EDUCATION METHODS

Author: FERNANDEZ SOLIS JESUS DAMIAN.
Year: 2005.
University: PONTIFICIA COMILLAS [www.upcomillas.es].
Place of defense: FACULTAD DE CIENCIAS HUMANAS Y SOCIALES.
Place of preparation: FACULTAD DE FILISOFÍA Y LETRAS.

Summary: The overall objective of this research is to understand and analyze traffic in the street educator to educator and social integration of the scope of intervention by the education street profile académico-formativo of social educators. The research methodology is descriptive in nature, to develop an analysis of the evolution of the concept of l educator street based on quantitative data, personal interviews and review of documentation edited and policopiada. The research consists of two parts divided into eight chapters. In the first part we define and establish the fundamental concepts and theoretical references and situational non-formal education in an open environment. The second part our study, we present and analyze the historical evolution of the eduacación street in the Madrid and trásito that has been followed since the figure of the educator street until their assimilation into the profile of the social educator. In light of you analyzed data, and responding to our working assumption, we can say qu has not been assimilated education street in the Bachelor of Social Education. It appears (this area) unevenly in different Plans Survey of Colleges and Schools reviewed, we note that it is an area that is studied in a limited and insufficient training for a few hours and therefore credit. Finally the thesis presented in the light of data investigated various proposals to resume training and deepen the socio job of educating the street.

Author: SÁNCHEZ GARCÍA RAÚL.
Year: 2005.
University: POLITÉCNICA DE MADRID [www.upm.es].
Place of defense: FACULTAD DE CIENCIAS DE LA ACTIVIDAD FÍSICA Y DEL DEPORTE (INEF).
Place of preparation: ESCUELA TÉCNICA SUPERIOR DE ARQUITECTURA.

Summary: The central issue dealt with in this investigation is the analysis of the concept violence in Spanish society today from the study of sports fighter (designed as institutionalized violence). To do this a historical analysis of such activities in connection with the development of society itself, which will return reflexively through a field study of two of these disciplines, boxing and aikido, as developed at present and located in Madrid. We institutionalized violence as presented in this type of sport, is bounded between two thresholds, one upper and one lower, beyond which we find that kind of activities that are not considered acceptable as a sports contest. The boxing event is highly significant because, although it was a highly popular sport until year 70, from the end of that decade suffers a major public rejection, remaining within the limits of what is acceptable. This fact is an indication of a change in social awareness, cultural paradigm as regards the issues of violence and is associated with the rise of new social middle classes with high educational background, prevalent throughout the recent phase of our country (War Civil Dictatorship, Terrorism). This led in turn to vary some of the ways to practice boxing, emerging patterns that might come closer to what recreational (lower intensity) with professional, expanding to a broader social spectrum, while his negative image and dominant still linked to boxing in the previous phase.

Author: BALSERA GÓMEZ FRANCISCO JOSÉ.
Year: 2005.
University: NACIONAL DE EDUCACIÓN A DISTANCIA [www.uned.es].
Place of defense: EDUCACIÓN.
Place of preparation: FACULTAD DE EDUCACIÓN.

Summary: In this thesis examines the behavior and development of skills for implementing medium grade students in the fields of piano and chamber music, using the resources offered theories of emotional intelligence to improve the ability instrumental, auditory sensitivity, autonomy in the interpretation and communicative ability, in order to obtain an optimum musical practice. The first part of the thesis, organized into three sections, displays the theoretical foundation of the investigation. The first chapter examines the evolution of the concept of "Intelligence" and describes major psychological theories and emotion that have served as a reference point in the development of the thesis. The second chapter is devoted to the application of emotional intelligence as an educational resource in the teaching of music. Based on current status of the study of the Special Regime, it reveals the need in the early twenty-first century a pedagogy to better understand the emotional needs of the students. The third chapter focuses on the use of emotional intelligence as a technique to stimulate the practice of music together. The fourth chapter describes the methodology of investigation conducted: a case study. The fifth and sixth chapters describes the research conducted in the classrooms of piano and chamber music, defining the general features of the cases under review and implementation of the materials developed. In the seventh chapter explains the design and implementation of the questionnaire CEHI-MC, which seeks to evaluate interpersonal skills in students who study Chamber Music. The eighth chapter is devoted to the presentation and analysis of the data obtained. In the ninth chapter outlines the findings, the proposed improvements and raises the potential lines of inquiry that may result from this research. The paper closes with the bibliography and appendices, which collects some of the material using, as well as a sample of the results in the investigation.

