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This paper presents the results of research on the initial teacher training in Spain. The aim is to verify whether the development of a training program for teachers based on methodological and epistemological aspects has a positive repercussion on the learning of secondary school pupils. We evaluated to what degree this training was reflected in secondary education pupils (n = 467, Mage = 14.74, SD = 1.97) taught by the participating trainee teachers during their period of teaching practice. A pretest and a postest were employed to obtain data on the methodology and the motivation and perceived learning on the part of the pupils. A confirmatory factor analysis was carried out to verify the validity and internal consistency of the tools and, later, the longitudinal invariance in each of the dimensions analyzed. The results confirm the internal consistency and validity of the tools employed and the improvement in the pupils' evaluation regarding methodology, motivation, and learning.
Cosme J. Gómez Carrasco; Jairo Rodríguez-Medina; Pedro Miralles-Martínez; Ramón López-Facal. Motivation and Perceived Learning of Secondary Education History Students. Analysis of a Programme on Initial Teacher Training. Frontiers in Psychology 2021, 12, 1 .
AMA StyleCosme J. Gómez Carrasco, Jairo Rodríguez-Medina, Pedro Miralles-Martínez, Ramón López-Facal. Motivation and Perceived Learning of Secondary Education History Students. Analysis of a Programme on Initial Teacher Training. Frontiers in Psychology. 2021; 12 ():1.
Chicago/Turabian StyleCosme J. Gómez Carrasco; Jairo Rodríguez-Medina; Pedro Miralles-Martínez; Ramón López-Facal. 2021. "Motivation and Perceived Learning of Secondary Education History Students. Analysis of a Programme on Initial Teacher Training." Frontiers in Psychology 12, no. : 1.
Se aborda la evaluación de programas de educación patrimonial, una materia pendiente en España. A partir de la implementación del programa Patrimonializarte y con el fin de valorar su eficacia, eficiencia y efectividad, se realiza la evaluación inicial, formativa y sumativa atendiendo a los resultados de aprendizaje de los 111 alumnos/as participantes. Se sigue un modelo de planificación y acción basado en el diseño y evaluación del programa que incorpora el trabajo sobre el patrimonio local y el uso de las TIC. Se analiza también la valoración del alumnado sobre la metodología utilizada. Se parte de la complementariedad metodológica basándose en el estudio múltiple de casos (6 grupos de 2 centros educativos en Galicia, España). Los principales resultados muestran: a) un importante impacto en la conciencia de conservación en el alumnado de educación infantil b) una creciente preocupación por el patrimonio intangible en educación primaria c) la importancia de la difusión para educación secundaria. El programa se considera pertinente, pues los alumnos/as han adquirido aprendizajes significativos para convertirse en ciudadanos que intervienen en el patrimonio de manera sostenible. This paper examines the evaluation of heritage education programmes, a pending challenge in Spain. With the aim of evaluating the usefulness, efficiency and effectiveness of the Patrimonializarte programme, initial, formative and summative evaluations have been carried out with regard to the learning outcomes of the 111 pupils who participated in the programme. A planning and action model is followed based on the design and evaluation of the programme, which incorporates work on local heritage and the use of ICT resources. The evaluation made by the students of the methodology employed is also analysed. Methodological complementarity is assumed based on the study of multiple cases (6 groups from two schools in Galicia, Spain). The main results show: a) a significant impact on the awareness of conservation in early years pupils; b) a growing concern for intangible heritage in primary education; c) the importance of dissemination for secondary education. The programme is considered relevant due to the fact that the pupils have acquired significant learning with regard to becoming citizens who intervene in heritage in a sustainable way.
Leticia Castro-Calviño; Jairo Rodríguez-Medina; Ramón López-Facal. Educación patrimonial para una ciudadanía participativa. Evaluación de resultados de aprendizaje del alumnado en el programa Patrimonializarte. Revista Electrónica Interuniversitaria de Formación del Profesorado 2021, 24, 1 .
AMA StyleLeticia Castro-Calviño, Jairo Rodríguez-Medina, Ramón López-Facal. Educación patrimonial para una ciudadanía participativa. Evaluación de resultados de aprendizaje del alumnado en el programa Patrimonializarte. Revista Electrónica Interuniversitaria de Formación del Profesorado. 2021; 24 (1):1.
Chicago/Turabian StyleLeticia Castro-Calviño; Jairo Rodríguez-Medina; Ramón López-Facal. 2021. "Educación patrimonial para una ciudadanía participativa. Evaluación de resultados de aprendizaje del alumnado en el programa Patrimonializarte." Revista Electrónica Interuniversitaria de Formación del Profesorado 24, no. 1: 1.
