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Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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.)

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Copyright of Epistemus. Journal of Music, Cognition & Culture Research is the property of Facultad de Psicologia Universidad Autonoma de Madrid 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 [i2]: Research & Innovation in Architecture / Investigación e Innovación en Arquitectura y Territorio is the property of Universitat D'Alacant 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 Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica 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 Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica 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 HOW: A Colombian Journal for Teachers of English is the property of Asociacion Colombiana de Profesores de Ingles 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 Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones 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.)

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Copyright of Comunicar (English Edition) is the property of Oxbridge Publishing House 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 Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED 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 Pedagogía Profesional is the property of Universidad de Ciencias Pedagogicas "Enrique Jose Varona" Facultad de Ciencias Tecnicas 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Class assembly, despite being a didactic resource that allows the development of social, civic and linguistic competences of the students in all educational stages, is usually limited to its practice in Early Childhood Education. This is why it is paradoxical that the assembly is little exploited in Primary Education, taking into account its use for the development of oral competence in the English language. After explaining the meaning of the use of the assembly for the development of language skills (with special attention to foreign language skills), this article shows that it is an effective teaching resource for the improvement of oral production and reception, both for pupils in bilingual and non-bilingual programmes. The aim of this work, therefore, is to compare the development of oral skills in English before and after a didactic intervention by means of an assembly in two schools, a bilingual school and a non-bilingual school, in the province of Córdoba (Spain), and to analyse whether there are significant differences in the progression of bilingual pupils in comparison with non-bilingual ones. The results derived from the implementation show that the assembly is a tool that allows to improve the oral linguistic competence in English of all the participants, resulting in a greater impact among the bilingual students. [ABSTRACT FROM AUTHOR]

This study arises with the aim of analyzing whether there are differences between teachers and families in the inclusion perception of schools, their commitment to educational inclusion and if the self-reported variable "having information about disability" impacts on the commitment to inclusion. To do this, the Educational Center Perception Questionnaire, taken from the Index for inclusion (Booth et al., 2006) and the Perception and Commitment to Inclusion Questionnaire, adapted from Sosa's study (2019), have been applied. The sample was made up of 539 participants, of whom 169 were in service teachers from the region of Extremadura (Spain) and 370 family members (mothers or fathers) of pupils attending these schools. This is a descriptive-cross-sectional with ex post facto measures design. The results show that families who report having little information about disability perceive more inclusion in schools. Families and teachers agree on the high perception of barriers and score low in the variable "inclusive practices". However, there is a greater commitment to inclusion among families. Hence families are said to become a resource to support inclusion. [ABSTRACT FROM AUTHOR]

Educational innovation is a fundamental aspect to improve the quality of teaching and learning in schools. This study focuses its attention both on the interests and motivations and on the difficulties and concerns that the teaching staff presents in their ongoing training on educational innovation. A total of 30 teachers of Early Childhood and Primary Education of public and private schools participate in this research. The data collection is carried out through a semi-structured interview that reflects and values teaching and curricular innovation in the continuing education of teachers. A qualitative methodology is adopted through narratives, supported for the treatment of data in the AQUAD program. The results show the need for teachers to receive ongoing training according to their interests and needs, focused in most cases on educational methodological innovations. The knowledge and the evaluation of the conceptions and beliefs of the participating teachers on the educational innovation and their continuous formation is of interest to advance towards an improvement in the professional development teacher. [ABSTRACT FROM AUTHOR]

The Chilean state distributes textbooks to all schools in the country, which must be drafted in coherence with the curricular bases. The aim of this study was to analyse the assessment activities present in the school textbooks and curricular bases of the subjects "Natural Sciences" and "History, Geography and Social Sciences" for seventh and eighth grade students, in order to examine their level of authenticity, frequency and typology. A descriptive study of a mixed type was carried out, centred on the observation of frequencies and content analysis of four school texts and the curricular bases. Sixteen types of evaluative activities were found to be present. Although there are some assessment proposals that are close to an authentic logic, most of them correspond to memorization evaluations. There is a lack of correspondence between the assessment activities in the curricular bases and those recorded in the textbooks. [ABSTRACT FROM AUTHOR]

Students have their first contact with the subject of history in elementary education. At this point, they have still not developed the reading strategies that this type of domain requires. At elementary level, teachers must support their students to contextualize information and make explicit the relationships among ideas as a basic aspect of historical reasoning in the classroom. This paper explores the ways in which teachers with specific experience in teaching history in elementary education support their students to access the contents and relationships in history textbooks. Results show how teachers often contextualized and shared the ideas and the relationships among those ideas needed to understand the text. However, once the help provided to their students has been analysed in relation to the perceived level of complexity, the data reveal that teachers focused on the less complex ideas and relationships, rather than on the more complex ones. This seemingly paradoxical strategy could be explained by the discrepancy between the intrinsic complexity of texts and the learners' historical background knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador 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.)