Author: IRIGOYEN MORALES JUAN JOSÉ.
Year: 2005.
University: NACIONAL DE EDUCACIÓN A DISTANCIA [www.uned.es].
Place of defense: EDUCACIÓN.
Place of preparation: FACULTAD DE EDUCACIÓN (DPTO. DIDÁCTICA, ORG.ESC. Y DD.EE.).

Summary: A scientific theory (and the linked copy) is a system of categories from which they were selected, defines related and represents an object of study. Every scientific discipline, by definition, requires an object of study and ways to manipulate, measure, classify and explain the events, where scientific activity is regulated by their beliefs and how as defined procedures and conducts quantitative and attach properties qualitative events. The theory is to serve as the framework for the practice of science. Thus, in doing science requires certain skills and competencies deploy relevant to the criteria of effectiveness that defines this particular area of study. In the context of education regarding an area of knowledge (in this case, we are talking about the teaching of Psychology), the product of scientific (theories, models, procedures, units of measurement) is explained by the teachers in terms of concepts or categories regard to the relationship between these events and categories regarding the relationship between these categories and events form the framework that identifies a reality to consider. The trainee comes into contact with the description of the relationship between events (starting teacher's speech, a text of a conference) and gradual manner, the apprentice identifies and classifies those relationships as reality to consider. This framework (scientific theory), is the scientist, teacher or student in the following categories: taxonomic (concepts), operational (instrumentation) and parámetricas (measurement). Â How infer competent performances in relation to the theoretical categories that provide a conceptual framework for understanding? Theoretically, the element that characterizes competition is the criterion of success or result, in the case of learning a profession or discipline is imposed by the characteristics of the objects "conceptual" which interacts with the individual. The criteria for compliance or adjustment achievement to which reference are: Differential, Cash, Relevant. Consistent and line, the first three dealing with situations interactions (intrasituacionales), the fourth in relation to the possibility respond to a situation based on another (extrasituacionales) and he finally compared with the ability to interact with events mid exclusively so lingüstico (transitucionales). To the extent that the student comes into contact with a body of theoretical knowledge related to an area of knowledge, everything in your relationship is lingüstico, regardless of whether the morphology of their response is not verbal (this is the case of learning a discipline or profession). In short, learning discipline and / or profession is in the process of adjusting the learner to the criteria that define a set of "practical sense" in that discipline. These criteria are derived from the product, whether in terms of scientific theories, models, methods, procedures, concepts, which in turn determine the meaning and relevance of this behavior (adjustment) as a language games, which do not represent itself themselves, but the context in which the functional behavior or performance of the trainee, makes sense and meaning, for disciplinary reasons. Thus, one of the challenges that the graduates of discipline and / or profession faces, in its link to a dynamic and constantly changing, which requires that its performance is adjusted in a range, efficient and innovative, to the requirements the social environment, in terms of the methodological tools that your area of study that identifies and defines its done as a professional, researcher or teacher.

Author: TORO EGEA OLGA MARIA.
Year: 2005.
University: CÓRDOBA [www.uco.es].
Place of defense: FACULTAD DE CIENCIAS DE LA EDUCACIÓN.
Place of preparation: F. CIENCIAS DE LA EDUCACIÓN.

Summary: The research (conducted on the study of documents of more than two hundred titles in the period between 1823 and 1932) offers a vision of where suggests the art of music education in our country, what contributions have been carried out and who have been the driving force behind such innovations in the educational landscape of this period of history. Contrasting documentary sources dela teaching Spanish with the other countries, we find data and common systems that connect them to existing lines of music pedagogy, discovering signs of a new way of teaching music dela; these systems Spanish music pedagogy have not been studied so far. Science dela Music has had since its inception a slope teaching that goes on to this day. The study of evolution, shows that Spain is beginning to promote a practice of teaching music (mostly centered on Voice), in which teachers and musicians introduce innovative methods and procedures - despite the shortcomings of the educational system Spanish - and that are consistent with those coming into the flow of sensory and rationalists of France and Germany. The collection, analysis and study of documents from this era, shed light and lead us towards the formulation of methodological lines for music in the field of formal and non-formal education. The teaching materials studied speak background and new methodologies in the science of music pedagogy: sensory methods using symbologies mnemotécnicas and implementation of leisure activities and driving: concepts and innovative resources of the past that with the perspective of time show educational progress in this area. Teaching of Music and the Voice of this period reached relevance by integrating its strengths and the incorporation of appropriate resources for learning a science complex.