Project-based learning is an active method that develops the maximum involvement and participation of students in the learning process. It requires the teacher to energize the learning scenario by promoting the cooperation of students to investigate, make decisions and respond to the challenges of the project. It also requires activating an evaluation system that promotes awareness, reflexivity and a critical spirit, facilitating deeper learning. This case study aims to understand the functioning of cooperative work established during the application of the method, as well as to know how the evaluation process progresses in the perspective of a group of teachers of secondary education that set up this methodology in their classes. The data obtained from interviews with the teachers involved in the study, teachers’ notebooks, and open-question questionnaire applied to high-school students are analyzed. Although the students were organized in small groups in order to develop their collaborative skills, intragroup frictions and conflicts were not sufficiently addressed or supervised in time by the teachers, thus resulting in an incomplete development of the synergies and collaboration necessaries to the project. From the point of view of the evaluation, the importance of the implementation of training and shared evaluation systems is well recognized, although a more traditional evaluation model, which does not sufficiently address the project development process prevails, and the value of the qualification on the final product achieved still weights.
Berta De La Torre-Neches; Mariano Rubia-Avi; Jose Luis Aparicio-Herguedas; Jairo Rodríguez-Medina. Project-based learning: an analysis of cooperation and evaluation as the axes of its dynamic. Humanities and Social Sciences Communications 2020, 7, 1 -7.
AMA StyleBerta De La Torre-Neches, Mariano Rubia-Avi, Jose Luis Aparicio-Herguedas, Jairo Rodríguez-Medina. Project-based learning: an analysis of cooperation and evaluation as the axes of its dynamic. Humanities and Social Sciences Communications. 2020; 7 (1):1-7.
Chicago/Turabian StyleBerta De La Torre-Neches; Mariano Rubia-Avi; Jose Luis Aparicio-Herguedas; Jairo Rodríguez-Medina. 2020. "Project-based learning: an analysis of cooperation and evaluation as the axes of its dynamic." Humanities and Social Sciences Communications 7, no. 1: 1-7.
This paper assessed the impact of two teacher training degrees in Physical Education, one focusing on primary school teaching and the other one concerning secondary school teaching. Data from students of both degrees were statistically compared and contrasted taking into account four training scopes from the Questionnaire of Perception of Teaching Skills in Physical Education. A three-stage analysis was carried out: (i) a descriptive stage, (ii) an invariance analysis, and (iii) a comparison of latent means across the degrees. The results show significant statistical differences between the two degrees regarding the training impact on developing skills for physical and motor development basics, contents for learning, and physical activity promoting health; however, no statistically significant differences were found regarding the learning and teaching processes in Physical Education. Moreover, in both degrees, the training proved to be insufficient for developing the skill in inclusive education.
José Aparicio-Herguedas; Jairo Rodríguez-Medina; Juan González-Hernández; Antonio Fraile-Aranda. Teaching Skills Assessment in Initial Teacher Training in Physical Education. Sustainability 2020, 12, 9668 .
AMA StyleJosé Aparicio-Herguedas, Jairo Rodríguez-Medina, Juan González-Hernández, Antonio Fraile-Aranda. Teaching Skills Assessment in Initial Teacher Training in Physical Education. Sustainability. 2020; 12 (22):9668.
Chicago/Turabian StyleJosé Aparicio-Herguedas; Jairo Rodríguez-Medina; Juan González-Hernández; Antonio Fraile-Aranda. 2020. "Teaching Skills Assessment in Initial Teacher Training in Physical Education." Sustainability 12, no. 22: 9668.
The evaluation of programmes is necessary in order to improve their implementation and development. This paper includes the results of the evaluation of a heritage education programme entitled Patrimonializarte. It was carried out over the course of one academic year with six groups of early years, primary and secondary schoolchildren from two schools in Galicia (Spain). A holistic conception of heritage was assumed, and the evaluations of the opinion groups were gathered, analysing those of 59 direct and indirect agents (teachers, families, local heritage managers and members of the local authorities. The data were collected via questionnaires with open responses and discourse analysis was performed on the responses. The most significant results show that: (a) the teachers valued the methodology and the objectives achieved extremely positively; (b) the families particularly valued the significant learning achieved by their children regarding elements of local heritage; and (c) the local authorities and heritage managers valued the programme as it has demonstrated the need for more collaboration with schools. The programme analysed has been shown to be useful, efficient and effective and has achieved a (largely unexpected) impact on the families involved and on the local community.
Leticia Castro-Calviño; Jairo Rodríguez-Medina; Ramón López-Facal. Heritage education under evaluation: the usefulness, efficiency and effectiveness of heritage education programmes. Humanities and Social Sciences Communications 2020, 7, 1 -11.
AMA StyleLeticia Castro-Calviño, Jairo Rodríguez-Medina, Ramón López-Facal. Heritage education under evaluation: the usefulness, efficiency and effectiveness of heritage education programmes. Humanities and Social Sciences Communications. 2020; 7 (1):1-11.
