https://reunir.unir.net/handle/123456789/7130 2024-11-02T05:42:12Z https://reunir.unir.net/handle/123456789/7162 La aceleración como estrategia educativa para alumnos de alta capacidad académica. Concepto, modalidades y evaluación de resultados Repáraz Abaitua, Charo; Peralta López, María Felisa; Tourón, Javier This paper is focused on the academic acceleration as one of the most adequate option to reach an optimal match between the special educational needs of academic talented students and the curriculum they have to follow. Very often we see that the curriculum that schools offer to the regular students is not challenging enough for those children who can reason extremely well in some academic areas (i. e. verbal and mathematics). Most of the time this can be harmful to these kind of students sometimes causing them to develop poor study and work habits and become lazy intellectually. The educational system must offer different kinds of accelerated options permitting those highly able students to be adequately challenged and stimulated. This work revises the most recent and meaningful studies in this field, showing the effects of different kinds of academic acceleration. The major concern of those people who are detractors of this academic option is the possible problems of social or emotional adjustment caused by the academic acceleration, but this argument can not be supported on the research findings. Moreover, research clearly states that when academic acceleration is applied to carefully selected students it produces more benefits than negative effects and constitutes one of the most adequate ways to nurture and develop the academic talent. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-06T09:25:12Z No. of bitstreams: 1 203-touron+.pdf: 91092 bytes, checksum: 1fd2a67a675b1f00dd692b8721a98391 (MD5); Made available in DSpace on 2018-11-06T09:25:12Z (GMT). No. of bitstreams: 1 203-touron+.pdf: 91092 bytes, checksum: 1fd2a67a675b1f00dd692b8721a98391 (MD5) https://reunir.unir.net/handle/123456789/7161 Factores determinantes de las actitudes relacionadas con la ciencia Manassero Mas, María Antonia Las variables que influyen sobre las actitudes relacionadas con la ciencia han recibido bastante atención en la investigación didáctica, generando muchos resultados, pero, con frecuencia, inconsistentes. Algunos determinantes de las actitudes reconocidos frecuentemente en la literatura son el sexo, el número de asignaturas de ciencias cursadas en el currículo y el grado/tipo de estudios. El objetivo de este estudio es analizar la influencia de esos factores sobre las actitudes de los estudiantes empleando una muestra representativa de todos los niveles educativos. Las actitudes se evalúan por medio de un cuestionario que aplica la taxonomía de las actitudes relacionada con la ciencia. Los resultados muestran una actitud global poco positiva, que mejora significativamente a medida que crecen el curso (grado) escolar, la edad y el grado de exposición a la ciencia de los estudiantes. Se observa una suave tendencia de las actitudes de los hombres a ser mejores que las de las mujeres en todas las variables actitudinales, pues las diferencias entre las actitudes de hombres y mujeres no son significativas. The variables influencing science-related attitudes have received a lot of researchers' attention that have also generated many but often inconsistent results. Some determinants of attitudes frequently emphasized in the literature are the gender, the number of science subjects studied in the curricula and the grade/kind of studies. The aim of this study is to analyze the influence of these factors on the students' attitudes employing a representative sample of all the educational levels. Attitudes are assessed by means of a questionnaire implementing the taxonomy of science-related attitudes. The results show a mildly good total attitude that is significantly better as the grade, the age of the student, and the degree of exposition to science increases. Men's attitudes are better that those of women across all attitude variables, but just as a slight tendency, because the differences between men and women's attitudes are not significant. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-06T09:20:39Z No. of bitstreams: 1 203-vazquez+.pdf: 89750 bytes, checksum: 0e1461ed7e0dc25e2d9703b74ac1a9cc (MD5); Made available in DSpace on 2018-11-06T09:20:39Z (GMT). No. of bitstreams: 1 203-vazquez+.pdf: 89750 bytes, checksum: 0e1461ed7e0dc25e2d9703b74ac1a9cc (MD5) https://reunir.unir.net/handle/123456789/7160 Comprensión de textos filosóficos en alumnos de COU: un estudio empírico Santiuste Bermejo, Víctor; García García, Emilio; Ayala Flores, Carlos L.; Barriguete Merchán, Carmen By means of the present work-study we aimed at exploring the way a group of pre-university students employ reading comprehension strategies in order to approach a philosophical text, and the way these strategies influence upon its comprehension. The study group was conformed by 604 pupils, all of which belonged to C.O.U. level (Curso de Orientación Universitaria) in private and public centres in Madrid. The pupils read for twenty minutes a philosophical text about which they answered a series of written questions. Next, they completed a questionnaire about the strategies they made use of for the comprehension of the text. We infer from the data analysis that the pupils have a variety of strategies in order to face the reading of the text, out of which they choose those they consider more relevant for their current task. Results confirm three chief ideas: a) C.O.U. students belonging to science options achieve highest punctuation than those studying arts in the questions related to the text, specially in those refering to the interrelation discoveries and the emission of judgements; b) there is no difference in the number of strategies used in learning between the various C.O.U. option students; there is nevertheless, a distinction in the use of specific combinations of these strategies; c) the use of strategies influences on the reading comprehension Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-06T09:17:57Z No. of bitstreams: 1 203-santiuste+.pdf: 69676 bytes, checksum: fec6f2b189d8d577f755a849d892e85c (MD5); Made available in DSpace on 2018-11-06T09:17:57Z (GMT). No. of bitstreams: 1 203-santiuste+.pdf: 69676 bytes, checksum: fec6f2b189d8d577f755a849d892e85c (MD5) https://reunir.unir.net/handle/123456789/7159 Sobre la evaluación de la actividad docente del profesorado universitario ¿Está mediatizada la valoración de los alumnos por las calificaciones? Salvador González, Xabier de The aim of this paper is to study the relationship between the marks obtained by the students and their evaluation of teacher's lectures and teaching skills (university teaching effectiveness). There is a possible interpretation of this issue as halo effect. The unit analysed is the subject. Some variables have been included in the correlational study: the particular year in the program, the faculty involved and the number of teachers in charge of the subject. The results obtained suggest that the students' marks may distort rather significatively the evaluation made by the students. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-06T09:13:14Z No. of bitstreams: 1 203-xabiersalvador+.pdf: 52377 bytes, checksum: 94b08128023b97827695fccf8f9d71aa (MD5); Made available in DSpace on 2018-11-06T09:13:14Z (GMT). No. of bitstreams: 1 203-xabiersalvador+.pdf: 52377 bytes, checksum: 94b08128023b97827695fccf8f9d71aa (MD5) https://reunir.unir.net/handle/123456789/7158 Evaluación formativa de un programa para la enseñanza las matemáticas a alumnos de magisterio Abraira Fernández, Concepción F. El propósito de este artículo es difundir los resultados de una investigación basada en el uso de la evaluación formativa realizada con futuros maestros de Educación Primaria en el área de matemáticas. Concluimos que la evaluación formativa de estudiantes es una parte eficaz del proceso de enseñanza. The purpose of this paper is to publish the results of a formative syllabus research carried out among future primary school teachers in the subject area of mathematics. We conclude that the formative assessment of pupils is an effective part of the teaching process. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-06T08:27:37Z No. of bitstreams: 1 203-abraira.pdf: 44682 bytes, checksum: bb4797596d05af4f20f79502047bc4ea (MD5); Made available in DSpace on 2018-11-06T08:27:37Z (GMT). No. of bitstreams: 1 203-abraira.pdf: 44682 bytes, checksum: bb4797596d05af4f20f79502047bc4ea (MD5) https://reunir.unir.net/handle/123456789/7157 Solución de problemas: una revisión de la importancia del uso de heurísticos y una evaluación de su utilización en matemáticas Algarabel, Salvador; Dasi, Carmen; Gotor, Arcadio; Perea, Manuel A heuristics is a strategy, sometimes not very well structured, whose purpose is to help to find a problem solution. In the present paper, a group of mathematicians rated a set of heuristics rules for their usefulness in four fields: Geometry, differential calculus, algebra and statistics. The heuristics are structured in three groups: those associated with the analysis of the problem; those associated with the search for a solution, and those asociated to the checking of the solution. Results may be taken as a guide for the design of a training course in problem solving. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-06T08:22:23Z No. of bitstreams: 1 203-algarabel+.pdf: 65448 bytes, checksum: b108077afb5578ae836561d2c41b5094 (MD5); Made available in DSpace on 2018-11-06T08:22:23Z (GMT). No. of bitstreams: 1 203-algarabel+.pdf: 65448 bytes, checksum: b108077afb5578ae836561d2c41b5094 (MD5) https://reunir.unir.net/handle/123456789/7156 La conceptualización de la infancia deficiente en los iniciosde la educación especial europea Herráiz Gascueña, Mariano G. The establishment of weak mental or mentally retarded and the appearance of the concept of subnormal child, turn up due to the rise of schooling and the access to School of unbiased social classes up to the moment, with the consequent decrease of Scholastic efficiency. The conception / notion and identification of the «Subnormal» will be the result of Schooling and Psychopedagogy because of the constant increase of compulsory schooling in Europe at the beginning of the XXth Century. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-06T08:17:58Z No. of bitstreams: 1 203-herraiz.pdf: 43198 bytes, checksum: 187eb004ca324954df2bf0b9d01a1f3b (MD5); Made available in DSpace on 2018-11-06T08:17:59Z (GMT). No. of bitstreams: 1 203-herraiz.pdf: 43198 bytes, checksum: 187eb004ca324954df2bf0b9d01a1f3b (MD5) https://reunir.unir.net/handle/123456789/7149 La educación y la formación permanentes: un reto para cada ciudadano Cresson, Edith The European Year devoted to education and lifelong learning is intended to be one more step towards public awareness of the relevance of education and lifelong learning not only to Europe but also to every European citizen. To all of us, learning to learn throughout a whole life is the key point. Thus, lifelong learning must be integrated in our daily life and, in this respect, the European Commission has proposed five different goals to be discussed all over 1996. These goals are: to promote the acquisition of new contents; to better link schools and the world of work; to fight against social exclusion; to master three different languages; and to equalise capital investments and investments in training. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T10:04:51Z No. of bitstreams: 1 204-cresson.pdf: 26763 bytes, checksum: 9889c3908c9ef9f563085201153943da (MD5); Made available in DSpace on 2018-11-05T10:04:51Z (GMT). No. of bitstreams: 1 204-cresson.pdf: 26763 bytes, checksum: 9889c3908c9ef9f563085201153943da (MD5) https://reunir.unir.net/handle/123456789/7148 Política educativa de la Unión Europea: evolución reciente y perspectivas de futuro Etxeberría, Félix The process towards an European Union seems not to have taken into account the need for an European dimension in education until recently. However, this dimension has been extremely reinforced by the means of different European programmes which have been launched in the past few years. According to this general idea, this article describes and analyses the main phases in the generation of an European Commission's education policy, as follows: 1957-1970, with a main concern on economic matters; 1971-1986, first steps to a common education policy; 1986-1992, the educational programmes; and 1992-1995, review and harmonisation of the educational programmes. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T10:02:28Z No. of bitstreams: 0; Made available in DSpace on 2018-11-05T10:02:28Z (GMT). No. of bitstreams: 0 https://reunir.unir.net/handle/123456789/7147 Observar la innovación educativa en Europa Botrel, Jean-François As a result of an initiative of the INRP, an European Observatory for educational innovation has been set up. Its main goals are related to research and training in the field of educational innovations throughout Europe. The Observatory wishes to operate as an open data base of innovation and change in European education systems. Thus, it is mainly addressed to researchers in the field, especially those interested in the comparative study of educational policies. Up to the present, five different issues have concentrated the Observatory's efforts: equality of educational opportunity, teaching and learning foreign languages, new profiles for teaching, teacher training, and headmasters' training Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T10:00:45Z No. of bitstreams: 1 204-botrel+.pdf: 30023 bytes, checksum: 0aab77a837949f6d881ccafcef9754fa (MD5); Made available in DSpace on 2018-11-05T10:00:45Z (GMT). No. of bitstreams: 1 204-botrel+.pdf: 30023 bytes, checksum: 0aab77a837949f6d881ccafcef9754fa (MD5) https://reunir.unir.net/handle/123456789/7146 La educación