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The article is a tribute to the life and career of Gudrun Lenkersdorf, an outstanding professor, nuclear physicist, and historian. Her focus on the history of indigenous peoples and the importance of considering their specificities is highlighted. Her academic trajectory and contribution to the field of history are also mentioned. The text presents the story of Gudrun and Carlos, who arrived in a Tojolabal community in the Mayan world with the goal of learning. Gudrun decided to study the past of the Mayan peoples and conducted innovative research on the history of Chiapas and Guatemala during the 16th century. The connection between Martin Luther and the spread of his works in Germany in 1545 is also mentioned, as well as the relationship between Girolamo Savonarola and the Medici in Florence. The author emphasizes the importance of comparing the trajectories of Luther, Savonarola, and Las Casas to understand the context of the New Laws in Chiapas. Additionally, Gudrun's research on the Ordinances to the peoples and their legacy in the study of the 16th and 17th centuries is mentioned. [Extracted from the article]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The use of ICT, and particularly network technologies, has expanded the possibilities of access to new learning spaces and resources beyond traditional formal school settings. However, these combinations of multiple and different environments add an element of complexity, which requires learners to make a greater effort in their role as directors of their own learning. The Delphi research described in this article focuses precisely on the role of self-direction in the field of learning ecologies, positioning the learner as an active agent, producer and conductor of her own strategies, capable of orchestrating the vari)ous contexts, resources, activities and personal relationships into a coherent and appro)priate whole for the achievement of a learning goal over time. Similarly, the need for procedures aimed at fostering the learner’s autonomy, self-regulation and capacity for learn)ing to learn is also highlighted. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Linhas is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents the results of a study on the use of a makerspace in a Mexican university, a part of the institution's strategies to develop skills of innovation among its students. A mixed QUAL+QUAN design was used, with an initial stage of data collection and analysis through nonparticipant observation, interviews, and focus groups. The second stage consisted of surveying 2,149 students on the attributes of the makerspace. The findings show that the participants learn to establish goals, use tools, and solve problems in a social network that is constituted in the makerspace. In collaborative form, teams resolve the contradictions and tensions of the problems that draw them together, thus constructing the social practice of innovating. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interamericana de Investigación, Educación y Pedagogía - RIIEP is the property of Universidad Santo Tomas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of the current research study has been to know which are the reasons students have to strive in the learning process through the goal theory, analysing course and sex differences. In this line, 1059 students (539 girls and 520 boys) of 4th, 5th and 6th grade of Primary Education took part filling out the Academic Goals Questionnaire (García et al., 1998). The results suggest that there was a significant correlation of mild-moderate intensity between the different goals. Likewise, the boys showed significantly higher scores than girls in social assessment goals, and the girls significantly higher that the boys in learning goals. With regard to the course, it was also noticed that learning goals and social assessment goals decreased with the passage of time. These findings agree almost entirely with investigations developed in another type of population. [ABSTRACT FROM AUTHOR]

Purpose: To determine the relationship between academic goals and attributional styles with academic performance in middle school students of the Cundinamarca department. Materials and methods: A quantitative, correlational and cross-sectional study was carried out. The sample consisted of 90 students from an Educational Institution of the department of Cundinamarca in Colombia. The instruments used in the research were: Questionnaire for the Evaluation of Academic Goals in Secondary (CEMA-II), the Attributive Styles Questionnaire (EAT); To evaluate academic performance, we worked with information from second sources such as the final grade of each student that corresponds to the average of each of the subjects present in the respective school grade; subsequently, the responses to the measuring instruments were digitized in a Microsoft Excel database designed for correction, to subsequently perform the statistical analysis through the IBM® SPSS® Statistics Standard 22 program. Results: The results show that academic performance is directly related to academic goals (r=0.257, p=0.029, α <0.05) and attributional styles (r=0.364, p=0.002, α <0.01). Likewise, there are significant correlations between different learning sub-goals (acquisition of competence and control, interest in the subject, aggrandizement of the self, social appreciation and obtaining a decent future) and attributional styles (attribution of success to skill) with performance academic. Conclusions: The students make use mainly of the goals oriented to the social valuation (74.9%), also of the goals oriented to the learning (74.7%) and to the achievement or reward (72.6%); As for the attributional style that students present most is the attribution of success to the ability (74.83%), indicating that they value their abilities and feel competent in their studies. It is necessary to specify that there is a directly proportional relationship between learning goals and academic performance, as well as a directly proportional relationship between attributional styles and academic performance. [ABSTRACT FROM AUTHOR]

