scholarly journals Ámbitos de aplicación del Coaching educativo: una revisión bibliográfica del periodo 2013-17

2019 ◽  
Vol 37 (2 Jul-Oct) ◽  
pp. 223-244
Author(s):  
Eva Ramos Loredo ◽  
Beatriz Sierra-Arizmendiarrieta ◽  
Cristina Roces Montero
Keyword(s):  
Student Performance ◽  
Empirical Studies ◽  
Learning Difficulties ◽  
Teaching Skills ◽  
Scientific Rigor ◽  
Revisión Sistemática ◽  
Educational Coaching ◽  
Common Application ◽  
Unites States ◽  
Educational Field

El coaching es una metodología que persigue el desarrollo del máximo potencial personal. Recientemente, se ha trasladado al campo educativo para mejorar las habilidades y prácticas de los docentes y el alumnado. Los objetivos principales de esta investigación son: realizar una revisión bibliográfica de los últimos años, identificar los ámbitos de aplicación más recurrentes, y descubrir aquellos menos contrastados, de cara a sugerir nuevas líneas de investigación. La metodología está basada en una revisión sistemática de artículos científicos de los últimos cinco años en idioma español e inglés, distinguiendo los que son exclusivamente teóricos o los que dan cuenta de algún tipo de intervención. Como resultado, se constata una gran cantidad de estudios que, sobre el coaching educativo, se hacen hoy en día, así como su eficacia y beneficios para toda la comunidad educativa si tenemos en cuenta los artículos de carácter práctico. Se puede apreciar que en algunos países, como Estados Unidos, la presencia del coaching ya está muy arraigada, pero en realidad se trata de un fenómeno global que impregna en mayor o menor medida al sistema educativo de países de los cinco continentes. A pesar de ello, muchos autores consideran que es preciso incrementar el número de estudios empíricos sobre el coaching educativo y garantizar su rigor científico. Para finalizar, y teniendo en cuenta el corpus existente, se propone profundizar en una línea de investigación poco estudiada: el uso del coaching para mejorar los problemas de aprendizaje en secundaria. Coaching is a methodology whose purpose is to develop as much as possible the potential of individuals. It has been recently applied to the educational field in order to improve teaching skills and teacher and student performance. The aims of this research are: to carry out a review of current literature about coaching, to identify the most common application areas and to detect underdeveloped lines of research regarding coaching with a view to suggesting new approaches to this field. The methodology is based on a systematic review of articles, both in Spanish and English, published during the last five years. Besides, a distinction is made between theoretical and empirical studies. The current interest in educational coaching is reflected by the high number of studies published on this matter. Moreover, empirical studies confirm the effectiveness and benefits of coaching for all the agents involved in the educational community. Educational coaching has become a habitual practice in some countries such as The Unites States and is progressively becoming popular in educational settings all over the world. Despite this growing interest, multiple authors point out that more research is needed on educational coaching. They also consider that it is necessary to guarantee the scientific rigor of research. Finally, and taking into account the current corpus of studies, it seems necessary to explore a research line which to date has not been paid enough attention to: the use of coaching in secondary education when it comes to supporting adolescents with learning difficulties.

scholarly journals The Teaching Digital Competence of Health Sciences Teachers. A Study at Andalusian Universities (Spain)

2021 ◽  
Vol 18 (5) ◽  
pp. 2552 ◽  
Author(s):  
Julio Cabero-Almenara ◽  
Julio Barroso-Osuna ◽  
Juan-Jesús Gutiérrez-Castillo ◽  
Antonio Palacios-Rodríguez
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Health Sciences ◽  
Teaching Skills ◽  
Digital Competence ◽  
Digital Resources ◽  
Teaching Competence ◽  
Information And Communication ◽  
The Impact ◽  
Educational Field