Chicago/Turabian StyleLeticia Castro-Calviño; Jairo Rodríguez-Medina; Ramón López-Facal. 2020. "Heritage education under evaluation: the usefulness, efficiency and effectiveness of heritage education programmes." Humanities and Social Sciences Communications 7, no. 1: 1-11.
History classes in Secondary Education form a teaching and learning space with practices that are nourished by two traditional epistemological and methodological models. To counter these models, a training program was carried out in the specialty of Geography and History of the Teacher Training Master’s aimed at changing their methodological and epistemological concepts and the design of innovative training units. The effects are evaluated through the implementation of these training units in curricular practices. This evaluation was with a pre-test and post-test formed by two scales (motivation and satisfaction). The analysis strategy was developed in two phases. In the first, the longitudinal factorial invariance is checked, progressively analyzing this invariance between the pre-test and post-test scales. In the second, a second-order growth model or factor curve is applied to assess the change in latent variables between the pre-test and the post-test. After the application of the program, a substantial increase in student motivation and satisfaction was observed. This increase was most visible in motivation, due to the low initial levels of the students. Las clases de historia en Educación Secundaria forman un espacio de enseñanza y aprendizaje con unas prácticas que se nutren de dos modelos epistemológicos y metodológicos tradicionales. Frente a estos modelos, se realiza un programa formativo en la especialidad de Geografía e Historia del Máster de Formación del Profesorado destinado a cambiar sus concepciones metodológicas y epistemológicas y al diseño de unidades formativas de innovación. Se evalúan sus efectos a través de la implementación de estas unidades formativas en la fase de prácticas curriculares. Esta evaluación se realiza con un pretest y postest formado por dos escalas (motivación y satisfacción). La estrategia de análisis se desarrolla en dos fases. En la primera se comprueba la invarianza factorial longitudinal, analizando progresivamente dicha invarianza entre las escalas pretest y postest. En la segunda fase, se aplica un modelo de crecimiento de segundo orden o curva de factores para evaluar el cambio en las variables latentes entre el pretest y el postest. Tras la aplicación del programa, se observa un aumento sustancial en la motivación y satisfacción del alumnado. Este incremento es más visible en motivación, debido a los bajos niveles de los que parten los estudiantes.
Cosme J. Gómez Carrasco; Jairo Rodríguez-Medina; Pedro Miralles Martínez; Víctor B. Arias González. Effects of a teacher training program on the motivation and satisfaction of history secondary students. Revista de Psicodidáctica (English ed.) 2020, 26, 45 -52.
AMA StyleCosme J. Gómez Carrasco, Jairo Rodríguez-Medina, Pedro Miralles Martínez, Víctor B. Arias González. Effects of a teacher training program on the motivation and satisfaction of history secondary students. Revista de Psicodidáctica (English ed.). 2020; 26 (1):45-52.
Chicago/Turabian StyleCosme J. Gómez Carrasco; Jairo Rodríguez-Medina; Pedro Miralles Martínez; Víctor B. Arias González. 2020. "Effects of a teacher training program on the motivation and satisfaction of history secondary students." Revista de Psicodidáctica (English ed.) 26, no. 1: 45-52.
Las clases de historia en Educación Secundaria forman un espacio de enseñanza y aprendizaje con unas prácticas que se nutren de dos modelos epistemológicos y metodológicos tradicionales. Frente a estos modelos, se realiza un programa formativo en la especialidad de Geografía e Historia del Máster de Formación del Profesorado destinado a cambiar sus concepciones metodológicas y epistemológicas y al diseño de unidades formativas de innovación. Se evalúan sus efectos a través de la implementación de estas unidades formativas en la fase de prácticas curriculares. Esta evaluación se realiza con un pretest y postest formado por dos escalas (motivación y satisfacción). La estrategia de análisis se desarrolla en dos fases. En la primera se comprueba la invarianza factorial longitudinal, analizando progresivamente dicha invarianza entre las escalas pretest y postest. En la segunda fase, se aplica un modelo de crecimiento de segundo orden o curva de factores para evaluar el cambio en las variables latentes entre el pretest y el postest. Tras la aplicación del programa, se observa un aumento sustancial en la motivación y satisfacción del alumnado. Este incremento es más visible en motivación, debido a los bajos niveles de los que parten los estudiantes. The history classes in Secondary Education form a teaching and learning space with practices that are nourished by two traditional epistemological and methodological models. Faced with these models, a training program was carried out in the specialty of Geography and History of the Master's Degree in Teacher Training. This program was aimed at changing its methodological and epistemological conceptions and the design of innovative training units. Its effects have been evaluated through the implementation of these training units in the curricular practical phase. This evaluation has been carried out with a pretest and postest consisting of two scales (motivation and satisfaction). The analysis strategy was developed in two phases. In the first, the longitudinal factor invariance was verified, progressively analyzing this invariance between the pretest and postest scales. In the second phase, a second-order growth model or factor curve was applied to assess the change in latent variables between the pretest and postest. After the application of the program, a substantial increase in student motivation and satisfaction was observed. This increase was more visible in motivation, due to the low levels from which the students start.
