L'atenció educativa a l'alumnat d'alta capacitat en el sistema educatiu valencià

L’atenció educativa a l’alumnat d’alta capacitat continua plantejant molts dubtes i incerteses en el sistema educatiu actual. L’objectiu d’aquesta tesi és explicar (diagnosticar i analitzar) quina és la resposta educativa que rep actualment l'alumnat d'altes capacitats en el sistema educatiu valencià, amb la intenció d’elaborar propostes de millora educativa. El disseny de la investigació respon a tres tipus estudi: un estudi documental, un estudi de tipus descriptiu-correlacional de tipus quantitatiu i una anàlisi de grups de discussió de tipus qualitatiu. L’estudi documental ha servit per revisar quina és la formació inicial i contínua que s’ofereix als professionals de l’educació. L’estudi descriptiu correlacional ha analitzat les següents dimensions: formació rebuda, coneixements sobre l’alta capacitat, creences i actituds, coneixement de la legislació vigent i resposta educativa aplicada a l’alumnat d’alta capacitat. Les dades s’han recollit a través de dos qüestionaris realitzats ad hoc, un dirigit al professorat i l’altre als professionals de l’orientació educativa. Finalment, s’han plantejat dos grups de discussió: un de famílies i l’altre d’alumnat d’alta capacitat. L’anàlisi de les dades recollides mostra que la formació inicial de docents i professionals de l’orientació sembla més orientada al dèficit que a la promoció del talent i a obviar la importància de treballar amb l’alumnat d’alta capacitat. S’evidencia, a més de la manca de formació de base, que molts dels professionals de l’educació se senten poc capacitats per atendre l’alumnat d’alta capacitat. Per tant, el fet d’haver rebut formació tampoc no garanteix que aquesta tinga una transferència directa a l’aula. D’altra banda, són els i les professionals més joves els qui mostren un millor coneixement i una visió menys estereotipada i més lliure de prejudicis cap a l’alta capacitat. En canvi, no existeix una relació significativa entre els coneixements i les actituds en base a la formació rebuda. Són per tant les generacions més joves les que parteixen d’una visió menys estereotipada cap a l’alta capacitat. Pel que fa al coneixement de la legislació vigent, s’hi manifesta un clar desconeixement de la legislació vigent per part dels docents, però no en el cas dels i les professionals de l’orientació, sobretot entre aquells que treballen a l’educació pública i porten més temps treballant. Per acabar, en relació a quina és la resposta educativa que rep l’alumnat amb altes capacitats actualment al sistema educatiu valencià, les dades recollides mostren una manca de planificació a llarg termini, de coordinació entre etapes (o fins i tot dins la mateixa etapa) i de capacitat d’establir un itinerari clar i coherent que done la resposta que l’alumne/a necessita. En última instància, la proposta d’intervenció que es planteja en aquesta tesi aborda la necessitat d’orientar el sistema educatiu cap al desenvolupament del talent de l’alumnat, i no cap al dèficit, com ocorre en el sistema educatiu actual. És partint d’aquesta base que cal emmarcar la resposta específica a l’alumnat d’alta capacitat, que ha de ser planificada i tenir un seguiment al llarg del temps. A més d’això s’hi proposen dos documents que poden facilitar l’organització de la resposta educativa a aquest alumnat per part dels professionals de l’educació, atenent a les pròpies necessitats educatives, vinculades a la seua particular forma d’aprendre. Les diferents mesures proposades s’emmarquen dins del quatre nivells de mesures per afavorir la inclusió de l’alumnat que estableix la legislació vigent arran del Decret 104/2018. Un sistema educatiu que mira cap a la inclusió de tot l’alumnat s’ha d’orientar necessàriament cap a l’equitat, i no cap a la igualtat, ha de donar oportunitats a cada alumne o alumna, independentment de les seues característiques o circumstàncies.The curriculum model for gifted students continues to raise many doubts and uncertainties in the current education system. The aim of this thesis is to explain (diagnose and analyze) what is the curriculum model that currently accommodates gifted students in the Valencian education system, with the intention of developing proposals for educational improvement. The research design responds to three types of study: a documentary study, a quantitative descriptive-correlational study, and a qualitative type group discussion. The documentary study has been used to review the initial and ongoing training offered to education professionals. The correlational descriptive study analyzed the following dimensions: training received, knowledge of gifted abilities, beliefs and attitudes, knowledge of current legislation, and educational response applied to gifted students. The data were collected through two ad hoc questionnaires, one aimed at teachers and the other at professionals in educational guidance. Finally, two focus groups have been set up: one for families and the other for gifted students. The analysis of the data collected shows that the initial training of teachers and guidance professionals seems to be more focused on deficit than on the promotion of talent and to obviate the importance of working with gifted students. In addition to the lack of basic training, it is evident that many of the education professionals feel inadequately prepared to attend to gifted students. Therefore, the fact that one has received training does not guarantee that it will be transferred directly to the classroom. On the other hand, it is the youngest professionals who show the best knowledge and the least stereotypical and prejudice-free view of gifted education. In contrast, there is no significant relationship between knowledge and attitudes based on the training received. It is therefore the younger generations who are starting from a less stereotypical view of gifted education. With regard to the knowledge of the current legislation, there is a clear ignorance of the current legislation by teachers, but not in the case of guidance professionals, especially among those who work in public education and those with more years of experience in the field. Finally, in relation to the current curriculum model for gifted students in the Valencian education system, the data collected show a lack of long-term planning, coordination between stages (or even within the same stage ) and the ability to establish a clear and coherent itinerary that attends to student needs. Ultimately, the proposed intervention in this thesis addresses the need to orient the education system towards the development of student talent, and not towards the deficit, as is the case in the current education system. It is on this basis that the specific model for gifted students needs to be framed, which must be planned and monitored over time. In addition, two documents are proposed that can facilitate the organization of the curriculum model for these students by education professionals, taking into account their own educational needs, linked to their particular way of learning. The different measures proposed are framed within the four levels of measures to promote the inclusion of students established by current legislation pursuant to Decree 104/2018. An education system that looks towards the inclusion of all students must necessarily be oriented towards equity, and not towards equality, it must give opportunities to each student, regardless of their characteristics or circumstances

