SCHOOLPSYCHOLOGY

Author: DOMÈNECH AUQUÉ MONTSERRAT.
Year: 2003.
University: ROVIRA I VIRGILI [www.urv.cat].
Place of defense: CIENCIAS DE LA EDUCACIÓN Y PSICOLOGÍA.
Place of preparation: UNIVERSIDAD ROVIRA I VIRGILI.

Summary: The objective of this dissertation is to study: A - The relationship between the intelligence problem solving. B - The relationship between intelligence and metacognition. C - The role of metacognition in solving problems. The sample was made up of n = 140 pupils between 16 and 18 years, who were given formal evidence (Differential Skills Test and Test of Torrance Creative Thinking) and informal (Scales Renzulli (SRBCSS) and Autobiography The problem-solving processes were studied by administering written nine logical problems and insight (collected from the literature, as the problem of the Tower of Hanoi, Nine Points, or La Vela, among others), with limited time, and where requesting the solver to write all the steps undertaken to address them. Two of these problems was open, ie could be accepted as correct responses), while the rest were closed and, therefore, only one answer was regarded as valid. To find metacognitive aspects of the sample was given a tst metacognitive knowledge, Metacognitive Awareness Inverntory, translated from English into Spanish and tailored to the sample survey, as well as two issues on the experience Metacognitive on the deificultad and implementation each of the problems. The correlation of the problems has been carried out through a system of correction established for this purpose to work, which he helped apprehend aspects of the state's initial problem (understanding and experience), process (attempts, changing attempts, use the key strategies, errors, interference, motivation) and the final state (solution). This system has allowed quantify qualitative data of the resolution of the problems. The statistical analysis revealed that intelligence has an important role in resolving problems. Thus, the group identified with high intellectual capability solves problems better since, and has greater understanding, evaluates distitnos attempts carried out, finds the most important clues to solving the problem and implement them, committing fewer errors and reaches the successful resolution significantly more often that the group identified with brainpower average. No differences were found in the group with high intellectual capacity, finding a similar resolution between different types of talent. The second group of results found suggests a mild or no relationship between intelligence and metacognition, because on the one hand, we see the same level of Metacognitive experience, knowledge and effectiveness metacognitive Metacognitive among participants with high intellectual capacity does not correspond with participants with higher (or lower) metacognitive capacity. The same lack of difference is between the various profiles intelecutales with high intellectual capacity. Finally, it has been found that a high efficiency Metacognitive (index obtained from the relationship between experience and Metacognitive real solution to the problem) solved the problem more successfully, with fewer errors and less interference. Thus, metacognition participates in the correct resolción the problem. Therefore, since the resolution of problems affecting both the intellectual as metacognitive, this work focuses on 8 imports 1d5 ncia in both aspects of the intervention in the school curriculum.

Author: SOUSA ALBURQUERQUE CARLOS MANUEL DE.
Year: 2003.
University: EXTREMADURA [www.unex.es].
Place of defense: FACULTAD DE EDUCACIÓN (BADAJOZ).
Place of preparation: FACULTAD DE PSICOLOGIA.

Author: PORTILLO CARDENAS REMEDIOS.
Year: 2004.
University: MÁLAGA [www.uma.es].
Place of defense: FACULTAD DE PSICOLOGÍA.
Place of preparation: FACULTAD DE PSICOLOGÍA.

Summary: In this thesis, dela party has difficulty in establishing the differential diagnosis of children with mental retardation or lightweight limit within the school environment. It has done this for a theoretical description on the subject of psychological assessment of students with mental disabilities trying topics related to this problem: intelligence, mental retardation, tests of intelligence, adaptive behavior tests, tests of learning potential, assessing the competition curriculum, ditto. The motivation to learn, and so on. With the aim of identifying trends in our environment. For the second part, it has conducted an investigation in which a model has been implemented as a result of earlier studies, in order to get a more objective assessment. It has developed a standard questionnaire which has sought to verify the tests validate employees and propose a form of assessment with these materials. It has also been described in the second part the development and implementation of a questionnaire sent to experts as to who has sought to investigate the views of guidance on areas as indicated. The third part has included findings of the various studies, discussion and suggestions for research along with a proposal for research in the diagnosis of mental retardation following the model studied in this thesis.