Aunque los beneficios asociados a un estilo de vida saludable son conocidos, un gran porcentaje de jóvenes no cumple las recomendaciones establecidas para los diferentes comportamientos saludables, especialmente durante la Covid-19. Así, el objetivo del presente estudio fue diseñar, implementar y evaluar los efectos de un programa escolar, multicomponente y multinivel, en múltiples comportamientos saludables en alumnado de Educación Primaria. Para ello, participaron 12 estudiantes (M=10.33±1.07) de un aula multinivel de Educación Primaria de un colegio rural de Teruel. Dicho programa, con una duración de cinco semanas, pretendía sensibilizar sobre la importancia de adoptar un estilo de vida saludable. Los resultados mostraron un incremento en la actividad física diaria y en el estado de salud percibido después de participar en el programa de intervención. Igualmente, el tiempo recreativo de pantalla también mostró un descenso significativo. Sin embargo, los estudiantes no reportaron diferencias significativas en la duración del sueño, la adherencia a la dieta mediterránea y la calidad de vida. De este modo, parece conveniente desarrollar programas escolares multicomponente, multicomportamiento y multinivel, que involucren diferentes asignaturas y áreas de actuación, así como a toda la comunidad educativa, para la mejora de estos comportamientos saludables en jóvenes de escuelas rurales.

Introduction: Basic life support training in school age is a topical issue because, with adequate training, any person can help save a life. Methods: Cluster clinical trial with data collection through an ad hoc self-administered, semi-structured questionnaire. The target population encompassed the students aged 4–6 years enrolled in 49 educational centres. The centres were randomly allocated to the intervention or control group. The intervention group was trained with the RCParvulari® methodology, consisting of theoretical and practical training on the first link of the chain of survival. The control group only received theoretical training. We evaluated participants before and immediately after the intervention and between 3 and 12 months post intervention by means of the questionnaire. We assessed the acquisition and retention over time of the knowledge and skills covered in the training compared to previous trainings in both groups. Results: A total of 1327 schoolchildren (79% of the target population) participated. The level of knowledge acquired immediately after training and after 3–12 months compared to baseline was significantly better (P

Las habilidades y competencias del siglo XXI enfatizan el desarrollo de habilidades de pensamiento superior (HPS) (Benjamin, 2008; Dwyer et al. 2014; Ku, 2009; Preus, 2012; Rosefsky-Saavedra y Opfer, 2012). La Organización para la Cooperación y el Desarrollo Económicos OCDE (2018) también hace hincapié en la preparación de estudiantado capaz de desempeñarse en el mundo global. De igual manera, la Secretaría de Educación Pública SEP (2020) señala que México impulsa el pensamiento crítico y la resolución de problemas como uno de los objetivos primordiales y transversales en los bloques de formación y niveles educativos. Sin embargo, existe una ambigüedad en la conceptualización de habilidades de pensamiento superior (Cuban, 1984; Lewis y Smith, 1993; Newmann, 1987; 1990; Stanley, 1998). Asimismo, existen escasos estudios en México (Díaz-Barriga, 2001) que investiguen la temática, especialmente respecto a la percepción y conceptualización de HPS del estudiantado y profesorado, las técnicas y actividades utilizadas por el profesorado para el desarrollo de HPS dentro y fuera del aula, y los factores que influyen en la implementación de HPS. Este manuscrito reporta los hallazgos obtenidos de una investigación cuyo propósito fue explorar las percepciones del profesorado y las técnicas utilizadas en escuelas primarias para el desarrollo de habilidades de pensamiento superior en escuelas públicas en el sureste de México. A través de un diseño mixto secuencial (Creswell y Plano Clark, 2018), utilizando una encuesta, se analizaron datos numéricos y datos nominales. El análisis cuantitativo consistió en una estadística descriptiva; el análisis cualitativo se realizó de manera inductiva y comparativa, bajo los principios del Método de Comparación Constante (Merriam y Tisdell, 2016). En ambos análisis se empleó el programa MAXQDA Pro, versión 15.0. Los resultados de esta investigación muestran las percepciones docentes respecto a las HPS, así como técnicas para la enseñanza y evaluación de las HPS en el aula.