La movilidad del alumnado universitario y la coordinación docente en los grados de Pedagogía y Educación Social

La internacionalización en la formación es una oportunidad para el alumnado que las universidades tratan de potenciar por el beneficio recíproco que representa, tanto para establecer lazos con otras instituciones universitarias y promover colaboraciones, como por la experiencia académica y vital que supone para el alumnado y el profesorado universitario. Afortunadamente, estos dos últimos cursos, se ha vuelto a incrementar la movilidad, con unos datos incluso más elevados que antes de la pandemia. Se revisa la situación de la movilidad en estos últimos cursos y cómo esta colabora en el desarrollo de las competencias vinculas a los Grados en Pedagogía y en Educación Social, y en la potenciación de la coordinación de movilidad y del profesorado. Internationalization in education is an opportunity for students that universities try to promote for the reciprocal benefit it represents, both for establishing ties with other university institutions and promoting collaborations, as well as for the academic and life experience it provides for students and university faculty. Fortunately, in the last two years, mobility has increased again, with even higher figures than before the pandemic. The situation of mobility in these last courses is reviewed and how this collaborates in the development of the competences linked to the Degrees in Pedagogy and Social Education, and in the strengthening of the coordination of mobility and teaching staff

PiwiRNA-651 as marker of treatment response and survival in classical Hodgkin lymphoma.

PiwiRNAs, small non-coding RNAs processed by Piwi proteins, are involved in maintaining genome stability in germline cells. Recently, piwiRNA expression has been identified in some tumors. We have examined the potential reactivation of the Piwi/piwiRNA pathway in classical Hodgkin lymphoma (cHL). We found that Piwi proteins and three selected piwiRNAs, including piR-651, were expressed in cHL patients and cell lines, indicating that the Piwi/piwiRNA pathway is active in cHL. Interestingly, low levels of piR-651 were associated with lack of complete response to first-line treatment, as well as shorter disease-free and overall survival in a cohort of 94 cHL patients. At diagnosis, piR-651 was underexpressed in cHL serum samples compared to healthy controls, while after complete remission, piR-651 levels increased to levels similar to healthy controls. This is the first evidence that piwiRNAs are active in tumor and serum samples and impact prognosis in cHL

miR-141 and miR-200c as markers of overall survival in early stage non-small cell lung cancer adenocarcinoma

