https://reunir.unir.net/handle/123456789/7102 2024-11-02T00:21:46Z https://reunir.unir.net/handle/123456789/7128 Un estudio en la educación primaria y secundaria obligatoria (6º, 7º y 8º de EGB) de Andalucía, Cantabria y Galicia Repetto Talavera, Elvira Nowadays, it is more and more frequent to find research on metacognitive strategies. In this article we present an experimental study about the student significative gains on some pedagogical and cognitive variables after implementing, the Repetto's Metacognitive Reading comprehension program (OMECOL). After reviewing some of the main theoretical foundations, we centre our attention on the description of strategies for promoting reading comprehension and on the MANCOVA student gains on several learning products and cognitive variables. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T10:04:56Z No. of bitstreams: 1 1EntrenamientoMetacognitivo.pdf: 2139145 bytes, checksum: 9d55f84e4d2ceef53af71845a4a9b17d (MD5); Made available in DSpace on 2018-11-02T10:04:56Z (GMT). No. of bitstreams: 1 1EntrenamientoMetacognitivo.pdf: 2139145 bytes, checksum: 9d55f84e4d2ceef53af71845a4a9b17d (MD5) https://reunir.unir.net/handle/123456789/7127 Aprendizaje cooperativo y desarrollo moral Ortega Ruiz, Pedro; Mínguez Vallejos, Ramón; Gil Martínez, Ramón The present paper is the result of an investigation on cooperative learning towards moral development among students of 3rd B.U.P. (16 year olds, final course of secondary schooling in Spain). The need to overcome a too restrictive moral education, often limited to the technique of moral dilemma is justified. Techniques used in the applied pedagogical programme are described (jigsaw and investigation group), as well as their rationale. The results obtained indicate a considerable increase in moral development for the experimental group. The main conclusion of this investigation makes it clear that it is possible to promote moral development by applying cooperative learning only without the recourse to moral dilemma (hypothetical or real). Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T10:01:18Z No. of bitstreams: 1 2AprendizajeCorporativo.pdf: 2040926 bytes, checksum: 24c8f729f9ec74190b3e724010e548fe (MD5); Made available in DSpace on 2018-11-02T10:01:18Z (GMT). No. of bitstreams: 1 2AprendizajeCorporativo.pdf: 2040926 bytes, checksum: 24c8f729f9ec74190b3e724010e548fe (MD5) https://reunir.unir.net/handle/123456789/7126 El valor del multiculturalismo en educación Arregui, Jorge V. Both the European integration and the demands of the cultural minorities within each state led us to live in multicultural societies. The paper analyses the different consequences upon educational model of considering multiculturalism as an inescapable fact or as something intrinsically good. The consideration of multiculturalism as a fact leads to establish a sharp distinction between the public and the private spheres of human life and to reduce education to the public realm. Against this view, the article argues in favour of considering multiculturalism as a good looking for a right approach of the problem of the relationships between culture and nature. Against the illustrated uniformitarian view of human nature, it is defended with Aristotle a teleological one. This teleological view enables us to understand why the very existence of a plurality of cultural traditions is, as Dilthey claims, per se good. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T09:58:51Z No. of bitstreams: 1 3ElValorDelMulticulturalismo.pdf: 1552020 bytes, checksum: 76f6bc6c1d0a9f6d33f4df6ddc54f55a (MD5); Made available in DSpace on 2018-11-02T09:58:51Z (GMT). No. of bitstreams: 1 3ElValorDelMulticulturalismo.pdf: 1552020 bytes, checksum: 76f6bc6c1d0a9f6d33f4df6ddc54f55a (MD5) https://reunir.unir.net/handle/123456789/7125 "Teatro para el pueblo" y educación popular en la Segunda República: ¿Un "dirigismo para la libertad"? Fernández Soria, Juan Manuel El "teatro para el pueblo" —que se caracteriza por ser aprofesional y ajeno a la estructura económica del teatro y por llevar desde la élite inte¬lectual hacia el pueblo un bien cultural— protagoniza este tra¬bajo. Tras argumentar la función educadora del teatro, con espe¬cial re¬fe¬rencia a la Segunda República, se examinan dos tipos de "teatro para el pueblo": el Teatro de las Misiones Pedagógicas y el Teatro Universitario de «La Barraca» y «El Búho», ads¬critos a la F.U.E. de Madrid y de Valencia res¬pecti¬vamente. En uno y otro caso se muestra cómo su finali¬dad no con¬siste sólo en llevar diversión y cultura a un público nuevo —más popular—, sino que contempla también, aunque de manera más ex¬plícita en el Teatro Universitario, la concienciación so¬cial y