This page has only limited features, please log in for full access.
Models implemented in statistical software for the precision analysis of diagnostic tests include random-effects modeling (bivariate model) and hierarchical regression (hierarchical summary receiver operating characteristic). However, these models do not provide an overall mean, but calculate the mean of a central study when the random effect is equal to zero; hence, it is difficult to calculate the covariance between sensitivity and specificity when the number of studies in the meta-analysis is small. Furthermore, the estimation of the correlation between specificity and sensitivity is affected by the number of studies included in the meta-analysis, or the variability among the analyzed studies. To model the relationship of diagnostic test results, a binary covariance matrix is assumed. Here we used copulas as an alternative to capture the dependence between sensitivity and specificity. The posterior values were estimated using methods that consider sampling algorithms from a probability distribution (Markov chain Monte Carlo), and estimates were compared with the results of the bivariate model, which assumes statistical independence in the test results. To illustrate the applicability of the models and their respective comparisons, data from 14 published studies reporting estimates of the accuracy of the Alcohol Use Disorder Identification Test were used. Using simulations, we investigated the performance of four copula models that incorporate scenarios designed to replicate realistic situations for meta-analyses of diagnostic accuracy of the tests. The models’ performances were evaluated based on p-values using the Cramér–von Mises goodness-of-fit test. Our results indicated that copula models are valid when the assumptions of the bivariate model are not fulfilled.
Johny Pambabay-Calero; Sergio Bauz-Olvera; Ana Nieto-Librero; Ana Sánchez-García; Puri Galindo-Villardón. Hierarchical Modeling for Diagnostic Test Accuracy Using Multivariate Probability Distribution Functions. Mathematics 2021, 9, 1310 .
AMA StyleJohny Pambabay-Calero, Sergio Bauz-Olvera, Ana Nieto-Librero, Ana Sánchez-García, Puri Galindo-Villardón. Hierarchical Modeling for Diagnostic Test Accuracy Using Multivariate Probability Distribution Functions. Mathematics. 2021; 9 (11):1310.
Chicago/Turabian StyleJohny Pambabay-Calero; Sergio Bauz-Olvera; Ana Nieto-Librero; Ana Sánchez-García; Puri Galindo-Villardón. 2021. "Hierarchical Modeling for Diagnostic Test Accuracy Using Multivariate Probability Distribution Functions." Mathematics 9, no. 11: 1310.
Learning approaches are factors that contribute to sustainability education. Academic stress negatively affects students’ performances in the context of sustainability teaching. This study analyzed how deep and surface approaches could be related to coping with academic stress and gender. An online survey was completed by 1012 university students. The relationship between gender, sources of stress and learning approaches was examined through a multivariate canonical correspondence analysis. Results showed differences in stress-coping strategies depending on the learning approach used. In both female and male students, academic stress was handled with a deep learning approach. The findings provide implications for professors and highlight the importance of variables such as deep learning and gender in the teaching and learning sustainability process.
Zaira-Jazmín Zárate-Santana; María-Carmen Patino-Alonso; Ana-Belén Sánchez-García; Purificación Galindo-Villardón. Learning Approaches and Coping with Academic Stress for Sustainability Teaching: Connections through Canonical Correspondence Analysis. Sustainability 2021, 13, 852 .
AMA StyleZaira-Jazmín Zárate-Santana, María-Carmen Patino-Alonso, Ana-Belén Sánchez-García, Purificación Galindo-Villardón. Learning Approaches and Coping with Academic Stress for Sustainability Teaching: Connections through Canonical Correspondence Analysis. Sustainability. 2021; 13 (2):852.
Chicago/Turabian StyleZaira-Jazmín Zárate-Santana; María-Carmen Patino-Alonso; Ana-Belén Sánchez-García; Purificación Galindo-Villardón. 2021. "Learning Approaches and Coping with Academic Stress for Sustainability Teaching: Connections through Canonical Correspondence Analysis." Sustainability 13, no. 2: 852.
