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Language Revista electrónica de investigación y evaluación educativa, 2002, vol. 8, no 1
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- GAUDREAU, Louise (2001). Évaluer pour évoluer. Montréal: Les éditions logiques(2002) Perales Montolío, María JesúsRecensión del libro
- The new curricula and their influence on the age of finalizing higher education. A case study of the University of Valencia(2002) Veres Ferrer, Ernesto JesúsThe present work analyzes the influence that the new curricula have on the age of finalization of the studies of students enrolled in the University of Valencia. It analyses to what extent the new curricula have facilitated the obtention of the degrees based on the age of conclusion of the studies: the easier the studies, the younger the students finish, given that the age of commencement of their studies is substantially the same as the ge of commencement of the previous curricula. The analysis instrument used is essentially demographic, through its tabular model or of demographic tables, applied to the phenomenon F “successfully to finalize the studies”, that are analyzed through their characteristic event A "the student are no longer enrolled because of having finalized all the credits of their studies". Several demographic tables referring to both academic years have been obtained: 1991-92, one of the last years of the old curricula; 1996-97, one of the first years with generations of students who finalized their studies with the new curricula; and 1999-2000, year of total implantation of the new curricula. Given their different duration, the analysis distinguishes between the conducive studies to the obtaining of qualification of short cycle or first cycle, and of degrees (studies of long cycle or second cycle). The work concludes with the fact that the introduction of the new curricula has not implied greater, for the students of the University of Valencia, rather has confirmed a greater facility to obtain the respective degrees.
- Counseling and attention for the diversity: description of programs and actions in some emerging groups(2002) Bayot, Agustín; del Rincón, Benito; Hernádez Pina, FuensantaThis article offers points for reflection, practical elements and criteria for adoption in relation to addressing diversity and its orientation. Formal and informal contexts are dealt with from a social and educational perspective; the diversity which can be found in the ordinary population and those included within the so called “emerging groups” are also focused on. Within this framework the function of the educational psychologist lies not only in knowing the basic characteristics of the groups which most represent diversity and in evaluating specific situations, but also in bringing solutions to the problems specific to each group, both as individuals and as a collective, by means of the creation and application of programmes of intervention. Our contribution concentrates on the description of the problems presented by certain groups and proposing effective plans for action.
- The Orton's hypothesis about hemispheric lateralization and reading writing performance revisited: an ex post facto study in Spanish context(2002) Machuca Aceituno, Mariano; Fernández Cano, AntonioThis paper attempts to inquiry the connections between hemispherical laterality and reading-writing performance, based on the theory that Samuel T. Orton established over 60 years ago. No evidence has been found to show a significant correlation between both constructs. Therefore, the widely held belief that the one depends on the other can be refuted.
- Current tendencies in the publication of electronic journals: A new stage in RELIEVE(2002) Aliaga Abad, F.; Suárez Rodríguez, Jesús M.The evolution of the Electronic Journal of Educational Research and Evaluation (RELIEVE) is reviewed, from their creation to now. The characteristics and tendencies of the Electronic Journals are analyzed. Modifications to RELIEVE journal are suggested.