política de ese público que le im¬pulse hacia el protagonismo al que está llamado. Ni el teatro de las Misiones es una obra de caridad cultural, ni el Teatro Universitario es una experiencia sin pretensiones emprendida por estu¬diantes bulliciosos y despreocupados. Al estar ambos ensayos escénicos amparados por el poder, ejer¬cen un claro dirigismo ideológico y cultural —que es más noto¬rio, ob¬viamente, du¬rante los años de la Guerra Civil—, pero, al contemplar metas de emancipación social y personal, su actuación se convierte, en cierto sen¬tido, en un "dirigismo para la libertad" The «People's Theatre» ¿which is characterized by its non profes-sional and distant economical approach to theatre, and by its manner of carrying the intelligence of the elite to the towns people¿ plays the main part in this work. After discussing the educational function of the thea-tre, with special reference to the Spanish Second Republic, two types of theatre are studied: Pedagogical Missions Theatre and the University Theatre of «La Barraca» and «El Búho», members of the University Schooling Federation (F.U.E.) of Madrid and of Valencia respecti-vely. In one or more occurrences the final products from these theatre groups does not only consist of funnelling entertainment and culture to a new audience, but also contemplates social and political awareness. The latter is done in a more explicit manner with the University Theatre. The towns people feel called towards protagonism and participation in this social and political awareness. The Missions theatre is not a work of charity, nor is the University Theatre an experience without pretensions carried out by boisterous and carefree students. Due to fun-dings by the establishment both theatres demonstrate clear ideas on ideology and culture, which is obviously more apparent during the Spanish Civil War. When contemplating methods on social and personal emancipation, their works of drama convert, in a certain way, into «a guide to liberty». Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T09:54:12Z No. of bitstreams: 1 4TeatroParaElPueblo.pdf: 1532686 bytes, checksum: 5dc808df8ddb336f0d549c37341f6081 (MD5); Made available in DSpace on 2018-11-02T09:54:12Z (GMT). No. of bitstreams: 1 4TeatroParaElPueblo.pdf: 1532686 bytes, checksum: 5dc808df8ddb336f0d549c37341f6081 (MD5) https://reunir.unir.net/handle/123456789/7124 Complejidad y educación López Rupérez, Francisco The educational systems of avanced societies are a good example of highly complex systems. Their size, the multiplicity of components, the richness of interactions and the role of the socioeconomical environment are basic factors that explain their complexity. This article vindicates the complexity paradigm as an adequate epistemological frame for scientific analysis and policy-making in education Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T09:50:20Z No. of bitstreams: 1 5ComplejidadyEducacion.pdf: 1132286 bytes, checksum: 3f52571578e7e56f61cb2d0692f02550 (MD5); Made available in DSpace on 2018-11-02T09:50:20Z (GMT). No. of bitstreams: 1 5ComplejidadyEducacion.pdf: 1132286 bytes, checksum: 3f52571578e7e56f61cb2d0692f02550 (MD5) https://reunir.unir.net/handle/123456789/7123 Aprendiendo a aprender. Un programa de enseñanza de estrategias de aprendizaje en educación permanente de adultos Gargallo López, Bernardo; Puig Moratal, Julia We elaborated and applied a pedagogical programme to teach learning strategies to students in adult continuing education in Valencia along an academic year. We succeeded in improving significantly the learning strategies of these students. We also succeeded in improving significantly the marks of them in two important subjects, Spanish and Maths. So we obtained generalization and transference of results. We think that these results are important and that they prove the efficiency of the methods of the educational intervention which we used. This intervention is placed in the field of learning to learn Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T09:48:14Z No. of bitstreams: 1 6Aprendiendo_a_Aprender.pdf: 1511271 bytes, checksum: cc853c37aba78ef998c276bc2b4724c5 (MD5); Made available in DSpace on 2018-11-02T09:48:14Z (GMT). No. of bitstreams: 1 6Aprendiendo_a_Aprender.pdf: 1511271 bytes, checksum: cc853c37aba78ef998c276bc2b4724c5 (MD5) https://reunir.unir.net/handle/123456789/7122 Motivación, cognición y aprendizaje autorregulado Valle Arias, Antonio; González Cabanach, Ramón; Barca Lozano, Alfonso; Núñez Pérez, José Carlos En este artículo hemos intentado ofrecer un análisis del aprendizaje escolar desde una perspectiva cognitiva y motivacional. Los enfoques constructivistas del aprendizaje consideran necesario integrar