One of the aims of compulsory education is for students to adequately handle basic maths, owing to its importance in their future professional and personal lives. However, mechanical knowledge of an algorithm may not be sufficient to train future citizens with critical and creative thinking if it is not accompanied by a comprehensive understanding of the concept. In this regard, existing research shows that a high percentage of students in primary education commit errors when they attempt subtraction. However, little is known about whether adults perform the same calculations correctly. In this context, 535 university students completed a questionnaire composed of 20 subtractions. The results showed that only one quarter of respondents performed the subtractions correctly. Analysis of error type showed that the most frequent mistakes corresponded to the systematic errors made by primary-level students. This may indicate that the types of errors committed during early learning persist over time, implying that subtraction may not have been adequately taught. New educational approaches and initiatives are required to encourage the teaching and learning of subtraction in a more reasoned and critical manner during early learning.
María Rodríguez-Sánchez; Ana Sánchez-García; Ricardo López-Fernández. Subtraction: More than an Algorithm? Sustainability 2020, 12, 9148 .
AMA StyleMaría Rodríguez-Sánchez, Ana Sánchez-García, Ricardo López-Fernández. Subtraction: More than an Algorithm? Sustainability. 2020; 12 (21):9148.
Chicago/Turabian StyleMaría Rodríguez-Sánchez; Ana Sánchez-García; Ricardo López-Fernández. 2020. "Subtraction: More than an Algorithm?" Sustainability 12, no. 21: 9148.
Although measures such as sensitivity and specificity are used in the study of diagnostic test accuracy, these are not appropriate for integrating heterogeneous studies. Therefore, it is essential to assess in detail all related aspects prior to integrating a set of studies so that the correct model can then be selected. This work describes the scheme employed for making decisions regarding the use of the R, STATA and SAS statistical programs. We used the R Program Meta-Analysis of Diagnostic Accuracy package for determining the correlation between sensitivity and specificity. This package considers fixed, random and mixed effects models and provides excellent summaries and assesses heterogeneity. For selecting various cutoff points in the meta-analysis, we used the STATA module for meta-analytical integration of diagnostic test accuracy studies, which produces bivariate outputs for heterogeneity.
Johny J. Pambabay-Calero; Sergio A. Bauz-Olvera; Ana B. Nieto-Librero; Maria Purificación Galindo-Villardón; Ana B. Sánchez-García. A tutorial for meta-analysis of diagnostic tests for low-prevalence diseases: Bayesian models and software. Methodology 2020, 16, 258 -277.
AMA StyleJohny J. Pambabay-Calero, Sergio A. Bauz-Olvera, Ana B. Nieto-Librero, Maria Purificación Galindo-Villardón, Ana B. Sánchez-García. A tutorial for meta-analysis of diagnostic tests for low-prevalence diseases: Bayesian models and software. Methodology. 2020; 16 (3):258-277.
Chicago/Turabian StyleJohny J. Pambabay-Calero; Sergio A. Bauz-Olvera; Ana B. Nieto-Librero; Maria Purificación Galindo-Villardón; Ana B. Sánchez-García. 2020. "A tutorial for meta-analysis of diagnostic tests for low-prevalence diseases: Bayesian models and software." Methodology 16, no. 3: 258-277.
Ana B. Sánchez-García; Ana B. Nieto-Libreros; Purificación Galindo-Villardón; Diana L. Robins. Please, Don’t Shoot the Meta-analysis: A Response to “A Commentary to Toddler Screening for Autism Spectrum Disorder: A Meta-analysis of Diagnostic Accuracy by Sánchez-Garcia et al. 2019”. Journal of Autism and Developmental Disorders 2020, 50, 4218 -4220.
AMA StyleAna B. Sánchez-García, Ana B. Nieto-Libreros, Purificación Galindo-Villardón, Diana L. Robins. Please, Don’t Shoot the Meta-analysis: A Response to “A Commentary to Toddler Screening for Autism Spectrum Disorder: A Meta-analysis of Diagnostic Accuracy by Sánchez-Garcia et al. 2019”. Journal of Autism and Developmental Disorders. 2020; 50 (11):4218-4220.
