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Prof. Dr. Ramón García-Perales
University of Castilla la Mancha

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Journal article
Published: 30 June 2021 in Sustainability
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(1) Background: This study examines school bullying and cyberbullying, which are unfortunate realities in our schools that require interdisciplinary, multidimensional educational interventions in order to enhance the quality of the educational process. (2) Methods: The study analyzes the results of the application of the School Harassment Questionnaire (CAES) to 494 students in the sixth year of primary school, aged between 11 and 13, in the Spanish region of Castilla-La Mancha. The results are presented for each dimension and item in the instrument, then analyzed by gender and student academic performance. (3) Results: The results indicated statistically significant differences in the variables examined, particularly in the variable Skills for Conflict Resolution. (4) Conclusions: The use of this instrument and results such as those in this study could enhance teachers’ awareness of the reality of their classrooms, from the school climate to the relational conflicts that may be present. This allows teachers to look into preventive action to encourage the comprehensive development of all students, with tutorial action being essential.

ACS Style

Ascensión Palomares-Ruiz; Ramón García-Perales; Antonio Cebrián-Martínez; María Martín-García. Bullying and Cyberbullying in Primary School: The Impact of Gender and Student Academic Performance. Sustainability 2021, 13, 7316 .

AMA Style

Ascensión Palomares-Ruiz, Ramón García-Perales, Antonio Cebrián-Martínez, María Martín-García. Bullying and Cyberbullying in Primary School: The Impact of Gender and Student Academic Performance. Sustainability. 2021; 13 (13):7316.

Chicago/Turabian Style

Ascensión Palomares-Ruiz; Ramón García-Perales; Antonio Cebrián-Martínez; María Martín-García. 2021. "Bullying and Cyberbullying in Primary School: The Impact of Gender and Student Academic Performance." Sustainability 13, no. 13: 7316.

Psychology
Published: 17 June 2021 in Frontiers in Psychology
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Schools promote all-round education for each of their students. This requires teachers to work on all of the possibilities offered by a subject, including mathematical ability. This process of adjustment and individualization is essential for students who have excellent performance or aptitudes. This study uses an ex post facto, descriptive and quantitative research methodology to examine the results of giving the online version of the Evaluation Battery for Mathematical Ability (BECOMA On) to 3795 5th-year primary school students. The sample was selected from 147 Spanish schools from 16 autonomous regions and 2 autonomous municipalities. Three levels of performance were identified, 3 being the highest, and different statistical indices were calculated for each of them. The results were also analyzed according to sex, with statistically significant differences in the highest performance level. In addition, the study highlighted a diagnostic gap in the identification of higher capacity students, a pending challenge for education systems for the educational inclusion of all students.

ACS Style

Ramón García Perales; Ascensión Palomares Ruiz. Comparison Between Performance Levels for Mathematical Competence: Results for the Sex Variable. Frontiers in Psychology 2021, 12, 1 .

AMA Style

Ramón García Perales, Ascensión Palomares Ruiz. Comparison Between Performance Levels for Mathematical Competence: Results for the Sex Variable. Frontiers in Psychology. 2021; 12 ():1.

Chicago/Turabian Style

Ramón García Perales; Ascensión Palomares Ruiz. 2021. "Comparison Between Performance Levels for Mathematical Competence: Results for the Sex Variable." Frontiers in Psychology 12, no. : 1.

Journal article
Published: 01 March 2021 in Ensaio: Avaliação e Políticas Públicas em Educação
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Resumen La orientación académica y vocacional favorece las elecciones de los escolares, tomando importancia en la Educación Secundaria. Se presentan las elecciones académicas e interés vocacional de un grupo de veintidós escolares que en el curso académico 2011/2012 fueron diagnosticados con alta capacidad matemática. En el curso 2017/2018 se ha realizado un seguimiento a fin de analizar su trayectoria académica y su preferencia vocacional. La significación estadística aparece en los campos de clara tradición masculina. Resultados que se inscriben en la tendencia ampliamente constatada de que persisten las desigualdades de género en la sociedad y en la Educación y que en las últimas décadas tiene un reflejo claro en la baja elección de las alumnas de las disciplinas STEM, aunque sean muy capaces.

