El fracaso escolar y los supuestos esenciales de la reforma: la percepción del profesorado de la educación secundaria en Cataluña (España)

Nuestra intención y objetivo ha sido establecer un diálogo con profesores de la enseñanza secundaria Obligatoria (ESO) con la finalidad de comprender, analizar e interpretar sus pensamientos, ideas, acciones y opiniones en relación a los supuestos básicos de las reformas educativas y el fracaso escolar. Hemos realizado dicho diálogo desde una perspectiva tanto sincrónica como diacrónica y, a este efecto, el profesorado participante cumple el requisito de llevar más de 30 años en activo. Esta perspectiva sincrónica/diacrónica nos ha permitido rastrear el pensamiento y la experiencia vivida, de modo transversal, a través de las reformas educativas desde la postura profesional del ¿hoy¿. En este contexto, hemos valorado el conocimiento y experiencia acumulada de aquellos profesionales que iniciaron sus carreras en plena etapa predemocrática y que han vivido todos los cambios como un valor añadido.

3-year follow-up results of bone mineral content and density after a school-based physical activity randomized intervention trial.

BACKGROUND: As an important modifiable lifestyle factor in osteoporosis prevention, physical activity has been shown to positively influence bone mass accrual during growth. We have previously shown that a nine month general school based physical activity intervention increased bone mineral content (BMC) and density (aBMD) in primary school children. From a public health perspective, a major key issue is whether these effects persist during adolescence. We therefore measured BMC and aBMD three years after cessation of the intervention to investigate whether the beneficial short-term effects persisted. METHODS: All children from 28 randomly selected first and fifth grade classes (intervention group (INT): 16 classes, n=297; control group (CON): 12 classes, n=205) who had participated in KISS (Kinder-und Jugendsportstudie) were contacted three years after cessation of the intervention program. The intervention included daily physical education with daily impact loading activities over nine months. Measurements included anthropometry, vigorous physical activity (VPA) by accelerometers, and BMC/aBMD for total body, femoral neck, total hip, and lumbar spine by dual-energy X-ray absorptiometry (DXA). Sex- and age-adjusted Z-scores of BMC or aBMD at follow-up were regressed on intervention (1 vs. 0), the respective Z-score at baseline, gender, follow-up height and weight, pubertal stage at follow-up, previous and current VPA, adjusting for clustering within schools. RESULTS: 377 of 502 (75%) children participated in baseline DXA measurements and of those, 214 (57%) participated to follow-up. At follow-up INT showed significantly higher Z-scores of BMC at total body (adjusted group difference: 0.157 units (0.031-0.283); p=0.015), femoral neck (0.205 (0.007-0.402); p=0.042) and at total hip (0.195 (0.036 to 0.353); p=0.016) and higher Z-scores of aBMD for total body (0.167 (0.016 to 0.317); p=0.030) compared to CON, representing 6-8% higher values for children in the INT. No differences could be found for the remaining bone parameters. For the subpopulation with baseline VPA (n=163), effect sizes became stronger after baseline VPA adjustment. After adjustment for baseline and current VPA (n=101), intervention effects were no longer significant, while effect sizes remained the same as without adjustment for VPA. CONCLUSION: Beneficial effects on BMC of a nine month general physical activity intervention appeared to persist over three years. Part of the maintained effects may be explained by current physical activity.

Audit report on Clarke Community School District in Osceola, Iowa for the year ended June 30, 2013

Audit report on Clarke Community School District in Osceola, Iowa for the year ended June 30, 2013

Audit report on Sheldon Community School District in Sheldon, Iowa for the year ended June 30, 2013

Audit report on Sheldon Community School District in Sheldon, Iowa for the year ended June 30, 2013

El fracaso escolar y los supuestos esenciales de la reforma: la percepción del profesorado de la educación secundaria en Cataluña (España)

Nuestra intención y objetivo ha sido establecer un diálogo con profesores de la enseñanza secundaria Obligatoria (ESO) con la finalidad de comprender, analizar e interpretar sus pensamientos, ideas, acciones y opiniones en relación a los supuestos básicos de las reformas educativas y el fracaso escolar. Hemos realizado dicho diálogo desde una perspectiva tanto sincrónica como diacrónica y, a este efecto, el profesorado participante cumple el requisito de llevar más de 30 años en activo. Esta perspectiva sincrónica/diacrónica nos ha permitido rastrear el pensamiento y la experiencia vivida, de modo transversal, a través de las reformas educativas desde la postura profesional del ¿hoy¿. En este contexto, hemos valorado el conocimiento y experiencia acumulada de aquellos profesionales que iniciaron sus carreras en plena etapa predemocrática y que han vivido todos los cambios como un valor añadido.