Chicago/Turabian StyleAna B. Sánchez-García; Ana B. Nieto-Libreros; Purificación Galindo-Villardón; Diana L. Robins. 2020. "Please, Don’t Shoot the Meta-analysis: A Response to “A Commentary to Toddler Screening for Autism Spectrum Disorder: A Meta-analysis of Diagnostic Accuracy by Sánchez-Garcia et al. 2019”." Journal of Autism and Developmental Disorders 50, no. 11: 4218-4220.
Pocos estudios investigan la influencia de la actitud y enfoques de aprendizaje en la Didáctica General. El objetivo principal de este trabajo consiste en describir, en un sentido multivariante, las relaciones entre la actitud hacia la Didáctica General y los enfoques de aprendizaje de estudiantes del grado de Educación Social de la Universidad de Salamanca. El cuestionario de Medición de la Actitud hacia la Didáctica General y el cuestionario de Proceso de Estudio Revisado de Dos Factores (R-SPQ-2F) son los instrumentos de recogida de información. El análisis de la relación actitud-aprendizaje se realiza mediante HJ-Biplot, técnica estadística multivariante de representación simultánea de estudiantes, actitudes y enfoques de aprendizaje. Esta metodología, combinada con el análisis de clúster jerárquico, pone de manifiesto la existencia de cuatro grupos de estudiantes: C1, caracterizado por alto interés, utilidad profesional y enfoque profundo; C2, diferenciado por su ansiedad y altas puntuaciones en enfoque superficial; C3, con interés medio, baja ansiedad, enfoque superficial y creencia en la utilidad de la Didáctica a nivel profesional; y C4, estudiantes con altos niveles de ansiedad que estudian de manera profunda. Los resultados apuntan a la existencia de una congruencia directa entre actitudes y enfoques de aprendizaje y pueden emplearse para mejorar las prestaciones de los equipos docentes, para lograr estrategias más eficaces que mejoren la calidad de la enseñanza. The influence of different approaches and attitude towards learning in the General Didactics is studied in few investigations. The main objective of this work is to describe in a multivariate way the relationships between attitude towards General Didactics and learning approaches of students majoring in Social Learning of the University of Salamanca. The Measurement of Attitude towards General Didactics and the Revised Study Process Questionnaire two factor (R-SPQ-2F) questionnaires were used to gather the information. The analysis of the relationship between attitude and learning approaches is performed using the HJ-Biplot. This multivariate statistical technique allows the simultaneous representation of students, attitudes and learning approaches. This methodology, combined with hierarchical clustering method, reveals the existence of four types of students: C1, those characterized by high marks on interest, professional usefulness and deep study of the subject; C2, those that display high anxiety and high marks in superficial study; C3, students that show average interest, low anxiety, superficial study and believe in the professional usefulness of Didactics; and C4, students with high levels of anxiety that study the subject in depth. These results point the existence of a relationship between attitudes and learning approaches and can be used to improve the performance and offerings of educational teams, achieving more efficient strategies that...
Nerea González-García; Ana B. Sánchez-García; Ana B. Nieto-Librero; Purificación Galindo-Villardón. Actitud y enfoques de aprendizaje en el estudio de la Didáctica General. Una visión multivariante. Revista de Psicodidáctica 2019, 24, 154 -162.
AMA StyleNerea González-García, Ana B. Sánchez-García, Ana B. Nieto-Librero, Purificación Galindo-Villardón. Actitud y enfoques de aprendizaje en el estudio de la Didáctica General. Una visión multivariante. Revista de Psicodidáctica. 2019; 24 (2):154-162.
Chicago/Turabian StyleNerea González-García; Ana B. Sánchez-García; Ana B. Nieto-Librero; Purificación Galindo-Villardón. 2019. "Actitud y enfoques de aprendizaje en el estudio de la Didáctica General. Una visión multivariante." Revista de Psicodidáctica 24, no. 2: 154-162.