primaria en Europa García Garrido, José Luis This article, rather than a simple description of features and facts, is aimed at a revision of the main problems which affect today to the primary level of formal education in Europe. However, for a right understanding of these problems, some reference is made to the historical evolution of "primary education" as a concept and as a set of educational institutions, and also to the different forms adopted by European education systems in terms of institutional and administrative structures. As to the problems, they have been selected having into account the priorites actually given nowadays by the countries, and they refer namely to the quality of primary education, relationships between public and private agencies, decentralization, school integration of ethnic minorities and handicapped children, curricula, etc. The quality of teaching staff is greatly stressed as the main problem. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T09:57:50Z No. of bitstreams: 1 204-garciagarrido.pdf: 51735 bytes, checksum: b546bfee62a07f50e2167fdcf79c1cc8 (MD5); Made available in DSpace on 2018-11-05T09:57:50Z (GMT). No. of bitstreams: 1 204-garciagarrido.pdf: 51735 bytes, checksum: b546bfee62a07f50e2167fdcf79c1cc8 (MD5) https://reunir.unir.net/handle/123456789/7145 Modelos de enseñanza secundaria obligatoria en Europa Pedró, Francesc Although there is a broad diversity in European secondary education, it seems to be that a common trend is clear, namely that of comprehensivity at the lower level and diversification at the upper level. This trend raises the issue of the nature of the debates implied: are they strictly pedagogical or political? Be that as it may, the article focuses on the exemplification of this common trend throughout different European systems and shows a number of reasons which support its widespread acceptance. At the same time, it also discusses some cases where the comprehensive principle seems to have been rejected. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T09:55:03Z No. of bitstreams: 1 204-pedro.pdf: 46482 bytes, checksum: 684c63d9bd2915073dc4832a96e6245e (MD5); Made available in DSpace on 2018-11-05T09:55:03Z (GMT). No. of bitstreams: 1 204-pedro.pdf: 46482 bytes, checksum: 684c63d9bd2915073dc4832a96e6245e (MD5) https://reunir.unir.net/handle/123456789/7144 Sobre la reconstrucción de la educación superior en Europa: Una mirada selectiva a un década, 1985-1995 Neave, Guy The evolution of higher education in Europe within the setting of the decade 1985 to 1995 is examined. The article focuses on three dimensions which have served to mould the pattern of higher education during these ten years. These aspects are the quickening pace of international exchange and its implications for the exporting of higher education models; the drive towards delegating responsibility away from central administration down to the regional level of government and, finally, the issue of the accompanying shift in political values and political theory which is involved in reassessing the role of the State in higher education Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T09:52:45Z No. of bitstreams: 1 204-neave.pdf: 69992 bytes, checksum: 6416c93690a2337eb5c539afe94d8128 (MD5); Made available in DSpace on 2018-11-05T09:52:45Z (GMT). No. of bitstreams: 1 204-neave.pdf: 69992 bytes, checksum: 6416c93690a2337eb5c539afe94d8128 (MD5) https://reunir.unir.net/handle/123456789/7143 La formación profesional en España en el marco de la implantación de la enseñanza secundaria obligatoria: el contraste con el modelo Belga Ayala De La Peña, Amalia In this article the vocational education systems in Spain and Belgium are compared as a means to offer some insights into the role that vocational education plays in the context of a country's offer of secondary education. It follows from the comparison that the current Spanish reform has not taken into account the implications of the particular relations that often are established between the general and vocational tracks of the education system, benefiting thus from the experiences of other countries, namely the case of the Belgian reformed system. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T09:50:29Z No. of bitstreams: 1 204-gonzalez+.pdf: 59320 bytes, checksum: 7b13ed1dc42b7ab4ac4cb45720ad5da6 (MD5); Made available in DSpace on 2018-11-05T09:50:29Z (GMT). No. of bitstreams: 1 204-gonzalez+.pdf: 59320 bytes, checksum: 7b13ed1dc42b7ab4ac4cb45720ad5da6 (MD5) https://reunir.unir.net/handle/123456789/7142 La educación especial en Europa Hegarty, Seamus The current state of special education in Europe must take account of two central developments: changes in the conceptual landscape of special education, and the emergence of national educational reform movements, and their dominance in framing educational debate. Besides to these developments, this article also focuses on four particular topics relating to special education in Europe, namely legislation and its impact on changes in special education; integration of children with special education needs into mainstream education; the emerging role of the special school; and research in special education. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T09:44:18Z No. of bitstreams: 1 204-hegarty.pdf: 46177 bytes, checksum: 8e03ef3c629680657e031e2b4b86da52 (MD5); Made available in DSpace on 2018-11-05T09:44:18Z (GMT). No. of bitstreams: 1 204-hegarty.pdf: 46177 bytes, checksum: 8e03ef3c629680657e031e2b4b86da52 (MD5) https://reunir.unir.net/handle/123456789/7141 Refugiados y educación en la Unión Europea Velloso de Santisteban, Agustín Las declaraciones y convenciones de la Unión Europea respecto de la educación para todos sus ciudadanos no son nuevas, pero ¿mejoran realmente las oportunidades educativas para una de las minorías, o sea, los refugiados? No necesariamente, aunque queda un espacio de maniobra para que las organizaciones sociales, principalmente las organizaciones no gubernamentales, realicen acciones en favor de la educación de los refugiados. Se examinan esas declaraciones en primer lugar. Después se analiza la situación de los refugiados y su educación en la Unión Europea. Finalmente se establece la relación entre esos documentos y la realidad para responder a aquella pregunta. European Union Declarations and Conventions concerning education for all European citizens are not new. Do they really improve education opportunities for one of Europe's minorities, the refugees? Not necessarily, although they give room for the social agencies, mainly non government organisations, to take action in favor of refugees' education. Firstly, those declarations are examined. Afterwards, the refugees' status and educational situation in the European Union are considered. Finally, a relationship between the documents and the reality is established in order to answer that question. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T09:41:45Z No. of bitstreams: 1 204-velloso.pdf: 43516 bytes, checksum: a6f76d8f9467b95c01646e2083ea2a9b (MD5); Made available in DSpace on 2018-11-05T09:41:45Z (GMT). No. of bitstreams: 1 204-velloso.pdf: 43516 bytes, checksum: a6f76d8f9467b95c01646e2083ea2a9b (MD5) https://reunir.unir.net/handle/123456789/7139 Mercado y solidaridad Hude, Henri A free society should reconcile market and solidarity. This is getting difficult to achieve in a global economy, by the means of Welfare State. But this could be achieved by liberal means, if we had a more adequate concept of capital, including moral capital (with within it solidarity and peace), and a more adequate concept of responsibility (including the duty of reproducing the capital adequately conceived). The practical mean of reaching this goal is the working together of free enterprises and free associations, so that social and moral efficiency of the market could become as good as its economic efficiency. Such a market is called a subtle market. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T09:33:29Z No. of bitstreams: 1 205-hude.pdf: 41790 bytes, checksum: 493199eac910b8dc546c2f569fb106f6 (MD5); Made available in DSpace on 2018-11-05T09:33:29Z (GMT). No. of bitstreams: 1 205-hude.pdf: 41790 bytes, checksum: 493199eac910b8dc546c2f569fb106f6 (MD5) https://reunir.unir.net/handle/123456789/7138 Europa, España: crisis, industria, educación y solidaridad Garrido, José Antonio This paper deals with subjects that are of essential concern to European and Spanish industries, and in doing so, it does not overlook social solidarity. In these stormy, crisis ridden times, recipes that applied to our more peaceful times are no longer of any practical use. This all calls for a change in the relationship between the individual and the organization. A new moral contract emerges, where the employee will not necessarily find that his loyal dedication is always rewarded by his being given a full time job for life. It will rather lead to conditions that allow continuous employability on an individual basis. The new concept of the social Europe takes solidarity as a down-to-earth condition for overcoming the crisis, instead of regarding it as support for conditions which may not be sympathethic towards today¿s new realities. There is a need for competitiveness to be restored in European industry, but that competitiveness must be made to be compatible with the social and economic cohesion that characterises the European growth model. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T09:31:23Z No. of bitstreams: 1 205-garrido.pdf: 2869837 bytes, checksum: 306056f05d119851b4bba647691c805e (MD5); Made available in DSpace on 2018-11-05T09:31:23Z (GMT). No. of bitstreams: 1 205-garrido.pdf: 2869837 bytes, checksum: 306056f05d119851b4bba647691c805e (MD5) https://reunir.unir.net/handle/123456789/7137 Diagnóstico de los alumnos más dotados Jiménez Fernández, Carmen El estudio analiza diferentes conceptualizaciones sobre la superdotación y su proyección en el diagnóstico pedagógico, enfocándose en los problemas específicos del diagnóstico y en el análisis de los dos tipos de instrumentos más usados: los tests psicométricos y el juicio de personas expertas. La segunda parte presenta resultados de un estudio sobre alumnos de preescolar y primaria y ofrece dos tipos de datos. Por una parte, que estos alumnos míos destacan en las pruebas de capacidad, rendimiento y autoconcepto así como en las valoraciones del profesorado; por otra, que la prueba de MacArthy aplicada en preescolar parece adolecer del “efecto techo”, y que el conjunto de los instrumentos utilizados presentan una eficacia relativa por lo que se aconseja aplicarlos con carácter complementario The present study analyses different theroretical conceptualizations of gifted students and their projection on the pedagogical diagnosis, focusing on the specific problems of diagnosis and on the two more widely used instruments: psychometric tests and experts judgement. The second part of this article offers the results of a research on gifted preschool and primary students. These outcomes reveal not only the superiority of this group of students in intelligence, but also in their short and long term achievement, self-concept scores and in the teachers¿appreciation. Conclusions will also be offered on the low ceiling effect of the McArthy Scales (MSCA) when it identifies preschool children with high abilities, the relative effectiveness of the set of instruments used, and the suitability of using them as complementary. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T09:28:40Z No. of bitstreams: 1 205-jimenez+.pdf: 78975 bytes, checksum: e5fde1a4576fdafcc248db81cfbc89aa (MD5); Made available in DSpace on 2018-11-05T09:28:40Z (GMT). No. of bitstreams: 1 205-jimenez+.pdf: 78975 bytes, checksum: e5fde1a4576fdafcc248db81cfbc89aa (MD5) https://reunir.unir.net/handle/123456789/7136 Educación y tradición Brezinka, Wolfgang The author conceives human person as a being of traditions which education must transmit and maintain: otherwise man would be a rootless being. An unexpected change produces, concerning social and cultural life, insecurity and risk. Nowadays culture is rich and mixed and young's education in values requires cultural heritage and, concerning educators, the courage of educating rightly, promoting civic virtues and love towards family. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T09:25:28Z No. of bitstreams: 1 205-brezinka.pdf: 35399 bytes, checksum: 9b9d09585d0f963dbf132d9ba1d048fc (MD5); Made available in DSpace on 2018-11-05T09:25:28Z (GMT). No. of bitstreams: 1 205-brezinka.pdf: 35399 bytes, checksum: 9b9d09585d0f963dbf132d9ba1d048fc (MD5) https://reunir.unir.net/handle/123456789/7135 Evaluación de las actitudes de los universitarios hacia la universidad, los alumnos y los profesores Helmántica, Grupo El objetivo del presente artículo es presentar, analizar y reflexionar sobre datos empíricos de la evaluación de las actitudes de los estudiantes de la Universidad de Salamanca en relación con tres conceptos fundamentales: la Universidad, los estudiantes y los profesores, usando la técnica del Diferencial Semántico de Osgood. Diversas técnicas fueron aplicadas para obtener y especificar los diferentes adjetivos a evaluar de los tres conceptos mencionados anteriormente, seleccionamos las diez dualidades que mejor discriminaban de acuerdo de una muestra previa. Los resultados indican que, de acuerdo con las medias, la Universidad es el concepto más fuerte, más consistente, más importante y mejor conocido así como la menos crítica. Los estudiantes son evaluados como muy buenos, los más abiertos y los más flexibles así como los menos fuertes, consistentes y serios. Los profesores son considerados como los más serios y, al mismo tiempo, los menos interesantes, importantes, abiertos, flexibles y conocidos. The aim of the present article is to present, analyze and reflect upon empirical data on the evaluation of the attitudes of students of the University of Salamanca concerning three fundamental