Examinando por Materia "Educational psychology"
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- PublicaciónSólo datosAl rendimiento académico : una aplicación de técnicas demográficas.(Universidad Católica de Colombia, 1999-01-01) Jaimes-Osma, Jesús EnriqueThe main objective of the present investigation was to describe the academic factors characterizing Psychology Faculty students at Universidad Católica de Colombia. For that purpose, a descriptive design by means of demographic techniques was used. The information was supplied by the Admission Department of the University and the data were analyzed through Access under Windows 7.0 and S.PS.S 6.1.The obtained results allow us to identify and evaluate academic performance for this population. It was found that the general average for this period was 3.71/5.0 and that this average is higher from the sixth semester. In an overall level, it was observed that the averages for groups studying in the evening are slightly higher than the groups studying in the morning and Research was identified as the area with higher average with 4.43 The rate for academic deficiency was 1.57% and for excellency was 39.06%, that is, 440 students of the population. Another established indicator was subject failure corresponding to 8.63%.
- PublicaciónSólo datosConstrucción y validación de un cuestionario para identificación de factores asociados al desempeño escolar (FADE).(Universidad Católica de Colombia, 2011-07-01) Timarán-Delgado, Carlos A.; Moreno-Portilla, Magda I.; Luna-Tascón, Edwin G.Se construyó una prueba psicológica para medir los Factores Asociados al Desempeño Escolar (FADE), siguiendo lineamientos de la Teoría Clásica de los Test y aspectos de medición y evaluación desde una estrategia multi-informante aplicada a los contextos escolares. La finalidad de la prueba es la identificación de debilidades y fortalezas asociadas al desempeño escolar en niños de primer grado de primaria del municipio de Pasto. La muestra utilizada fue de 277 participantes pertenecientes a instituciones públicas de carácter urbano y rural. La confiabilidad calculada a través del coeficiente KR20 fue de .92 para la prueba total. Se obtuvieron evidencias favorables para validez de contenido, criterio y constructo. Se establecieron normas de estandarización para la aplicación y calificación de la prueba. La evidencia encontrada da cuenta de que la prueba resulta útil para su aplicación práctica como herramienta en la evaluación clínica y su uso en investigación.
- PublicaciónSólo datosCurrículo innovador para niños considerados académicamente limítrofes.(Universidad Católica de Colombia, 1999-01-01) Beltrán-P., Julio E.; Cañón-D., William; Rengifo-A., Luis A.; Vargas-E., Nancy M.This is a curricular proposal for Mild Mentally Retarded Chindren agen seven to eighteen. The program intends to give answer to children's academic, psycological and social needs as well as to help them to reach personal independence. The curriculum theoretical support comes from the Sociocultural Developmental Theories; mainly Vigotsky's position related to the Zone of Proximal Development. The proposal includes the description of all the curriculum aspects, the possibility to carry it out and to make the adjustments for its practical improvement.
- PublicaciónSólo datosEscuela de padres : un modelo centrado en valores.(Universidad Católica de Colombia, 1999-01-01) Pérez-Gaviria, Martha HelenaThis article is a study of an alternative model of Parents? School.The background records, historical and social elements and some investigations from different Latin- American countries and from Colombia were examined to identify the schemes of work. Finally, the proposed model appears methodologically supported on participant research conceiving the family from the systems theory and the contents of the school from values development and life quality.
- PublicaciónSólo datosFactores que deben ser tenidos en cuenta en el proceso de adquisición de la lectura alfabética.(Universidad Católica de Colombia, 1999-01-01) Meneses Báez, Alba LucíaThis paper reviews reading and literacy research literature related with reading acquisition published recently (Adams, 1990, 1998; Clay, 1996; Cunningham and Allington,1994; Delpit 1995; Ehri, 1991; Stanovich, 1996,1981, Vellutino, 1991 et.al., 1996) and stresses how research findings could be introduced in daily practices of preschool and first grade classrooms to prevent reading failure for all children, even for those called at risk (e.g., low income,ethnically or culturally different). The conclusion is that reading acquisition is mediated by multiple factors (cognitive,instructional and socioemotional) and in order for a child to become a fluent reader all these factors should work well together.