Great efforts focus on early detection of autism spectrum disorder, although some scientists and policy-makers have questioned early universal screening. The aim of this meta-analysis was to evaluate the diagnostic accuracy of the different screening tools. Several electronic databases were used to identify published studies. A Bayesian model was used to estimate the screening accuracy. The pooled sensitivity was 0.72 (95% CI 0.61-0.81), and the specificity was 0.98 (95% CI 0.97-0.99). Subgroup analyses to remove heterogeneity indicated sensitivity was 0.77 (95% CI 0.69-0.84), and specificity was 0.99 (95% CI 0.97-0.99; SD ≤ 0.01). Level 1 screening tools for ASD showed consistent statistically significant results and therefore are adequate to detect autism at 14-36 months.
Ana B. Sánchez-García; Purificación Galindo-Villardón; Ana B. Nieto-Librero; Helena Martín-Rodero; Diana L. Robins. Toddler Screening for Autism Spectrum Disorder: A Meta-Analysis of Diagnostic Accuracy. Journal of Autism and Developmental Disorders 2019, 49, 1837 -1852.
AMA StyleAna B. Sánchez-García, Purificación Galindo-Villardón, Ana B. Nieto-Librero, Helena Martín-Rodero, Diana L. Robins. Toddler Screening for Autism Spectrum Disorder: A Meta-Analysis of Diagnostic Accuracy. Journal of Autism and Developmental Disorders. 2019; 49 (5):1837-1852.
Chicago/Turabian StyleAna B. Sánchez-García; Purificación Galindo-Villardón; Ana B. Nieto-Librero; Helena Martín-Rodero; Diana L. Robins. 2019. "Toddler Screening for Autism Spectrum Disorder: A Meta-Analysis of Diagnostic Accuracy." Journal of Autism and Developmental Disorders 49, no. 5: 1837-1852.
Greibin Villegas Barahona; Nerea González García; Ana B Sánchez-García; Mercedes Sánchez Barba; María P Galindo-Villardón. Seven methods to determine the dimensionality of tests: application to the General Self-Efficacy Scale in twenty-six countries. Psicothema 2018, 30, 442 -448.
AMA StyleGreibin Villegas Barahona, Nerea González García, Ana B Sánchez-García, Mercedes Sánchez Barba, María P Galindo-Villardón. Seven methods to determine the dimensionality of tests: application to the General Self-Efficacy Scale in twenty-six countries. Psicothema. 2018; 30 (4):442-448.
Chicago/Turabian StyleGreibin Villegas Barahona; Nerea González García; Ana B Sánchez-García; Mercedes Sánchez Barba; María P Galindo-Villardón. 2018. "Seven methods to determine the dimensionality of tests: application to the General Self-Efficacy Scale in twenty-six countries." Psicothema 30, no. 4: 442-448.
Resumen:Estudios recientes muestran que las actitudes positivas del profesorado hacia las TIC son un factor de incremento de uso e integración curricular. Sin embargo, existe poca investigación focalizada en la diferencia que existe entre estas actitudes positivas hacia las TIC y el uso efectivo en el aula. En contraste con estos estudios, en este trabajo se exploran las actitudes del profesorado, pero también se indaga sobre el uso real de las mismas en la escuela. Más concretamente, el objetivo es mostrar qué actitudes manifiesta el profesorado hacia las TIC y su uso e integración en el currículum. Se utilizó como técnica la encuesta y como instrumento un cuestionario con respuestas tipo Likert que constaba de 154 ítems. Se obtuvieron, para su análisis, 288 cuestionarios realizados por docentes de Educación Infantil a Bachillerato activo. Como resultados se constata una actitud positiva hacia la integración de la tecnología en el aula. Sin embargo, también se confirma que su uso curricular es poco frecuente. Lo anterior tiene diferentes implicaciones entre las que destaca el diseño de cursos de formación del profesorado entendidos como conjunto de contenidos vinculados y contextualizados a la escuela y no como un curso de informática con una metodología tradicional. Recent studies show that positive attitudes of teachers towards ICT are a factor of increase in use. The objective of this work is to show what kind of attitudes expressed towards ICT non-university teachers and the real integration in the curriculum of ICT. Specifically, the aim is to show teachers ‘attitudes towards ICT and its use and curriculum. A quasi-experimental design was carried out. The survey was used as a technique and as instrument a questionnaire Likert-type of 154 items. 288 questionnaires were obtained for analysis from teachers since kindergarten to high school in active. The results showed a response positive towards the integration of the ICT. However, also confirms that curricular use is rare in the classroom. This has different implications, notably the design of teacher training courses, understood as a set of content-related and contextualized to the school and not as a course in computer science with a traditional methodology.
