Specific skills assessment learned by students of building engineering and technical architecture in topics relating to durability and control of concrete structures

In many university courses such as Building Engineering or Technical Architectural, the high density of the contents included in the curriculum, make the student, after graduation, unable to develop the skills already acquired and evaluated in the disciplines of the first courses. From the Group of Educational Innovation at the Polytechnic University of Madrid (UPM) "Teaching of Structural Concrete" (GIEHE) we have conducted a study in which are valued specific skills acquired by students after the first courses of career. We have worked with students from UPM fourth-year career and with Technical Architecture students who have completed their studies and also have completed the Adaptation Course of Technical Architecture to the Building Engineer. The work is part of the Educational Innovation Project funded by the UPM "Integration of training and assessment of generic and specific skills in structural concrete" We have evaluated specific skills learned in the areas of durability and control of structural concrete structures. The results show that overall, students are not able to fully develop the skills already acquired earlier, even being these essential to their professional development. Possibly, the large amount of content taught in these degrees together with a teaching and assessment of "flat profile", ie, which are presented and evaluated with the same intensity as the fundamental and the accessory, are causes enough to cause these results.

Goal Orientation Profiles and Self-Concept of Secondary School Students

The objective of this study is to identify possible combinations of multiple goals that lead to different goal orientation profiles and to determine whether there are significant group differences in self-concept dimensions. The Achievement Goals Tendencies Questionnaire (AGTQ) and the Self-Description Questionnaire-II (SDQ-II) were administered to a sample of 2,022 students of Compulsory Secondary education, ranging in age from 12 to 16 years (M = 13.81, SD = 1.35). Cluster analysis identified four profiles of motivational goals: a group of students with a generalized high motivation profile, a group of students with generalized low motivation profile, a group of students with a predominance of learning goals and achievement goals, and a last group of students with a predominance of achievement goals and social reinforcement goals. Results reveal statistically significant differences among the profiles obtained regarding self-concept dimensions.

Motivational profiles Spanish students of Compulsory Secondary Education: Differential analysis of academic self-attributions

Academic goals and academic self-attributions are relevant variables in school settings. The objective of this study is to identify whether there are combinations of multiple goals that lead to different motivational profiles and to determine whether there are significant differences between the groups obtained regarding causal attributions of success and failure (ability, effort, or external causes) in Mathematics and Language and Literature, and in overall academic performance. The Goal Achievement Tendencies Questionnaire (AGTQ) and the Sydney Attribution Scale (SAS) were administered to a sample of 2022 students of compulsory secondary education, ranging in age from 12 to 16 years (M = 13.81, SD = 1.35). Cluster analysis identified four motivational profiles: a group of students with a high generalized motivation profile, a group of students with low generalized motivation profile, a group of students with predominance of learning goals and achievement goals, and a final group of students with predominance of social reinforcement goals. Results revealed statistically significant differences between the profiles obtained in academic self-attributions.

Profiles of emotional intelligence and learning strategies in a sample of Chilean students

In the last few years, one of the lines of research of great interest in the field of emotional intelligence (EI) has been the analysis of the role of emotions in the educational context and, in particular, their influence on learning strategies. The aims of this study are to identify the existence of different EI profiles and to determine possible statistically significant differences in learning strategies between the obtained profiles. The study involved 1253 Chilean school students from 14 to 18 years (M = 15.10, SD = 1.30), who completed the Trait Meta-Mood Scale-24 (TMMS-24) and the Inventory of Learning and Study Strategies—High School version (LASSI-HS). Cluster analysis identified four EI profiles: a group of adolescents with a high EI profile, a group with predominance of low emotional attention and high repair skills, a group with high scores on attention and low scores on clarity and repair, and a final group of adolescents with low EI. Also, students in groups with high overall scores in EI and low attention and high repair emotional obtained higher scores on the different learning strategies; however, the effect size analysis showed that these differences had no empirical relevance.

How to Use Cooperative Learning for Assessing Students’ Emotional Competences: A Practical Example at the Tertiary Level

Cooperative learning allows students acquisition of competences that are essential for the labour market such as leadership, critical thinking, communication, and so on. For this reason, different cooperative activities were designed in a language subject in English Studies so that students could work in groups and acquire those competences. This article describes some such activities and the emotional competences that students acquire with them. Moreover, a survey was conducted in order to establish students’ opinions about the main competences they acquired with the activities designed and their opinion about a cooperative methodology. Students’ answers were positive and they were aware of what they had learned.

Students in Work and their Impact on the Labour Market. CEPS Working Document No. 410/July 2015

The purpose of this study is to evaluate the size and composition of the student labour force in order to consider its potential impact on labour markets in the European Union. The paper is based on an analysis of EU Labour Force Survey data from 2011, supplemented by the findings of the EUROSTUDENT project. The structure of student labour is discussed within the framework of the so-called ‘crowding-out’ literature, which identifies competition for jobs between students and low educated non-students, particularly in the retail and wholesale sectors. In contrast to these assumptions, the authors found that, depending on the age of the student, the profile of student workers closely matches that of non-students with medium- to-high educational attainment. In general, the retail and wholesale sectors are of importance in the employment of students under the age of 25, but students typically take positions in the middle of the occupational hierarchy, rather than in the lower-grade positions. Meanwhile, older students, often professionals furthering their education while studying, are typically located in similar jobs and sectors to university graduates. A common trait of student work is its very high degree of flexibility compared to that of non-students. Nevertheless, the structure of student labour does not lead us to believe that student workers are particularly prone to be present in the precarious segment of the labour market.

Brush-drawing : a handbook for teachers and students /

Mode of access: Internet.

Ideals of culture; two addresses to students.

Culture and science.--Ancient Greek games.

University of Nebraska: history, resources, and advantages offered to its students.

Mode of access: Internet.

Counseling Hispanic college-bound high school students /

Distributed to depository libraries in microfiche.

The teacher and the reading skills report for migrant students /

"The material in this publication was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Health, Education and Welfare."

Academic growth of high school age Hispanic students in the United States /

"CS 87-359c."

The right of language minority students to a fair shot at a high school diploma : a legal analysis /

"September 1983."

Career and vocational development of bilingual students /

Supported by the National Institute of Education, U.S. Dept. of Health, Education, and Welfare, under contract no. NIE-C-400-76-0122.

Minority students : a research appraisal /

Includes indexes.