Author: GONZALEZ DUARTE LOURDES BEATRIZ.
Year: 2005.
University: SALAMANCA [www.usal.es].
Place of defense: FACULTAD DE EDUCACION.
Place of preparation: FACULTAD DE EDUCACION.

Summary: The main objective of the study was on the one hand, to analyze the characteristics of the additive and multiplicative problems in math textbooks Primary Education published four editorials representing Spain and Paraguay. And on the other hand, to analyze the beliefs of the teachers about the pedagogical content knowledge in the teaching of elementary mathematics. In particular, which has guided us in this study, has been the manner in which the textbook math curriculum materials commonly used by teachers and students, could constitute a reflection of the type of content that are being promoted in the halls class in relation to problem solving. The results show that the problems appear more numerous than in textbooks coincide with the easiest to resolve. Also, we found that the increased use of the books has been linked to knowledge and beliefs of teachers. That is, teachers who tend to favor the operations and have less knowledge about the different types of problems that are the largest in their classes make use of textbooks. Textbooks precisely that the problems with a character and often stereotyped as an exercise of operations.

Author: LUCERO FUSTES FRANCISCO MANUEL.
Year: 2005.
University: EXTREMADURA [www.unex.es].
Place of defense: FACULTAD DE EDUCACIÓN.
Place of preparation: INSTITUDO DE CIENCIAS DE LA EDUACIÓN.

Summary: The dissertation consists of 6 research work which has studied how to explain the phenomena of Secondary Teachers historical character multicausal, and the changes and challenges that are manifest in a process of counseling. To do so, they recorded and analyzed a total of 17 lectures on 'The discovery and colonization of America'. The results show that teachers of secondary addresses the teaching of history as a simple list of facts, figures and echo. By contrast, the historical events are presented as a complex web of events and factors, either explicitly or implicitly intertwined. Aunqeu not entered a predominant pattern of configuraicón dynamic or simulántea, dominated relaiconkes character causal-estructural (beyond the motivational or merely temporary). During his explanation teachers employed few actions specifically aimed at promoting learning and constructive involvement in the student's causal reasoning, which, combined with the high level of density that often say, make such explanations were difficult to understand. While some students recall enough information, tended simply to write ad events historical phenomenon, without explaining why these events were generated. Not obstente, development of a brief advisory process and the introduction of tasks designed to facilitate the active involvement of teachers and students in the causal reasoning, produced some improvements in the explanations analyzed.

Author: MORALES AZNAR JOSEP.
Year: 2005.
University: BARCELONA [www.ub.es].
Place of defense: FACULTAD DE PEDAGOGÍA - INEFC.
Place of preparation: FACULTAD DE PEDAGOGÍA - INEFC.

Summary: This thesis is an attempt to clarify various aspects on the dimensions covered Education. The motor and cognition are two of these educational dimensions on which there is broad debale, both in its definition and its possible interdependence. This work focuses on theoretical debates, but attempts to provide empirical data on this reality. These data were supplied from 3 studies on school population in each segment, the sample from developed type of physical activity: In the first study applies a total of 6 tests to 487 persons between 9 and 16 years. The areas than those in which the evidence is: percetivo-motor, graphic expression and academic performance. The segmentation to show more interesting is that in this study is the distinction between individuals engaged in extracurricular activities and those who do not. The second study was also conducted with school population, but in this case are 241 individuals who practice high performance sport. The tests used are the same as in the earlier study but adding two tests of the scope técnico-táctico. The third study is a purely statistical work, and that the sample corresponds to the previous two, which makes a comparison on the most relevant data. Subsequently, in paragraph discussion and conclusions are offered contributions that revolve around the links can be established between different areas and the implication that has the kind of physical practice developed in relation to the evidence analyzed.