The impact and benefit that information and communication technologies (ICT) have in the educational field require new teaching skills. This fact has been increased by the recent crisis caused by COVID-19. This study tries to investigate the level of digital teaching competence (DTC) of Higher Education teachers of Health Sciences, and its relationship with several variables. For this, it has the participation of 300 teachers from the 9 universities of Andalusia (Spain). The research is structured through a descriptive (RQ1) and inferential (RQ2) design. The answers given to the DigCompEdu Check-In questionnaire adapted to the Spanish context are analyzed. The results, which show high levels of reliability of the questionnaire (Cronbach and McDonald) and validity (CFA), indicate that the level of competence is basic-intermediate. In addition, the area in which teachers excel is digital resources. For this reason, it is proposed to structure personalized training plans and continue expanding the characteristics of this study at an international level.

scholarly journals Las dificultades neuroevolutivas como categoría comprensiva de las dificultades de aprendizaje en niños con retraso del desarrollo: una revisión sistemática

2020 ◽  
Vol 36 (2) ◽  
pp. 271-282
Author(s):  
Eva María Taboada Ares ◽  
Patricia María Iglesias Souto ◽  
Santiago López Gómez ◽  
Rosa María Rivas Torres
Keyword(s):  
Risk Factors ◽  
Wide Spectrum ◽  
Learning Difficulties ◽  
Inclusion Criteria ◽  
Revisión Sistemática ◽  
Factores De Riesgo ◽  
Diagnostic Label ◽  
Developmental Domains ◽  
Definition Of ◽  
Different Levels

Un número considerable de estudiantes presenta dificultades de aprendizaje y bajo rendimiento académico, sin embargo su evaluación no siempre deriva en un diagnóstico concreto. Son categorizados como inmaduros, pero no se determinan ni la naturaleza ni las características de sus dificultades. El objetivo de este estudio fue identificar los dominios evolutivos afectados en niños con retraso del desarrollo (RD) con la finalidad de valorar el concepto de dificultades neuroevolutivas como categoría comprensiva y perfil de las dificultades generalizadas de aprendizaje. Para ello, se realizó una revisión sistemática en las bases electrónicas Medline, PsycINFO, WOS, Eric, Dialnet y CSIC y, tras aplicar los criterios de inclusión, se seleccionaron 18 artículos. Los resultados confirman que RD se utiliza como etiqueta diagnóstica para caracterizar a niños con retrasos significativos en uno o varios ámbitos del desarrollo, pero no existe una definición de consenso ni criterios específicos para su diagnóstico, y solo sería de aplicación a niños de corta edad. Los dominios afectados coinciden con funciones neuroevolutivas y, en su etiología, destacan factores de riesgo biológico y ambiental. Las dificultades neuroevolutivas abarcarían un amplio espectro de déficits con distintos niveles de gravedad que, al interactuar entre sí, dan lugar a una variedad de perfiles. A considerable number of students have learning difficulties and low academic performance, yet their evaluation does not always lead to a concrete diagnosis. They are categorized as immature, but neither the nature nor the characteristics of their difficulties are determined. The aim of this study was to identify the developmental domains which are affected in children with developmental delay (DD) in order to assess the concept of neurodevelopmental difficulties as a comprehensive category and profile of generalized learning difficulties. To this end, a systematic review was carried out on the electronic databases Medline, PsycINFO, WOS, Eric, Dialnet and CSIC and, after applying the inclusion criteria, 18 articles were selected. The results confirm that DD is used as a diagnostic label to characterize children with significant delays in one or more developmental domains, but there is no definition of consensus nor specific criteria for its diagnosis, and it would only be applicable to young children. The affected domains coincide with neurodevelopmental functions, and biological and environmental risk factors stand out in their aetiology. Neurodevelopmental difficulties would encompass a wide spectrum of deficits with different levels of severity that, on interacting with each other, give rise to a variety of profiles.

scholarly journals Development of Workbook to Enhance Students’ Competency in Computer Networking Fundamentals

2020 ◽  
Vol 31 (1-3) ◽  
Author(s):  
Ian P. Benitez
Keyword(s):  
Student Performance ◽  
Learning Difficulties ◽  
Weighted Average ◽  
Computer Networking ◽  
Test Results ◽  
Backward Design ◽  
Passing Rate ◽  
Post Test ◽  
Competency Based ◽  
High Degree

