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Professional development for teachers is fundamental in the configuration and functioning of smart schools. This paper aims to characterize professional development with the participation of compulsory secondary teachers in Spain and to detect key factors in the functioning and organization of schools associated with higher levels of ongoing teacher training. A cross-cutting non-experimental design was used to conduct a secondary analysis of data from PISA 2018 tests, including over 20,000 teachers and more than 1000 schools in Spain. Descriptive results show great variability in teachers' commitment to their professional development; this variability is not associated with the grouping of teachers by school. The decision tree model completed with data mining tools shows that intensive professional teacher development in schools is associated with a better school climate and higher levels of innovation, cooperation, taking on shared goals and responsibilities, and leadership distributed among the education community. The conclusions highlight the importance of ongoing teacher training and how this improves educational quality in schools. [ABSTRACT FROM AUTHOR]

Background: Computer-based programs have been implemented from a psychosocial approach for the care of people with dementia (PwD). However, several factors may determine adherence of older PwD to this type of treatment. The aim of this paper was to identify the sociodemographic, cognitive, psychological, and physical-health determinants that helped predict adherence or not to a "GRADIOR" computerized cognitive training (CCT) program in people with mild cognitive impairment (MCI) and mild dementia. Method: This study was part of a randomized clinical trial (RCT) (ISRCTN: 15742788). However, this study will only focus on the experimental group (n = 43) included in the RCT. This group was divided into adherent people (compliance: ≥60% of the sessions and persistence in treatment up to 4 months) and non-adherent. The participants were 60–90 age and diagnosed with MCI and mild dementia. We selected from the evaluation protocol for the RCT, tests that evaluated cognitive aspects (memory and executive functioning), psychological and physical health. The CCT with GRADIOR consisted of attending 2–3 weekly sessions for 4 months with a duration of 30 min Data analysis: Phi and Biserial-point correlations, a multiple logical regression analysis was obtained to find the adherence model and U Mann–Whitney was used. Results: The adherence model was made up of the Digit Symbol and Arithmetic of Wechsler Adult Intelligence Scale (WAIS-III) and Lexical Verbal Fluency (LVF) -R tests. This model had 90% sensitivity, 50% specificity and 75% precision. The goodness-of-fit p-value of the model was 0.02. Conclusions: good executive functioning in attention, working memory (WM), phonological verbal fluency and cognitive flexibility predicted a greater probability that a person would be adherent. [ABSTRACT FROM AUTHOR]

The objective of this study is to analyze the positive relationship between different dimensions (knowledge, attitudes, and ability) of the Climate-Change Competence in the participants of a Massive Open Online Course called "Awareness and Training on Climate Change for Primary and Secondary Teachers". This study describes the use of this competence to introduce Climate Change into formal education and provides an example of how it can be used to design educational interventions to mobilize the students through education. We carried out a correlational research design based on mediation and moderation models using a process macro for questionnaires about the Climate-Change Competence. In this study, we used a sample of 530 people from Spain and Latin America (52% female, mean age = 36.1 years). The findings revealed that knowledge about Climate Change is a good predictor of ability and attitude. Furthermore, we predicted that the relationship between knowledge and ability would be mediated by attitude. Likewise, we hypothesized that attitude is a moderating dimension between knowledge and ability. The results supported our prediction and showed that attitude is a strong mediator in the relationship between knowledge and ability. However, the interaction between knowledge and attitude did not improve the ability to cope with Climate Change. The Climate-Change Competence is an efficient tool to introduce Climate Change into formal education. It can also be used to investigate, for the first time, the relationship between knowledge, ability, and attitude, which is essential to transform education into a necessary tool for mitigation and adaptation. [ABSTRACT FROM AUTHOR]