Author: RÍO SOLANO M. LUISA.
Year: 2005.
University: BARCELONA [www.ub.es].
Place of defense: FACULTAD DE PEDAGOGÍA.
Place of preparation: FACULTAD DE PEDAGOGÍA.

Summary: The research is divided into two camps: the conceptual framework THEORY * Revision of affective and emotional level with a study of the various theories explanatory in that area and subsequent seconding staff. It makes an emotional approach to the world and a thorough analysis of the conceptual difficulties that it presents. It is also looking for a unifying term and take a personal stand against the aforementioned problem. It makes a complete historical review of the theories emotional, from the "theories precientíficas" to the current "theories postconductistas" and ends with a positioning on the same staff. * Survey and definition of the textbook and school books. It is carrying out a detailed study of these teaching resources: description, definition, types, functions, educational values and disadvantages. It also examines the process of approval or review of these materials by the administration concerned. FRAMEWORK PILOT. ANALYSIS AND DETERMINATION OF THE PRESENCE OF THE COMPONENT AFECTIVO AND EMOTIONAL CURRICULARES GOALS IN EDUCATION IN CATALUNYA APPLIED TO SCHOOL BOOKS. Through indicators or criteria for staff development, it verifies the presence of affective and emotional component. A taxonomy that enables checking and counting the emotional content of textbooks and teacher's guides in the areas of "Catalan language" and "Coneixemente of medi Social i Cultural Primary, both in written and in the iconic. It was subsequently performed a comparative analysis of the emotional content observed in the four selected editorials.

Author: CASTILLO MARTINEZ ANA ISABEL.
Year: 2006.
University: ALICANTE [www.ua.es].
Place of defense: FACULTAD DE EDUCACIÓN.
Place of preparation: FACULTAD DE EDUCACIÓN, UNIVERSIDAD DE ALICANTE.

Summary: To achieve this purpose there is a review on the subject in order to establish a theoretical basis which provide a basis for investigation. The theoretical framework in elque settle it certainly is low because the teaching of múscia lacks character depth studies (Sources and Cervera, 1989). Therefore reviewed changes qeu have occurred in recent years in the teachings given by the Conservatory. Secondly analyzes the trayceto tour of the Space Education from 1970 to the present, in which the concepts of integration and inclusion flood the educational endeavor. Third, recognizing the importance of the beliefs of teachers in the design and develop their task, we questioned how it is faced with the new concept of special educational needs to be incorporated in the field piscodidáctico following the disclosure of the report Warnock (1978). Fourthly, briefly, based on the concept of attitude proposed by Sasmpascual (2001), suggests that when attitudes: are predispositions to react in a manner consistent with people, objects, situations and ideas? (Sampascual, 2001, p.160), are reviewed lso attitudinal components and functions, as well as some procedures for changing attitudes. The sample is composed 192 teachers grade elementary, middle and upper Conservatory of múscia selected sample incidental, with a mean age of 34.7 years. The 54.2 percent are men and the rest women. Participants responded to the questionnaire attitudes of teachers (Castle, 2005) and is an adaptation of another employee in our context (Mula et al., 2002) with a similar purpose. The data consist of quantitative analysis cualtiativo sy. The results of qualitative analysis muestranq ue lso over one third of the subjects prefer a basic training in psychology, from the completion of courses or semianarios specific special education, which is preferred, as a strategy for action, the pooling and that is very much appreciates the fact adequate resources, especially with regard to the organization and human resources. Overall, there is a negative attitude toward students with ncecesidades special educational that can be fundametnada in ignorance about how these students, how to teach them and undoubtedly more effort and dedication that require extra. The quantitative analysis conducted (narrative, and factorials correlacionales) show that three latent variables second order underlying attitudes of the problems before Conservatory students with ncecesidades eductivas special and on the integraicón school children. These underlying variables are: Do Attitude negative attitudes reflecting unfavorable to the integracióny the belief that it hurts you to pupils without special educational needs? Positive Attitude Is that involves the combination of attitudes conducive to the integration and the belief that it is good for lso needs students eductivas special. In conclusion, aprece necessary improvements in the attitudes of teachers Conservatory towards integration. This a key and necessary is a change of attitudes of rejection and unfavorable we encountered. The design of a program to carry out such an attitudinal change is a line of work that remains open for the future.

