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Dr. MARINA GARCÍA-GARNICA
Faculty of Education Sciences, University Campus of Cartuja, University of Granada, 18071 Granada, Spain

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Journal article
Published: 12 January 2021 in Education Sciences
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Globalization, digitalization, and the permanent alteration of information have led to important changes in the world of work. This demands a realignment of essential skills in order to access job positions in the coming years. In order to face up to the digitalization process, education is one of the ambits that has most come to a tipping point. This adds an urgency to the need to bring skills in line with the new demands of the job market and the challenges posed in the 21st Century. The methodology was based on a systematic review of the most commonly-used databases. It analyzed and synthesized the existing information on the skills required for the future job market and educational proposals to facilitate their acquisition. At the beginning of the search, 2045 records were selected. However, following the application of the exclusion criteria, a total of 63 records were included. From this in-depth analysis, it was uncovered that the most in-demand skill for the job market relates to the management of technology. Different proposals were located which targeted these skills in educational settings. The majority of these pertained to innovative projects emanating from digital and technological phenomena.

ACS Style

Laura García-Pérez; Marina García-Garnica; Eva María Olmedo-Moreno. Skills for a Working Future: How to Bring about Professional Success from the Educational Setting. Education Sciences 2021, 11, 27 .

AMA Style

Laura García-Pérez, Marina García-Garnica, Eva María Olmedo-Moreno. Skills for a Working Future: How to Bring about Professional Success from the Educational Setting. Education Sciences. 2021; 11 (1):27.

Chicago/Turabian Style

Laura García-Pérez; Marina García-Garnica; Eva María Olmedo-Moreno. 2021. "Skills for a Working Future: How to Bring about Professional Success from the Educational Setting." Education Sciences 11, no. 1: 27.

Journal article
Published: 24 May 2020 in International Journal of Environmental Research and Public Health
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Spain is one of the countries with the greatest influx of immigrants and, specifically, of unaccompanied foreign minors (UFMs). The educational and social inclusion of unaccompanied foreign minors poses both a challenge and a threat to current policy. Nonetheless, studies linking educational aspects to the phenomenon of the integration of these children are scarce and do not specify the most influential educational tools and strategies. In this sense, a descriptive, quantitative and cross-sectional research study is presented. The aim of this study is to examine whether variables such as age and the use of applications and social networks determine the personal learning environments (PLE) of unaccompanied foreign minors. The sample of the present study was formed by 624 individuals (♂ = 92.1% (n = 575); ♀ = 7.9% (n = 49)) aged between 8 and 17 years old. The majority came from Morocco and resided in the cities of Ceuta and Melilla. The “PLE and Social Integration of UFMs” questionnaire was used as the study instrument. Amongst the main findings, significant differences are highlighted in the personal learning environments as a function of age-related psychosocial factors as they pertain to unaccompanied foreign minors. Four factors were seen to exist in relation to the personal learning environments of unaccompanied foreign minors: self-concept of the learning process, planning and management of learning, use of resources and tools, and communication and social interaction. The same trend was observed in the four factors, with older age groups reporting better scores. On the other hand, results show that the use of applications and social networks have a significant and favourable impact on personal learning environment construction.

ACS Style

María Tomé-Fernández; Marina García-Garnica; Asunción Martínez-Martínez; Eva María Olmedo-Moreno. An Analysis of Personal Learning Environments and Age-Related Psychosocial Factors of Unaccompanied Foreign Minors. International Journal of Environmental Research and Public Health 2020, 17, 3700 .

AMA Style

María Tomé-Fernández, Marina García-Garnica, Asunción Martínez-Martínez, Eva María Olmedo-Moreno. An Analysis of Personal Learning Environments and Age-Related Psychosocial Factors of Unaccompanied Foreign Minors. International Journal of Environmental Research and Public Health. 2020; 17 (10):3700.

Chicago/Turabian Style

María Tomé-Fernández; Marina García-Garnica; Asunción Martínez-Martínez; Eva María Olmedo-Moreno. 2020. "An Analysis of Personal Learning Environments and Age-Related Psychosocial Factors of Unaccompanied Foreign Minors." International Journal of Environmental Research and Public Health 17, no. 10: 3700.

Journal article
Published: 26 November 2019 in International Journal of Environmental Research and Public Health
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School burnout constitutes a current phenomenon which generates diverse negative consequences in the personal and academic lives of students. Given this situation, it is necessary to develop actions that permit us to regulate this harmful mental state and that are administered from within the school context. A descriptive and cross-sectional study is presented that pursues the objective of examining a structural equation model which brings together burnout and emotional regulation. The model assumes that students receive tutoring at school in order to tackle these types of problems. For this, the sample constituted a total of 569 students from the province of Granada (men = 52.3% (n = 298); women = 47.7% (n = 271)). Mean age was reported as 10.39 ± 0.95 years and the School Burnout Inventory (BMI) and the Emotional Regulation Scale were utilized as the principal instruments. As main findings it was observed that students who received one hour of weekly tutoring showed a positive relationship between expressive suppression as a strategy of emotional regulation, cynicism, and exhaustion as consequences of school burnout. In the same way, a direct association existed between burnout-related exhaustion and cognitive repair. Given that significant relationships could not be observed between these variables in students who do not receive tutoring, higher use of emotional regulation was confirmed amongst tutored students when faced with this negative mental state.