ACS Style

Ramón García-Perales; Carmen Jiménez-Fernández; Ascensión Palomares-Ruiz. Elecciones académicas e interés vocacional en alumnado con alta capacidad matemática. Ensaio: Avaliação e Políticas Públicas em Educação 2021, 29, 160 -182.

AMA Style

Ramón García-Perales, Carmen Jiménez-Fernández, Ascensión Palomares-Ruiz. Elecciones académicas e interés vocacional en alumnado con alta capacidad matemática. Ensaio: Avaliação e Políticas Públicas em Educação. 2021; 29 (110):160-182.

Chicago/Turabian Style

Ramón García-Perales; Carmen Jiménez-Fernández; Ascensión Palomares-Ruiz. 2021. "Elecciones académicas e interés vocacional en alumnado con alta capacidad matemática." Ensaio: Avaliação e Políticas Públicas em Educação 29, no. 110: 160-182.

Journal article
Published: 04 December 2020 in Sustainability
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(1) Background: It is becoming more common to incorporate education in programming into educational environments. (2) Methods: In order to show the benefits of including teaching programming, we present an investigation carried out with a group of Spanish schoolchildren in the fifth year of primary education (ages 10–11). We demonstrate an integrated experience in the ordinary curriculum connecting technology to mathematics education. We created a work project for students to use Scratch and to assess its benefits, created two groups of students, an experimental and a control group, with a sample of 3795 individuals. They were administered the online version of the Battery of Mathematical Competence Evaluation (BECOMA On) at two timepoints, the pretest (the beginning of the project) and the post-test (the final stage). (3) Results: The results showed statistically significant differences between groups and timepoints, with the experimental group scoring higher, demonstrating the effectiveness of the education in programming program for mathematics. (4) Conclusions: Education systems face a challenge in the sphere of the consolidation of technologies in education with the consequent need to change didactic designs to enhance quality, equitable, sustainable education processes.

ACS Style

Ramón García-Perales; Ascensión Palomares-Ruiz. Education in Programming and Mathematical Learning: Functionality of a Programming Language in Educational Processes. Sustainability 2020, 12, 10129 .

AMA Style

Ramón García-Perales, Ascensión Palomares-Ruiz. Education in Programming and Mathematical Learning: Functionality of a Programming Language in Educational Processes. Sustainability. 2020; 12 (23):10129.

Chicago/Turabian Style

Ramón García-Perales; Ascensión Palomares-Ruiz. 2020. "Education in Programming and Mathematical Learning: Functionality of a Programming Language in Educational Processes." Sustainability 12, no. 23: 10129.

Original research article
Published: 07 August 2020 in Frontiers in Psychology
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Differences between the sexes in education is something of particular interest in much research. This study sought to investigate the possible differences between the sexes in math performance, and to deeply examine the causal factors for those differences. Beginning from the administration of the BECOMA-On (Online Evaluation Battery of Mathematics Skills) to 3,795 5th year primary students aged 10–11, in 16 Spanish autonomous communities and the 2 autonomous cities of Ceuta and Melilla. The results for each sex were compared to their perceptions of self-efficacy about completing the test items, and with their interest in and motivation for mathematics. Statistically significant differences were seen in the variables examined. The boys were generally more engaged with science and technical subjects. Generalizing from studies such as this aims to more thoroughly explore, and improve this situation.

ACS Style

Ascensión Palomares-Ruiz; Ramón García-Perales. Math Performance and Sex: The Predictive Capacity of Self-Efficacy, Interest and Motivation for Learning Mathematics. Frontiers in Psychology 2020, 11, 1879 .