Author: SANCHEZ SANCHEZ ANA M..
Year: 2004.
University: MÁLAGA [www.uma.es].
Place of defense: FACULTAD DE PSICOLOGÍA.
Place of preparation: FACULTAD DE PSICOLOGÍA UMA.

Summary: It is a job evaluation and intervention on social competence which has been conducted over four years at a college Care Educational Preference in the capital of Malaga, using the Education and Social Afectiva (Trianes and Munoz, 1994; Trianes, 1996). The theoretical part consists of five sections and two in the party empírica.El first paragraph of the theoretical part reflects the demarcation process conceptual construct Social Competition, the second paragraph overview paradigm enfonques and models relevant to this Social construct Competition, the second paragraph overview paradigms, models and approaches relevant to this constructo.el third section deals with the concept of psychoeducational intervention from a triple line derived from three prospects: preventive and community perspective, the ecological perspective and constructive, further review areas of psychoeducational intervention on social competence: Behavior Therapy and Community Psychology and pespectiva Psychoeducational; the fourth apparatus is dedicated to analyze different approaches to programs to promote social and emotional development in the school, the fifth introduced Education Program for Social and Afectiva (Trianes and Munoz 1994; Trianes 1996) that explains origin characteristics, estucturas, sequences, objectives, examples of theoretical frameworks, teacher training, dedicating a space in the final characterization of the evaluation conducted on the intervention with the programa.En regard to the empirical part, consists of paragraphs sixth and séptimos.El sixth is devoted to the empirical study undertaken, contains targets and assumptions methods, assessment tools and the results indicate that: a) students intervened, after three years of implementation of the program and fourth year of follow-up, shows a significant increase in the choice of strategies and reasoning as expected in a situation of conflict between equal and less choice of strategies such as appealing to adult (peer conflict ) and aggression -indirecta (coflicto with parents). addition, in relation to the climate of class, teachers perceived that their drivers are less authoritarian and b) the teacher intervened seen an increase in behavior cooperación.El paragraph seventh has been dedicated the discussion and conclusions from the data, trying to think about the style and model of psychoeducational intervention and on the data obtained in their successes and their challenges.

Author: SANCHEZ RODA M. DOLORES.
Year: 2004.
University: MÁLAGA [www.uma.es].
Place of defense: FACULTAD DE PSICOLOGÍA.
Place of preparation: UNIV. ALMÉRIA.

Summary: The dissertation "Beliefs about moral reasoning and conflicts in adolescents with problems of adapting school" consists of four chapters in the theoretical part and three chapters in Part empírica.En the stop theoretical development of the first chapter deals with the problems of adaptation school frequently affecting the coexistence of schools, the second chapter is intended to make a brief tour of the field theory of morality; The third of the program is devoted to a theoretical analysis of beliefs about the causes and consequences of the conflict in the fourth capítuloo revising study of the discrepancy between behavior and reasoning moral.La empirical part comprises chapters fifth, sixth and séptimo.En the fifth chapter perform the confirmatory factor analysis of questionnaire Coexistence School Problems (CPCE), we present the properties psiométricas two instruments used in this study: Moral Reasoning and Late Effects of Conflicto.En the sixth chapter analyzes narrative and analysis of variance (univariate), in order to discern the differences between different groups established in moral reasoning and beliefs on conflicto.Finalmente, in the seventh chapter is the discussion, conclusions and proposed lines of future research.

Author: Neira Cousillas Matilde.
Year: 2004.
University: A CORUÑA [www.udc.es].
Place of defense: Facultad de Ciencias de la Educación.
Place of preparation: Facultad de Ciencias de la Educación.