El fracaso escolar y los supuestos esenciales de la reforma: la percepción del profesorado de la educación secundaria en Cataluña (España)

Nuestra intención y objetivo ha sido establecer un diálogo con profesores de la enseñanza secundaria Obligatoria (ESO) con la finalidad de comprender, analizar e interpretar sus pensamientos, ideas, acciones y opiniones en relación a los supuestos básicos de las reformas educativas y el fracaso escolar. Hemos realizado dicho diálogo desde una perspectiva tanto sincrónica como diacrónica y, a este efecto, el profesorado participante cumple el requisito de llevar más de 30 años en activo. Esta perspectiva sincrónica/diacrónica nos ha permitido rastrear el pensamiento y la experiencia vivida, de modo transversal, a través de las reformas educativas desde la postura profesional del ¿hoy¿. En este contexto, hemos valorado el conocimiento y experiencia acumulada de aquellos profesionales que iniciaron sus carreras en plena etapa predemocrática y que han vivido todos los cambios como un valor añadido.

La garantia social: un recurs de lluita contra l'exclusió social

En aquest article s'ofereix una perspectiva general al voltant del concepte de garantía social, intentant oferir un horitzó que supera la dimensió de la inserció laboral amb la finalitat d'assolir una adequada integració social. En aquest sentit, es desenvolupen les característiques del centre de recursos per la garantía social com model d'atenció integral, detallant els objectius i els processos bàsics a seguir.

Diagnòstic en profunditat sobre la integració dels i les joves de 14 a 18 anys migrats a Catalunya

[cat] La finalitat d’aquest projecte és aprofundir en el procés d’integració socioeducativa de la joventut migrada a Catalunya, específicament, dels i les joves entre 14 i 18 anys. Entre els resultats destaquem que els joves tenen un concepte força tancat i excloent del concepte de ciutadania com a estatus, i un baix grau de coneixement de la diversitat cultural, especialment els joves autòctons; tot i que tenen una actitud de reconeixement i acceptació, favorable a la convivència intercultural, tant al centre educatiu com al seu barri. No obstant, tenen una visió de la diversitat cultural i del fet migratori en clau de coexistència, sense el reconeixement que suposaria un pas més per a la convivència. La immigració és vista com un col·lectiu vulnerable, amb un baix nivell econòmic i cultural i que també és percebut com un problema i, fins i tot, com a causant de les dificultats que actualment pateix i travessa el conjunt de la societat. Els joves tendeixen a relacionar-se amb el seu grup cultural, i responen de forma passiva en la comprensió i actuació davant dels problemes i assumptes públics. Entre els elements que valoren per sentir-se ciutadà té una especial importància la llengua. Els joves que fa més de 10 anys que viuen a Catalunya són els que tendeixen a tenir un sentiment de pertinença cívica amb el lloc de residència. De fet, com més temps porten els joves estrangers vivint al lloc d’acollida, perden importància elements d’identificació cultural del país d’origen, però la religió, les celebracions populars, l’art i la tendència a formar parella són elements identitaris del lloc d’origen, més estables. Es demana una intervenció urgent en diversos nivells i destinades a diferents agents. Destaquem: -La importància d’una acollida afectiva i efectiva, -Potenciar espais de trobada, -Treballar els prejudicis, -Transversalitzar l’educació intercultural, - Potenciació de l’aprenentatge de la llengua catalana, -Formació del professorat en competències interculturals.

Psychology in Catalonia: 1996-2002

En aquest article es presenta el resum del Report de la Recerca en Psicologia a Catalunya durant el període 1996-2002, publicat l'any 2004 per l'Institut d'Estudis Catalans. A partir de informacions diverses, procedents especialmentd'institucions educatives de nivell universitari, Administració de Catalunya (Departament d'Universitats, Recercai Societat de la Informació, DURSI), i els propis coordinadors de Grups de Recerca -prèviament detectats mitjançant laelaboració d'un qüestionari ad hoc-, s'ha perfilat un mapa de la recerca en Psicologia a Catalunya durant el períodeestudiat, el qual inclou investigadors procedents de les sis Universitats catalanes en les quals s'imparteixen estudis dePsicologia (o, en el cas de la Universitat de Lleida, de Psicopedagogia). Els eixos organitzadors de la informació hanestat les Àrees de Coneixement i les Universitats. La informació recollida s'ha articulat al voltant de diversesqüestions cabdals relatives als Grups de Recerca: Projectes de recerca obtinguts per part de diversos organismes subvencionants, la productivitat contemplada des de la vessant de la publicació d'articles científics, el finançament obtingut per part de diverses Administracions i entitats privades, la infrastructura amb la que compten, les característiques d'arranjament d'aquests Grups, i, finalment, les condicions, valoracions, expectatives i gestió dels recursos dels Grups de Recerca.

