Log In 
Language Revista electrónica de investigación y evaluación educativa, 2014, vol. 20, no 1
Permanent URI for this collection
Browse
Recent Submissions
- Veinte años de publicación electrónica y de acceso abierto: la madurez de una pionera(2014) Aliaga Abad, F.RELIEVE reaches 20 years, a milestone in electronic publishing and the open access to educational research. We review some of the achievements and future prospects, as well as analyze some circumstances of journal evaluation processes.
- Escala de motivación por el juego (EMJ): estudio del uso del juego en contextos educativos(2014) Muñoz, Carla; Valenzuela, JorgeEven though games have been studied and described from multiple perspectives, highlighting their importance in human development, their use in education seems to be largely restricted to preschool education. In this sense, teacher motivation for the integration of new methodologies (including games) seems to be relevant when studying change and improvement in education. The aim of this paper is to present a scale that can help to study motivation for the use of the game. We report its psychometric characteristics. The Motivation Scale for the Game (EMJ, by its acronym in Spanish) has been built from Eccles and Wigfield’s Expectancy & Value Model (2002). The EMJ scale asses perception of competence to implement playful activities/elements in instructional design (expectation) and the value assigned to the 4 components of task value (utility, importance, interest and cost). The structure of the instrument, its theoretical foundations and its factorial structure and reliability are reported from a Chilean teachers simple. The results shows psychometric characteristics that make EMJ a solid, reliable and valid instrument that can provide clues for motivational intervention in the school setting
- Adaptación al espacio europeo de educación superior de un cuestionario de opinión del alumnado sobre la docencia de su profesorado(2014) Lukas, José Francisco; Santiago, Karlos; Etxeberria, Juan; Lizasoain, LuisAfter reviewing questionnaires from other universities, taking into account the theoretical framework of the new questionnaire, the transversal skills adopted by the University and the three dimensions set out by ANECA, a series of indicators and possible items deemed suitable to be included in the new questionnaire were drawn up. This results were all compared and contrasted within various focus groups undertaken with experts in the topic, with lecturers, and with students. Based on this comparison, the pilot questionnaire, which had 18 items plus two more criterion-referenced items, was drawn up. This was applied to a sample of almost one thousand students. The analyses carried out to the items, as well as the reliability and the validity of the test, show that the questionnaire rigorously complies with the standards required by this type of instrument. Finally, in the discussion of the results, certain controversial aspects, or those relating to improving the evaluation of the university teaching staff, are presented. Indicated amongst these aspects, is the need to incorporate the questionnaire into a more wider-ranging evaluation plan, such as DOCENTIA, the possibility of creating banks of items, the inclusion of open items and the exigency of undertaking on-line applications of the questionnaire.
- Competencias docentes en secundaria. Análisis de perfiles de profesorado(2014) Ferrández Berrueco, Reina; Sánchez Tarazaga Vicente, LucíaEn el presente trabajo se muestran los resultados de una investigación cuyo objetivo ha sido analizar la importancia que el profesorado de secundaria de la provincia de Castellón otorga a las competencias docentes y determinar los perfiles profesionales en función de las respuestas dadas. La investigación llevada a cabo se ha basado en un estudio de encuesta, cuyo cuestionario ha sido aplicado a una muestra representativa de 136 profesores de secundaria de Castellón, integrado por 23 departamentos didácticos. Los resultados obtenidos han permitido caracterizar tres perfiles profesionales en función de la importancia otorgada a las competencias y, si bien todas ellas han sido valoradas de manera elevada, se aprecia que se sigue confiriendo mayor relevancia a la transmisión tradicional de conocimientos
- ¿Coinciden las expectativas escolares de la familia y del profesorado acerca del alumnado de origen inmigrante?(2014) Intxausti, Nahia; Etxeberria, Feli; Joaristi, LuisThis research aims to describe future expectations of immigrant families and classroom teachers about students of Primary Education in the Autonomous Community of the Basque Country. First generation transnational immigrant settlement in the last decade highlights the need to pay attention to the processes of incorporation of their children. Expectations with respect to academic and professional achievements, language learning and development of social relationships of 302 immigrant families and their form tutor are studied. Results indicate a direct relationship between the expectations of families and teachers in academic achievement when it comes to college expectations and Secondary Education. It highlights, simultaneously, a direct positive relationship between teachers’ and families’ expectations towards Basque and English achievement, being highest the families’ ones towards Basque achievement, and very similar in the case of English achievement. The families’ and teachers’ expectations regarding professional achievement, Spanish language learning, the maintenance of the language of origin as well as the development of social relations are not directly related.