Summary: The main goal of our research is to determine whether the ability to use the structural strategy is acquired spontaneously through the evolutionary development, or if on the other hand is acquired through education intentional, direct and explicit. In particular, the question that we have is whether cognitive development makes possible the emergence of this strategy to understand the wholeness of the text or whether it is independent of it being subject to the limits of the investigation. In the first case, try to ensure that subjects using the strategy structural when not cognitively ready to do so would be a fruitless task. In the second case, the investigation should ensure that all the subjects used outside their cognitive level. The fact is, in our opinion, guaranteed a certain level of cognitive development, strategic instruction is verdareramente effective. In other words, this would be a process in which cognitive and instructional interact to ensure effective reading. In summary, this research seeks to clarify how the strategic instruction with the support of graphic organizers interacts with cognitive development and the complexity of the text. The study involved 145 subjects belonging to 3 experimental groups of pupils from 10, 12 and 14 years who were enrolled in lessons compulsory 4Â eighth grade, 6Â eighth primary and 2Â ° SCS. As independent variables were taken into account: Academic level, the procedure intervencióon, the kind of expository text, the level of competition after reading, the level of reasoning, the level of operative memory. As dependent variables were used several indicators of quality of the summary of expository texts: 1. Missing main ideas 2. Main ideas learned through literal copying 3. Main ideas drawn by macrorregla Selection / omission 4. Main ideas drawn by macrorregla generalization 5. Main ideas drawn by macrorregla Construction 6. Number of development ideas 7. Number of ideas detail 8. Inferences positive 9. Inferences negative by adding 10. Inferences negative confusion 11. Background elements of the superstructure 12. Elements resulting from the superstructure 13. Existence of superstructure believe that our data support the idea that the expression of strategic competition while still a sequence evolutionary upward with age and schooling is not independent of the organization's speech, and in fact varies according to the organizational complexity of the text . The variables influencing the personal reading only in the texts of increasing complexity.

Author: ESTÉVEZ LÓPEZ ESTEFANÍA.
Year: 2004.
University: VALENCIA [www.uv.es].
Place of defense: FACULTAT DE PSICOLOGIA.
Place of preparation: FACULTAT DE PSICOLOGÍA.

Summary: This thesis is born with a view to know more detail some aspects of the adolescent world and life in the context of this school. Specifically, the overall objective of the study és analyze the relationship between certain individual variables, family and school and subsequent adjustment problems and social behavior of adolescents at school: (1) behavioral problems aggressive / violent (2) problems peer victimization, and (3) problems of rejection by the school classmates. The main variables considered in the investigation are grouped into: (1) Variable school: school violence, victimization, rejecting school pupil relationship, self-esteem and school attitude toward school, and (2) Variable family: communication with the father, communication with the mother, support parental self-esteem and family conflict between spouses. Both contexts, the school and the family són of special relevance in the adolescent period, so to understand some adjustment problems in adolescence has been considered essential to analyze the role played by these environments socialization. Participants included 1068 male and female adolescents (513 boys and 555 girls) and aged between 11 and 16 years (mean age 13.7), which at the time of administration of the instruments students studying in secondary education. Collaborated in the study four schools located in the Community of Valencia on the basis of their disponiilidad. In various contacts with the educational staff and the direction of the centers were given ebjetivos, procedure and scope of the investigation. After agreeing on the involvement of schools, was sent a letter explaining the research to parents that they should express their disagreement in writing in case of not wanting your child's participation in the study. The collaboration of teachers and teenagers was, in all cases, voluntary. Participants completed instruments, anonymously, in their schools during a regular class period. The survey results reveal the existence of a two-way relationship between the problems of communication with the father, mother and teacher, and the presence of psychological distress in adolescence, as well as problems of aggressive behavior in school. We also find a two-way relationship between the problems of communication with the father figure and the risk to the school victimization by the same group. Moreover, the results indicate that adolescents with problems of aggressive and rejection school show levels of self-esteem and school and family reported a family atmosphere more negative (worse family communication, more family conflicts and lower perceived support) and more negative attitudes toward teachers and school. The victims, for their part, showed lower levels of self-esteem emotional and social adjustment but a better family aggressors. These results contribute significantly to the existing scientific literature to date regarding problems of coexistence at school and their relationship to certain factors individual, family and school.

Author: DE SIXTE HERRERA RAQUEL.
Year: 2004.
University: SALAMANCA [www.usal.es].
Place of defense: FACULTAD DE PSICOLOGIA.
Place of preparation: FACULTAD DE PSICOLOGIA.