Cosme J. Gómez Carrasco; Jairo Rodríguez-Medina; Pedro Miralles Martínez; Víctor Benito Arias González. Efectos de un programa de formación del profesorado en la motivación y satisfacción de los estudiantes de historia en enseñanza secundaria. Revista de Psicodidáctica 2020, 26, 45 -52.
AMA StyleCosme J. Gómez Carrasco, Jairo Rodríguez-Medina, Pedro Miralles Martínez, Víctor Benito Arias González. Efectos de un programa de formación del profesorado en la motivación y satisfacción de los estudiantes de historia en enseñanza secundaria. Revista de Psicodidáctica. 2020; 26 (1):45-52.
Chicago/Turabian StyleCosme J. Gómez Carrasco; Jairo Rodríguez-Medina; Pedro Miralles Martínez; Víctor Benito Arias González. 2020. "Efectos de un programa de formación del profesorado en la motivación y satisfacción de los estudiantes de historia en enseñanza secundaria." Revista de Psicodidáctica 26, no. 1: 45-52.
This paper presents the design of the Patrimonializarte program, which has been implemented in six classes and three different educational levels in two schools in Galicia (Spain). It involves working with elements of heritage in proximity to the schools’ pupils by employing Information and Communication Technology (ICT) tools. The objectives are (a) to find out if the design is coherent and relevant according to expert judgement and (b) to discover whether the activities related with new technologies are effective according to the evaluation of those involved in the program. This is evaluation research employing mixed methods in which a collective study of cases is carried out. The main results show (1) the evaluation of the design and the tools of the program achieve an optimal degree of agreement according to the panel of experts as far as the variables measured are concerned, and (2) the schoolchildren and teaching staff provide a positive evaluation of the use of ICT tools for working with heritage. E-learning and m-learning make it possible to motivate pupils in the learning and teaching process. Working with ICT tools acquires importance with regard to the possibilities they offer to disseminate the heritage. An integral evaluation of programs is considered relevant in order to understand their multi-dimensionality.
Leticia Castro-Calviño; Jairo Rodríguez-Medina; Cosme J. Gómez-Carrasco; Ramón López-Facal. Patrimonializarte: A Heritage Education Program Based on New Technologies and Local Heritage. Education Sciences 2020, 10, 176 .
AMA StyleLeticia Castro-Calviño, Jairo Rodríguez-Medina, Cosme J. Gómez-Carrasco, Ramón López-Facal. Patrimonializarte: A Heritage Education Program Based on New Technologies and Local Heritage. Education Sciences. 2020; 10 (7):176.
Chicago/Turabian StyleLeticia Castro-Calviño; Jairo Rodríguez-Medina; Cosme J. Gómez-Carrasco; Ramón López-Facal. 2020. "Patrimonializarte: A Heritage Education Program Based on New Technologies and Local Heritage." Education Sciences 10, no. 7: 176.
We evaluated a teacher training intervention programme aimed at improving the teaching and learning process relating to history in the secondary classroom. This was carried out via the implementation of several teaching units during the period of teaching practice of trainee teachers specialising in geography and history. The design of the teaching units was based on historical thinking competencies and on the introduction of active learning strategies. The programme was evaluated via a quasi-experimental A-B type methodological approach employing a pretest and a post-test. Both tools were designed on the basis of four dimensions (methodology, motivation, satisfaction and perception). The content of the tools was validated using the interjudge process via a discussion group in the first round and with a Likert scale questionnaire (1–4) with seven experts in the second round. The reliability of the tools has been estimated via three indices (Cronbach’s alpha, composite reliability and omega), and the validity of the construct via an exploratory (EFA) and confirmatory factor analysis (CFA) with the structural equation model. The results regarding reliability and validity have been adequate. Furthermore, the descriptive results show an improvement in all of the dimensions following the implementation of the teaching units, particularly with regard to group work, the use of digital resources and work with primary sources.
Jairo Rodríguez-Medina; Cosme J. Gómez-Carrasco; Pedro Miralles-Martínez; Inmaculada Aznar-Díaz. An Evaluation of an Intervention Programme in Teacher Training for Geography and History: A Reliability and Validity Analysis. Sustainability 2020, 12, 3124 .
AMA StyleJairo Rodríguez-Medina, Cosme J. Gómez-Carrasco, Pedro Miralles-Martínez, Inmaculada Aznar-Díaz. An Evaluation of an Intervention Programme in Teacher Training for Geography and History: A Reliability and Validity Analysis. Sustainability. 2020; 12 (8):3124.