Author: PINA MULAS JORGE.
Year: 2006.
University: COMPLUTENSE DE MADRID [www.ucm.es].
Place of defense: FACULTAD DE EDUCACIÓN.
Place of preparation: FACULTAD DE EDUCACIÓN, UNIVERSIDAD COMPLUTENSE DE MADRID.

Summary: The purpose of this study was to identify profiles of development during the first three years of life, children who weighed less than 1500 grams at birth, and have been followed in an early childhood intervention program at the Center Base Maudes since 1993 until the year 2005, with a sample of 905 subjects. This would have used different tests to measure children's development at one year of age corrected and the two years of actual age, and has seen the evolution of the sample. In addition, there is a relationship between the different characteristics of these children biomedical (report high in enonatología), the different areas of their development, and diagnostics psicopedagógicos, subsequently defined entering into a childhood education, promoting inclusion in the educational system.

Author: REYES MUÑOZ SÃ’NIA.
Year: 2006.
University: BARCELONA [www.ub.es].
Place of defense: FACULTAT DE PSICOLOGÍA.
Place of preparation: FACULTAT DE PSICOLOGÍA, UNIVERSITAT DE BARCELONA.

Summary: The thesis consists of the design, development and evaluation of a multimedia program for the initial literacy of students with disabilities. The material, based on the proposals Interactive written language, is a autoiniciado in relation to users. The assessment has been conducted with 10 students with intellectual disabilities, in some cases affected disability driving and / or speech, which carried out significant progress after the intervention. The contents are organized in a theoretical part, which includes chapters from 2 to 6, and a portion of thumb, which includes 6 chapters. Chapter 2, is intended to set the general orientation theoretical research work in relation to the social dimension and socializadora the processes of teaching and learning. In chapter 3, characterized the population of people with intellectual disabilities, with particular attention to the situation of those who are of school age. In chapter 4, we refer to the school population affected disability driving. Chapter 5 is devoted to literacy and its contents, related to phonological awareness, writing and reading, are related to the acquisition of written language from a policy perspective. Chapter 6 deals with methodological aspects of literacy, thus relating to the psychoeducational intervention in the teaching of the written language. Referring to the empirical part, Chapter 7, raised the objectives and assumptions that have guided the study. Chapter 8 focuses on the description of the program Divertext. Chapter 9 is devoted to the evaluation of Divertext in students. In Chapter 10 discusses the results presented, while in the 11 reflects the conclusions of the article.

Author: BLANCO RUIZ MARIA SOLEDAD.
Year: 2006.
University: CÓRDOBA [www.uco.es].
Place of defense: FACULTAD DE CIENCIAS DE LA EDUCACIÓN.
Place of preparation: F. CIENCIAS DE LA EDUCACIÓN.

Summary: The aim of this study was to analyze the processes of joint construction of stories in a writing workshop in which a group of girls and boys from 3 eighth primary education with their teacher and an investigative participants. It forms a investigaicón in which it was intended to explore from an ethnographic approach literacy practices in compulsory education, constituting part in the reconstruction of ethnographic the overall experience of the workshop, although my analysis, from a position not participating, has focused on the joint construction of the stories through speech and writing in the classroom. After entering the first chapters in the narrative from the discipline of literary theory and psychology analyze, from a communicative approach based on the socio-cultural and discursive psychology and the pragmatic literary narrative construction as a result of the dialogue that occurs : A Between themselves and participating in the workshop, children and adults. B-between girls and boys and their characters while built. C-Between them, and they and their audience, that is, its potential readers and viewers. The discursive analysis, along with ethnographic information, shows a construction ongoing mutual between text and context, and a critical role of intertextuality and intercontextualidad as instruments orchestrated by the adult help, through dialogue, but that girl / you internalize what Throughout the workshop. The work has the interest to explore the construcicón narrative perspective interdisciplinary -literaria and psychologically, and do it from a point context necessary to understand how they are acquired and conducts awareness textual narrative. From the educational point of view has the interest to investigate the practices of the educational structure in creative artistic collaboration in particular, as well as the development of narrative thinking in girls / os. On the other hand, it also contributes to the understanding of the processes that occur in intersubjetivos the cooperative work together in the classroom regarded as a learning community.