AMA Style

Ascensión Palomares-Ruiz, Ramón García-Perales. Math Performance and Sex: The Predictive Capacity of Self-Efficacy, Interest and Motivation for Learning Mathematics. Frontiers in Psychology. 2020; 11 ():1879.

Chicago/Turabian Style

Ascensión Palomares-Ruiz; Ramón García-Perales. 2020. "Math Performance and Sex: The Predictive Capacity of Self-Efficacy, Interest and Motivation for Learning Mathematics." Frontiers in Psychology 11, no. : 1879.

Journal article
Published: 25 January 2020 in International Electronic Journal of Mathematics Education
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The study of math achievement is fundamental. Its importance lies in analyzing what variables affect a significant percentage of students is not to reach their basic standards. In this sense, the contextual variables may become decisive. The purpose is to analyze data obtained after administration to a sample of students of an evaluation tool that measures mathematical competence. The data were analyzed from two contextual variables, ownership and environment centres, demonstrating statistically significant differences. The evaluation of the students should develop in all its scope, adequately considering the competences and the contextual elements that may influence their results.

ACS Style

Ramón García-Perales; Ascensión Palomares-Ruiz. Incidence of Contextual Variables on School Mathematical Achievement. International Electronic Journal of Mathematics Education 2020, 15, em0578 .

AMA Style

Ramón García-Perales, Ascensión Palomares-Ruiz. Incidence of Contextual Variables on School Mathematical Achievement. International Electronic Journal of Mathematics Education. 2020; 15 (2):em0578.

Chicago/Turabian Style

Ramón García-Perales; Ascensión Palomares-Ruiz. 2020. "Incidence of Contextual Variables on School Mathematical Achievement." International Electronic Journal of Mathematics Education 15, no. 2: em0578.

Journal article
Published: 24 October 2019 in Contextos Educativos. Revista de Educación
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Los resultados obtenidos en el diagnóstico de altas capacidades son significativamente menores en niñas que en niños; sin embargo, no se encuentran estudios concluyentes que confirmen diferencias en la inteligencia en función del sexo. La literatura publicada sitúa los estereotipos de género y la autoestima como variables fundamentales en la brecha existente. Razonadamente, hemos realizado una investigación cuantitativa de la autoestima en 118 sujetos de 4º, 5º y 6º de Educación Primaria, comparando después los resultados en función de distintas variables moduladoras. Se ha utilizado la Escala de Autoestima de Rosenberg. Los resultados confirman que sí existen diferencias en la autoestima en función del sexo, siendo las niñas las que presentan niveles más bajos. El rendimiento académico es otra variable que correlaciona positivamente con la autoestima. No se han hallado resultados significativos que relacionen el constructo evaluado con la edad, el curso, las altas capacidades diagnosticadas o el tipo de centro de los sujetos. Las conclusiones se centran en la demanda de nuevas investigaciones que analicen la posible vinculación de la discriminación de la mujer con su no adecuada autoestima, centrándonos en las mujeres con altas capacidades.

ACS Style

Ramón García Perales; Inmaculada Canuto González; Antonio Cebrián Martínez. Alta capacidad y género: la autoestima como factor influyente en las diferencias entre sexoss entre sexos. Contextos Educativos. Revista de Educación 2019, 77 -93.

AMA Style

Ramón García Perales, Inmaculada Canuto González, Antonio Cebrián Martínez. Alta capacidad y género: la autoestima como factor influyente en las diferencias entre sexoss entre sexos. Contextos Educativos. Revista de Educación. 2019; (24):77-93.

Chicago/Turabian Style

Ramón García Perales; Inmaculada Canuto González; Antonio Cebrián Martínez. 2019. "Alta capacidad y género: la autoestima como factor influyente en las diferencias entre sexoss entre sexos." Contextos Educativos. Revista de Educación , no. 24: 77-93.

