Evaluating Greek primary school textbooks used to teach students with learning disabilities

Evaluaci??n de los libros de texto de Educaci??n Primaria griegos utilizados en la ense??anza de los estudiantes con dificultades de aprendizaje. La evaluaci??n de los libros de texto en cuanto a su cumplimiento de las normas basadas en la evidencia de dise??o instruccional, y en cuanto a su idoneidad para acomodar las diversas necesidades educativas de los diversos grupos de la poblaci??n escolar, se considera un medio importante de mejorar la calidad de los servicios educativos incluyendo a estudiantes con discapacidades de aprendizaje. En el presente trabajo, se explican los resultados de las evaluaciones de los libros de texto de Lengua y Matem??ticas que se utilizan en los tres primeros grados de la escuela griega primaria para ense??ar a los estudiantes con y sin dificultades de aprendizaje. La evaluaci??n se bas?? en los siguientes criterios: claridad de objetivos de instrucci??n, el examen de conocimientos previos, explicitaci??n de las explicaciones de instrucci??n, la suficiencia de los ejemplos de ense??anza, la introducci??n de conceptos adicionales y capacidades, la adecuaci??n de la pr??ctica guiada, la eficacia de la pr??ctica independiente, y la adecuaci??n de los conocimientos. Seg??n los resultados, los libros de texto no cumplen en cuatro de los ocho criterios revisados, en concreto los criterios de la claridad de los objetivos de instrucci??n, la explicitud de las explicaciones de instrucci??n, la introducci??n de conceptos adicionales y habilidades, y la conveniencia de revisar los conocimientos. Bas??ndose en estos resultados, el punto de vista puede considerarse que los libros de texto evaluados presentan considerables deficiencias e insuficiencias, lo que exige la aplicaci??n de modificaciones sustanciales en varios par??metros de dise??o de la instrucci??n cuando se utilizan para ense??ar a los estudiantes con dificultades de aprendizaje. Se discuten los efectos de estas deficiencias.

Uso del preservativo en estudiantes de secundaria de Mozambique. Diferencias en razón del género y del tipo de pareja = Condom use amongst high school students in Mozambique differences by gender and kind of partners

La mayor parte de las nuevas infecciones con el VIH en el mundo se producen por transmisión sexual entre adultos jóvenes y se aprecia una mayor vulnerabilidad en las mujeres (Gregson et al., 2002). Los principales objetivos de este trabajo son: estudiar la prevalencia del uso auto informado del preservativo durante la última relación sexual en los estudiantes de secundaria de Mozambique y la intención de emplearlo en las futuras relaciones, sea con la pareja actual o con una ocasional. Los resultados muestran que: 1) el 47% de los va rones y el 62% de las mujeres no utilizaron el preservativo, 2) tanto ellos como ellas están más seguros de que lo utilizarán con una pareja ocasional que con la actual y 3) los que emplearon el preservativo en su última relación sexual tienen más intención de volver a usarlo que aquellos que no lo emplearon

Dimensional structure of the Brief Symptom Inventory with Spanish college students. 'Estructura dimensional del Brief Symptom Inventory con universitarios espa??oles'

Resumen tomado de la publicaci??n. Resumen tambi??n en ingl??s

What is Abstinence? Definitions and Examples of Abstinence, to Prevent the Sexual Transmission of the HIV Virus, According to Spanish University Students

Research carried out in several Anglo-Saxon countries shows that many undergraduates identify oral sex and anal sex as examples of abstinent behaviour, while many others consider kissing and masturbation as examples of having sex. The objective of this research was to investigate whether a sample of Spanish students gave similar replies. Seven hundred and fifty undergraduates (92% aged under 26, 67.6% women) produced examples or definitions of the term ‘abstinence’. Spanish students made similar errors to those observed in the Anglo-Saxon samples, in that behaviours that were abstinent from a preventive point of view (masturbating and sex without penetration) were not considered as such, while a number of students reported oral sex as abstinent behaviour. The results suggest that the information on risky and preventive sexual behaviour should cease to use ambiguous or euphemistic expressions and use vocabulary that is clear and comprehensible to everyone

Physical and psychological aggression in dating relationships in Spanish university students. 'Agresi??n f??sica y psicol??gica en las relaciones de noviazgo en universitarios espa??oles'

Resumen tomado de la publicaci??n. Resumen tambi??n en ingl??s

Media influences on body satisfaction in female students. 'Influencia de la publicidad en la satisfacci??n corporal de estudiantes universitarios'