Chicago/Turabian StyleJairo Rodríguez-Medina; Cosme J. Gómez-Carrasco; Pedro Miralles-Martínez; Inmaculada Aznar-Díaz. 2020. "An Evaluation of an Intervention Programme in Teacher Training for Geography and History: A Reliability and Validity Analysis." Sustainability 12, no. 8: 3124.
The main aim of this paper is to compare the opinions and perceptions of trainee teachers in Spain and the United Kingdom on the most appropriate procedures, activities and exercises to assess historical knowledge. A closed questionnaire was developed with a Likert-type scale (1–5). The sample was 506 questionnaires of students of the Teacher Training Master’s degree in the speciality of Geography and History in Spain (344) and PGCE and Teach First in United Kingdom (162). The research involved 22 universities, 13 from Spain and 9 from England, with a wide territorial representation. The results show significant differences between the two countries, quite clear educational profiles for Spain, and more diffuse ones in United Kingdom.
Cosme J. Gómez Carrasco; Pedro Miralles Martínez; Jairo Rodríguez Medina; Javier J. Maquilón Sánchez. Perceptions on the procedures and techniques for assessing history and defining teaching profiles. Teacher training in Spain and the United Kingdom. Educational Studies 2020, 47, 472 -490.
AMA StyleCosme J. Gómez Carrasco, Pedro Miralles Martínez, Jairo Rodríguez Medina, Javier J. Maquilón Sánchez. Perceptions on the procedures and techniques for assessing history and defining teaching profiles. Teacher training in Spain and the United Kingdom. Educational Studies. 2020; 47 (4):472-490.
Chicago/Turabian StyleCosme J. Gómez Carrasco; Pedro Miralles Martínez; Jairo Rodríguez Medina; Javier J. Maquilón Sánchez. 2020. "Perceptions on the procedures and techniques for assessing history and defining teaching profiles. Teacher training in Spain and the United Kingdom." Educational Studies 47, no. 4: 472-490.
Roberto Hernández-Soto; Universidad Internacinal De La Rioja; Jairo Rodríguez-Medina; Mónica Gutiérrez-Ortega. Confianza e intercambio de conocimiento en una comunidad de práctica transdisciplinar: un caso de estudio convergente paralelo. Revista Latinoamericana de Tecnología Educativa - RELATEC 2020, 19, 47 -63.
AMA StyleRoberto Hernández-Soto, Universidad Internacinal De La Rioja, Jairo Rodríguez-Medina, Mónica Gutiérrez-Ortega. Confianza e intercambio de conocimiento en una comunidad de práctica transdisciplinar: un caso de estudio convergente paralelo. Revista Latinoamericana de Tecnología Educativa - RELATEC. 2020; 19 (2):47-63.
Chicago/Turabian StyleRoberto Hernández-Soto; Universidad Internacinal De La Rioja; Jairo Rodríguez-Medina; Mónica Gutiérrez-Ortega. 2020. "Confianza e intercambio de conocimiento en una comunidad de práctica transdisciplinar: un caso de estudio convergente paralelo." Revista Latinoamericana de Tecnología Educativa - RELATEC 19, no. 2: 47-63.
Se realiza una investigación bibliométrica sobre la producción científica de Didáctica de la Ciencias Sociales (DCS) en revistas españolas de educación. Se han analizado revistas específicas de DCS y otras de temática general indexadas en bases de datos de referencia, como JCR, Scopus o con sello de calidad FECyT. Se han cuantificado y clasificado los artículos, analizando las temáticas y su evolución, así como las instituciones que tienen mayor producción. Los resultados permiten constatar un crecimiento muy importante de la producción, especialmente a partir de 2012. Las temáticas con mayor presencia y que más han crecido son las de educación histórica y educación patrimonial. Se ha visibilizado que la producción está muy concentrada en pocas universidades, entre ellas sobresale la de Murcia. Se concluye que la DCS ha superado la fase emergente y puede considerarse ya como consolidada, aunque tiene como tareas pendientes: el incremento de la producción en revistas de impacto y la mejora de la colaboración en red entre universidades.
Cosme J. Gomez-Carrasco; Ramón López-Facal; Jairo Rodríguez-Medina. La investigación en Didáctica de las Ciencias Sociales en revistas españolas de Ciencias de la Educación. Un análisis bibliométrico (2007-2017). Didáctica de las Ciencias Experimentales y Sociales 2019, 67 -88.
AMA StyleCosme J. Gomez-Carrasco, Ramón López-Facal, Jairo Rodríguez-Medina. La investigación en Didáctica de las Ciencias Sociales en revistas españolas de Ciencias de la Educación. Un análisis bibliométrico (2007-2017). Didáctica de las Ciencias Experimentales y Sociales. 2019; (37):67-88.
