow. All four empirical studies use data from the International Adult Literacy Survey (IALS) to investigate the relationships among the major elements of the conceptual framework presented in the first study. Study I. A conceptual framework for the analysis of learning outcomes This study brings together some key concepts and theories that are relevant for the analysis of learning outcomes. Many of the concepts and theories have emerged from varied disciplines including economics, educational psychology, cognitive science and sociology, to name only a few. Accordingly, some of the research questions inherent in the framework relate to different disciplinary perspectives. The primary purpose is to create a common basis for formulating and testing hypotheses as well as to interpret the findings in the empirical studies that follow. In particular, the framework facilitates the process of theorizing and hypothesizing on the relationships and processes concerning lifelong learning as well as their antecedents and consequences. Study II. Determinants of literacy proficiency: A lifelong-lifewide learning perspective This study investigates lifelong and lifewide processes of skill formation. In particular, it seeks to estimate the substitutability and complementarity effects of learning in multiple settings over the lifespan on literacy skill formation. This is done by investigating the predictive capacity of major determinants of literacy proficiency that are associated with a variety of learning contexts including school, home, work, community and leisure. An identical structural model based on previous research is fitted to the IALS data for 18 countries. The results show that even after accounting for all factors, education remains the most important predictor of literacy proficiency. In all countries, however, the total effect of education is significantly mediated through further learning occurring at work, at home and in the community. Therefore, the job and other literacy related factors complement education in predicting literacy proficiency. This result points to a virtual cycle of lifelong learning, particularly to how educational attainment influences other learning behaviours throughout life. In addition, results show that home background as measured by parents’ education is also a strong predictor of literacy proficiency, but in many countries this occurs only if a favourable home background is complemented with some post-secondary education. Study III. The effect of literacy proficiency on earnings: An aggregated occupational approach using the Canadian IALS data This study uses data from the Canadian Adult Literacy Survey to estimate the earnings return to literacy skills. The approach adapts a labour segmented view of the labour market by aggregating occupations into seven types, enabling the estimation of the variable impact of literacy proficiency on earnings, both within and between different types of occupations. This is done using Hierarchical Linear Modeling (HLM). The method used to construct the aggregated occupational classification is based on analysis that considers the role of cognitive and other skills in relation to the nature of occupational tasks. Substantial premiums are found to be associated with some occupational types even after adjusting for within occupational differences in individual characteristics such as schooling, literacy proficiency, labour force experience and gender. Average years of schooling and average levels of literacy proficiency at the between level account for over two-thirds of the premiums. Within occupations, there are significant returns to schooling but they vary depending on the type of occupations. In contrast, the within occupational return of literacy proficiency is not necessarily significant. The latter depends on the type of occupation. Study IV: Determinants of economic and social outcomes from a lifewide learning perspective in Canada In this study the relationship between learning in different contexts, which span the lifewide learning dimension, and individual earnings on the one hand and community participation on the other are examined in separate but comparable models. Data from the Canadian Adult Literacy Survey are used to estimate structural models, which correspond closely to the common conceptual framework outlined in Study I. The findings suggest that the relationship between formal education and economic and social outcomes is complex with confounding effects. The results indicate that learning occurring in different contexts and for different reasons leads to different kinds of benefits. The latter finding suggests a potential trade-off between realizing economic and social benefits through learning that are taken for either job-related or personal-interest related reasons. Study V: The effects of learning on economic and social well being: A comparative analysis Using the same structural model as in Study IV, hypotheses are comparatively examined using the International Adult Literacy Survey data for Canada, Denmark, the Netherlands, Norway, the United Kingdom, and the United States. The main finding from Study IV is confirmed for an additional five countries, namely that the effect of initial schooling on well being is more complex than a direct one and it is significantly mediated by subsequent learning. Additionally, findings suggest that people who devote more time to learning for job-related reasons than learning for personal-interest related reasons experience higher levels of economic well being. Moreover, devoting too much time to learning for personal-interest related reasons has a negative effect on earnings except in Denmark. But the more time people devote to learning for personal-interest related reasons tends to contribute to higher levels of social well being. These results again suggest a trade-off in learning for different reasons and in different contexts.

Relating one's social support network to one's mid term grade

Much has been written about the relation of social support to health outcomes. Support networks were found to be predictive of health status. Not so clear was the manner in which social support helped the individual to avoid health complications. Whereas some aspects of the support network were protective, others were burdensome. Duties to one's network could serve as a stressor and duties outside one's network might stress the support system itself. Exposure to one's network was associated with certain health risks while disruption in one's social support network was associated with other health risks.^ Many factors contributed to the impact of a social support network upon the individual member: the characteristics of the individual, the individual's role or position within the network, qualities of the network and duties or indebtedness of the individual to the network. This investigation considered the possibility that performance could serve as a stressor in a fashion similar to an exposure to a health hazard.^ Because the literature includes many examples of studies in which the subjects were college students, academic progress is a performance common to most subjects. A profile of the support networks of successful students was contrasted with those of less successful students in this correlational study.^ What was uncovered in this investigation was a very complex web of interrelated constructs. Most aspects of the social support network did not significantly predict academic performance. Only a limited number of characteristics were associated with academic success: the frequency of support, student age, the existence of a 'mentor' within one' s network, and the extent to which one received a predominant source of support. Other factors had a tendency to be negatively correlated with midterm grade, suggesting those factors may impede academic performance.^ Medical status did not predict grades, but was correlated with many aspects of the network. Disruptions in particular parts of one's network were correlated with particular health categories. In fact, disruption in social support was more predictive of academic outcomes than medical complications. Whereas the individual's values were related to the contributing factors, only the individual's satisfaction with certain aspects of the support network were predictive of higher midterm grades in a psychology class. Dissatisfaction was associated with lower grades, suggesting a disruptive effect within the network. Associations among the features of support networks which predicted academic progress were considered. ^