Journal article
Published: 25 September 2019 in MLS Educational Research
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The new approaches in the field of high capacities, compared to the topic of considering only intelligence as a fundamental element in their identification, opt for a wide range of qualities and dimensions to be taken into account in detection. Among them, self-concept appears as the mental self-image of the subject. This construct and its relationship with other variables, such as the academic performance or the sex of schoolchildren, could be influential factors in the strikingly low figures for the diagnosis of students with high abilities and negative results in international performance evaluations. To verify the relationship between these variables, we conducted a quantitative research to evaluate the general and academic self-concept in a sample of 118 subjects of 4th, 5th and 6th grade of Primary Education, including school children with high diagnostic abilities. The Piers Harris Self-concept Scale has been used. The results show a positive correlation between general and academic self-concept and academic performance, not finding a relationship between self-concept and gender, high ability, age and course. In this way, specific actions should be favored, from the teaching and learning processes themselves, in favor of improving the students' self-concept, keeping in mind their academic performance. The welfare of schoolchildren should be a fundamental premise of the teaching practice. Los nuevos planteamientos en el campo de las altas capacidades, frente al tópico de considerar únicamente la inteligencia como elemento fundamental en su identificación, optan por un amplio abanico de cualidades y dimensiones a tener en cuenta en la detección. Entre ellas, aparece el autoconcepto entendido como la autoimagen mental del sujeto. Este constructo y su relación con otras variables, caso del rendimiento académico o el sexo de los escolares, podrían ser factores influyentes en las cifras llamativamente bajas de diagnóstico de alumnado con altas capacidades y en los resultados negativos en evaluaciones internacionales de rendimiento. Para comprobar la relación entre estas variables, hemos realizado una investigación cuantitativa para evaluar el autoconcepto general y académico en una muestra de 118 sujetos de 4º, 5º y 6º de Educación Primaria, incluidos escolares con altas capacidades diagnosticadas . Se ha utilizado la Escala de Autoconcepto de Piers Harris. Los resultados arrojan una correlación positiva entre el autoconcepto general y académico y el rendimiento académico, no encontrándose relación entre autoconcepto y género, alta capacidad, edad y curso. De esta forma, se deberán favorecer, desde los propios procesos de enseñanza y aprendizaje, actuaciones específicas en pro de la mejora del autoconcepto del alumnado teniendo presente su rendimiento académico. El bienestar de los escolares deberá de ser una premisa fundamental de la praxis docente.

ACS Style

Ramón García Perales; Universidad De Castilla-La Mancha (España); Inmaculada Canuto González; Ascensión Palomares Ruiz. El autoconcepto en la etapa de Educación Primaria: incidencia en los alumnos más capaces. MLS Educational Research 2019, 3, 33 -46.

AMA Style

Ramón García Perales, Universidad De Castilla-La Mancha (España), Inmaculada Canuto González, Ascensión Palomares Ruiz. El autoconcepto en la etapa de Educación Primaria: incidencia en los alumnos más capaces. MLS Educational Research. 2019; 3 (2):33-46.

Chicago/Turabian Style

Ramón García Perales; Universidad De Castilla-La Mancha (España); Inmaculada Canuto González; Ascensión Palomares Ruiz. 2019. "El autoconcepto en la etapa de Educación Primaria: incidencia en los alumnos más capaces." MLS Educational Research 3, no. 2: 33-46.

