Teachers' Perceived Disruption at School and Related Variables from Teachers and School Functioning.

This study explores variables related to teachers' perception of disruption at school as a function of teachers (sense of personal accomplishment, professional disengagement and depersonalization and emotional exhaustion) and school (overall school management and quality of school rules) factors. Using a questionnaire regarding school climate, data from 4,055 teachers across 187 high schools were analyzed. Hierarchical linear modeling was applied and the results indicate that, taken separately, significant individual teacher predictors (Model 1) explain 26% (95% CI [.23, .29]) of the variability of the perceived disruption, especially depersonalization and emotional exhaustion. Contextual school variables (Model 2) explained 15% (95% CI [.12, .18]) of variance in teachers' perceived disruption, with a significant negative relationship with the quality of rules. Model 3 included the above factors plus interactions between the emotional exhaustion and depersonalization variables and school indicators (30% of variance explained; 95% CI [.26, .33]). The results indicated the existence of a moderating effect for the quality of school rules, so that fair and properly-applied rules in the school context may be associated with a decrease in the relationship between depersonalization and emotional exhaustion and perceived disruption.

Teachers' perceived disruption at school and related variables from teachers and school functioning

This study explores variables related to teachers’ perception of disruption at school as a function of teachers (sense of personal accomplishment, professional disengagement and depersonalization and emotional exhaustion) and school (overall school management and quality of school rules) factors. Using a questionnaire regarding school climate, data from 4,055 teachers across 187 high schools were analyzed. Hierarchical linear modeling was applied and the results indicate that, taken separately, significant individual teacher predictors (Model 1) explain 26% (95% CI [.23, .29]) of the variability of the perceived disruption, especially depersonalization and emotional exhaustion. Contextual school variables (Model 2) explained 15% (95% CI [.12, .18]) of variance in teachers’ perceived disruption, with a significant negative relationship with the quality of rules. Model 3 included the above factors plus interactions between the emotional exhaustion and depersonalization variables and school indicators (30% of variance explained; 95% CI [.26, .33]). The results indicated the existence of a moderating effect for the quality of school rules, so that fair and properly-applied rules in the school context may be associated with a decrease in the relationship between depersonalization and emotional exhaustion and perceived disruption (AU)

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Una experiencia de aprendizaje basado en problemas en la asignatura Métodos de Investigación / No disponible

No disponible

Una experiencia de aprendizaje basado en problemas en la asignatura Métodos de Investigación / No disponible

El EEES supondrá, entre muchos otros cambios, la utilización de metodologías que permitan a los alumnos aprender a hacer. En nuestro país, esto se ha de materializar mediante nuevos elementos de trabajo (actividades prácticas coincidentes con la realidad) y evaluación (como proceso continuo de retroalimentación), pero además en un entorno altamente hostil en cuanto al número de alumnos. La experiencia que se presenta a continuación muestra un ejemplo de aplicación de esta metodología en una asignatura de Métodos de investigación realizada durante cinco años: la realización de una investigación completa. En grupos de 5, los alumnos han de realizar cada una de las fases de una investigación experimental cumpliendo para ello una serie de hitos, desde la búsqueda, lectura y asimilación de la información hasta realizar el informe correspondiente. En el texto se detallan los condicionantes y elementos a tener en cuenta antes de comenzar una experiencia de este tipo, se exponen las diferentes fases en nuestro caso concreto y, por último, se enumeran algunas de las ventajas e inconvenientes de esta experiencia (AU)

The adaptation to the European Higher Education Area (EHEA) will involve, among many other changes, the use of a methodology oriented to provide students with know-how skills. In Spain, this has to be implemented through new learning activities (i.e., practical exercises that mimic real situations) and new evaluation methods (based on continuous feedback) in an otherwise adverse environment because of the large number of students per classroom. In this paper, we report a five-year experience using this methodology in the subject Research Methods. Students were requested to carry out a small research project. In groups of five, they had to work through all the stages of an experimental research, from searching and picking out relevant information to writing the final report. This paper describes the key aspects to be considered before implementing an experience of this kind, the different stages of the study and finally some of the advantages and disadvantages of the approach (AU)