El presente artículo constituye una revisión bibliográfica que tiene por objetivo explorar los conceptos relacionados al enfoque de enseñanza basado en tareas y el pensamiento crítico para entender mejor lo qué son y sus roles en el ambiente de aprendizaje. De hecho, las partes interesadas en educación tienen la tarea de buscar mejores prácticas para optimizar la educación mientras se ayuda a las personas estudiantes a pensar de manera crítica y formarse de manera integral. Por lo tanto, desde una perspectiva cualitativa, artículos y documentos fueron analizados para describir la posición de diferentes autorías en los temas propuestos. Además, el contexto del sistema educativo fue estudiado con el fin de describir su estado actual y las dificultades que enfrenta. De hecho, desde 2018, la educación viene enfrentando obstáculos en la manera en que los contenidos son impartidos y las habilidades practicadas. Por lo que es de gran importancia también analizar el ambiente de aprendizaje, la importancia de las tareas, el rol de la persona docente, el rol de la persona estudiante y el pensamiento crítico. Como resultado, este artículo puede servir como base para un análisis más profundo y una discusión abierta entre las partes involucradas sobre la importancia de desarrollar habilidades de pensamiento crítico en personas jóvenes.

El eje central de la propuesta didáctica descrita en esta contribución es el abordaje educativo de la pregunta: ¿los microbios son buenos o malos? Los escolares de todos los niveles sufren un bombardeo constante familiar, social y, especialmente, mediático sobre los peligros de los microbios y la necesidad de eliminarlos. Esto genera una biofobia hacia los microbios sobredimensionada, que no se contrarresta con los exiguos contenidos de microbiología de los currículos educativos. Dada esta situación, es necesario desarrollar nuevos materiales educativos innovadores para la enseñanza de los microorganismos y su relación (tanto positiva como negativa) con los seres humanos. En esta contribución se describe un juego de mesa didáctico sobre microbiología, que aborda, además de los virus, diferentes tipos de microorganismos, tanto beneficiosos como perjudiciales y oportunistas, así como sus características y su relación con el ser humano. Esta relación se aborda a través de una serie de eventos que comprenden vacunas, antibióticos, sexo, higiene, alimentación, medio ambiente, biotecnología, etc. Se trata de un recurso educativo versátil, fácilmente adaptable a distintos niveles de enseñanza, con el que es posible abordar los microorganismos desde la Educación Primaria hasta la Educación Superior, incluyendo dentro de esta la formación inicial del profesorado.

[Objetivo] En este estudio se han analizado las tareas matemáticas sobre patrones que diseñan futuros profesores y futuras profesoras de Educación Infantil y Primaria de Chile durante su proceso de formación universitaria. [Metodología] Se ha diseñado un estudio cualitativo de carácter exploratorio-descriptivo y, a partir de la técnica de análisis de contenido, se han analizado tres categorías de las tareas matemáticas diseñadas, a saber: el contexto, la demanda cognitiva y las habilidades para hacer patrones. En el estudio han participado 40 docentes en formación y la recolección de datos se ha realizado en una clase regular de su plan de estudios, donde los futuros profesores y las futuras profesoras plantean tareas matemáticas para promover la enseñanza de patrones de acuerdo con los objetivos que propone el currículo escolar chileno de Educación Infantil y Primaria. [Resultados] Los resultados obtenidos muestran una variedad de tareas matemáticas para enseñar patrones, predominando en Educación Infantil una enseñanza en el contexto informal y en Educación Primaria una enseñanza en contexto formal. Por otra parte, la mayoría de las tareas matemáticas atienden a un bajo nivel de demanda cognitiva y se centran principalmente en tareas que movilizan la habilidad de extender un patrón, es decir, se focalizan en ampliar una secuencia. [Conclusiones] Se concluye que las tareas diseñadas por el futuro profesorado carecen de profundización para abordar a cabalidad el estudio de los patrones en los años iniciales. Por tanto, es necesario ofrecer al profesorado experiencias formativas que permitan progresar en el diseño de tareas matemáticas que promuevan el proceso de generalización a través de la exploración de patrones repetitivos y numéricos.