concepts: University, students and teachers, using Osgood's semantic Differential technique. Once diverse techniques were applied for obtaining and specifying the different adjectives to evaluate the three concepts mentioned above, we selected the ten dualities that best discriminate according to a previous sample. The results indicate that, according to the mean, the University is the strongest, most consistent, most important and best known, as well as the least critical. The students are evaluated as being the nicest, most open and most flexible as well as the least strong, consistent and serious. The teachers are considered to be the most serious, and, at the same time, the least nice, important, open, flexible and known. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T09:21:30Z No. of bitstreams: 1 205-helmantica.pdf: 19863473 bytes, checksum: 7de90e3a7d354fdef9deee3cf291a026 (MD5); Made available in DSpace on 2018-11-05T09:21:30Z (GMT). No. of bitstreams: 1 205-helmantica.pdf: 19863473 bytes, checksum: 7de90e3a7d354fdef9deee3cf291a026 (MD5) https://reunir.unir.net/handle/123456789/7134 Los límites de la expansión educativa Gobernado Arribas, Rafael The model of educational social change worked out in this paper consists of three stages and follows the characteristic guidelines of any process of spreading. This change is driven by the interest in obtaining higher income and prestige in exchange to a higher rate of schooling. At present, and according to such a model, Spain is between the second and third stages and will reach the third as soon as the arrithmetic means of income and prestige of the different educational levels are the same. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T09:17:35Z No. of bitstreams: 1 205-gobernado.pdf: 62296 bytes, checksum: 942fb7fc05657e8b31517cb451a55a5d (MD5); Made available in DSpace on 2018-11-05T09:17:35Z (GMT). No. of bitstreams: 1 205-gobernado.pdf: 62296 bytes, checksum: 942fb7fc05657e8b31517cb451a55a5d (MD5) https://reunir.unir.net/handle/123456789/7133 La lógica de las decisiones en la construcción de sistemas educativos: estudio de un caso Rodríguez Martínez, Antonio This study deals with the logic of the decissions in the genesis and the development of educational policies, having a significant referential axis in our context: the beginning and progressive articulation of the Galician University System. We analyze the technical, ethical, and political decissions, as well as the pertinent decissional scopes. In coherence with our prerequisites of thinking, we pay special attention to the planning and drawing of the studied case. We conclude affirming that it is in the planning context where the decissional logic acquire all its relevance and it is manifested in all its problematic lenght; being also there where most of the professional knowledge about the referred matter are showed to the pedagogue, or educator in a professional sense. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T09:15:23Z No. of bitstreams: 1 205-touriñan.pdf: 18770584 bytes, checksum: 62787223b76d1327f255eb630763a140 (MD5); Made available in DSpace on 2018-11-05T09:15:23Z (GMT). No. of bitstreams: 1 205-touriñan.pdf: 18770584 bytes, checksum: 62787223b76d1327f255eb630763a140 (MD5) https://reunir.unir.net/handle/123456789/7132 Las normas en el currículum escolar Pérez Pérez, Cruz En el presente artículo se exponen los resultados de la investigación realizada sobre las normas en el Diseño Curricular Base. Partiendo de los contenidos actitudinales, se seleccionan aquellos que son normas o hacen referencia a su aprendizaje, y se clasifican por categorías, subcategorías, etapas educativas y áreas de conocimiento. Finalmente se hace un análisis y una valoración crítica de la distribución de las normas en el currículum escolar, extrayendo algunas implicaciones pedagógicas. In this article the results of the investigation carried out into procedures in the Basic Curricular Design are presented.Starting from the attitude contents of the Basic Curricular Design, those which are rules or which refer to the learning of these, are selected and are classified into categories, subcategories, educational stages and areas of knowledge. Finally an analysis and a critical evaluation of the distribution of procedures in the school curriculum are made, extracting certain pedagogical implications. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T09:08:40Z No. of bitstreams: 1 205-cruz+.pdf: 70916 bytes, checksum: 028618454896ac54437205717e567541 (MD5); Made available in DSpace on 2018-11-05T09:08:40Z (GMT). No. of bitstreams: 1 205-cruz+.pdf: 70916 bytes, checksum: 028618454896ac54437205717e567541 (MD5)