Chicago/Turabian StyleCosme J. Gomez-Carrasco; Ramón López-Facal; Jairo Rodríguez-Medina. 2019. "La investigación en Didáctica de las Ciencias Sociales en revistas españolas de Ciencias de la Educación. Un análisis bibliométrico (2007-2017)." Didáctica de las Ciencias Experimentales y Sociales , no. 37: 67-88.
Jairo Rodríguez Medina. Mediacion entre iguales, competencia social y percepcion interpersonal de los ninos con TEA en el entorno escolar. 2019, 1 .
AMA StyleJairo Rodríguez Medina. Mediacion entre iguales, competencia social y percepcion interpersonal de los ninos con TEA en el entorno escolar. . 2019; ():1.
Chicago/Turabian StyleJairo Rodríguez Medina. 2019. "Mediacion entre iguales, competencia social y percepcion interpersonal de los ninos con TEA en el entorno escolar." , no. : 1.
Recent studies pointing to evaluation methods in natural environments suggest that their use in the analysis of metacognitive skills provides more precise information than the use of off-line evaluation methods. In this research, mixed methods are used over one academic year for the evaluation of the metacognitive skills that students of Secondary Education apply to solve physics problems. The objectives of this study are to analyze the use of metacognitive skills in natural environments and to study behavioral patterns of student learning through a longitudinal study. A total of 509 recordings of think-aloud protocols are analyzed through the categorization of the responses (liquefying) and the protocol of Van der Stel and Veenman for the analysis of the quality of metacognitive skills. Fewer conceptual errors and less uncertainty over vocabulary were noted during the academic year. Nevertheless, a degree of ambiguity persisted in the understanding of physics concepts. The metacognitive skills of Orientation and Planning were used more than any others. The technique of graph analysis is also applied, to establish the patterns of behavior of each student throughout the academic year. Different patterns were found, the analysis of which helped to identify academically challenged and at-risk students. The use of mixed observation techniques and graph analysis facilitated information on the pace of learning of each student. Future studies will be directed at proposals for the automation of these evaluation techniques in natural learning environments.
María Consuelo Sáiz Manzanares; Miguel Ángel Queiruga-Dios; César Ignacio García-Osorio; Eduardo Montero García; Jairo Rodríguez-Medina. Observation of Metacognitive Skills in Natural Environments: A Longitudinal Study With Mixed Methods. Frontiers in Psychology 2019, 10, 2398 .
AMA StyleMaría Consuelo Sáiz Manzanares, Miguel Ángel Queiruga-Dios, César Ignacio García-Osorio, Eduardo Montero García, Jairo Rodríguez-Medina. Observation of Metacognitive Skills in Natural Environments: A Longitudinal Study With Mixed Methods. Frontiers in Psychology. 2019; 10 ():2398.
Chicago/Turabian StyleMaría Consuelo Sáiz Manzanares; Miguel Ángel Queiruga-Dios; César Ignacio García-Osorio; Eduardo Montero García; Jairo Rodríguez-Medina. 2019. "Observation of Metacognitive Skills in Natural Environments: A Longitudinal Study With Mixed Methods." Frontiers in Psychology 10, no. : 2398.
Over the last 20 years, researchers have been mixing qualitative and quantitative approaches, but mixed methods research represents a new movement that arose in response to the currents of qualitative and quantitative research, considered separately. Little has been published on the use of polar coordinate analysis in psychotherapy. This type of analysis can provide detailed information and integrate the qualitative-quantitative analysis. Even less has been published on the analysis of ASD children’s behavior. The main aim of this study was to implement this mixed methods methodology to analyze patterns of social behaviors in a group of adolescents with ASD during a group social competence intervention program. Moreover, we wanted to see whether an observational scale could be combined fruitfully with polar coordinate analysis and to investigate whether typical ASD behaviors show similar interrelations (prospective and retrospective sequentialities) as behaviors observed in psychotherapy. We used an adaptation from the Social Skills Training Program (UC Davis, California). We observed that each participant took a unique course, increasing or decreasing the number and quality of their social behaviors. In accordance with previous literature, results suggest some increment in the amount of appropriate social conduct. We did not detect a generalized progress pattern but agreed that there were changes between the beginning and end of the intervention. Therefore, we consider that observational methodology is useful in the field of psychotherapy and ASD, offering detailed information about changes and development that cannot be obtained with other traditional measures, such as questionnaires.
Carlota Alcover; Ma. Ángeles Mairena; Marcela Mezzatesta; Neus Elias; María Díez-Juan; Gemma Balañá; Mireia González-Rodríguez; Jairo Rodríguez-Medina; M Teresa Anguera; Eulàlia Arias-Pujol. Mixed Methods Approach to Describe Social Interaction During a Group Intervention for Adolescents With Autism Spectrum Disorders. Frontiers in Psychology 2019, 10, 1158 .