Resumen tomado de la publicaci??n

Networks of PhD Students and Academic Performance: A Comparison across Countries

In this article we compare regression models obtained to predict PhD students’ academic performance in the universities of Girona (Spain) and Slovenia. Explanatory variables are characteristics of PhD student’s research group understood as an egocentered social network, background and attitudinal characteristics of the PhD students and some characteristics of the supervisors. Academic performance was measured by the weighted number of publications. Two web questionnaires were designed, one for PhD students and one for their supervisors and other research group members. Most of the variables were easily comparable across universities due to the careful translation procedure and pre-tests. When direct comparison was not possible we created comparable indicators. We used a regression model in which the country was introduced as a dummy coded variable including all possible interaction effects. The optimal transformations of the main and interaction variables are discussed. Some differences between Slovenian and Girona universities emerge. Some variables like supervisor’s performance and motivation for autonomy prior to starting the PhD have the same positive effect on the PhD student’s performance in both countries. On the other hand, variables like too close supervision by the supervisor and having children have a negative influence in both countries. However, we find differences between countries when we observe the motivation for research prior to starting the PhD which increases performance in Slovenia but not in Girona. As regards network variables, frequency of supervisor advice increases performance in Slovenia and decreases it in Girona. The negative effect in Girona could be explained by the fact that additional contacts of the PhD student with his/her supervisor might indicate a higher workload in addition to or instead of a better advice about the dissertation. The number of external student’s advice relationships and social support mean contact intensity are not significant in Girona, but they have a negative effect in Slovenia. We might explain the negative effect of external advice relationships in Slovenia by saying that a lot of external advice may actually result from a lack of the more relevant internal advice

A Vision of Students Today (2007)

Video produced by Martin Wesch with his students in their Digital Ethnography Class at Kansas State University. Looks at way in which students experience Higher Education. Further information can be found at http://mediatedcultures.net/ksudigg/ You may particularly want to look at a response "A Vision of Professors Today (by Sandra)" http://mediatedcultures.net/ksudigg/?p=125

A Self-Scoring Exercise On APA Style, Research Language, and Referencing for Undergraduate Students

Based on examples provided by 27 graduate psychology faculty, this self-test incorporates many of the more common errors in style, language, and referencing found in student papers. Taking this self-test helps students to recognize common errors and encourages them to refer the APA Publication Manual on a regular basis. In addition, students begin to think about how to use correctly the language of psychological research. This self-test should take about 30 minutes to complete and score. It is composed of three parts: a) a mock Discussion section, where students are asked to act as editors and find the errors, p. 2 (10 minutes). b) a corrected Discussion section, where students find the errors they missed, p. 3 (5 minutes) and, c) a full description of each error with illustrations of correct usage, pp. 4-7 (15 minutes). This exercise assumes some knowledge of APA style. Thus, it is best-suited for advanced undergraduates who need to write research reports and all levels of graduate students. It may be taken at home or in class. Although the self-test is designed to be fully self-directed, instructors may wish to use it at the beginning or end of a classroom discussion on APA style. It could also be used in a pre-test-post-test fashion to evaluate students learning over the course of a term.

The UK Professional Standards Framework: applying it to support for international students

This is a part of a collection of materials developed by the HEAcademy Subject Centre for Languages, linguistics and area studies. The materials provide reflective activities designed to engage teachers with some of the key issues in working with international students and practical ideas for ways in which these can be addressed. They will be of particular interest to new staff or anyone new to working with international students.

The UK Professional Standards Framework: applying it to support for international students

This is a part of a collection of materials developed by the HEAcademy Subject Centre for Languages, linguistics and area studies. The materials provide reflective activities designed to engage teachers with some of the key issues in working with international students and practical ideas for ways in which these can be addressed. They will be of particular interest to new staff or anyone new to working with international students.

The UK Professional Standards Framework: applying it to support for international students

This is a part of a collection of materials developed by the HEAcademy Subject Centre for Languages, linguistics and area studies. The materials provide reflective activities designed to engage teachers with some of the key issues in working with international students and practical ideas for ways in which these can be addressed. They will be of particular interest to new staff or anyone new to working with international students.

The UK Professional Standards Framework: applying it to support for international students

This is a part of a collection of materials developed by the HEAcademy Subject Centre for Languages, linguistics and area studies. The materials provide reflective activities designed to engage teachers with some of the key issues in working with international students and practical ideas for ways in which these can be addressed. They will be of particular interest to new staff or anyone new to working with international students.

Support for International Students

International student experience video - this video is 20 minutes long and has been devised by Bill Brooks, Hazel Chauhan and Karin Frydenlund, with support from the University's Learning and Teaching Enhancement Fund. It includes contributions from a number of international students and from members of staff with particular expertise in this area.

Preguntas de los estudiantes sobre dispositivos científicos = Students’ questions about scientific devices

¿Cuáles son, en realidad, las ventajas de los dispositivos científicos usados en laboratorios escolares y en museos de ciencia interactivos, para el aprendizaje de las ciencias en los estudiantes? Un aprendizaje eficaz de las ciencias requiere comprensión. La generación de preguntas para obtener información es uno de los procesos que indican la intención de los estudiantes de comprender una determinada información. Además, la construcción de nuevo conocimiento científico comienza con una buena pregunta. Por tanto, estimular la generación de preguntas destinadas a obtener información (ISQ) podría ser un elemento que mejorara el aprendizaje profundo de las ciencias escolares