ABSTRACT This study focused on the development of a workbook to overcome students’ learning difficulties and to strengthen their competency in a computer networking course in the implementation of competency-based training at Camarines Sur Polytechnic College. The difficult networking skills were identified, a workbook was created using Backward Design, and an assessment of the effectiveness of the workbook in the learning process was carried out. A paired sample t-test on the findings of the pre-test and post-test showed a substantial increase in student performance. Post-test results showed that students had a high degree of competence with a passing rate of 98.6 percent. In addition, with a wide weighted average of 4.51, the workbook was found to be acceptable in terms of content, working example, and assessment. These results showed that the developed workbook was able to enhance students’ competency in computer networking fundamentals.

scholarly journals School Adjustment Problems of Fifth Graders As a Risk Factor in Learning Difficulties

2018 ◽  
Author(s):  
M Permiakova
Keyword(s):  
Factor Analysis ◽  
Student Performance ◽  
Behavioral Problems ◽  
Fifth Graders ◽  
School Adjustment ◽  
Learning Difficulties ◽  
Psychological Adaptation ◽  
Self Esteem ◽  
School Adaptation ◽  
School Anxiety

In recent years, there has been a tendency in Russia to separate primary school from secondary one; gymnasiums and lyceums where children are recruited in the fifth grade through a competitive examination start operating. Despite the fact that such schools enroll children from prosperous families who perform well at school, some of them start experiencing learning difficulties resulting in dramatic decrease in academicperformance, behavioral problems, and health deterioration. One of the risk factors for these problems is the difficulties of adjusting to a new school, conditioned by agespecific psychological and physiological conditions of fifth graders and pedagogical factors. The purpose of this study is to increase awareness of fifth graders school adaptation, collect empirical data, by examining the relationship between its variouscomponents, as well as self-esteem. The present study explored 144 fifth graders aged 10-11 (74 boys and 70 girls) and their 6 class tutors (homeroom teachers). Measures: School Anxiety Questionnaire (B.N. Phillips), expert evaluation, «Sociometry» ( J.L. Moreno), self-esteem methodology called «Ladders». The results of the study into academic, social and psychological aspects of fifth graders School adjustment showed that the period of adaptation is characterized by decreased academic performance compared to the fourth grade while a third of the subjects lacked interest in studying. 39 % of fifth graders showed a low sociometric status.More than half of the students (55 %) are dissatisfied with their relationships with their classmates. An increased level of school anxiety is typical for 25% of fifth-graders. The main causes of school anxiety are fear of self-expression, problems with the teacher, fear of not meeting the expectations of others. Factor analysis proved a three-fold structure of school adaptation. The correlation analysis showed that academic adaptation is related to all components of school adaptation, whereas social and psychological components are not linked.55 % of fifth-graders have low or poor self-esteem. They are most dissatisfied with their lack of authority among their classmates and their appearance. Factor analysis demonstrated that the self-esteem of fifth graders in the period of adaptation to secondary school is more connected to the indicators of the social component ofadaptation. Teachers adequately evaluate only student performance and behavior, but not their sociometric status, school anxiety, and interest in learning. This complicates the identification of the problem and timely assistance to the fifth graders with difficulties in social and psychological adaptation. Keywords: school adaptation, learning difficulty, fifth-graders, self-esteem, school anxiety, sociometry

scholarly journals PENGEMBANGAN E-MODUL BERBANTUAN APLIKASI TEAM VIEWER DAN WHATSAPP UNTUK EFEKTIVITAS PRAKTIKUM JARAK JAUH DIMASA PANDEMI COVID-19

2021 ◽  
Vol 9 (2) ◽  
pp. 204
Author(s):  
Fathirma’ruf Fathirma’ruf ◽  
Asmedy Asmedy ◽  
Budiman Budiman ◽  
M. Nur Imansyah
Keyword(s):  
Student Performance ◽  
Peer Assessment ◽  
Learning Difficulties ◽  
Development Model ◽  
Average Score ◽  
Learning Tools ◽  
Test Results ◽  
Validity Tests ◽  
Average Observation ◽  
Category Score