Diversos estudios señalan que la metodología utilizada por el docente influye en el dominio afectivo y, por ende, en el cognitivo. Por ello, se hace necesario potenciar estrategias didácticas que favorezcan estados emocionales positivos en la enseñanza de las ciencias desde los primeros niveles educativos. En base a ello, el objetivo de la investigación ha sido analizar las implicaciones cognitivas y emocionales de la implementación de un videojuego para la enseñanza de contenidos de ciencias en primaria. Se ha seguido un diseño cuasiexperimental con grupo de control, experimental, pre-test y post-test. Participaron mediante muestreo no probabilístico 144 estudiantes de 9 a 12 años, divididos en grupos de control y experimental. Con el grupo control se utilizó un modelo didáctico expositivo y para el grupo experimental se diseñó e implementó un videojuego en Minecraft para el aprendizaje de los mismos contenidos curriculares que el grupo control. El análisis intragrupal reveló que ambas intervenciones fueron efectivas desde el punto de vista del aprendizaje del alumnado. Sin embargo, el análisis estadístico comparativo entre grupos reveló diferencias estadísticamente significativas (Sig.< 0,005) entre el grupo control y el experimental, a favor del alumnado que utilizó los videojuegos, tanto en la variable conocimiento como en las emociones experimentadas.

Esta investigación se enmarca en el proyecto europeo CREATEskills, centrado en la enseñanza de STEM en educación primaria. El objetivo de este artículo es presentar los principales resultados de la investigación evaluativa, de método cuantitativo y diseño de caso único, donde han participado 5 docentes, 117 alumnos y 55 familiares de alumnos de un colegio público. Los participantes respondieron a cuestionarios diseñados ad hoc tras la implementación de una experiencia de innovación educativa en la que se utilizaron metodologías activas, Recursos Educativos Abiertos y una plataforma de acceso abierto para la enseñanza de STEM. Tras la evaluación de la experiencia, se extrae una valoración muy positiva por parte del profesorado y el alumnado, ya que la inmensa mayoría destaca la calidad, la originalidad, la creatividad, la variedad y la relevancia de los recursos utilizados, así como los resultados de aprendizaje promovidos con los métodos activos. La mayoría de los familiares participantes coincidieron en que la enseñanza de STEM promueve la capacidad de resolución de problemas en la vida real y mejora la motivación del alumnado, en línea con los resultados de investigaciones anteriores. Aunque más de la mitad utilizaba recursos de Internet para trabajar las STEM en casa con sus hijos, solo una minoría había utilizado la plataforma CREATEskills. /// This research is part of the CREATEskills European project, focused on STEM teaching in primary education. The aim of this article is to present the main results of an evaluative research, developed with a quantitative method and a single case design, in which 5 teachers, 117 students and 55 parents of students from a public school have participated. The participants answered questionnaires designed ad hoc after the implementation of an educational innovation experience in which active methodologies, Open Educational Resources and an open access platform for teaching STEM were used. After the evaluation of the experience, a very positive assessment was made by the teachers and students involved, as the vast majority highlighted the quality, originality, creativity, variety and relevance of the open resources used, as well as the learning outcomes promoted with the active methods. Most of the parents agreed that STEM teaching promotes real-life problem-solving skills and improves student motivation, according to previous researchers. Although more than half used online resources to work on STEM at home with their children, only a minority used the CREATEskills platform.