ambos aspectos para llegar a una comprensión adecuada de los procesos de aprendizaje. Las investigaciones sobre el aprendizaje autorregulado tratan de conocer las relaciones entre cognición, motivación y metacognición, considerando que los estudiantes no son recipientes pasivos de información sino que ellos construyen su propio conocimiento y sus propias herramientas motivacionales y cognitivas. In this paper we have attempted to offer an analysis of the school learning from a cognitive and motivational perspective. The constructivists approaches of the learning consider necessary to integrate both aspects to arrive at an adequate understanding of the learning process. The investigations on the self-regulated learning attempt to know the relationships among cognition, motivation and metacognition, considering that students aren't passive recipients of information, but that they construct their own knowledge and their own cognitive and motivational tools. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T09:45:04Z No. of bitstreams: 1 7MotivacionCognicion.pdf: 1617913 bytes, checksum: 852c807b0506646fa2d4d0257d3826d0 (MD5); Made available in DSpace on 2018-11-02T09:45:04Z (GMT). No. of bitstreams: 1 7MotivacionCognicion.pdf: 1617913 bytes, checksum: 852c807b0506646fa2d4d0257d3826d0 (MD5) https://reunir.unir.net/handle/123456789/7120 Educación en valores: una utopía realista. Algunas precisiones desde la Filosofía de la Educación Barrio Maestre, José María Este artículo intenta una clarificación conceptual de la noción de valor. La axiología fenomenológica de Max Scheler presta para ello un importante servicio. El trabajo propone dos correcciones esenciales a la axiología scheleriana para hacer del concepto de valor algo pedagógicamente practicable, la primera en relación con la realidad de los valores (y su conexión con las nociones de bien y de ser), y la segunda en referencia al conocimiento de los valores. El artículo pone de relieve que la relación entre la estimativa y la razón es necesaria para comprender la posibilidad de “preferencias razonables”. Finalmente se aborda el problema pedagógico de la “transmisión” de los valores, analizando el rendimiento que para ello proporciona la teoría del modelado. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T09:36:28Z No. of bitstreams: 1 207-barrio.pdf: 105766 bytes, checksum: 17c3e42b849ab50f359f9c0e1c5041ff (MD5); Made available in DSpace on 2018-11-02T09:36:28Z (GMT). No. of bitstreams: 1 207-barrio.pdf: 105766 bytes, checksum: 17c3e42b849ab50f359f9c0e1c5041ff (MD5) https://reunir.unir.net/handle/123456789/7119 Autocontrol y aprendizaje Aznar Minguet, Pilar The shift in trends of thought towards constructivist epistemological guidance has favoured a change in the conception of the teaching/learning relationship. It is no longer understood as being a cause/effect relationship but rather as a relationship in which causality is reciprocal and the effects are bi-directional. An Educational Technology suited to these trains of thought must provide key factors capable of activating self regulator-y processes and training techniques regarding the control of mental proccesses together with affective and motivational states, and at the same time take into consideration the particular characteristics of the learner together with those relaying to the task and contexts inherent in the learning process itself. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T09:33:42Z No. of bitstreams: 1 207-aznar.pdf: 37534 bytes, checksum: 700f2a0ef214fdc4fb1f050b2adba9fb (MD5); Made available in DSpace on 2018-11-02T09:33:42Z (GMT). No. of bitstreams: 1 207-aznar.pdf: 37534 bytes, checksum: 700f2a0ef214fdc4fb1f050b2adba9fb (MD5) https://reunir.unir.net/handle/123456789/7118 La autoeducación del hombre en la filosofía de la integralidad Darós, W. R. This article analyses the philosophy of M. F. Sciacca. This author exposes a whole conceptions of being. lt has three essential forms: reality, ideality, and morality. The human being shares in these three way of being in every human act. Therefore a whole and human education means to get ready everyone to face to reality (in this material world), to ideality (looking for the truth about thinks, persons, events), to morality (recognizing the truth and living according it; developing the person with objectivity). After that authority, discipline, sciences, human relations, selfcontrol, culture, work are considered as means for helping a person to become educated. The weakness in the conception of being and the decline in looking for truth (as wide as «esse») are symbols of a philosophy closed in the material world that reduces the possibilities of the human being and the humanistic education. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T09:31:01Z No. of bitstreams: 1 207-daros.pdf: 90346 bytes, checksum: 3bd703f2c6bde895e0d8811f095fcf01 (MD5); Made available in DSpace on 2018-11-02T09:31:01Z (GMT). No. of bitstreams: 1 207-daros.pdf: 90346 bytes, checksum: 3bd703f2c6bde895e0d8811f095fcf01 (MD5) https://reunir.unir.net/handle/123456789/7117 Evaluación de la investigación educativa española: una revisión integrativa de realizaciones en 25 años Fernández Cano, Antonio Este artículo es una revisión metodológica e integrativa que recopila las realizaciones españolas acerca del tópico de la evaluación de la investigación en los últimos 25 años. Considera especialmente la investigación hecha en los ICEs (Institutos de Ciencias de la Educación), la evaluación de revistas españolas centrada en la indagación educativa y, finalmente, da una visión general, un panorama inductivo de los principales problemas de la investigación educativa española asociados con su evaluación. This article is methodologically an integrative review which compile-s the Spanish realizations about the topic of research evaluation in the last 25 years. lt considers specially the research done in ICEs (Institutes of Educational Sciences), the evaluation of Spanish journals centered in educational inquiry and, finally, it gives a general vision, an inductive background of the main problems in the Spanish educational research associated with its evaluation. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T09:27:06Z No. of bitstreams: 1 207-cano.pdf: 69058 bytes, checksum: 0040d776c73564791642aabdaced211c (MD5); Made available in DSpace on 2018-11-02T09:27:06Z (GMT). No. of bitstreams: 1 207-cano.pdf: 69058 bytes, checksum: 0040d776c73564791642aabdaced211c (MD5) https://reunir.unir.net/handle/123456789/7116 Funciones de la evaluación en la evaluación de programas de animación sociocultural Merino Fernández, José V. It is today a common place to say that evaluation is a systematic process, and it is not a punctual activity of control. The article analyzes the functions and peculiarities of this system in the evaluation of the sociocultural community development programs. The author develops the dynamic perspective of the evaluation versus the evaluation like static and neutral technology, and offers orientations and channels to apply ¡t in the evaluation of the sociocultural community development programs.-- Also, this work picks up and analyzes the pseudoevaluations more usual in practice. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T09:24:20Z No. of bitstreams: 1 207-merino+.pdf: 69784 bytes, checksum: efd59e40e7fc96794585757a92299550 (MD5); Made available in DSpace on 2018-11-02T09:24:20Z (GMT). No. of bitstreams: 1 207-merino+.pdf: 69784 bytes, checksum: efd59e40e7fc96794585757a92299550 (MD5) https://reunir.unir.net/handle/123456789/7115 Cine, narrativa y enseñanza de la filosofía. La iniciación al ámbito filosófico en el bachillerato García Amilburu, María Before turning to the question to the usefulness of film and narrative as aids in the teaching of philosophy -which is the main purpose of this paper- 1 briefly consider the nature of the knowledge that is imparted and the characteristics of the people we teach. 1 then consider the convenience of employing rhetoric means, as well as logical resources in teaching, to follow with an analysis of narrative -both realistic and fictional, read in books or watched in films-. I finish with some practical aspects of the use of film in the classroom Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T09:20:00Z No. of bitstreams: 1 207-garciaamilburu.pdf: 44080 bytes, checksum: d005422e2922245370dcb3b6fba82f7d (MD5); Made available in DSpace on 2018-11-02T09:20:00Z (GMT). No. of bitstreams: 1 207-garciaamilburu.pdf: 44080 bytes, checksum: d005422e2922245370dcb3b6fba82f7d (MD5) https://reunir.unir.net/handle/123456789/7114 Educación intercultural y formación de actitudes, interculturales Sales Ciges, Auxilladora; García López, Rafaela This research starts from the analysis of the intercultural model goals in order to base a pedagogical proposal to teach intercultural attitudes in Primary Education, focused on Active Participation, Cooperative Learning and Persuasive Communication strategies. We have based the quasi-experimental design in Reasoned Action Theory by Fishbein and Ajzen. The statistical analysis of the results confirms that the attitudes towards cultural diversity and gypsies, showed by students who participated in the programme, improved significantly. Our main conclusion is the need of teaching intercultural attitudes in all the schools to prevent the racist attitudes which are developed if there is not a pedagogical intervention. The positive effects of our programme could increase if their implementation last the whole school year and all the teachers of each school were involved. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T09:17:32Z No. of bitstreams: 1 207-rafaelagarcia+.pdf: 59180 bytes, checksum: 0363da2d8df61dddffcc97fb38b5bc86 (MD5); Made available in DSpace on 2018-11-02T09:17:32Z (GMT). No. of bitstreams: 1 207-rafaelagarcia+.pdf: 59180 bytes, checksum: 0363da2d8df61dddffcc97fb38b5bc86 (MD5) https://reunir.unir.net/handle/123456789/7113 Cambio social y evaluación pedagógica de las tecnologías Vera Vila, Julio La aceleración de los cambios en la sociedad actual amenaza con producir un gran desfase humano. Para prevenirlo es necesario diseñar proyectos educativos innovadores de formación permanente, en los que se han de integrar los adelantos tecnológicos. La evaluación de las tecnologías es necesaria para conocer los efectos positivos y negativos que pueden aportar a la educación. El problema no es decidir si las tecnologías son educativas o no, sino conocer sus ventajas e inconvenientes para potenciar las primeras y controlar los segundos, al servicio de modelos educativos valiosos Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T09:07:29Z No. of bitstreams: 1 207-vera.pdf: 53843 bytes, checksum: aaf5b31ed0d93a4bf21410f3ebe3aca8 (MD5); Made available in DSpace on 2018-11-02T09:07:29Z (GMT). No. of bitstreams: 1 207-vera.pdf: 53843 bytes, checksum: aaf5b31ed0d93a4bf21410f3ebe3aca8 (MD5) https://reunir.unir.net/handle/123456789/7111 La evaluación institucional en el ámbito universitario Tejedor Tejedor, Francisco Javier The institutional evaluation is a subject of fundamental importance for the higher education institutions, facing the raising interest by the society in the efficiency and quality of the activities developed by the Universities. This article focus on the necessity that higher education institutions, make clear its own goals when starts the institutional evaluation process. The reflections about experiences of others are very important to help the own planning processes, but local, regional and national characteristics must be taken in account. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T09:01:07Z No. of bitstreams: 0; Made available in DSpace on 2018-11-02T09:01:07Z (GMT). No. of bitstreams: 0 https://reunir.unir.net/handle/123456789/7110 Evaluación institucional universitaria en Europa y América Latina Salvador Blanco, Laurentino The article defines three institutional evaluation models (English, French and Dutch one) and revises some of the experiences in institutional evaluation fron Europe and Latin America trying to extract points in common as well as between them. We could say that, mostly, the projects of institutional evaluation plan at universities emerge promoted by universities themselves and are pushed by goverments inside the context of institutional improvements. Most of the governments put the control that implies the accreditation of universities to give the correspondent degrees. In generat terms, we could say that, the academic institutions put the stress improvements while the governments do the same with the control or accreditation of them. This is largely explained in the National Plan for Universities Quality Evaluation in progress at the time being in Spain and some ideas being considered for a better implantation of the plan. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T17:16:03Z No. of bitstreams: 1 208_laurentino.pdf: 58842 bytes, checksum: 6e2b994c74867f81828a23a943322fc7 (MD5); Made available in DSpace on 2018-10-31T17:16:03Z (GMT). No. of bitstreams: 1 208_laurentino.pdf: 58842 bytes, checksum: 6e2b994c74867f81828a23a943322fc7 (MD5) https://reunir.unir.net/handle/123456789/7109 Evaluación institucional: objetivos y criterios Vieira Pereira, José Tomás The evaluation processes must have general and specifics objectives, and the eva lua tion criteria must be clearly established for all parts of the institution that would be involved in it. Together with the goals, must be clear that institutional evaluation is a continuum process were the objectives need to be achieved and redefined periodically. This put the higher education institutions in a permanent process of self-regulation focusing on the improvement of the quality in all the activities carry out by the institution. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T17:11:44Z No. of bitstreams: 1 208-vieira.pdf: 41381 bytes, checksum: 8f3bc5f3b79d150e998979774a92e4e4 (MD5); Made available in DSpace on 2018-10-31T17:11:44Z (GMT). No. of bitstreams: 1 208-vieira.pdf: 41381 bytes, checksum: 8f3bc5f3b79d150e998979774a92e4e4 (MD5) https://reunir.unir.net/handle/123456789/7108 Las estructuras de poder y los procesos de evaluación Peleteiro, María Concepción The present work describes the viewa of the author on what concerns the relations between the established power and the evaluation processes that are being followed in different countries in Europe and in South America, namely Brazil. The need for more transparency in the use of public funds is possibly the main reasson for the pressure the gouverments are putting over the universities, imposing or suggesting institutional and/or thematic evaluation procedures. The Portuguese experience is presented in detail, refering to the positive relations that presently exist between the governments and the institutions that represents the Portuguese universities. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T17:09:09Z No. of bitstreams: 0; Made available in DSpace on 2018-10-31T17:09:09Z (GMT). No. of bitstreams: 0 https://reunir.unir.net/handle/123456789/7107 Informes en la evaluación institucional Tejedor Tejedor, Francisco Javier El director del grupo preparará una forma estándar para presentar el contenido del informe. Es responsabilidad del Comité organizar la difusión de los diversos informes: informe de autoevaluación, informe del departamento, informe de la Facultad, informe de la Universidad,...Un área importante de discusión es el uso de los datos estadísticos y de los indicadores de rendimiento. La mayoría de los expertos afirman que no es clara la relación entre los indicadores de rendimiento y la calidad, la cuál es mucho más que las solas medidas de rendimiento. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T17:05:27Z No. of bitstreams: 1 208-tejedor.pdf: 43861 bytes, checksum: 25620f1e2de518628e8826979ec67d6a (MD5); Made available in DSpace on 2018-10-31T17:05:27Z (GMT). No. of bitstreams: 1 208-tejedor.pdf: 43861 bytes, checksum: 25620f1e2de518628e8826979ec67d6a (MD5) https://reunir.unir.net/handle/123456789/7106 La implicación social de la evaluación Drosile Vasconcellos, María The reasons for the interest in evaluation are related with the evergrowing state expenses in a context of taxes cut off and with the users demands of better quality in public services. There is a gap between the supply of university curriculums and demands of enterprises Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T17:00:17Z No. of bitstreams: 1 208-drosiles.pdf: 31483 bytes, checksum: 5e80f3eb73383e875e9f9835c23f9def (MD5); Made available in DSpace on 2018-10-31T17:00:17Z (GMT). No. of bitstreams: 1 208-drosiles.pdf: 31483 bytes, checksum: 5e80f3eb73383e875e9f9835c23f9def (MD5) https://reunir.unir.net/handle/123456789/7105 Reflexiones sobre la calidad en la en señanza superior Mobilia, Horacio; Garcia-Valcarcel, Ana Teaching quality assessment examines, makes comments and offers judgements on the student educational experience and achievement in specific subject areas. Its looks at whether provission in the subject being assessed at the institution concerned is achieving its own objectives. Academic total quality audit looks at the systems and arrangements by which institutions maintain both quality. Addresing the improvement of teaching and learning through total quality, devotes attention to the idea of regarding students as customers and emphasizes making the student-teacher relationship more mutually responsive Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T16:57:49Z No. of bitstreams: 0; Made available in DSpace on 2018-10-31T16:57:49Z (GMT). No. of bitstreams: 0 https://reunir.unir.net/handle/123456789/7104 La formación del profesorado universitario como acción estratégica en la mejora de la calidad institucional Garcia Del Dujo, Angel This article shows how the university teachers training must be seen as strategic action to improve the institutional quality. An utilitarian and mass university, as we think the university in our days is, requires inmediate attention about the way the internal elements of the system are affected. One of these elements, perhaps the most sensitive at the point of strategic view, is the university teachers. In this work we analyze the disconcerting and problematic situation they have in the research and teaching activities and we propose the pedagogical and vocational training as the best way to improve the institutional quality Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T16:53:08Z No. of bitstreams: 1 208-garciadeldujo.pdf: 46285 bytes, checksum: c4b8470c81cb82b4c899480e126deaf4 (MD5); Made available in DSpace on 2018-10-31T16:53:08Z (GMT). No. of bitstreams: 1 208-garciadeldujo.pdf: 46285 bytes, checksum: c4b8470c81cb82b4c899480e126deaf4 (MD5)