Ana Belén Sánchez García; Purificación Galindo-Villardón. USO E INTEGRACIÓN DE LAS TIC EN EL AULA Y DIFICULTADES DEL PROFESORADO EN ACTIVO DE CARA A SU INTEGRACIÓN. Profesorado, Revista de Currículum y Formación del Profesorado 2018, 22, 341-358 .
AMA StyleAna Belén Sánchez García, Purificación Galindo-Villardón. USO E INTEGRACIÓN DE LAS TIC EN EL AULA Y DIFICULTADES DEL PROFESORADO EN ACTIVO DE CARA A SU INTEGRACIÓN. Profesorado, Revista de Currículum y Formación del Profesorado. 2018; 22 (3):341-358.
Chicago/Turabian StyleAna Belén Sánchez García; Purificación Galindo-Villardón. 2018. "USO E INTEGRACIÓN DE LAS TIC EN EL AULA Y DIFICULTADES DEL PROFESORADO EN ACTIVO DE CARA A SU INTEGRACIÓN." Profesorado, Revista de Currículum y Formación del Profesorado 22, no. 3: 341-358.
This study addresses the need for a theoretical base to develop more effective early autism spectrum disorders (ASD) detection tools. The structure that underlies early ASD detection is explored by evaluating the opinions of experts on ASD screening tools currently used in Europe. A process of face and content validity was performed. First, the best constructs were selected from the relevant tests: Checklist for Early Signs of Developmental Disorders (CESDD), Checklist for Autism in Toddlers (CHAT), Early Screening of Autistic Traits Questionnaire (ESAT), Modified Checklist for Autism in Toddlers (M-CHAT), Social Communication Questionnaire (SCQ) and Communication and Symbolic Behaviour Scales Developmental Profile (CSBS-DP). The diagnostic content validity model by Fehring (1986, 1994) was adapted to make the selection. Afterwards, the items, taken from these tests, were selected to fit into each construct, using the same methodology. Twelve of the 18 constructs were selected by the experts and 11 items were chosen from a total of 130, reduced to eight after eliminating tautologies. Mapping these constructs and items on to the DSM-5 diagnostic criteria for ASD indicated good face and content validity. Results of this research will contribute to efforts to improve early ASD screening instruments and identify the key behaviours that experts in ASD see as the most relevant for early detection.
María Magán-Maganto; Sigrídur Lóa Jónsdóttir; Ana B. Sánchez-García; Patricia García-Primo; Annika Hellendoorn; Tony Charman; Herbert Roeyers; Mieke Dereu; Irma Moilanen; Filippo Muratori; Manuel Posada De La Paz; Bernadette Roge; Iris J Oosterling; Anneli Yliherva; Ricardo Canal-Bedia. Building a theoretical framework for autism spectrum disorders screening instruments in Europe. Child and Adolescent Mental Health 2017, 23, 359 -367.
AMA StyleMaría Magán-Maganto, Sigrídur Lóa Jónsdóttir, Ana B. Sánchez-García, Patricia García-Primo, Annika Hellendoorn, Tony Charman, Herbert Roeyers, Mieke Dereu, Irma Moilanen, Filippo Muratori, Manuel Posada De La Paz, Bernadette Roge, Iris J Oosterling, Anneli Yliherva, Ricardo Canal-Bedia. Building a theoretical framework for autism spectrum disorders screening instruments in Europe. Child and Adolescent Mental Health. 2017; 23 (4):359-367.
Chicago/Turabian StyleMaría Magán-Maganto; Sigrídur Lóa Jónsdóttir; Ana B. Sánchez-García; Patricia García-Primo; Annika Hellendoorn; Tony Charman; Herbert Roeyers; Mieke Dereu; Irma Moilanen; Filippo Muratori; Manuel Posada De La Paz; Bernadette Roge; Iris J Oosterling; Anneli Yliherva; Ricardo Canal-Bedia. 2017. "Building a theoretical framework for autism spectrum disorders screening instruments in Europe." Child and Adolescent Mental Health 23, no. 4: 359-367.
