El estudio analiza las experiencias en violencias de género en los entornos virtuales de chicos y chicas adolescentes e identifica factores asociados con el comportamiento ciberagresor en este colectivo. Participaron 155 estudiantes de primero y cuarto de ESO escolarizados en Barcelona, seleccionados mediante un muestreo por conveniencia. Se aplicó el Cuestionario de Violencias de Género 2.0. En relación a las experiencias, los resultados indican que todos los jóvenes de la muestra alguna vez han ejercido o han sido víctimas de agresiones, pero, sobre todo, han observado agresiones en los entornos virtuales. Las experiencias de agresiones se dan sobre todo en aspectos relacionados con los mitos del amor romántico, y con la homofobia.En relación a los factores asociados al comportamiento ciberagresor, los resultados señalan que las agresiones en función del género correlacionan con agresiones de ciberbullying y los entornos virtuales más utilizados destacan como entornos de tipo más activo.

L’anàlisi de conglomerats bietàpic o en dues fases amb SPSS

The purpose of this study was to design and validate a tool to observe the teaching of physical education (PE) through a foreign language (L2) and to measure the engaged time and language learning aspects of children's physical activity in PE classes where a content and language integrated approach (CLIL) was used. A first draft of the tool was tested for validity by experts, revised and then tested in a pilot study by three trained observers to 613 min of video-recordings of 15 different CLIL teachers conducting real PE classes. The results of the pilot study indicated that motor-engaged time in PE lessons applying the CLIL approach was, on average, 41.86%, which is lower than what is generally recommended by educational authorities for PE classes. Non-parametric tests indicated that this shortfall in the amount of physical activity time may be accounted for by the excessive use of language support materials such as flashcards to facilitate communication or the types of physical activity involved in the lessons. It is suggested that this imbalance in physical activity time vs. L2 language learning could be addressed by either extended the duration of PE-in-CLIL classes or by providing more focused training for PE-in-CLIL teachers.

This article presents a study with a twofold research aim: (a) to ascertain university students’ perceptions on two combined assessment tools (e-portfolios and formative rubrics) and (b) to identify if among students there were differing perceptions on the use of e-portfolios, and what factors favored acceptance of these. The data gathering method was a questionnaire administered to 247 students on the Education Degree at the University of Barcelona. Regarding our first aim, it was confirmed that although the portfolio and rubrics were used in combination, students viewed each of them independently. Regarding the second aim, we identified four groups and a range of factors that may explain the varying perceptions of the portfolios and rubrics. Favorable factors were, in first place, greater teacher experience in using the digital portfolios; second, continuous technical support for their use; third, their having greater weight in assessment; and fourth, smaller class sizes.

Com aplicar un clúster jeràrquic en SPSS