School burnout in adolescents : Differences in background variables and exploration of school-related stress at the end of compulsory schooling

The aim of this study is to contribute to a better understanding of the risk factors associated with school burnout, which has recently been described as a syndrome of emotional exhaustion due to school demands, cynical and detached attitude towards school and feelings of inadequacy as a student (Salmela-Aro, Kiuru, Pietikainen & Jokela, 2008a). The research focuses on students in the last years of compulsory schooling, period in which burnout has not received much attention yet. A total of 342 adolescents (Mean age = 14.84) were asked to complete questionnaires about school burnout, school-related stress and background variables. The results showed differences in school burnout by gender, grade level and school track, with girls, last grade of compulsory school and high-track classes, showing the highest scores. No difference was observed with respect to grade retention. Several types of school stress were identified, with stress type Success related to pressures to succeed and concerns about the academic future being the highest. Finally, stress and burnout were strongly and positively correlated, and the type of stress Success was the best predictor of overall Burnout, Exhaustion and Inadequacy dimension scores. The results are discussed in relation to their theoretical relevance and implications for the prevention of school burnout in adolescents.

Having a good relationship with their mother: a protective factor against sexual risk behavior among adolescent females?

STUDY OBJECTIVE: To assess whether having a good relationship with their mother was a protective factor against risky sexual behavior for female adolescents and whether it was independent of family structure. DESIGN: Cross-sectional survey of in-school adolescents aged 14-19 years. SETTING: Catalonia, in northeast Spain. PARTICIPANTS: A total of 3677 females divided according on whether they had a good (n=3335) or a bad (n=342) relationship with their mother. MAIN OUTCOME MEASURES: Rates of sexual activity and sexual behavior. RESULTS: Adolescents in the good relationship group were significantly younger, more likely to live in an intact family, to have a good relationship with their father and siblings, and to talk about sexuality and their partner with their mother. They were also less likely to have ever had sexual intercourse. Among those sexually experienced, they were significantly older at first intercourse and less likely to have multiple partners or a history of STI. After adjusting for potential confounders, females in the good relationship group were less likely to be sexually active and to have had multiple partners, independently of family structure. CONCLUSIONS: Having a good relationship with their mother is a protective factor against sexual intercourse and having multiple sexual partners independently of family structure. Communication between generations and having a good relationship with their father and siblings also play an important role.

Portable School Stop Signs and Other Non-Uniform School Stop Control Devices, HR-190, 1978

Portable (roll-out) stop signs are used at school crossings in over 300 cities in Iowa. Their use conforms to the Code of Iowa, although it is not consistent with the provisions of the Manual on Uniform Traffic Control Devices adopted for nationwide application. A survey indicated that most users in Iowa believe that portable stop signs provide effective protection at school crossings, and favor their continued use. Other non-uniform signs that fold or rotate to display a STOP message only during certain hours are used at school crossings in over 60 cities in Iowa. Their use does not conform to either the Code of Iowa or the Manual on Uniform Traffic Control Devices. Users of these devices also tend to favor their continued use. A survey of other states indicated that use of temporary devices similar to those used in Iowa is not generally sanctioned. Some unsanctioned use apparently occurs in several states, however. A different type of portable stop sign for school crossings is authorized and widely used in one state. Portable stop signs similar to those used in Iowa are authorized in another state, although their use is quite limited. A few reports in the literature reviewed for this research discussed the use of portable stop signs. The authors of these reports uniformly recommended against the use of portable or temporary traffic control devices. Various reasons for this recommendation were given, although data to support the recommendation were not offered. As part of this research, field surveys were conducted at 54 locations in 33 communities where temporary stop control devices were in use at school crossings. Research personnel observed the obedience to stop control and measured the vehicular delay incurred. Stopped delay averaged 1.89 seconds/entering vehicle. Only 36.6 percent of the vehicles were observed to come to a complete stop at the study locations controlled by temporary stop control devices. However, this level of obedience does not differ from that observed at intersections controlled by permanent stop signs. Accident experience was compiled for 76 intersections in 33 communities in Iowa where temporary stop signs were used and, for comparative purposes, at 76 comparable intersections having other forms of control or operating without stop control. There were no significant differences in accident experience An economic analysis of vehicle operating costs, delay costs, and other costs indicated that temporary stop control generated costs only about 12 percent as great as permanent stop control for a street having a school crossing. Midblock pedestrian-actuated signals were shown to be cost effective in comparison with temporary stop signs under the conditions of use assumed. Such signals could be used effectively at a number of locations where temporary stop signs are being used. The results of this research do not provide a basis for recommending that use of portable stop signs be prohibited. However, erratic patterns of use of these devices and inadequate designs suggest that improved standards for their use are needed. Accordingly, nine recommendations are presented to enhance the efficiency of vehicular flow at school crossings, without causing a decline in the level of pedestrian protection being afforded.

Audit report on the Mid-Iowa School Improvement Consortium, Carlisle, Iowa for the year ended June 30, 2013

Audit report on the Mid-Iowa School Improvement Consortium, Carlisle, Iowa for the year ended June 30, 2013