This study aims to ensure the learning process (Practicum) during the Covid-19 pandemic through learning tools developed based on the ADDIE development model, the tools developed in this study have been valid through validity tests by 2 experts with an average validator score of 85.8% (categorized very valid). Effective through the effectiveness test by peer assessment of student practicum activities with an average observation score of 80, and student performance-based test results with a high category score of 9 students, while 3 students have been tested for practicality through a response questionnaire instrument students with an average score of 86.5 (very good category), the existence of the Practicum E-Modul whose implementation is supported by the TeamViewer Remote Desktop and WhatsApp utilities is considered able to overcome learning difficulties (Practicum) during the Covid-19 pandemic.AbstrakPenelitian ini bertujuan untuk menjamin proses pembelajaran (Praktikum) dimasa pandemic Covid-19 melalui perangkat pembelajaran yang dikembangkan berdasarkan model pengembangan ADDIE, perangkat yang dikembangkan dalam penelitian ini  telah Valid melalui uji Validitas oleh 2 orang pakar dengan rerata skor validator 85,8% (berkategori sangat valid). Efektif melalui uji Efektivitas oleh penilaian rekan sejawat terhadap aktivitas praktikum mahasiswa dengan rerata skor pengamatan sebesar 80, dan hasil tes berbasis kinerja mahasiswa dengan capaian skor yang berkategori tinggi sebanyak 9 orang mahasiswa, sedang sebanyak 3 orang mahasiswa, serta telah diuji kepraktisannya melalui instrument Angket respon mahasiswa dengan rerata skor sebesar 86,5 (berkategori sangat baik), keberadaan E-Modul Praktikum yang implementasinya didukung oleh utilitas TeamViewer Remote Desktop dan WhatsApp dianggap mampu mengatasi Kesulitan belajar (Praktikum) dimasa pandemic Covid-19.

scholarly journals influence of social support and personal networks on doctoral student performance

2011 ◽  
Vol 8 (2) ◽  
Author(s):  
Valentina Hlebec ◽  
Tina Kogovšek ◽  
Anuška Ferligoj
Keyword(s):  
Social Support ◽  
Student Performance ◽  
Doctoral Students ◽  
Work Motivation ◽  
Empirical Studies ◽  
Theoretical Models ◽  
Psychological Research ◽  
Personal Networks ◽  
Organizational Research ◽  
Explained Variance

In the paper the effects of individual and social factors on the performance of doctoral students (young researchers) in Slovenia are studied. The paper starts with an overview of theoretical models and empirical studies that originate in educational research and psychological research. The paper continues with a description of theoretical models and empirical studies that originate from organizational research and focus on explaining job performance. The Job Demands-Resources model (Xanthopoulou et al., 2007; Bakker and Demerouti, 2007) is used to explain why some doctoral students perform better than others. Social support networks and social support from a doctoral student's research group (supervisor and co-workers) are operationalized as job resources. The proportion of explained variance of the doctoral students' academic performance is 0.14. Social support and personal networks have the largest effect, following by work motivation.

Methodology of Studying the Problem of Underperformance of Children of Preschool and Primary School Age in Germany

2019 ◽  
Vol 7 (2) ◽  
pp. 39-42
Author(s):  
Л. Писарева ◽  
L. Pisareva
Keyword(s):  
Primary School ◽  
Student Performance ◽  
Educational System ◽  
Comparative Studies ◽  
Learning Difficulties ◽  
Academic Failure ◽  
School Age ◽  
Early Diagnostics ◽  
International Comparative ◽  
Primary School Age

Based on the study of K. Bart’s “Early Diagnostics of Underperformance in Schooling at Preschool and Primary School Age” involving similar works by other German specialists of different profiles, the article analyzes the reasons for academic failure, repetition, learning difficulties and adaptation of children to school in Germany. Special attention is paid to the methodology of studying this phenomenon and approaches to its elimination. The urgency of the problem of failure of schoolchildren is accentuated not only in relation to the educational system in Germany, but also in other countries, including Russia. The comments of experts in the field of international comparative studies of student performance are given.