En este estudio se presentan los elementos constitutivos del diseño pedagógico del MOOC «Estadística para investigadores» de la Universidad de Salamanca. En su diseño partimos de cuatro ejes: (I) tipología del aprendizaje estadístico, características y la red proposicional para su representación; (II) capacidades del entorno virtual para potenciar la transferencia del conocimiento; (III) diseño de materiales como recursos de apoyo al aprendizaje; (IV) el análisis de las herramientas tecnológicas. Se adopta una metodología de investigación basada en estudio de caso y como instrumento de recogida de la información se utiliza un cuestionario de satisfacción. Se exponen los resultados de la implementación del MOOC que prueban el éxito alcanzado con una tasa de permanencia del 30%.
Purificación Galindo Villardón; M.ª Purificación Vicente Galindo; Ana B. Sánchez-García. Elementos del diseño pedagógico del MOOC «estadística para investigadores». Aula 2017, 23, 287 .
AMA StylePurificación Galindo Villardón, M.ª Purificación Vicente Galindo, Ana B. Sánchez-García. Elementos del diseño pedagógico del MOOC «estadística para investigadores». Aula. 2017; 23 ():287.
Chicago/Turabian StylePurificación Galindo Villardón; M.ª Purificación Vicente Galindo; Ana B. Sánchez-García. 2017. "Elementos del diseño pedagógico del MOOC «estadística para investigadores»." Aula 23, no. : 287.
El objetivo principal de este trabajo consiste en analizar si la perspectiva biográfica, mediante los relatos de vida, permite analizar los procesos de construcción del saber pedagógico de las/os docentes, ya que pensamos que la formación docente supera los límites estrictos de los períodos de formación reglada. También se presentan algunos de los objetivos que justifican este tipo de estudios y, finalmente, se defiende la tesis de que la perspectiva biográfica es la que permite cumplir con esos objetivos. Para ello planteamos un estudio de corte fenomenológico sobre el caso de M. Antònia Canals, fundamentado en la obtención de datos cualitativos a través de grabaciones de entrevistas abiertas, y a su vez se presenta un método de análisis de 4 fases que cuenta con amplia aceptación en el marco de la investigación social cualitativa.
María Sotos Serrano; Carmen López Esteban; Ana Belén Sánchez García. La perspectiva biográfica. El proceso de construcción del saber pedagógico. Teoría de la Educación. Revista Interuniversitaria 2016, 28, 249 -265.
AMA StyleMaría Sotos Serrano, Carmen López Esteban, Ana Belén Sánchez García. La perspectiva biográfica. El proceso de construcción del saber pedagógico. Teoría de la Educación. Revista Interuniversitaria. 2016; 28 (2):249-265.
Chicago/Turabian StyleMaría Sotos Serrano; Carmen López Esteban; Ana Belén Sánchez García. 2016. "La perspectiva biográfica. El proceso de construcción del saber pedagógico." Teoría de la Educación. Revista Interuniversitaria 28, no. 2: 249-265.
In this paper we present the process of constructing a test for assessing student performance in geometry corresponding to the first year of Secondary Education. The main goal was to detect student errors in the understanding of geometry in order to develop a proposal according to the Van Hiele teaching model, explained in this paper. Our research methodology took into account reliability using Cronbach's alpha coefficient, as well as the construct validity, with the extraction of 13 factors that accounted for a high percentage of variance. This result leads us to conclude that the instrument constructed has the appropriate technical and pedagogical features to be considered an original and significant contribution to the field of geometry teaching. The final version of the test constructed after the extraction of factors is shown in the Appendix.
Ana B. Sánchez-García; Ana Bel&en Cabello. An instrument for measuring performance in geometry based on the van Hiele model. Educational Research and Reviews 2016, 11, 1194 -1201.
