RESUMO
Traditionally, the selection process of teacher candidates has emphasized the assessment of subject matter and pedagogical knowledge using psychometric methodologies, which simply organize candidates in continuous scales and require a large number of samples. However, these methods do not allow for the identification of candidates' knowledge profiles and learning paths, which would help develop programs tailored to support students in their training process. In this study, an evaluation instrument was developed by using the nonparametric approach to model diagnostic classifications and was then validated on a sample of 119 participants. This instrument allows for disaggregating candidates' initial knowledge and establishing relationships between its components. The results showed that candidates present a variety of profiles, which may consider more than one attribute. Not only does it provide a score that can be used for selection processes, it also provides useful information for initial teacher training methods.
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This research presents the findings of a comparative study of mathematical competence among 130 students (M = 54.08 months; SD = 2.57) from vulnerable school contexts in Chile and the Spanish public school system. The study analyses a set of general and specific domain precursors for which evidence of socioeconomic background exists. Using multivariate regression and discriminant analysis techniques, we calculated similarities and differences between groups by comparing these precursors. Significant differences were found between the Spanish and Chilean groups (p < .05); however, no differences were observed in non-symbolic comparison and receptive vocabulary. Possible reasons for the existence and extent of these differences are discussed in terms of socio-cultural and educational contexts.
Assuntos
Instituições Acadêmicas , Estudantes , Humanos , Chile , Espanha , Fatores SocioeconômicosRESUMO
This article presents the results of a comparative study regarding the impact and contribution of two instructional approaches to formal and informal mathematical reasoning with two groups of Spanish students, aged four and five. Data indicated that for both age groups, children under the ABN method [Open Algorithm Based on Numbers (ABN)] (n = 147) achieved better results than the group under the CBC approach (Closed Algorithms Based on Ciphers) (n = 82), which is the widespread approach in Spanish schools to teach formal and informal mathematical reasoning. Furthermore, the comparative analyses showed that the effect is higher in the group of students who received more instruction on skills considered domain-specific predictors of later arithmetic performance. Statistically significant differences were found in 9 of the 10 dimensions evaluated by TEMA-3 (p < 0.01), as well as on estimation tasks in the number-line for the 5-year-old-group. However, the 4-year-old group only presented significant results in calculation and concepts tasks about informal mathematical reasoning. We discuss that these differences arise by differential exposure to specific number-sense tasks, since the groups proved to be equivalent in terms of receptive vocabulary, processing speed, and working memory. The educational consequences of these results were also analyzed.
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El objetivo de esta investigación fue examinar la confiabilidad y validez de la Escala Integral de Calidad de Vida para población con discapacidad intelectual y del desarrollo, en población chilena. Este es uno de los principales instrumentos empleados para evaluar la calidad de vida en esta población desde una doble perspectiva objetiva, completada por los profesionales a cargo, y subjetiva administrada a los propios sujetos. Para ello, han participado 751 estudiantes y 82 profesionales. Los principales resultados demuestran que existe una adecuada fiabilidad del instrumento en población chilena y la estructura factorial es totalmente congruente con la versión española. Los resultados confirman que la Escala Integral es un instrumento válido y con una óptima fiabilidad en población chilena para evaluar la calidad de vida de personas con discapacidad intelectual y del desarrollo.
This paper aims to evaluate the reliability and validity of the Integral Quality of Life Scale in people with intellectual and developmental disability in the Chilean people. That is a principal instrument to evaluate the quality of life in this collective from subjective and objective vision. For this, 751 students have participated and 82 professionals. The main results show that there is adequate instrument reliability and factorial Chilean population structure is fully consistent with the Spanish version. The results confirm that the Integral Scale is a valid and optimum reliability instrument in Chilean population to assess the quality of life for people with intellectual and developmental disabilities.
Assuntos
Humanos , Masculino , Feminino , Adolescente , Adulto , Pessoa de Meia-Idade , Psicometria/métodos , Qualidade de Vida/psicologia , Deficiências do Desenvolvimento/psicologia , Inquéritos e Questionários , Deficiência Intelectual/psicologia , Chile , Reprodutibilidade dos Testes , Análise FatorialRESUMO
This study tested a structural model of cognitive-emotional explanatory variables to explain performance in mathematics. The predictor variables assessed were related to students' level of development of early mathematical competencies (EMCs), specifically, relational and numerical competencies, predisposition toward mathematics, and the level of logical intelligence in a population of primary school Chilean students (n = 634). This longitudinal study also included the academic performance of the students during a period of 4 years as a variable. The sampled students were initially assessed by means of an Early Numeracy Test, and, subsequently, they were administered a Likert-type scale to measure their predisposition toward mathematics (EPMAT) and a basic test of logical intelligence. The results of these tests were used to analyse the interaction of all the aforementioned variables by means of a structural equations model. This combined interaction model was able to predict 64.3% of the variability of observed performance. Preschool students' performance in EMCs was a strong predictor for achievement in mathematics for students between 8 and 11 years of age. Therefore, this paper highlights the importance of EMCs and the modulating role of predisposition toward mathematics. Also, this paper discusses the educational role of these findings, as well as possible ways to improve negative predispositions toward mathematical tasks in the school domain.