El presente artículo recoge una experiencia de creación de un videojuego “serious game” en un aula multinivel de un colegio rural ubicado en la provincia de Málaga (España) durante el curso escolar 2018/19. Con el objetivo de conocer las limitaciones, debilidades y potencialidades inherentes a un proyecto de esta complejidad y de analizar las percepciones, aprendizajes y experiencias educativas de los alumnos. hemos hecho uso de una metodología cualitativa. Desde una perspectiva metodológica a lo largo de todo el curso escolar se han realizado entrevistas en profundidad y grupos de discusión en los que han participado todo el alumnado y profesorado que ha estado implicado en el proyecto. El análisis de la información aportada evidencia principalmente limitaciones relacionadas con la formación del profesorado y que el diseño y creación de un videojuego contribuye al desarrollo de competencias, habilidades y conocimientos técnicos, curriculares, actitudinales y transversales en los estudiantes. En conclusión, la creación de videojuegos en las aulas reporta al alumnado beneficios personales, curriculares y profesionales, sin embargo, es necesario, por un lado, ampliar la oferta y mejorar la calidad formativa del profesorado -inicial y continua-, y, por otro lado, potenciar el desarrollo de proyectos educativos que faciliten la implicación de agentes externos al centro. /// This article show an experience of creating a "serious game" video game in a multilevel classroom of a rural school located in the province of Malaga (Spain) during the 2018/19 school year. In order to know the limitations, weaknesses and potentialities inherent in a project of this complexity and to analyze the perceptions, learning and educational experiences of the students. We have used a qualitative methodology. From a methodological perspective, throughout the entire school year, in-depth interviews and discussion groups have been carried out in which all the students and teachers who have been involved in the project have participated. The analysis of the information provided mainly shows limitations related to teacher training and that the design and creation of a video game contributes to the development of technical, curricular, attitudinal and transversal skills, abilities and knowledge in students. In conclusion, the creation of video games in the classroom brings personal, curricular and professional benefits to the students, however, it is necessary, on the one hand, to expand the offer and improve the training quality of the teaching staff -initial and continuous-, and, on the other On the other hand, promote the development of educational projects that facilitate the involvement of agents outside the center.

Clase de Educación Física escolar femenina en un colegio español de principios del decenio de 1940: antes de 1945, en que la Sección Femenina se desglosó orgánicamente del Frente de Juventudes, era posible encontrar, como en este caso, profesores masculinos dando clase a niñas. Probablemente, la foto se tomó con fines propagandísticos. Fuente: Chinoduro - Jaén (2009). El régimen de Franco: fundamentos ideológicos, bases sociales e instituciones, diapositiva 75 (https://es.slideshare.net/chinoduro/franquismo-rasgos-1340219, 28-09-2022).

Resumen El presente trabajo es un estudio de campo resultado de un CIMA (Ciclo de Mejora en el Aula) en una asignatura obligatoria de tercer año de Educación primaria (Lengua española y su didáctica), una práctica llevada a cabo en el marco del programa FIDOP (Formación e Innovación Docente del Profesorado, Universidad de Sevilla). El cometido del CIMA ha sido ahondar en el lenguaje inclusivo desde un punto de vista lingüístico y gramatical, con el fin de que los futuros maestros de Primaria conozcan en profundidad la complejidad que atañe tal fenómeno. La intervención didáctica se ha dividido en dos secciones: la primera, teórica, se propuso resolver cuestiones básicas acerca de la naturaleza del lenguaje en general para, luego, en la segunda parte, aplicarlas al caso del lenguaje inclusivo. Nuestro objetivo final es que el alumnado reflexione sobre la naturaleza del lenguaje y que valore los recursos léxicos de inclusión por encima de los morfosintácticos –como el desdoblamiento–. Gracias a un cuestionario realizado a los estudiantes, antes y después del CIMA, hemos podido comprobar que tales reflexiones fueron de utilidad tras nuestra práctica. Abstract The following paper is the application of a CIMA (Classroom Improvement Cycle) in a compulsory subject in the third year of Primary Education (Spanish Language and its Didactics), a practice carried out due to the FIDOP program (Training and Teaching Innovation of the Faculty, University of Seville). The CIMA’s content has been to delve into inclusive language from a fully linguistic point of view, so that future primary school teachers have an in-depth knowledge of the complexity of its social phenomenon. The research has been divided into two sections: the first is theoretical and it set out to solve basic questions about the language’s nature in general and then, in the second part, it has been applied to the case of inclusive language. Our final aim is that the students reflect on the language’s nature and they value the inclusion’s lexical resources over the morphosyntactic ones –such as doubling–. Thanks to a questionnaire made to the students, before and after the CIMA, we have been able to verify that such reflections were useful after our practice.