Summary: Our attention falls on all human activity subject to mediation, in the contexts in which natural events. Typically, when such activity has been the subject of attention, interest has fallen on the analysis of the nature of mediation cold. That is, aid aimed at promoting the development of the activity with respect to a particular target. From this research is the ability to meet advocates also aids or mediations a warm, focused on the possible motivational and emotional resonance that the individual may have on the development of such activity. Our goal was to capture and analyze the probable relationship between the two types of aid in a natural context of achievement (eg: the "classroom"). To achieve this goal, a Conceptual Framework (3 times x 3 variables), which theoretically support of the alleged remark. This framework would be motivational and emotional states that, since the scientific literature, we could raise over a motivational process. Taking this concept as a mainstay, a system was developed to analyze educational practice with the ultimate goal of recording and interpreting the possible relationship between cold and warm support in a natural context of achievement. Conceptual framework and the process of analysis, enabled the observation, analysis and description of the two types of mediation (cold and warm), allowing one hand, the registration, identification and classification of warm support and, secondly, to capture the relationship linking cold and warm support during the performance of specific tasks. Both findings help supplement some of the studies to date.

Author: PEÑAS FERNANDEZ MARIA.
Year: 2005.
University: PONTIFICIA COMILLAS [www.upcomillas.es].
Place of defense: FACULTAD DE CIENCIAS HUMANAS Y SOCIALES.
Place of preparation: FACULTAD DE CIENCIAS HUMANAS Y SOCIALES.

Summary: This work has two main sections. The first of these is devoted to the theoretical review of the scope and object of study of this thesis. It presents the conceptual framework of superdotación, discusses the main social, emotional and moral people superdotadas described in the literature, are presented groups irrigation from the perspective within the collective social-people high capacity, are reviewed studies on superdotación, psychological adjustment and other variables related, we study the major problems of people superdotadas in defining their identity and self-image in the adolescent period, and the influence between psychological adjustment and denial of superdotación . The second part of this paper deals with the empirical study which examines the following variables of interest in a sample of gifted adolescents: psychopathological disorders and psychological adjustment, self-esteem, life satisfaction, denial of superdotación on the concept of himself and frequent feelings in people superdotadas. The final part is intended for the presentation of the most important conclusions of this study.

Author: PASCUAL FERNÁNDEZ FRANCISCO.
Year: 2005.
University: VALENCIA [www.uv.es].
Place of defense: FACULTAT DE PSICOLOGIA.
Place of preparation: FACULTAD DE PSICOLOGIA.

Summary: This thesis identifies factors and try Vocational Behavior nature Psychogenic, sociogénica and opportunity, empirically linked to the configuration of situations Vocational Ventajosas / No beneficial and career development Effective / Not Effective in the transition from high school to college and university in the proper context. In turn, looks at the change in time of Vocational Behavior in the framework of the groups that structure Vocational Systems SAAV, in terms of, first, stability / change of career paths determined Secondary, and their relationship to the achievement of situations Vocational Ventajosas / No Ventajosas at university, and secondly, the nature of the stability / change of the Vocational Interest, and the meanings attributed in this context to the world trade organization (Cognition Vocational). The convergence observed between "personal and psychological development" and "career paths beneficial and effective," drives the length of the scope of this thesis to the environment conceptually defined by James Marcia regarding Identity individual being targeted in its latest survey on the exploration of an emerging construct in our area, both in the field of basic research in the practice of counseling, which is the Vocational Identity: cognitive behavioral manifestation of the students, as well as indicator of its propulsion Vocational Behavior in terms of autopercepciones of involvement in the search, exploration, experimentation and analysis of development options and delimitation of convictions and commitments career. The instrumentation developed during the investigative process, has represented not only a means, but also an objective that has finally placed in a prominent place in the space of contributions and achievements of this thesis. We refer to the pursuit of Inventory Factors Vocational 2005 (IFV 2005) and the Vocational Identity Grid (FIR). Finally, the original and detailed processing and analysis of data reflected primarily in the Annexes to this block provides an interesting value advisory on the implementation of statistical research on the development of Vocational Behavior university within the systems SAAV. In particular, the study of change of Interest and Constructos Vocation, and its experimental realization as valid references for advice.

Author: RODRÍGUEZ MAYORAL JOSÉ MANUEL.
Year: 2005.
University: COMPLUTENSE DE MADRID [www.ucm.es].
Place of defense: FACULTAD DE PSICOLOGÍA.
Place of preparation: FACULTAD DE PSICOLOGIA (UCM).