ACS Style

Ramón Chacón-Cuberos; Asunción Martínez-Martínez; Marina García-Garnica; María Dolores Pistón-Rodríguez; Jorge Expósito-López. The Relationship between Emotional Regulation and School Burnout: Structural Equation Model According to Dedication to Tutoring. International Journal of Environmental Research and Public Health 2019, 16, 4703 .

AMA Style

Ramón Chacón-Cuberos, Asunción Martínez-Martínez, Marina García-Garnica, María Dolores Pistón-Rodríguez, Jorge Expósito-López. The Relationship between Emotional Regulation and School Burnout: Structural Equation Model According to Dedication to Tutoring. International Journal of Environmental Research and Public Health. 2019; 16 (23):4703.

Chicago/Turabian Style

Ramón Chacón-Cuberos; Asunción Martínez-Martínez; Marina García-Garnica; María Dolores Pistón-Rodríguez; Jorge Expósito-López. 2019. "The Relationship between Emotional Regulation and School Burnout: Structural Equation Model According to Dedication to Tutoring." International Journal of Environmental Research and Public Health 16, no. 23: 4703.

Journal article
Published: 15 December 2018 in International Journal of New Education
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Son muchos los expertos y las investigaciones que evidencian que la implicación de las familias en los centros educativos tiene una influencia positiva sobre la calidad de la educación, aumentando el rendimiento de los alumnos y su motivación, y reduciendo la tasa de abandono. Es por ello que se presenta una investigación cuyo objetivo general es conocer el grado de participación e implicación de las familias de los alumnos de primer ciclo en la propia escuela y en la educación de sus hijos, así como las vías que emplean para ello, en un centro privado de la provincia de Granada. Para alcanzar este objetivo se va a emplear una metodología de encuesta, siendo la entrevista semiestructurada en profundidad la técnica escogida para la recogida de la información y los participantes los cuatro tutores del primer ciclo de Educación Primaria del centro en cuestión. En cuanto al análisis de la información, se ha seguido un proceso propiamente cualitativo, usando el software informático Nudist Vivo como medio de apoyo. Los resultados recogidos muestran que las familias de los alumnos están, por lo general, implicadas en el centro educativo a través de los diferentes órganos de participación y tomando parte activa en las actividades que este organiza. Igualmente, conocen la línea de trabajo de la escuela y la apoyan. En lo relativo a la educación de sus hijos, también están bastante involucrados, acuden a las tutorías cuando se les cita, se reúnen con el tutor y con otros profesionales del centro cuando lo requieren, manteniéndose informados del progreso académico y personal de sus hijos. No obstante, aunque esta es la línea predominante, también hay familias que están menos implicadas o que no lo están tanto como quisieran, en estos casos la razón primordial son las ocupaciones laborales.

ACS Style

Ana Isabel Vacas-Quintana; Marina García-Garnica. La participación e implicación de las familias en un centro privado de Granada. International Journal of New Education 2018, 1, 1 .

AMA Style

Ana Isabel Vacas-Quintana, Marina García-Garnica. La participación e implicación de las familias en un centro privado de Granada. International Journal of New Education. 2018; 1 (2):1.

Chicago/Turabian Style

Ana Isabel Vacas-Quintana; Marina García-Garnica. 2018. "La participación e implicación de las familias en un centro privado de Granada." International Journal of New Education 1, no. 2: 1.

Articles
Published: 27 April 2017 in Ensaio: Avaliação e Políticas Públicas em Educação
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Resumen Este trabajo presenta, en primer lugar, la adaptación y validación al español del Vanderbilt Assessment of Leadership in Education (VAL-ED), uno de los más relevantes instrumentos para evaluar el liderazgo pedagógico de la dirección escolar. En segundo lugar, se presentan los resultados obtenidos para tres de las categorías del cuestionario, relacionadas con cultura de aprendizaje, calidad de la enseñanza e implicación de la comunidad. Nuestra investigación ha constatado los graves déficits que en el conjunto de las tres dimensiones analizadas, por su interrelación, tienen los centros de Secundaria, y la escasa capacidad y competencia de la dirección escolar para configurar la escuela como una comunidad de aprendizaje centrada en el aprendizaje de los alumnos. Entre una cierta conformidad con el status quo actual, y los déficits detectados en estas dimensiones, se señalan líneas de acción para la mejora escolar.

ACS Style

Antonio Bolívar Botía; Katia Caballero Rodríguez; Marina García-Garnica. Evaluación multidimensional del liderazgo pedagógico: claves para la mejora escolar. Ensaio: Avaliação e Políticas Públicas em Educação 2017, 25, 483 -506.

AMA Style

Antonio Bolívar Botía, Katia Caballero Rodríguez, Marina García-Garnica. Evaluación multidimensional del liderazgo pedagógico: claves para la mejora escolar. Ensaio: Avaliação e Políticas Públicas em Educação. 2017; 25 (95):483-506.

Chicago/Turabian Style

Antonio Bolívar Botía; Katia Caballero Rodríguez; Marina García-Garnica. 2017. "Evaluación multidimensional del liderazgo pedagógico: claves para la mejora escolar." Ensaio: Avaliação e Políticas Públicas em Educação 25, no. 95: 483-506.