Several treatments in non-small cell lung cancer (NSCLC) are histology-dependent, and the need for histology-related markers is increasing. MicroRNAs (miRNAs) are promising molecular markers in multiple cancers and show differences in expression depending on histological subtype. The miRNA family miR-200 has been associated with the regulation of epithelial-mesenchymal (EMT)/mesenchymal-epithelial transition (MET). EMT involves profound phenotypic changes that include the loss of cell-cell adhesion, the loss of cell polarity, and the acquisition of migratory and invasive properties that facilitates metastasis. A dual role for the miR-200 family in the prognosis of several tumors has been related to tumor cell origin. However, the prognostic role and function of miR-200 family in early-stage NSCLC adenocarcinoma and squamous cell carcinoma (SCC) have not been well established. Methods: miRNA expression was determined using TaqMan assays in 155 tumors from resected NSCLC patients. Functional studies were conducted in three NSCLC cell lines: H23, A-549 and HCC-44. Results: High miR-200c expression was associated with shorter overall survival (OS) in the entire cohort (p = 0.024). High miR-200c (p = 0.0004) and miR-141 (p = 0.009) expression correlated with shorter OS in adenocarcinoma - but not in SCC. In the multivariate analysis, a risk score based on miR-141 and miR-200c expression emerged as an independent prognostic factor for OS in the entire cohort (OR, 2.787; p = 0.033) and in adenocarcinoma patients (OR, 10.649; p = 0.002). Functional analyses showed that miR-200c, was related to mesenchymal-epithelial transition (MET) and affected cell migration and E-cadherin levels, while overexpression of miR-141 reduced KLF6 protein levels and produced an increase of secretion of VEGFA in vitro (H23, p = 0.04; A-549, p = 0.03; HCC-44, p = 0.02) and was associated with higher blood microvessel density in patient tumor samples (p<0.001). Conclusion: High miR-141 and miR-200c expression are associated with shorter OS in NSCLC patients with adenocarcinoma through MET and angiogenesis

Inclusive education from a service learning secondary education proposal

This project is an attempt to improve the academic inclusion of students in a group of curricular diversification of compulsory secondary education. The project to set up a children's theater show has made possible to put into practice the skills and stimulate learning: inclusion, coexistence, teamwork, equal opportunities. This experience has meant a meeting between formal and non-formal education and involving students in the reality of their environment. It has become an opportunity to involve students in their community and to foster intergenerational contact. The students participating in the experience show their satisfaction with the work done. Thus, they collaborated in the learning of the little ones and they were involved in a very decided way. Likewise, the project has also served to improve one's self-concept. Our proposal is thus linked to Learning-Service, as it combines the learning process of the students with the service to the community, with the intention of improving their immediate environment, and with the social learning of the actors in the educational scenario. Confirming both this difficulty and the need to overcome it for a more optimal performance led us to launch a Service-Learning Project (APS) that included the work of curricular contents and at the same time became a motivation for students, Influencing their self-esteem and involvement in the community.This project is an attempt to improve the academic inclusion of students in a group of curricular diversification of compulsory secondary education. The project to set up a children's theater show has made possible to put into practice the skills and stimulate learning: inclusion, coexistence, teamwork, equal opportunities. This experience has meant a meeting between formal and non-formal education and involving students in the reality of their environment. It has become an opportunity to involve students in their community and to foster intergenerational contact. The students participating in the experience show their satisfaction with the work done. Thus, they collaborated in the learning of the little ones and they were involved in a very decided way. Likewise, the project has also served to improve one's self-concept. Our proposal is thus linked to Learning-Service, as it combines the learning process of the students with the service to the community, with the intention of improving their immediate environment, and with the social learning of the actors in the educational scenario. Confirming both this difficulty and the need to overcome it for a more optimal performance led us to launch a Service-Learning Project (APS) that included the work of curricular contents and at the same time became a motivation for students, Influencing their self-esteem and involvement in the community.This work is based on the initial questions about whether basic competences are achieved in Compulsory Secondary Education in Spain and whether an inclusive education is promoted in Secondary classrooms through the presence and participation of students. Our contribution is inserted in a Research Project that investigates the processes of educational inclusion in Secondary Education

The expression level of BAALC-associated microRNA miR-3151 is an independent prognostic factor in younger patients with cytogenetic intermediate-risk acute myeloid leukemia