AMA StyleAna B. Sánchez-García, Ana Bel&en Cabello. An instrument for measuring performance in geometry based on the van Hiele model. Educational Research and Reviews. 2016; 11 (13):1194-1201.
Chicago/Turabian StyleAna B. Sánchez-García; Ana Bel&en Cabello. 2016. "An instrument for measuring performance in geometry based on the van Hiele model." Educational Research and Reviews 11, no. 13: 1194-1201.
Introducción. El reto de la detección precoz puede realizarse desde una perspectiva evolutiva. Los tratamientos de intervención temprana han demostrado su eficacia siempre y cuando se apliquen sistemáticamente en el marco de una planificación estratégica del tratamiento. Objetivos. Proporcionar una revisión actualizada para responder a las críticas a la detección precoz y aportar una reflexión sobre la estrategia de intervención, basada en la revisión de las técnicas de atención temprana usuales en el campo del autismo, reflejando los aspectos más relevantes que se deducen de las experiencias y estudios llevados a cabo hasta el momento. Conclusiones. Tras la revisión realizada se concluye que la detección precoz puede ser más eficiente si se lleva a cabo en el marco de la vigilancia del desarrollo, que además ofrece la oportunidad de proporcionar orientación sobre el desarrollo del menor. La atención temprana constituye un recurso eficaz para atender las necesidades del menor con autismo. Los profesionales tienen la responsabilidad de evaluar el trabajo que hacen con una actitud reflexiva y crítica sobre los tratamientos disponibles tomando en consideración los valores y las preferencias de las familias. Los programas deben centrarse en los síntomas nucleares aplicando ingredientes activos del tratamiento.
Ricardo Canal Bedia; Patricia García Primo; Aranzazu Hernández Fabián; María Magán-Maganto; Ana B. Sánchez; Manuel Posada De La Paz. De la detección precoz a la atención temprana: estrategias de intervención a partir del cribado prospectivo. Revista de Neurología 2015, 60, 25 .
AMA StyleRicardo Canal Bedia, Patricia García Primo, Aranzazu Hernández Fabián, María Magán-Maganto, Ana B. Sánchez, Manuel Posada De La Paz. De la detección precoz a la atención temprana: estrategias de intervención a partir del cribado prospectivo. Revista de Neurología. 2015; 60 (S01):25.
Chicago/Turabian StyleRicardo Canal Bedia; Patricia García Primo; Aranzazu Hernández Fabián; María Magán-Maganto; Ana B. Sánchez; Manuel Posada De La Paz. 2015. "De la detección precoz a la atención temprana: estrategias de intervención a partir del cribado prospectivo." Revista de Neurología 60, no. S01: 25.
El estudio es el fruto de una iniciativa cuya finalidad fue conocer las percepciones que poseen los empresarios de las pymes del ámbito rural con respecto a la utilización de las TIC en su actividad laboral. El objetivo principal es proporcionar una visión contextualizada de la utilización de las herramientas tecnológicas por parte de este sector empresarial, para identificar necesidades e implementar programas de formación, actualización y mejora profesionales del sector. El Centro Internacional de Tecnologías Avanzadas (CITA), ha puesto en marcha este proyecto que pretende obtener datos que faciliten crear una oferta formativa ad hoc. La metodología es de carácter cualitativo, recogiendo información de grupos focales en los que han participado 48 empresarios. Los resultados reflejan falta de información sobre el uso y potencialidades de las TIC necesitan asesoramiento para optimizar recursos, conseguir personal técnico y cursos de formación adaptados a las demandas.
Mª Cruz Sánchez-Gómez; Beatriz Palacios Vicario; Camino López García; Ana B. Sánchez-García. RISTI - Revista Ibérica de Sistemas e Tecnologias de Informação. RISTI - Revista Ibérica de Sistemas e Tecnologias de Informação 2014, 71 -84.
AMA StyleMª Cruz Sánchez-Gómez, Beatriz Palacios Vicario, Camino López García, Ana B. Sánchez-García. RISTI - Revista Ibérica de Sistemas e Tecnologias de Informação. RISTI - Revista Ibérica de Sistemas e Tecnologias de Informação. 2014; (E2):71-84.
