No presenta resumen

Relationship between academic self-concept, causal attribution for success and raílure, and academic achievement in pre-adolescents. This study shows the relationship between the variables mentioned above in 284 primary school students in Lima (5"' aI)d 6"' grades). The Self Description Questionnaire (SDQ-I) and the Sydney Attribution Scale (SAS) were applied with a previous validation process. Mathematics and Language final grades were assumed as academic achievement indicators. SAS exploratory factorial analysis showed five factors, tbree of them demonstrated that children do not discriminate between effort and ability. About SDQ, results confirmed that children can differentiate between self-concept dimensions. Participants showed a favorable self-concept in a11 dimensions and a strong intemal locus of control. In the same way, there was a tendency for studems to accept success for i...

This paper is part of a qualitative research study that took place in five public schools of Lima between 2005 and 2007. The goal was to identify teachers’ conceptions about teaching and learning in order to understand their pedagogic practice. The sample included 9 sixth grade teachers of primary schools. Results show that traditional pedagogic conceptions are strongly rooted and this is reflected in the pedagogic practice of all teachers. Mathematics teaching is characterized by the following of rules and procedures, the routine practice of exercises, the use of key words and the lack of a significant context for learning.

No contiene resumen

Relationship between academic self-concept, causal attribution for success and raílure, and academic achievement in pre-adolescents. This study shows the relationship between the variables mentioned above in 284 primary school students in Lima (5"' aI)d 6"' grades). The Self Description Questionnaire (SDQ-I) and the Sydney Attribution Scale (SAS) were applied with a previous validation process. Mathematics and Language final grades were assumed as academic achievement indicators. SAS exploratory factorial analysis showed five factors, tbree of them demonstrated that children do not discriminate between effort and ability. About SDQ, results confirmed that children can differentiate between self-concept dimensions. Participants showed a favorable self-concept in a11 dimensions and a strong intemal locus of control. In the same way, there was a tendency for studems to accept success for i...

This paper is part of a qualitative research study that took place in five public schools of Lima between 2005 and 2007. The goal was to identify teachers’ conceptions about teaching and learning in order to understand their pedagogic practice. The sample included 9 sixth grade teachers of primary schools. Results show that traditional pedagogic conceptions are strongly rooted and this is reflected in the pedagogic practice of all teachers. Mathematics teaching is characterized by the following of rules and procedures, the routine practice of exercises, the use of key words and the lack of a significant context for learning.

Subyacentes al contenido de este informe existen cuatro ideas clave. La primera es la distinción entre la conceptualización del estatus socioeconómico y su medición. Es así que en el capítulo 1, se presenta la definición del estatus socioeconómico utilizada, resaltando su carácter multidimensional. De otro lado, el capítulo 2 detalla cómo se elabora la medida del estatus socioeconómico de los estudiantes utilizada, a través de la construcción de un índice socioeconómico. El cambio de nombre refleja la diferencia entre la definición teórica del estatus socioeconómico y la forma en que es medido. De esta manera, se usa “estatus socioeconómico” para denominar a la parte conceptual, mientras que “índice socioeconómico” es utilizado para referirse a aspectos más concretos de la medición. La segunda idea importante es la distinción entre el estatus socioeconóm...