AMA StyleCarlota Alcover, Ma. Ángeles Mairena, Marcela Mezzatesta, Neus Elias, María Díez-Juan, Gemma Balañá, Mireia González-Rodríguez, Jairo Rodríguez-Medina, M Teresa Anguera, Eulàlia Arias-Pujol. Mixed Methods Approach to Describe Social Interaction During a Group Intervention for Adolescents With Autism Spectrum Disorders. Frontiers in Psychology. 2019; 10 ():1158.
Chicago/Turabian StyleCarlota Alcover; Ma. Ángeles Mairena; Marcela Mezzatesta; Neus Elias; María Díez-Juan; Gemma Balañá; Mireia González-Rodríguez; Jairo Rodríguez-Medina; M Teresa Anguera; Eulàlia Arias-Pujol. 2019. "Mixed Methods Approach to Describe Social Interaction During a Group Intervention for Adolescents With Autism Spectrum Disorders." Frontiers in Psychology 10, no. : 1158.
Jairo Rodríguez-Medina; María Jesús Rodríguez-Triana; Maka Eradze; Sara García-Sastre. Observational Scaffolding for Learning Analytics: A Methodological Proposal. Critical Information Infrastructures Security 2018, 617 -621.
AMA StyleJairo Rodríguez-Medina, María Jesús Rodríguez-Triana, Maka Eradze, Sara García-Sastre. Observational Scaffolding for Learning Analytics: A Methodological Proposal. Critical Information Infrastructures Security. 2018; ():617-621.
Chicago/Turabian StyleJairo Rodríguez-Medina; María Jesús Rodríguez-Triana; Maka Eradze; Sara García-Sastre. 2018. "Observational Scaffolding for Learning Analytics: A Methodological Proposal." Critical Information Infrastructures Security , no. : 617-621.
For the diagnosis of attention-deficit/hyperactivity disorder (ADHD), the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) proposes that adherence to six symptoms in either group (inattention and hyperactivity/impulsivity) will lead to the diagnosis of one of three presentations of the disorder. Underlying this diagnostic algorithm is the assumption that the 18 symptoms have equal relevance for the diagnosis of ADHD, all are equally severe, and all have the same power to detect the presence of the disorder in all its degrees of severity, without considering the possibility of using marker symptoms. However, several studies have suggested that ADHD symptoms differ in both their power to discriminate the presence of the disorder and the degree of severity they represent. The aim of the present study was to replicate the results of previous research by evaluating the discriminative capacity and relative severity of ADHD symptoms, as well as to extend the investigation of this topic to Spanish-speaking Latin American samples. The properties of ADHD symptoms rated by the parents of 474 Chilean children were analyzed. Symptom parameters were estimated using the graded response model. The results suggest that symptoms of ADHD differ substantially in both the accuracy with which they reflect the presence of the disorder, and their relative severity. Symptoms “easily distracted by extraneous stimuli” and “have difficulty sustaining attention in tasks” (inattention) and “is on the go, acting as if driven by motor” (hyperactivity/impulsivity) were the most informative, and those with relatively lower severity thresholds. The fact that symptoms differ substantially in the probability of being observed conditionally to the trait level suggests the need to refine the diagnostic process by weighting the severity of the symptom, and even to assess the possibility of defining ADHD marker symptoms, as has been done in other disorders.
Víctor B. Arias; Igor Esnaola; Jairo Rodríguez-Medina. Identifying potentially marker symptoms of attention-deficit/hyperactivity disorder. PeerJ 2018, 6, e4820 .
AMA StyleVíctor B. Arias, Igor Esnaola, Jairo Rodríguez-Medina. Identifying potentially marker symptoms of attention-deficit/hyperactivity disorder. PeerJ. 2018; 6 ():e4820.
Chicago/Turabian StyleVíctor B. Arias; Igor Esnaola; Jairo Rodríguez-Medina. 2018. "Identifying potentially marker symptoms of attention-deficit/hyperactivity disorder." PeerJ 6, no. : e4820.
This mixed-methods study examined differences in social interaction patterns between a school-age boy with autism and his friends, non-reciprocal friends, and non-friends during recess time at a mainstream school (third grade of elementary school). Through a combination of observational methodology and social network analysis with an idiographic, follow-up and multidimensional design approach, we used lag sequential and polar coordinate analysis to ascertain the associations between various interactive behaviors as a function of type of friendship relation. After 40 sessions, we found that the non-reciprocal friendship relations of the boy with autism could have significantly greater potential than his reciprocal friendships to increase active engagement and reduce the time he spent alone during recess.
Jairo Rodríguez-Medina; Henar Rodríguez-Navarro; Victor Arias; Benito Arias; M Teresa Anguera. Non-reciprocal Friendships in a School-Age Boy with Autism: The Ties that Build? Journal of Autism and Developmental Disorders 2018, 48, 2980 -2994.