Methodology of Studying the Problem of Underperformance of Children of Preschool and Primary School Age in Germany

2019 ◽  
Vol 6 (6) ◽  
pp. 47-50
Author(s):  
Л. Писарева ◽  
L. Pisareva
Keyword(s):  
Primary School ◽  
Student Performance ◽  
Educational System ◽  
Comparative Studies ◽  
Learning Difficulties ◽  
Academic Failure ◽  
School Age ◽  
Early Diagnostics ◽  
International Comparative ◽  
Primary School Age

Based on the study of K. Bart’s “Early Diagnostics of Underperformance in Schooling at Preschool and Primary School Age” involving similar works by other German specialists of different profiles, the article analyzes the reasons for academic failure, repetition, learning difficulties and adaptation of children to school in Germany. Special attention is paid to the methodology of studying this phenomenon and approaches to its elimination. The urgency of the problem of failure of schoolchildren is accentuated not only in relation to the educational system in Germany, but also in other countries, including Russia. The comments of experts in the field of international comparative studies of student performance are given.

scholarly journals Science Process Skills-Based Integrated Instructional Materials to Improve Student Competence Physics Education Prepares Learning Plans on Teaching Skills Lectures

2017 ◽  
Vol 3 (1) ◽  
pp. 35
Author(s):  
Desnita Desnita ◽  
Dwi Susanti
Keyword(s):  
Student Performance ◽  
Physics Education ◽  
Average Score ◽  
Teaching Skills ◽  
Process Skills ◽  
Teaching Materials ◽  
Learning Materials ◽  
Physic Teaching ◽  
Science Process Skills ◽  
Research Product

Abstract Integrated learning materials was developed, consisting of syllabus revision eddition, One Semester Plan, module, student work sheet, and student performance appraisal sheet for Physics Teaching Skills course. The subject matter have been developed are the skills to ask and skill explain. This research product has been validated by colleagues in Physics Education program of Faculty of Mathematics and Natural Sciences of Universitas Negeri Jakarta. Friends of colleagues agreed to use this research product in lectures on teaching skills. The student's response to teaching materials was measured using a questionnaire consisting of 14 number of statement, the average score of the students' assessment of 88.86 teaching materials means the student's response to the excellent teaching materials. This teaching material trains the science process skills of physics education students and also provides experience to the students to independently assess performance. The results of the product test on the students gave excellent results, where the average score of student performance for questioning skills was very good 85.3; While the average student performance score for the skills explained 87.9 it’s same category. The results of the experiment proved that the integrated teaching materials development outcomes are worthy of use in the course of Physic Teaching Skills. Keywords: integration learning materials, science process skills, physic teaching skills. Abstrak Telah dikembangkan bahan ajar terintegrasi, yang terdiri dari revisi silabus, Rencana Perkuliahan Satu Semester  (RPS), modul, lembar kegiatan mahasiswa, dan lembar penilaian kinerja mahasiswa untuk mata kuliah Keterampilan Mengajar Fisika. Bahan ajar terintegrasi yang telah dikembangkan, untuk keterampilan bertanya dan keterampilan menjelaskan. Produk penelitian ini sudah divalidasi oleh teman sejawat pada program Studi Pendidikan Fisika FMIPA Universitas Negeri Jakarta. Teman sejawat sepakat untuk menggunakan produk penelitian ini dalam perkuliahan Keterampilan Mengajar. Respon mahasiswa terhadap bahan ajar diukur menggunakan angket yang terdiri dari 14 butir, rata-rata skor penilaian mahasiswa terhadap bahan ajar 88,86 artinya respon mahasiswa terhadap bahan ajar sangat baik. Bahan ajar ini melatih keterampilan proses sains mahasiswa pendidikan fisika dan juga memberikan pengalaman kepada mahasiswa untuk menilai kinerja secara mandiri Hasil ujicoba produk terhadap mahasiswa memberikan hasil sangat baik, dengan nilai rata-rata kinerja mahasiswa untuk keterampilan bertanya 85,3 sangat baik; sedangkan rata-rata nilai kinerja mahasiswa untuk keterampilan menjelaskan 87,9 juga sangat baik. Hasil ujicoba membuktikan bahwa bahan ajar terintegrasi hasil pengembangan layak digunakan pada mata kuliah Keterampilan Mengajar Fisika. Kata-kata kunci: bahan ajar terintegrasi, keterampilan proses sains, keterampilan mengajar fisika.

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