Summary: The overall objective of this research is to study the patterns of violent behavior at school, as well as their relationship to cognitive learning strategies and motivation, academic performance, relational factors, and attitudes and beliefs related to violence among adolescents. This three questionnaires were administered (CADV, CEVEO and CEMA) in a sample of 1,512 students at ESO schools belonging to the Community of Madrid, located in towns of more than 50,000 inhabitants. After analysis of descriptive and inferential arrived, inter alia to the following conclusions: - The situation of violence more prevalent among adolescents is the aggression of gravity average and exclusion. B-We found differences in the patterns of violence in terms of gender, race or ownership of the center. C-Major differences to cognitive learning strategies were found in search for the essential and superficial approach. D-In general, we found diferencies in connection with the strategies of cognitive motivation. E - There are significant differences with regard to academic performance. F-relational factors were found more deficit among adolescents living situations of violence. G-Teenagers who live violent situations presented more negative attitudes and beliefs towards violence. KEYWORDS Harassment school, cognitive strategies, adolescence.

Author: FERNÁNDEZ ANTELO INMACULADA.
Year: 2005.
University: EXTREMADURA [www.unex.es].
Place of defense: FACULTAD DE EDUCACIÓN.
Place of preparation: FACULTAD DE EDUCACIÓN - UNIVERSIDAD DE EXTREMADURA.

Summary: In this thesis discusses, from an interactive approach, the discursive strategies and communication mechanisms that teachers and pupils used during their interactions in the classroom. The objectives are, among others, to know to what extent the use of certain communicative behaviors helps facilitate the transfer and acquisition of content school and create a climate of effective classroom and emotionally positive. It is also studying the degree of knowledge and awareness that teachers presented in relation to the communicative behaviors that manifest themselves in class to check if they know their meanings and purposes, and if used in a deliberate and strategic. The methodology used in this analysis is focused on the qualitative case study. The techniques for collecting data used in this study were threefold: comment via video, interview and questionnaire. In this way we can test and triangular the data collected and adjust to the requirements of truth and validity due on such studies. The scenario consists of six selected teachers who taught classes in compulsory secondary education, two of them from the stage of primary education, two with more than 20 years of teaching experience in compulsory secondary, two of them from the stage of primary education two other with over 20 years of teaching experience in secondary and the last two with less than 10 years' experience. The results suggest that teachers rely on a conscious and intentional use of frameworks specific reference to metaenunciados, autorreformulaciones, juxtapositions of statements, summaries, certain iconic gestures and tone of voice rises to help students organize the information it receives, relate it to their previous knowledge and go reaching progressive levels of intersubjectivity enabling it to move forward in their learning. However, sometimes these teachers ignore declare how they buy cough is teaching resources in his speech. And with regard to communicative behaviors designed to create and promote a positive emotional climate classrooms, teachers employed with intent acks head and expressions to communicate affirmative acceptance, praise apostrophes to convey the look or placement of the hands of professor in the student's shoulder as a sign of interest and heard, stories of anecdotes, and superlative design questions to capture the attention of students and awaken in them curiosity about the contents to be addressed, and displacement by the classroom to prevent situations to maintain discipline and emotional relationships with the students. And the analysis of the results reveals that teachers in secondary show major difficulties' closer 'to the curriculum and extracurricular daily experiences of the students, that the attempt by some teachers to show an image of effective teaching in their causes responses are certain inconsistencies and contradictions, that the level of knowledge and awareness of teachers about their behavior communicative no-verbales is inversely proportional to that presented in relation to their verbal behavior and years of experience, as well as initial training received , do not appear to be influencing variables in a further reflection of the use that teachers make their communicative behaviors, or a greater awareness of the consequences that flow from them on the process of teaching and learning and behavior of students. By contrast, the variable that seems to affect an endangered species is the preconception that teachers possess the proc 8 that e 1a7 nseñanza-aprendizaje.

Author: LEWIN TERESA.
Year: 2005.
University: BARCELONA [www.ub.es].
Place of defense: FACULTAD DE PEDAGOGÍA.
Place of preparation: FACULTAD DE PSICOLOGÍA.