Cancer screening behaviors among Asian Americans in Houston, Texas

Background: Cancer is the second-leading cause of death in the United States, and Asian Americans/Pacific Islanders are the only racial/ethnic group for which cancer is the leading cause of death. Regular cancer screenings help to identify precancerous lesions and cancer at an earlier stage, when the cancer is more treatable. Ethnic disparities in participation in cancer screenings are also striking, and evidence indicates that Asian Americans may have lower rates of cancer screening participation than other racial/ethnic groups. The Health of Houston Survey 2010 (HHS 2010) is an address-based survey, administered via telephone, website, and mail, of over 5,000 respondents in Houston and Harris County that provides recent data on the health status and needs of the Houston community. HHS 2010 researchers oversampled for Asians and Vietnamese Americans in order to obtain a sample size large enough to obtain statistical power. This dataset provides a unique opportunity to examine the cancer screening behaviors and predictors of Vietnamese and Chinese Americans living in Houston, Texas.^ Methods: This study was a secondary data analysis of HHS 2010 data. The data were analyzed to compare the breast, cervical, and colorectal cancer screening compliance rates of Vietnamese and Chinese Americans with other racial/ethnic groups in Houston, Texas. Key predictors of participation and barriers to cancer screening were identified.^ Results: The results of this study indicate that in Houston, Vietnamese Americans and Asian Americans as a whole have strikingly lower rates of participation in cancer screenings compared to other ethnic groups. Chinese Americans had the highest rate of noncompliance for mammography of all ethnic groups; Asian Americans and Vietnamese Americans also had high rates of noncompliance. Similarly, Vietnamese and Asian Americans had high rates of noncompliance with colorectal cancer screening recommendations. Importantly, Vietnamese, Chinese, and Asian Americans had by far the worst pap test participation, with noncompliance rates more than double that of all other racial/ethnic groups. In general, the findings indicated several key predictors in cancer screening behaviors, including English language proficiency, years lived in the United States, health insurance, college education, and income; however, the significance and patterns of these variables varied by ethnic group as well as cancer site.^ Conclusions: This secondary analysis highlights the disparities in cancer screening participation among Vietnamese, Chinese, and Asian Americans in Houston, Texas and indicate the need to identify Asian Americans as a high-risk group in need of health promotion attention. Barriers to screening and educational needs appear to be specific to each target ethnic group. Thus, health educators and health professionals in Houston must focus on the specific educational needs of the key ethnic groups that make up the Houston population. Further, more ethnic-specific research is needed to examine the health behaviors and needs of Houston's Asian American subgroups.^

Educación pública universitaria : República Argentina 1998-2008

La educación en la Argentina está articulada bajo criterios sociales establecidos pero que son básicamente arbitrarios y sustentados en supuestos no demostrados que afirman que el conocimiento se construye a partir de ciertos contenidos y no de otros. Dichos criterios no han variado mayormente durante las últimas décadas y siguen utilizándose como plataforma inicial a partir de los cuales se articula la educación posterior del educando. Los sistemas de educación superior en América Latina sufren una crisis a raíz de la creciente internacionalización de las nuevas tecnologías de comunicación e información y de los reclamos de inclusión social de los sectores marginados, entre otras razones. Las tecnologías de compresión digital dan origen a un modelo educativo "en red" caracterizado por un funcionamiento no presencial, mediante el cual se produce la transformación del rol de la Universidad, como centro de descubrimiento y posesión del conocimiento, para convertirse en apenas una intermediaria en la búsqueda del saber y la información. Esta nueva modalidad de educación crece en la medida en que puede cubrir una demanda social de educación superior insatisfecha, conformada básicamente por adultos que trabajan, estudiantes de zonas alejadas de los centros educativos, extranjeros que carecen de opciones educativas y alumnos globalizados. Por ello, la educación virtual nace como una nueva respuesta a viejas demandas. La construcción de una sociedad planetaria y la convivencia del multiculturalismo, además de representar la expresión de sociedades abiertas, que quizás no dispongan de bases comunes de cohesión nacional, debe ser parte de un nuevo proyecto de solidaridad y confraternidad mundial.Resulta sumamente importante que las Universidades de América Latina defiendan su participación como tales en los mercados regionales mediante la adquisición de mayor flexibilidad, actualización y excelencia, para erigirse de esta manera como una opción comparativamente válida. Asimismo, creemos que la educación, entendida como todo el corpus del conocimiento que tiene una persona, no se construye de manera arbitraria sino, por el contrario, de manera selectiva de acuerdo a las posibilidades del educando; y es precisamente sobre la base de esta pormenorizada elección el sustento sobre el cual el alumno llega posteriormente a desarrollos intelectuales superiores. El objetivo del presente trabajo se centra en mostrar la importancia de índole social y política que tienen la flexibilización y la personalización en el currículum de estudios universitarios, al momento de observar el resultado final del ejercicio profesional del graduado. Desde este punto de vista, es fundamental que la elección de los contenidos del plan de estudios de la carrera universitaria estén a cargo del educando, con la dirección de una unidad académica, especialmente en relación con lo que hoy se conoce como "aprendizaje justo a tiempo". Dicho en otras palabras, solamente cuando el educando trasciende ese fundamento institucional e inicial de conocimientos para abrevar en otras fuentes, como las Artes, la Religión, la Filosofía, etc., puede relacionar y comparar conocimientos diferentes entre sí, pero cuya elección obedece fundamentalmente a criterios personales y no meramente institucionales