AMA StyleJairo Rodríguez-Medina, Henar Rodríguez-Navarro, Victor Arias, Benito Arias, M Teresa Anguera. Non-reciprocal Friendships in a School-Age Boy with Autism: The Ties that Build? Journal of Autism and Developmental Disorders. 2018; 48 (9):2980-2994.
Chicago/Turabian StyleJairo Rodríguez-Medina; Henar Rodríguez-Navarro; Victor Arias; Benito Arias; M Teresa Anguera. 2018. "Non-reciprocal Friendships in a School-Age Boy with Autism: The Ties that Build?" Journal of Autism and Developmental Disorders 48, no. 9: 2980-2994.
El estudio pretende examinar la estructura de las actitudes hacia las personas con discapacidad de los profesionales del tercer sector, comparando para ello diferentes métodos exploratorios y confirmatorios. Se propone un enfoque novedoso desde el análisis de redes denominado análisis exploratorio de grafos en el que los nodos representan las actitudes y los vínculos relacionales representan las relaciones estadísticas estimadas. Se aplicó la Escala de actitudes hacia las personas con discapacidad, participaron 976 profesionales con un rango de edad entre 18 y 65 años. Se compararon los resultados del modelo de tres factores obtenido mediante análisis factorial confirmatorio con la estructura de la red de actitudes. Se observó una alta correspondencia entre los ítems que conforman el primer factor del modelo y la agrupación de los nodos que los representan en la red. Además, los nodos con menor centralidad correspondieron con los indicadores menos fiables en el modelo factorial. En el gráfico de redes los ítems parecen agruparse aproximadamente en tres clústeres; sin embargo también se observan nexos fuertes entre indicadores pertenecientes a distintos grupos, lo que podría ayudar a explicar la evidencia empírica a favor de un factor general de actitudes.
Jairo Rodríguez-Medina; Víctor Arias; María Jiménez-Ruiz; Henar Rodríguez-Navarro; Bartolomé Rubia-Avi; Benito Arias. La estructura de las actitudes hacia las personas con discapacidad: modelos de redes y modelos estructurales. Siglo Cero Revista Española sobre Discapacidad Intelectual 2018, 49, 69-87 .
AMA StyleJairo Rodríguez-Medina, Víctor Arias, María Jiménez-Ruiz, Henar Rodríguez-Navarro, Bartolomé Rubia-Avi, Benito Arias. La estructura de las actitudes hacia las personas con discapacidad: modelos de redes y modelos estructurales. Siglo Cero Revista Española sobre Discapacidad Intelectual. 2018; 49 (1):69-87.
Chicago/Turabian StyleJairo Rodríguez-Medina; Víctor Arias; María Jiménez-Ruiz; Henar Rodríguez-Navarro; Bartolomé Rubia-Avi; Benito Arias. 2018. "La estructura de las actitudes hacia las personas con discapacidad: modelos de redes y modelos estructurales." Siglo Cero Revista Española sobre Discapacidad Intelectual 49, no. 1: 69-87.
En este trabajo se realiza un análisis cualitativo sobre los discursos de 85 profesionales en torno a la conceptualización de la Educación Inclusiva. Para ello, se usa la técnica del text mining para contabilizar la frecuencia de los términos utilizados unido a la categorización axial de los discursos. Posteriormente se reconstruye esta información mediante un marco de análisis. Los tres ámbitos están basados en la toma de decisión curricular de un docente. Todo ello con la intencionalidad de llegar a acuerdos teóricos en torno a este fenómeno y poder establecer puentes de conexión entre los postulados étics ofrecidos por la literatura y los producidos por los sujetos en la práctica de carácter émic. Concluimos el texto, por tanto, con una serie de postulados en torno a los que giran estos discursos y que condicionan de forma notable la práctica diaria de las escuelas.
María Jiménez Ruíz; Henar Rodríguez Navarro; Sergio Sánchez Fuentes; Jairo Rodríguez Medina. Construcción del discurso en torno a la Educación Inclusiva. Revista Electrónica Interuniversitaria de Formación del Profesorado 2018, 21, 185 -217.
AMA StyleMaría Jiménez Ruíz, Henar Rodríguez Navarro, Sergio Sánchez Fuentes, Jairo Rodríguez Medina. Construcción del discurso en torno a la Educación Inclusiva. Revista Electrónica Interuniversitaria de Formación del Profesorado. 2018; 21 (1):185-217.
Chicago/Turabian StyleMaría Jiménez Ruíz; Henar Rodríguez Navarro; Sergio Sánchez Fuentes; Jairo Rodríguez Medina. 2018. "Construcción del discurso en torno a la Educación Inclusiva." Revista Electrónica Interuniversitaria de Formación del Profesorado 21, no. 1: 185-217.