Acute myeloid leukemia (AML) is a heterogeneous disease whose prognosis is mainly related to the biological risk conferred by cytogenetics and molecular profiling. In elderly patients (>= 60 years) with normal karyotype AML miR-3151 have been identified as a prognostic factor. However, miR-3151 prognostic value has not been examined in younger AML patients. In the present work, we have studied miR-3151 alone and in combination with BAALC, its host gene, in a cohort of 181 younger intermediate-risk AML (IR-AML) patients. Patients with higher expression of miR-3151 had shorter overall survival (P = 0.0025), shorter leukemia-free survival (P = 0.026) and higher cumulative incidence of relapse (P = 0.082). Moreover, in the multivariate analysis miR-3151 emerged as independent prognostic marker in both the overall series and within the unfavorable molecular prognostic category. Interestingly, the combined determination of both miR-3151 and BAALC improved this prognostic stratification, with patients with low levels of both parameters showing a better outcome compared with those patients harboring increased levels of one or both markers (P = 0.003). In addition, we studied the microRNA expression profile associated with miR-3151 identifying a six-microRNA signature. In conclusion, the analysis of miR-3151 and BAALC expression may well contribute to an improved prognostic stratification of younger patients with IR-AML

The significance of PIWI family expression in human lung embryogenesis and non-small cell lung cancer

The expression of Piwi-interacting RNAs, small RNAs that bind to PIWI proteins, was until recently believed to be limited to germinal stem cells. We have studied the expression of PIWI genes during human lung embryogenesis and in paired tumor and normal tissue prospectively collected from 71 resected non-small-cell lung cancer patients. The mRNA expression analysis showed that PIWIL1 was highly expressed in 7-week embryos and downregulated during the subsequent weeks of development. PIWIL1 was expressed in 11 of the tumor samples but in none of the normal tissue samples. These results were validated by immunohistochemistry, showing faint cytoplasmic reactivity in the PIWIL1-positive samples. Interestingly, the patients expressing PIWIL1 had a shorter time to relapse (TTR) (p = 0.006) and overall survival (OS) (p = 0.0076) than those without PIWIL1 expression. PIWIL2 and 4 were downregulated in tumor tissue in comparison to the normal tissue (p < 0.001) and the patients with lower levels of PIWIL4 had shorter TTR (p = 0.048) and OS (p = 0.033). In the multivariate analysis, PIWIL1 expression emerged as an independent prognostic marker. Using 5-Aza-dC treatment and bisulfite sequencing, we observed that PIWIL1 expression could be regulated in part by methylation. Finally, an in silico study identified a stem-cell expression signature associated with PIWIL1 expression

The lincRNA HOTAIRM1, located in the HOXA genomic region, is expressed in acute myeloid leukemia, impacts prognosis in patients in the intermediate-risk cytogenetic category, and is associated with a distinctive microRNA signature

Long non-coding RNAs (lncRNAs) are deregulated in several tumors, although their role in acute myeloid leukemia (AML) is mostly unknown.We have examined the expression of the lncRNA HOX antisense intergenic RNA myeloid 1 (HOTAIRM1) in 241 AML patients. We have correlated HOTAIRM1 expression with a miRNA expression profile. We have also analyzed the prognostic value of HOTAIRM1 expression in 215 intermediate-risk AML (IR-AML) patients.The lowest expression level was observed in acute promyelocytic leukemia (P < 0.001) and the highest in t(6;9) AML (P = 0.005). In 215 IR-AML patients, high HOTAIRM1 expression was independently associated with shorter overall survival (OR:2.04;P = 0.001), shorter leukemia-free survival (OR:2.56; P < 0.001) and a higher cumulative incidence of relapse (OR:1.67; P = 0.046). Moreover, HOTAIRM1 maintained its independent prognostic value within the favorable molecular subgroup (OR: 3.43; P = 0.009). Interestingly, HOTAIRM1 was overexpressed in NPM1-mutated AML (P < 0.001) and within this group retained its prognostic value (OR: 2.21; P = 0.01). Moreover, HOTAIRM1 expression was associated with a specific 33-microRNA signature that included miR-196b (P < 0.001). miR-196b is located in the HOX genomic region and has previously been reported to have an independent prognostic value in AML. miR-196b and HOTAIRM1 in combination as a prognostic factor can classify patients as high-, intermediate-, or low-risk (5-year OS: 24% vs 42% vs 70%; P = 0.004).Determination of HOTAIRM1 level at diagnosis provided relevant prognostic information in IR-AML and allowed refinement of risk stratification based on common molecular markers. The prognostic information provided by HOTAIRM1 was strengthened when combined with miR-196b expression. Furthermore, HOTAIRM1 correlated with a 33-miRNA signature