Summary: Over the past 30 years or so, the traditional notion of literacy (literacy in English terminology), as the single application of a range of techniques to encode or decode any text has undergone a transformation. In the 70's is passed to a different approach based on the paradigm constructivist posed a new vision of reading and writing, such as interactive processes in which the child prelector investigates the written language to acquire and children as more competent reader sees reading and writing also means learning, acquisition and creation of knowledge. The paradigm of constructivist teaching literacy requires a more focused on the student, in his own learning process, in which the contents of the educational areas since "the contents are paralos student, and not the other way around, the students for the contents" ( Mallart Navarra, 2000). It therefore calls for a redefinition of the role of the teacher in the classroom-a technical role and instrumentalist role as a mediator and facilitator of the process (Keyni, 1993, Espinosa, 2000 and Tedesco, 2003). On this issue, research in recent years on the initial training of future teachers emphasize that many of the forms of assistance in the training of future teachers do not lead to a fundamental change in the vision of the same on the role of the master the classroom. This is due to how we work with prospective teachers are based on explicit theories do not take into account the implicit beliefs or theories of prospective teachers. Therefore, prospective teachers are failing to rebuild theories or interiorizarlas and there is no fundamental conceptual changes (Ben Peretz, 1995; Barone, 1996; Linek. W. Nelson, O., 1999). Hence the present investigation aims to: in principle, the possibility to investigate the induction and end of prospective teachers towards teaching and learning of reading and writing: secondly, to compare the beliefs and explicit with a declaratory implicit beliefs of prospective teachers in problem-solving situations, finally, analyze potential changes that occur beliefs and fctores that have influenced these changes. In order to analyze the most profound thought of prospective teachers has been chosen for this research paradigm qualitative (Guba and Lincoln, 1982, 1983) and has been designed as a "Case Study", a most current research strategy, which allows the researcher to deepen the events and research contexts that are natural or taken as they are, rather than reconstructed or modified by the investigator (Sherman and Webb, 1988, Yin, 1984). The investigation was conducted with 4 students studying at the Education Colege "Key" (Israel), 3-year school. The female students, aged 18-25 years, speaks Hebrew and has been volunteering to participate in research at the beginning of the first school year. The paradigm used deals with the study of individuals immersed in the context in which they operate, given their behavior, their views and interpretations of the world around them and that results in a particular manner. Hence, the vision that is trying to be as complete as possible and is made up of genetic data recorded through: conceptual maps, critical incidents, thinking, planning classes, participant observation of school practice and interviewing semi * structured with the participants. Subsequently, the analysis of such data was systematic and analyzed in three phases according to Staruss and Corbin (1991): 1, phase-encoding open (open coding). 2, phase-encoding axis (axial coding). 3 - The third phase encoding selective (selective coding). With 8 goal f16 of triangular and increase the provision of the interpretation we have adopted the following strategies (Denzin, 1984): 1-triangulation of data sources. 2-triangulation of the theory. 3-triangulation of the investigator, taking into account that the "actors of this investigation" (future teachers) played a pivotal role and can also help triangular observations and interpretations of the investigator. Data analysis showed us that: 1-For future teachers at the beginning of their studies and during the first year of teaching, the purpose of the investigation is to communicate and transfer knowledge in the most efficient manner. Starting with the second year, the future teachers begin to see the learning process as a more active and constructive begin building new knowledge from what they have learned and this can be discovered in their practices or receptive in the theoretical. In the third year of study, reflects a more personal development and more subjective knowledge learned and we show that learning a content involves attributing a meaning, construct a representation or a "mental model" of the same. 2 - The beliefs are not explicit and implicit representations, and can be explained based on two factors, the first is a model implied that they have on learning in the teaching of reading and writing oriented "traditional approach" and imposed on the vision of them on the initial level of knowledge of children (Teberosky 1993). 3-During the 3 years of study and practical future teachers are breaking beliefs about the role of teacher from a instrumentalist and develop a new vision in which the role of teacher work is not reduced, or the simple transmitter for information, or the facilitator of learning, teaching represents a mediator in the meeting with the student's knowledge. 4 - The factors that influenced the shaping of beliefs during the first and second year of the investigation were: knowledge gained during lso studies teaching, the experience of practice in the classroom and reflection. From the third year you can see a "change integrator" that could lead to "change in the way we conceptualize" (Well, 1997), or "representational change" (Rodrigo and Correa, 1999). This change manifests integration and adaptation of knowledge with the theories of practice and new beliefs that were changed during the three years of study. We found also that the change process was slow and complex and began from the first year of study in teaching and gradually spread to others. This case study opens up new lines of inquiry, especially those relating to the training of teachers groups. According to the results presented, it opens a necessary path to deeper reflection and research on the incidence of implicit beliefs of prospective teachers and their epistemological beliefs, a factor that determines, among other variables, teaching styles that adopt future teachers its educational practice. This is one of the main difficulties in promoting changes in lso existing paradigms in the formation of the master.