Chicago/Turabian StyleMª Cruz Sánchez-Gómez; Beatriz Palacios Vicario; Camino López García; Ana B. Sánchez-García. 2014. "RISTI - Revista Ibérica de Sistemas e Tecnologias de Informação." RISTI - Revista Ibérica de Sistemas e Tecnologias de Informação , no. E2: 71-84.
Information and Communications technologies (ICT) are becoming crucial tools for teaching because they improve students’ performance and motivation. For this reason many education programs start to include them as essential grounding for teachers’ repertory. Eighty-five teachers participated in a year-long program in which they learnt to use ICT with the purpose to apply that knowledge into their teaching. The program consisted of three training modules: information and operating systems (i.e. programs for teaching –word, ppt, etc.-, use of internet); Interactive tools (i.e. Digital boards, Android Systems); and multimedia materials and teaching strategies (i.e. web designing, web 2.0). As part of their training they completed a Likert type questionnaire (154 items) about (a) ICT uses, (b) attitudes in classroom and (c) satisfaction with the training received (Cronbach alpha = .89). Descriptive statistics, Factorial Analyses and ANOVA were applied to data. Main findings from the third part of the questionnaire indicate that teachers were highly satisfied with the course syllabus: specially the methodology and the resources. A second reading shows that the learning of teaching strategies and creation of new materials for classroom (module 3) was better valued than the learning of technical skills to manage the suggested programs and technologies.Conclusions point out that advancing towards an effective use of ICT in classroom would further require guided mentoring in practice and peer collaboration besides traditional training
Ana-Belén Sánchez-García; Juan-José Mena Marcos; He GuanLin; Joaquín Pinto Escribano. Teacher Development and ICT: The Effectiveness of a Training Program for In-service School Teachers. Procedia - Social and Behavioral Sciences 2013, 92, 529 -534.
AMA StyleAna-Belén Sánchez-García, Juan-José Mena Marcos, He GuanLin, Joaquín Pinto Escribano. Teacher Development and ICT: The Effectiveness of a Training Program for In-service School Teachers. Procedia - Social and Behavioral Sciences. 2013; 92 ():529-534.
Chicago/Turabian StyleAna-Belén Sánchez-García; Juan-José Mena Marcos; He GuanLin; Joaquín Pinto Escribano. 2013. "Teacher Development and ICT: The Effectiveness of a Training Program for In-service School Teachers." Procedia - Social and Behavioral Sciences 92, no. : 529-534.
The purpose of this study is to investigate teachers’ attitudes towards the use of ICT in the classroom. One hundred and seventy in-service teachers from kindergarten to high school participated in the study. A 154-item survey was elaborated (Cronbach α =. 89) containing three main sections: (1) general information; (2) attitudes towards ICT and use of computer resources in the classroom; (3) level of satisfaction towards the training. A quasi-experimental study with one non-randomized study group (n=85) was also conducted using a pre-and post-test design with the purpose of searching for differences before and after training. Besides, 11 semi-structured interviews were carried out with the purpose of deepening into teachers’ major motivations and beliefs. The results show that teachers’ attitudes towards ICT are highly positive but the use of them in class is scarce and it is subjected to innovative processes. Secondly, there were no significant differences after instruction. Main conclusions indicate that new ways of teacher training need to be developed
Ana-Belén Sánchez; Juan-José Mena Marcos; Mar’A González; He GuanLin. In Service Teachers’ Attitudes towards the Use of ICT in the Classroom. Procedia - Social and Behavioral Sciences 2012, 46, 1358 -1364.
AMA StyleAna-Belén Sánchez, Juan-José Mena Marcos, Mar’A González, He GuanLin. In Service Teachers’ Attitudes towards the Use of ICT in the Classroom. Procedia - Social and Behavioral Sciences. 2012; 46 ():1358-1364.
Chicago/Turabian StyleAna-Belén Sánchez; Juan-José Mena Marcos; Mar’A González; He GuanLin. 2012. "In Service Teachers’ Attitudes towards the Use of ICT in the Classroom." Procedia - Social and Behavioral Sciences 46, no. : 1358-1364.