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Cooperative learning is one of the active teaching and learning methodologies with a growing presence in the different educational stages in recent times. The aim of this work is to apply an instrument previously validated in university education to find out to what extent the fundamental elements of cooperative learning are potentiated. The "Cooperative Learning Questionnaire (CLQ)" is used with a sample of 500 students at the University of Huelva (Spain). The outcomes express, on the one hand, high scores on the items that make up the different basic elements of cooperative learning, as well as high positive correlations. Moreover, psychometric analysis of the instrument results in a high reliability, organising the elements of cooperative learning into three factors. In conclusion, this methodology is confirmed to be potentiated through the study plans.

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In Early Childhood Education (ECE) stage there are different models of classroom organization and different teaching methodologies. The scientific literature highlights from no planning models to more organized styles. The relationship analysis between these two assumptions is a key. To investigate this starting point, it is proposed an investigation based on the opinion of 1350 teachers of the ECE stage in Spain. To do this, we present a study which is supported by the quantitative approach and it has an exploratory and correlational intention. A designed questionnaire ad hoc has been used to access to the conceptions and practices of the teaching staff, in order to determine the existing relationships between the aspects linked to the classroom organization, teaching methodologies and the interactions set up in the classroom between the pupils of this educational stage. The conclusions invite us to reflect on the importance of using a wide variety of teaching resources to be able to energize the infant classroom. Only then, it is seem to be possible to bet on a favourable attitude towards the transformation of teaching and learning models in ECE. [ABSTRACT FROM AUTHOR]

Cooperative learning is one of the active teaching and learning methodologies with a growing presence in the different educational stages in recent times. The aim of this work is to apply an instrument previously validated in university education to find out to what extent the fundamental elements of cooperative learning are potentiated. The Cooperative Learning Questionnaire (CLQ) is used with a sample of 500 students at the University of Huelva (Spain). The outcomes express, on the one hand, high scores on the items that make up the different basic elements of cooperative learning, as well as high positive correlations. Moreover, psychometric analysis of the instrument results in a high reliability, organising the elements of cooperative learning into three factors. In conclusion, this methodology is confirmed to be potentiated through the study plans. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Several variables inherent to the profile of new university students affect their likelihood of achieving optimal adaptation and finishing the studies they embark upon. A cornerstone of this is the vocational factor as, to some extent, it influences the commitment and willingness of students to tackle the learning process with ambition and enthusiasm. The main aim of the present work was to identify student profiles based on their reasons for undertaking Early Childhood Education, Primary Education and Social Education degrees. The present study adopts a surveytype methodology and follows a cross-sectional, descriptive and associative design, in which the set of individuals that make up the sample are grouped using a hierarchical approach. To this end, data are processed according to multivariate statistical methods (clustering). The sample was selected incidentally and is composed of 376 first year students undertaking one of three degrees within the Faculty of Education, Psychology and Sports Sciences at Huelva University. Findings reveal the existence of three possible groupings in terms of the profile of students enrolled on degrees. Two of these groups pertain to variables that are linked with vocational aspects, although a smaller group also exists in which this is not the case. Moreover, degrees in Early Childhood Education (ECE) and Social Education continue to be feminised, whilst the "wild card" entry option continues to be applied to Primary Education degrees. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Educational Research, Assessment & Evaluation / Revista Electrónica de Investigación y Evaluación Educativa is the property of RELIEVE - Revista Electonica de Investigacion y Evaluacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research analyzes the classroom practices of diversity care specialists in early childhood and primary education schools of Andalusia. A cross-sectional qualitative design was used to obtain data from two main sources: a semi-structured interview designed ad hoc and direct and non-participant observation with a sample of 142 participants. The results reveal the development of inclusive practices regarding the use of didactic strategies and active methodologies, the importance of plural and functional resources, the implementation of coordinated or collaborative pedagogical support, and flexibility in the dynamics and organization of the classroom. Opportunities, difficulties, and limitations are also identified. The conclusions indicate that the practices being developed by these specialists aim to contribute to improving schools in relation to attention to diversity, with collaborative support for the educational community being the main function for the promotion of an inclusive school that attends to all students. [ABSTRACT FROM AUTHOR]

Copyright of Revista Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article is framed within a doctoral thesis funded through a fellowship granted by the Spanish Ministry of Education. The main objective of the study was to recover the expertise of senior and highly-rated professors at the University of Huelva with a view to making their expert knowledge available to other teaching staff and providing some keys for professional practice. To this end, we use the life history of an educational sciences professor in order to learn about her vision of the changes education has undergone in Spain and the significance of these changes throughout her career. Using information obtained through interviews and analyzed with MAXQDA software, the results are structured according to the stages of the teacher's life cycle. The findings highlight the importance of the social, political and educational context, as well as initial training, professional experience, professional identity and pedagogical thinking in seeking appropriate strategies to cope with changes in education and reflect on how they affect professional practice. [ABSTRACT FROM AUTHOR]

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Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)