Author: VINIEGRA CABELLO MARÍA.
Year: 2006.
University: COMPLUTENSE DE MADRID [www.ucm.es].
Place of defense: FACULTAD DE EDUCACIÓN.
Place of preparation: FACULTAD DE EDUCACIÓN.

Summary: Study of peer violence in the secondary phase of a private college not concluded. It analyzed with a cross-sectional and longitudinal (years 2003 and 2005). There are some changes in terms of gender and with the passage of genetic years have changed the players and the seriousness of genetic facts. Women tend to reproduce the masculine stereotype and increasingly committed more acts of gravity high among young people. The status of private center does not appear to be a factor in regard to the protection of youth violence. The rate of violence is similar to that found in other public schools and concentrates; only presents a different distribution of the types of adolescents around the situations of violence. It remains necessary support and training to teachers and the specific work with students from primary school.

Author: CASTELLS GÓMEZ NÚRIA.
Year: 2006.
University: BARCELONA [www.ub.es].
Place of defense: FACULTAD DE PSICOLOGÍA.
Place of preparation: FACULTAD DE PSICOLOGÍA (UNIVERSIDAD DE BARCELONA).

Summary: Despite the huge number of inquiries about the knowledge that pupils build on the reading, there are still aspects confusing and even contradictory information on the importance of certain skills play in this process. Thus, even if one considers that phonological awareness is the guarantor of autonomous access to reading, there are doubts about whether it is a prerequisite for reading or is acquired along with the learning of reading and writing. In addition, some studies show that students who use this knowledge to write, not use it to read, demonstrating the phenomenon of the discrepancy. This phenomenon would be related to the type of education. Thus, it seems interesting to identify how different instructional approaches conducive to the learning of reading. For these reasons, this thesis aims to provide new light on the knowledge that apprentices built on the reading light, while the methodological perspective of their teachers. Participants in the research were three teachers who held different views about the teaching of reading (which can be identified as synthetic and analytical analítico-sintética) and planned activities in line with them, along with students in their respective classes ( 69 students in total). The study design has combined different methodological approaches. To access the representations of the teachers were developed semi-structured interviews. The inquiry into the knowledge of students in a design "pre-post" pre-experimental, where treatment consisted of the educational intervention implemented by each of the teachers. The content analysis of the interviews, as well as analysis and descriptive significance lso made on data from the students, we can draw some conclusions and assumptions. Teachers have been able to identify who held different approaches on the teaching and learning of reading and planned activities initial impact with their representations. Data for students reveal some trends. As was relatively expected, the students who read the most successful show targeting high capacity (isolated phonemes), while those who have more difficulty reading segment to be less detailed (isolated syllables). However, contrary to predictable, students targeted in syllables are also able to read some words. When responds to the differences that emerge between the classrooms studied, stressed that the group analítico - sintético just showing better results than other groups lso. The group synthetic sample results minors in the task of targeting those produced by students from other classrooms. Despite this fact, they tend to be able to read successfully, while showing more difficulties in writing. In contrast, students in the classroom analítico-sintética and the analytical that they are capable of segmenting into phonemes and use this knowledge to decode, unaware of how to merge the resulting sounds to get the meaning. In addition, some students from these two classrooms reveal the assumption of the discrepancy. These data cast doubt on the need for learning to read in our language, students must divide into phonemes. Contrary to what might happen in other languages, reading can be taught when children targeted in syllables. Also, the need to teach integrate sounds emanating from the decoder to read. Rather, the knowledge segmental are clearly related to writing. As for the instructional practices, it seems that sustain a vision analítico-sintética to teaching allows you to use this content in a flexible manner different strategies that facilitate a more autonomous.

