Este trabajo es parte de una investigación realizada en 2015 en tres instituciones educativas privadas de Lima, cuyo alumnado estuvo conformado por estudiantes extranjeros no hispanohablantes que residían en el Perú por un periodo menor a un año. Con la finalidad de atender sus necesidades comunicativas, en estos centros se impartieron cursos de español adicionales a las asignaturas regulares. El objetivo de este estudio fue describir el proceso formal de aprendizaje del español como segunda lengua en estudiantes no hispanohablantes que estaban asistiendo a estos cursos. Para el trabajo de campo, se aplicó una guía de entrevista a los estudiantes en la primera y en la última semana de clases. Asimismo, se efectuaron observaciones de clase para reconocer la calidad de su participación en el dominio de la lengua. Luego del análisis de la información, se evidenció un patrón co...

El presente trabajo busca diseñar y validar una metodología orientada a promover la comprensión lectora en niños que presentan déficit de atención, a fin de que puedan desenvolverse normalmente en su entorno. Para ello, este estudio pretende responder problema de investigación: ¿De qué manera el proyecto “ALARCÓN” promueve el desarrollo de la comprensión lectora en alumnos de primero y segundo de secundaria de centros educativos privados que presentan déficit de atención? Cabe mencionar que este proyecto fue aplicado en 6 alumnos de primero y segundo de Secundaria un centro educativo de San Borja en un tiempo aproximado de 5 meses, por lo que esta investigación representa un estudio de caso, orientada a servir como referencia para estudios posteriores. Por ello, esta investigación tiene un carácter cuali- cuantitativo, pues tanto para la recogida de datos como para su...

Esta investigación titulada “La enseñanza escolar del castellano como segunda lengua en instituciones educativas: un estudio de caso” permitió, en primer lugar, describir y comparar los factores asociados al proceso de enseñanza- aprendizaje del castellano como segunda lengua en tres instituciones escolares privadas de Lima desde una perspectiva sociolingüística, pragmática e intercultural, y, en segundo lugar, analizar las competencias adquiridas por los estudiantes. Para ello, ejecutamos un estudio de caso múltiple, descriptivo y mixto que aunó los enfoques cuantitativo y cualitativo para lograr una mayor confiabilidad de los resultados. La muestra total estuvo conformada por 27 alumnos extranjeros entre 9 y 16 años, los docentes del área y los directivos de cada centro. En cuanto a los instrumentos, debido a su gran variedad, permitieron identificar y describir, con pro...

El presente trabajo busca diseñar y validar una metodología orientada a promover la comprensión lectora en niños que presentan déficit de atención, a fin de que puedan desenvolverse normalmente en su entorno. Para ello, este estudio pretende responder problema de investigación: ¿De qué manera el proyecto “ALARCÓN” promueve el desarrollo de la comprensión lectora en alumnos de primero y segundo de secundaria de centros educativos privados que presentan déficit de atención? Cabe mencionar que este proyecto fue aplicado en 6 alumnos de primero y segundo de Secundaria un centro educativo de San Borja en un tiempo aproximado de 5 meses, por lo que esta investigación representa un estudio de caso, orientada a servir como referencia para estudios posteriores. Por ello, esta investigación tiene un carácter cuali- cuantitativo, pues tanto para la recogida de datos como para su...

Esta investigación titulada “La enseñanza escolar del castellano como segunda lengua en instituciones educativas: un estudio de caso” permitió, en primer lugar, describir y comparar los factores asociados al proceso de enseñanza- aprendizaje del castellano como segunda lengua en tres instituciones escolares privadas de Lima desde una perspectiva sociolingüística, pragmática e intercultural, y, en segundo lugar, analizar las competencias adquiridas por los estudiantes. Para ello, ejecutamos un estudio de caso múltiple, descriptivo y mixto que aunó los enfoques cuantitativo y cualitativo para lograr una mayor confiabilidad de los resultados. La muestra total estuvo conformada por 27 alumnos extranjeros entre 9 y 16 años, los docentes del área y los directivos de cada centro. En cuanto a los instrumentos, debido a su gran variedad, permitieron identificar y describir, con pro...