Copyright of Culture Crossroads is the property of University in Riga, Latvian Academy of Culture and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of SituArte is the property of Universidad del Zulia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examined the effect of a computing environment that incorporates a module to enable the academic efficacy on goal setting, self-efficacy and learning achievement of elementary students learning to solve problems with fractional numbers, individually and in pairs. The interaction between these variables and the cognitive style, in the field dependence-independence dimension, was explored. 50 fifth graders of a public institution participated in this research. The EFT (Embedded Figures Test) was used to measure cognitive style. Academic achieving was assessed with the computing environment. Similarly, the goals formulated by the student were recorded in the software. Selfefficacy was measured using the MSLQ test. For the treatment of the data, a MANCOVA was performed. Results showed, higher goal setting for students working in pairs, compared to those working individually. Moreover, field independent students set more demanding goals for themselves than their field dependent peers; no significant differences were found for learning achievement between students from different cognitive styles. Regarding efficacy, there were no significant differences between students who interacted individually and in pairs. This way, it is possible to conclude that efficiency modules on the achievement of individual learning; however, self-efficacy was favored equally in individual work and in pairs. [ABSTRACT FROM AUTHOR]

Learning objects (LOs) repositories are important in building educational content and should allow search, retrieval and composition processes to be successfully developed to reach educational goals. However, such processes require so much time-consuming and not always provide the desired results. Thus, the aim of this paper is to propose a model for the semiautomatic composition of LOs, which are automatically recovered from open repositories. For the development of model, various text similarity measures are discussed, while for calibration and validation some comparison experiments were performed using the results obtained by teachers. Experimental results show that when using a value of k (number of LOs selected) of at least 3, the percentage of similarities between the model and such made by experts exceeds 75%. To conclude, it can be established that the model proposed allows teachers to save time and effort for LOs selection by performing a pre-filter process. [ABSTRACT FROM AUTHOR]

In Chile there are not enough reliable, standardized instruments to assess young children's knowledge of basic concepts defined essential by the Ministry of Education of Chile. The goal of this research is to validate a play-based assessment tool of basic concepts for young children (3 to 6 years old) called dip, supported in tablet. The instrument assesses basic concepts related to verbal language and mathematical reasoning. It was standardized with 360 children between 3 and 6 years old attending institutions offering early childhood education in the Metropolitan Region of Chile. The results show good internal reliability (0.7) and consistent reliability for different groups of assessed knowledge. There is evidence of strong correlation with a computer-based assessment instrument of early literacy competencies (0.7) and a moderate correlation with a test of basic concepts in a traditional format (0.5). [ABSTRACT FROM AUTHOR]

Recently, technology has been incorporated into higher education, leading to the appearance of new educational scenarios. At the same time, this fact has set up several processes aimed at quality improvement. In this paper, we look at the teaching coordination experience carried out in the Faculty of Business Sciences and Tourism in Ourense. This experience consisted in the ellaboration of an activity schedule that shows the main activities for subject assessment during a semester. This experience had two main objectives: first, to facilitate the students'planning of their tasks in continuous assessment; second, to detect possible overlaps and work overloads. The Google Calendar was used to achieve these objectives, and the results obtained can be regarded as satisfactory. [ABSTRACT FROM AUTHOR]

The objective of this study was to understand the main features of the academic goals shown by a sample of students in their second year of studies for the nursing diploma at a private university. The instrument used was the goals questionnaire by Skaalvik (1997). This instrument was validated in the study, and obtained three groups of students based on their adoption of multiple goals. This study provides data that reinforce the four-goal structure (target task, self-enchancing goal, self-defeating goal, and work avoidance goal) set out by Skaalvik in 1997. This study also collects data about the positive correlation between the task and self-enhancing goals, and classifies students according to the goals towards which they are oriented, with an orientation toward the goal orientation task predominating over the others. These results are consistent with vocational aspects that are related to the choice of degrees in health sciences, especially nursing. Finally, suggestions for improvement are offered for intervention in educational practice. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Current research emphasizes the role of intrinsic motivation in academic learning in general, and in the learning of second languages in particular. This is due to the effort, perseverance and self-assessed competence required for adequate adaptation to, and development of, the learning/teaching process. Middle School Students with more intrinsic motivation for the learning of English will obtain better academic achievement in this subject. The participants were 542 Middle School Students. The results demonstrate correlations between goals and academic results, with an association between learning goals (intrinsic motivation) and greater levels of achievement. This study allows us to conclude that intrinsic motivation factors are decisive in academic achievement and the data are useful to improve the teaching/learning process in this subject. [ABSTRACT FROM AUTHOR]

This study presents an analysis of the learning activities included in the natural science textbook for the sixth grade. A qualitative and quantitative evaluation was made of the objectives of learning, procedural contents, and potential for promoting learning. The results indicated that the objectives of obtaining knowledge and applying theory prevail; in terms of the procedural contents, the tendency was to promote observation, the search for information, and communication. This finding suggests that information is at the center of the book's didactic proposal, and aims at forming of searchers, appliers, and communicators of information. Only one-half of the activities has an acceptable level of potential for promoting learning, according to the logic of our analysis; the rest has deficiencies related to relevance, clarity, and inclusion of indicators of comprehension. The findings are discussed in terms of the critical aspects that must be revised to improve the book. [ABSTRACT FROM AUTHOR]