Journal article
Published: 01 July 2019 in Comunicar
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This article notes the low rate of highly talented or gifted students formally identified in Spain compared to international benchmarks. These students are not properly identified, so a lack of specific educational responses for these highly talented students is also expected. Trying to counteract this trend, this article presents an enrichment program imparted to a group of students with high intellectual abilities during the academic year 2017/18 over three weekly sessions during school hours, where emerging technologies were an important key in how it was delivered. The experimental design included an experimental group of high ability students and two control groups, one consisting of students with high abilities who did not receive specific educational responses and another consisting of a group of regular schoolchildren in terms of abilities. The results showed that the implementation of specific educational responses improved children’s levels of adaptation and in some cases, their school performance. These data are discussed in an attempt to recommend enrichment programs integrated into the classroom as an appropriate educational response to gifted or high ability students. Attention to diversity of all students in the classroom is possible, for example by resorting to ICT, increasing the educational inclusion of students with high intellectual capacity. Este trabajo apunta la reducida tasa de alumnado con características de superdotación o altas capacidades identificados formalmente en España tomando los referenciales internacionales. Este alumnado no es debidamente identificado, entonces también se anticipa la falta de respuestas educativas específicas para estos escolares con altas capacidades. Intentando contrariar esta tendencia, este artículo presenta un programa de enriquecimiento aplicado a un grupo de alumnos y alumnas con altas capacidades intelectuales durante el curso académico de 2017/18 a lo largo de tres sesiones semanales en horario escolar y donde las tecnologías emergentes tienen una importancia clave en el desarrollo del mismo. En el plano experimental, se tomó un grupo experimental de escolares con altas capacidades y dos grupos de control, uno conformado por alumnado con altas capacidades que no reciben respuestas educativas específicas y otro constituido por un grupo de escolares regulares en términos de capacidades. Los resultados muestran que la implementación de respuestas educativas específicas mejora los niveles de adaptación infantil y, en algunos casos, su rendimiento escolar. Se discuten estos datos en una tentativa de recomendación de programas de enriquecimiento integrados en las clases como respuesta educativa apropiada a los escolares con superdotación o altas capacidades. La atención a la diversidad de todo el alumnado en las aulas es posible, por ejemplo, recurriendo a las TIC, favoreciendo la inclusión educativa del alumnado con altas capacidades.

ACS Style

Ramón García-Perales; Leandro-S. Almeida. An enrichment program for students with high intellectual ability: Positive effects on school adaptation. Comunicar 2019, 27, 39 -48.

AMA Style

Ramón García-Perales, Leandro-S. Almeida. An enrichment program for students with high intellectual ability: Positive effects on school adaptation. Comunicar. 2019; 27 (60):39-48.

Chicago/Turabian Style

Ramón García-Perales; Leandro-S. Almeida. 2019. "An enrichment program for students with high intellectual ability: Positive effects on school adaptation." Comunicar 27, no. 60: 39-48.

Articles
Published: 01 June 2018 in Ensaio: Avaliação e Políticas Públicas em Educação
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Resumo Se realiza una aproximación a una de las etapas fundamentales en el diseño y construcción de cualquier instrumento de evaluación educativa, la valoración realizada por un grupo de expertos en la materia objeto de la evaluación. La tabla de especificaciones se conforma como la herramienta idónea para desarrollar un juicio de expertos lo que facilita, entre otros objetivos, calcular el índice de validez de contenido de cada uno de sus elementos. A modo de ejemplo, se explica el proceso desarrollado para facilitar la construcción de un instrumento que evalúa competencia matemática. Tras contar con un diseño inicial de 64 ítems, se han eliminado 11 ítems y se han entresacado múltiples valoraciones cualitativas que han permitido la mejora significativa del instrumento, gracias a la participación de 51 expertos en el campo de las matemáticas. Para este instrumento se ha obtenido una validez de contenido elevada, siendo la mayoría de los índices calculados superiores a .80.

ACS Style

Ramón García Perales. Diseño y construcción de un instrumento de evaluación de la competencia matemática: aplicabilidad práctica de un juicio de expertos. Ensaio: Avaliação e Políticas Públicas em Educação 2018, 26, 347 -372.

AMA Style

Ramón García Perales. Diseño y construcción de un instrumento de evaluación de la competencia matemática: aplicabilidad práctica de un juicio de expertos. Ensaio: Avaliação e Políticas Públicas em Educação. 2018; 26 (99):347-372.

Chicago/Turabian Style

Ramón García Perales. 2018. "Diseño y construcción de un instrumento de evaluación de la competencia matemática: aplicabilidad práctica de un juicio de expertos." Ensaio: Avaliação e Políticas Públicas em Educação 26, no. 99: 347-372.