Este estudio analiza el impacto del apoyo fuera del aula como medida de atención a la diversidad en el alumnado de primaria, además de las nominaciones positivas y negativas que emiten y reciben, así como sus perfiles sociométricos. La muestra representa a 20 colegios ordinarios de la región de Extremadura (España). Participaron 881 alumnos (de 6 a 12 años) pertenecientes a 43 aulas de primaria, de primero a sexto curso; de estos, 98 alumnos (11,12 %) presentaban necesidades específicas de apoyo educativo. Como instrumento se utilizó un cuestionario sociométrico basado en el método de nominación de iguales y la asociación de atributos. Los resultados muestran que los alumnos con necesidades específicas de apoyo educativo (ACNEAE) obtienen más rechazo y que este aumenta a medida que lo hace el nivel educativo. Además, estos alumnos reciben más nominaciones por parte de sus iguales con NEAE. Los alumnos con y sin NEAE muestran perfiles sociométricos distintos que denotan perfiles comportamentales diferentes. Los resultados muestran que la provisión de apoyos fuera del aula parece actuar como factor inhibidor de la inclusión educativa.

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The present research focuses on the self-admission of being a bully in primary school children who bully, and studies it in relation to sex, educational stage and type of bullying behavior. Our objective was to understand better the relationship between aggressive behaviors and bullying self-admission. We hypothesized aggressive behaviors would be related to bullying self-admission. A total of 4646 primary school students aged from 7 to 12 years participated in this correlational study. The EBIPQ questionnaire was administered to evaluate children's aggressive behaviors, whereas bullying self-admission was evaluated through a direct question, brom the total of participants, 14.9 % were considered bullies, and 4.4 % frequent bullies, according to their responses to the EBIPQ. Among bullies, 21.4 % admitted having bullied others, and this percentage increased to 32 % for frequent bullies. Self-admission of being a bully was independent of sex and educational stage. On the other hand, some aggressive behaviors were more associated than others to self-admission of being a bully. Results suggest reluctance in children to consider themselves as bullies, especially in some types of aggressive behaviors. Finally, we discuss the need to study further the factors influencing the self-admission of being a bully. [ABSTRACT FROM AUTHOR]

Social representations about the past lack representativeness of the diversity of human po)pulations and of the activities that were necessary for the continuity of societies. Both the in)vestigations that focus on cultural manifestations (cinema, literature, museums) and those that have analyzed school materials have revealed the absence of women in the stories and images, in addition to the existence of an androcentric bias that makes invisible their contributions and shows inaccuracies marked by current stereotypes, which do not correspond to the information supported by archaeological investigations. For all these reasons, it is necessary to reflect on the most appropriate coeducational strategies and didactic methodologies for each school stage. The Pastwomen project and network have created inclusive resources to work on content from Prehistory to Antiquity (texts, presentation of cases and images) that aim to subvert this situation and are made available to professional agents of education in her website (www.pastwomen.net). We present three coeducational didactic proposals for the different educational levels of basic education (Preschool, Primary and Secondary) based on the resources available on the Pastwomen website. [ABSTRACT FROM AUTHOR]

Self-regulation is an important factor in achieving successful reading comprehension. This study analyses the effects of a self-regulated strategy instruction programme versus a control group on reading comprehension performance, time spent applying strategies during the reading comprehension process and reading self-efficacy. The programme comprised two conditions (condition 1 and condition 2) in which the teachers provided direct and explicit teaching of self-regulation strategies before, during and after the reading process. In condition 2, explicit instruction in reading self-efficacy was added. In the control condition, teachers provided traditional instruction based on reading aloud, sequential reading, text questions and the use of dictionaries. A total of 180 Spanish primary school students from eight different Year 5 and 6 classes (aged 10-12 under the Spanish education system) were either assigned to one of the two experimental conditions (Condition 1: N = 47. Condition 2: N = 47) or to the control condition (N = 86). Pre-test/post-test/follow-up measures were taken (six weeks after the intervention) of reading performance, reading self-efficacy and time spent applying self-regulation strategies before, during and after reading through an online assessment. The results showed that the instructional programme had a positive and significant effect in the two experimental conditions compared to the control group in terms of reading performance and time spent applying self-regulation strategies before and after the reading process. However, no statistically significant differences were observed in the time spent applying strategies during reading and in reading self-efficacy, neither between the two experimental conditions nor between the experimental conditions and the control condition. The implications of these results and their contribution to educational practices are discussed. [ABSTRACT FROM AUTHOR]

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