Author: ISCAR PEREZ MARIA JESUS DE.
Year: 2006.
University: OVIEDO [www.uniovi.es].
Place of defense: DEPARTAMENTO DE PSICOLOGIA.
Place of preparation: DEPARTAMENTO DE PSICOLOGIA.

Summary: This research has evaludo various psychological functions in children born at term and preterm infants at school age. The interest in knowing the capabilities and functions of intellectuals preterm infants is associated with a high rate of prematurity being recorded in recent years in the Spanish population and the population of Asturias. These premature babies are more vulnerable to risk factors such as hypoxia, infections, and so on. Even to retarsos psycho; know why and how to deepen their intellectual and other related capabilities is interesting. We assessed children born at term, and two groups of preterm infants in their ability to care, since it is a basic process that underlies and other executive capacities, intellectual development (test Stanford-Binet) and the process of memory, verbal fluency , reasoning, etc.. Show IQ lower than the rest. In the case of capacity remaining, verbal fluency, differs estdísticamente significant in children born at term and preterm infants with very low birth weight. All this is indicative of the possible need for programming and intervention in this area

Author: VICENT CATALÁ CONSUELO.
Year: 2006.
University: VALENCIA [www.uv.es].
Place of defense: FACULTAD DE PSICOLOGÍA.
Place of preparation: FACULTAD DE PSICOLOGIA.

Summary: The thesis is divided into two parts. The first section presents the theoretical foundation and the second part pilot. The first chapter describes the development of children in EI Focusing on the most directly related to math, so we discussed the characteristics of the evolutionary period equivalent to IE In both aspects of development and mathematical aspects afectivo-sociales. The next chapter describes the EI In our context, putting it in the legislative framework, taking as reference the three levels of specificity in the Spanish educational system: prescriptive content on the first level of specificity; Project Curriculum Center which is the second level of specificity and programming it is the third level of achievement. It also reviewed the methodological foundations on which we have based our program briefly describing the educational principles (globalization, the principle of individuation, active learning, significant learning), as well as the basic elements of methodological EI (The game, handling, the use of mathematical informal narration and the organization of space). It also addresses the evaluation based on the legislative framework, reviewing the various standardized assessment tests that are used in EI (Wechsler Preschool and Primary scale for intelligence; Boehm Test of Basic Concepts; Battery qualities of Differential and General; Prova of maduració of nen to preschool, Preschool Diagnostic Tests and other tests EI), and finally, analyzes the evidence criteriales assessment. It stresses the plasticity that characterizes this stage as a justification of the need for early education programs to prevent learning difficulties in later stages. The second part developed the following objectives: to develop and validate a test evaluation criterial for mathematical contents of the second cycle of education Child; develop and test the effectiveness of an intervention program to consolidate mathematical contents of the second cycle of Early Childhood Education using a methodology multicomponencial compared to other methodologies and differentials; analyze the effectiveness of the intervention program to prevent learning difficulties Elementary. For the development of Objective 1 has followed the five phases proposed by F. Rivas (2003) and has obtained a weighted instrument that has achieved a reliability de.80 and convergent validity of .72 with BADyG. The next chapter is devoted to the design of intervention in which compares three instructional methodologies. The sample consists of 100 subjects divided into three experimental conditions: the Rainbow program, the status of sheets and the Bits-manipulativo. It explains the process of developing the program and followed the steps. In the next chapter, with respect to the third objective has developed a small longitudinal study to explore the preventive character of learning disabilities later in the program, obtaining promising results. In view of these results it is concluded that with regard to the first objective has been filled a gap by the lack of evidence of competency assessment in mathematics E. Child covering all curriculum objectives of the stage. En relación con el segundo objetivo general cabe resaltar que hemos logrado elaborar un programa multicomponencial que ha obtenido mejores resultados que otras metodologías diferenciales comparadas. With regard to the latter objective is found that the participants in the experimental condition Rainbow, four years later, continue to face successfully the demands of the primary stage with regard to math curriculum, as r 8 efleja and 2ad n their school qualifications.