In this paper we show the most relevant results of the first year of implementation of the Educational Evaluation National Network and University Teaching. The basic methodology used was action-research on formative assessment practices in higher education, in subjects taught by teachers members of the net, with a total of 41 cases. The results present the advantages that this assessment system meant both for students and for teachers involved, including the greater involvement and motivation of students, as well as further development of students' autonomy. Some difficulties were also detected, such as excess work for the teachers or the lack of habit of students in formative assessment processes. The project we have developed has a direct effect on the university teaching practice and lead us to consider the formative evaluation as an essential element to renew our teaching practice and as a good alternative for dealing with the changes arising from the European Higher Education Area. [ABSTRACT FROM AUTHOR]

In this article, we present a reflection on the change of educative paradigm that competence formation means and, its repercussions on the evaluation in order to promot the learning and to state its quality. The evaluation in competence formation goes through the consideration that the object of evaluation is not only the adquired knowledge but, and even mainly, the competences developed by the students. In order to help us to in this transition, Tardif (2006) proposes to see the competences evaluation as a videographic approach and not a photographic one. In fact, it is not so much about issuing a judgement at the end of the way but about following a progression of the competences development. In this sense, the formative evaluation, tha informs the student about the progression of his/her learning, is an essential element of every evaluation device in a competences formation (Scallon, 2000). Then the competences evaluation is based on the access to multiple and varied sources of information with the target of determining if the students have achieved the expected level of development of competences, as well as a sufficient degree of domain of the resources related to each competence. Basic criteria are set out to be taken into consideration to evaluate the competences development, as well as a planning model. Evaluation strategies are offered to make it possible the competences development, such as the quality feedback, selfevaluation or mates evaluation, and the evaluative strategies of the competences. At last, we analize the role of rubrics in order to achieve an educative evaluation of quality and useful both for students and teachers. [ABSTRACT FROM AUTHOR]

The Achievement Goals Tendencies Questionnaire (AGTQ, Hayamizu and Weiner, 1991) was administered in a sample of 2,022 adolescents (48.9% female) with ages ranging from 12 to 16 years (M = 13.81; SD = 1.35) to analyze the gender and grade differences in academic goals. The results revealed that academic goals varied significantly according to the gender and grade of students. Girls presented a significantly higher motivational orientation toward learning goals and performance goals, while the boys showed a significantly higher motivational profile toward social reinforcement goals. Orientation toward learning goals and performance goals increased significantly with academic grades, from the 2nd to the 4th year and from the 1st to the 4th year of compulsory secondary education, respectively. Contrarily, motivational orientation toward social reinforcement goals diminished significantly from the 1st to the 3rd year and to the 4th year of compulsory secondary education. [ABSTRACT FROM AUTHOR]

This article has for objective to review the concept of motivation, its historical development, and the three main approaches about it: behavioral, cognitive and humanistic, and some important aspects of the motivation on the educational ambit. The first approach emphasizes that people are motivated by the profit or reward they can receive. The humanistic underlines the qualities of human beings, their ability to grow and their freedom of choice. This approach looks at the motivational theories: Hierarchy of Needs by Maslow, Existence, Relation and Growth Theory by Alderfer and McClelland's Theory of Needs. The cognitive approach points out that the thought we think might happen determines what happens. Thoughts guide motivation. From this approach we review the Expectations Theory of Vroom, the Equity Theory Adams and the Model Setting Goals and Objectives from Trechera. Especially in the field of education examines the relationship between emotion and motivation, and the relationship between the Theory of Attributions and academic performance. Are some reasons that can guide student behavior and finally explores the intrinsic and extrinsic motivation and its influence in the academic performance of the students. [ABSTRACT FROM AUTHOR]

Copyright of Zona Próxima is the property of Fundacion Universidad del Norte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper we propose specific meanings for the notions of capacity and competence in the context of a Secondary mathematics teacher training program. We briefly describe this program, and present a procedure with which prospective teachers can reflect on students' learning in the classroom and use these notions for planning didactical units. [ABSTRACT FROM AUTHOR]

Based on the theory of academic goals, the performance of visually impaired students is checked and compared to the typology of goals (learning goals, social reinforcement goals and performance goals) obtained in other studies (Hayamizu and Weiner, 1991; Núñez and González-Pienda, 1994; González, Torregrosa and Navas, 2002). The participants are 50 students members of the ONCE (Spanish Organization for the Blind), between 8 and 27 years old, who answer the questionnaire on goals prepared by Hayamizu, Hito and Yohiazaki (1989). The factorial analyses show that goals vary in these students and new ones emerge in relation with the overcoming of challenges or obtaining rewards. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present an intervention program in academic goals with university students. With this program we try to make participants aware of academic goals importance and the advantages and disadvantages that these could have on emotional-motivational, cognitive and academic fields. Students become aware that it is possible adopt only one kind of goals or to opt for a flexible combination of goals what fits best with contextual requirements and demands are motivational alternatives. [ABSTRACT FROM AUTHOR]

What can we do to help children and teenagers to learn about media? The author thinks that we have to encourage media education at schools on the basis of distinct general objectives and setting up special programmes to learn media in formal contexts. Moreover, this paper also considers that it is necessary to do the same out of school working with a global proposal that integrates all contexts and includes teachers training. [ABSTRACT FROM AUTHOR]