Author: HERRERA BELTRÁN CLAUDIA XIMENA.
Year: 2006.
University: BURGOS [www.ubu.es].
Place of defense: FACULTAD DE HUMANIDADES Y EDUCACIÓN.
Place of preparation: FACULTAD DE HUMANIDADES Y EDUCACIÓN.

Summary: The doctoral thesis we set out to build the history of Physical Education as a discipline of teaching and education during the first third of the twentieth century in Colombia, a period in which the Movement of the New Education had been appropriate in the country, as pedagogical model more appropriate for the nation to progress and modernity. The research work is carried out in three main parts. The first part entitled "The new school, to the invention of physical education" in which addresses four chapters namely: first, the social and political conditions for this new educational proposal, the second and educators teaching in their proposals Europe and North America, the third new education and children and the fourth, Physical Education and its relations with the Movement of the New Education. In the second part: "The new school Colombia and the invention of physical education" deals on the one hand, the ideas of educators teaching Colombians and the new school, which shows how appropriated and put into operation in the the school ideology of the Movement of the New Education, and on the other hand, the invention of Physical Education teachers by Colombians as an effective school discipline and necessary to make the Colombian nation, a modern nation while vigorizaba and regenerated race . In the third and final section entitled "Physical education goes to school" will be discussed and analyzed as became operational this discipline at the school and how it was building up its teaching. His stay in the school curriculum, its representativeness and its social culture. Just as its methods, its content and its means. Method: Historical teaching.

Author: RODRIGUEZ GARRIDO ESTEBAN ALBERTO.
Year: 2006.
University: BURGOS [www.ubu.es].
Place of defense: FACULTAD DE CIENCIAS.
Place of preparation: FACULTAD DE HUMANIDADES Y EDUCACIÓN.

Summary: This paper is the result of a long period of investigation initiated in the year 2002, during which two processes were developed research: First, a case study by three professors from three levels of education (elementary, middle and higher ) type diagnosis, which was used as a tool for data analysis in the grid Kelly, enabled us to characterize the ideas and beliefs of science teachers on natural science, teaching and learning mediated by the initial training, continuing education and professional experience. The diagnostic phase of the first time we demonstrated the close relationship that occurs between initial training and pedagogical practice and identify areas of knowledge that the ideas and beliefs of the teachers had higher level of inconsistency and, in this sense, the findings obtained became background of a second phase of more extensive and complex investigation later developed, the aim of which was to generate evolution conceptual and methodological attitude in the performance of teachers in the area of natural sciences through the validation of a strategy we call methodological 'accompaniment academic'. The 'accompaniment academic' is an investigative process that we have taken as a case study because we worked with a group of nineteen professors, fifteen of whom attached to a single institution. The process begins investigating the concepts and beliefs of the teachers participating through four questionnaires, the first sought to know the self-perception of teachers about their ideas and beliefs, the second asked the perception that students have the performance of their teachers , and the third sought expressions of the ideas and beliefs of the teachers at the time of planning teaching units and plans classes, and the fourth reflected the perception of academic peers about how his colleagues operacionalizan curriculum in the classroom . In the four questionnaires were included aspects of the learning theories that reproduce the discourse and practice of teachers, teaching strategies that teachers usually use, the size of the curriculum that tend to address the dynamics and its curriculum that operacionalizan attitudes to practice, all complemented by an in-depth interview whose purpose was to gather additional information on some aspects that were not clearly focused on the questionnaires. Data obtained in the exploratory phase enabled us to characterize the group as heterogeneous, heavily steeped in concepts and beliefs of the traditional kind, plunged into a practice routine and with little social commitment to the quality of the educational process. Once characterized the group proceeded to validate the model of intervention directed by vectors learning by doing, learn and learn to be thinking person. Taking as its pretext the diagnostic results, in a dialectical inspired cognitive theories, starting a process of reflection and reconceptualization, around a theoretical framework concerning using a variety of dynamic interaction, individual and group, led by the companion. Completed process reflexión-reconceptualización, were applied three of the four previous questionnaires and an interview in depth, in order to find evidence of evolution conceptual and methodological attitude teachers in the group. The comparison of the data obtained with the implementation of the questionnaires before and after the speech showed evidence of a positive evolution in the concepts and beliefs of teachers, which suggested the level of appropriateness of the intervention model tested and derive more precision characteristics that make it possible in similar contexts.