From a neuropsychological approach, the present study seeks to describe the cognitive operations applied during reading. This is a mixed case study, oriented to a sample of 200 Nursing students. For the collection of information, a test and a questionnaire of reading self-perception were applied to the students; as well as a semi-structured interview guide, aimed at teachers. It was found that they highlight that reading speed, memory and attention have an impact on the reading act, in addition to emotions and previous knowledge. In conclusion, cognitive operations are directly linked to the processes associated with reading.

The current context of a pandemic associated with a new remote educational modality has generated various effects on the world population. University students, and specifically postgraduate students, face various challenges to adapt to this new reality, which could generate certain levels of academic stress. This research of mixed nature sought, first, to determine the main frequencies of the dimensions of academic stress in 67 students of the master's degree in Education of a private university of Lima for which the Inventory of Academic Stress SISCO SV adapted to this context was applied. Secondly, it aimed to propose and evaluate strategies aimed at improving the psychological well-being of these students based on a focus group made to the students. In the initial findings, certain stressors perceived by the students were identified, such as the overload of tasks and works, the manner...

El objetivo de esta investigación fue analizar los modos de socialización de los estudiantes de primer y segundo grado de primaria de una institución educativa para una convivencia armoniosa. El estudio es de naturaleza mixta, descriptiva y no experimental. La recolección de la información se realizó considerando tres categorías: modos de interacción, tipos de juegos de los estudiantes, y los conflictos comunes a través de las técnicas de la observación, entrevista y encuesta. A partir del análisis de los hallazgos, se identificó que la interacción entre los estudiantes es principalmente agresiva; los tipos de juego más comunes son las “chapadas”, peleas y echarse uno debajo del otro, la mayoría de los cuales incluyen actos de violencia; y los conflictos más recurrentes conducen a situaciones de golpear y empujar.

The general objective of this study was to analyze the interactions between teacher-student and student-student in the face of conflicts. The research design was ethnographic. The population studied consisted of 17 students, a teacher and an assistant / mother, belonging to an initial level educational institution of Pueblo Libre. The categories studied were five: types of conflict, causes of conflict, perceptions of conflicts, teacher-student interaction: teacher action, and child interaction. The instruments applied were the observation guide and the interview guide. Among the most outstanding findings, it can be affirmed that the interactions occurred from various causes and types, and that the attitudes and strategies of the teacher and students did not interfere with the resolution of the evidenced conflicts.

The general objective of the study was to describe the relationship between the style of discipline exercised by the teacher in the 4-year-old classroom of a private educational institution in Lima, and the cognitive and socio-emotional development of the students. In this research, of a qualitative descriptive nature, a field notebook and a semi-structured interview for the teacher were used. Among the most relevant findings, it stands out that the pedagogical practices applied in the classroom mainly violate and harm the socio-emotional development of their students, which generates distraction and disinterest in class. This, in turn, could be associated with the poor academic performance of students. It was concluded that the teacher needs to apply pertinent and adequate pedagogical strategies according to the needs of the group of infants.

The objective of this research was to analyze the modes of socialization of first and second grade students of an educational institution for a harmonious coexistence. The study is of a mixed, descriptive and non-experimental nature. The information collection was carried out considering three categories: modes of interaction, types of student games, and common conflicts through the techniques of observation, interview and survey. From the analysis of the findings, it was identified that the interaction between the students is mainly aggressive; the most common types of play are "chapadas", fights and lying one under the other, most of which include acts of violence; and more recurrent conflicts lead to hitting and shoving situations.

The general objective of this study was to analyze the interactions between teacher-student and student-student in the face of conflicts. The research design was ethnographic. The population studied consisted of 17 students, a teacher and an assistant / mother, belonging to an initial level educational institution of Pueblo Libre. The categories studied were five: types of conflict, causes of conflict, perceptions of conflicts, teacher-student interaction: teacher action, and child interaction. The instruments applied were the observation guide and the interview guide. Among the most outstanding findings, it can be affirmed that the interactions occurred from various causes and types, and that the attitudes and strategies of the teacher and students did not interfere with the resolution of the evidenced conflicts.

El objetivo general del estudio fue describir la relación entre el estilo de disciplina ejercido por la docente del aula de 4 años de una institución educativa privada de Lima, y el desarrollo cognitivo y socioemocional de los estudiantes. En esta investigación, de naturaleza cualitativa descriptiva, se hizo uso de un cuaderno de campo y una entrevista semiestructurada dirigida a la docente. Entre los hallazgos más relevantes, resalta que las prácticas pedagógicas aplicadas en el aula vulneran y perjudican principalmente el desarrollo socioemocional de sus estudiantes, lo cual genera distracción y desinterés en clase. Ello, a su vez, podría estar asociado con el bajo desempeño académico de los estudiantes. Se concluyó que la docente necesita aplicar estrategias pedagógicas pertinentes y adecuadas según las necesidades del grupo de infantes.

The general objective of the study was to describe the relationship between the style of discipline exercised by the teacher in the 4-year-old classroom of a private educational institution in Lima, and the cognitive and socio-emotional development of the students. In this research, of a qualitative descriptive nature, a field notebook and a semi-structured interview for the teacher were used. Among the most relevant findings, it stands out that the pedagogical practices applied in the classroom mainly violate and harm the socio-emotional development of their students, which generates distraction and disinterest in class. This, in turn, could be associated with the poor academic performance of students. It was concluded that the teacher needs to apply pertinent and adequate pedagogical strategies according to the needs of the group of infants.

The objective of this research was to analyze the modes of socialization of first and second grade students of an educational institution for a harmonious coexistence. The study is of a mixed, descriptive and non-experimental nature. The information collection was carried out considering three categories: modes of interaction, types of student games, and common conflicts through the techniques of observation, interview and survey. From the analysis of the findings, it was identified that the interaction between the students is mainly aggressive; the most common types of play are "chapadas", fights and lying one under the other, most of which include acts of violence; and more recurrent conflicts lead to hitting and shoving situations.

The general objective of this study was to analyze the interactions between teacher-student and student-student in the face of conflicts. The research design was ethnographic. The population studied consisted of 17 students, a teacher and an assistant / mother, belonging to an initial level educational institution of Pueblo Libre. The categories studied were five: types of conflict, causes of conflict, perceptions of conflicts, teacher-student interaction: teacher action, and child interaction. The instruments applied were the observation guide and the interview guide. Among the most outstanding findings, it can be affirmed that the interactions occurred from various causes and types, and that the attitudes and strategies of the teacher and students did not interfere with the resolution of the evidenced conflicts.

The distance education modality, added to the demands of the university environment, can generate states of anxiety and uncertainty in students. Given this, an investigation was carried out whose objective was to describe the psychological well-being of first cycle university students. This is a descriptive case study, with a qualitative approach and phenomenological design. The research was carried out between March and August 2021 and was aimed at 20 students and 10 teachers from the Faculty of Health Sciences of a private university in Lima. For data collection, a focus group guide for teachers and a semi-structured interview guide for students were applied. Among the findings, the recognition of six central interrelated categories stands out: self-acceptance, purpose in life, autonomy, mastery of the environment, positive relationships, and personal growth. In general terms, the stud...

This research sought to describe the teaching strategies used by teachers in the interaction processes of first grade students in two educational institutions in Lima. The technique used was, in the first place, observation, for which a field notebook and a checklist were used. Second, interviews were applied to teachers. Among the finds, the significance of the strategies employed, such as teamwork, dynamics of integration and assignment of roles in the modes of interaction of first grade students, was evidenced. Likewise, certain predominant attitudes were observed among some students, which evidenced the establishment of both horizontal and vertical interactions.

This research sought to describe the teaching strategies used by teachers in the interaction processes of first grade students in two educational institutions in Lima. The technique used was, in the first place, observation, for which a field notebook and a checklist were used. Second, interviews were applied to teachers. Among the finds, the significance of the strategies employed, such as teamwork, dynamics of integration and assignment of roles in the modes of interaction of first grade students, was evidenced. Likewise, certain predominant attitudes were observed among some students, which evidenced the establishment of both horizontal and vertical interactions.

This research sought to describe the teaching strategies used by teachers in the interaction processes of first grade students in two educational institutions in Lima. The technique used was, in the first place, observation, for which a field notebook and a checklist were used. Second, interviews were applied to teachers. Among the finds, the significance of the strategies employed, such as teamwork, dynamics of integration and assignment of roles in the modes of interaction of first grade students, was evidenced. Likewise, certain predominant attitudes were observed among some students, which evidenced the establishment of both horizontal and vertical interactions.