The Effects on Students\u27 Intercultural Competence From Intensive Intercultural Service-Learning Through The $100 Solution™ Model

This study evaluates the effects of an intensive intercultural service-learning program on the intercultural competence of undergraduate students enrolled in Cultural Diversity in the U.S., a general education course at Western Kentucky University. This program utilized The $100 Solution™ model, in which groups of students partnered with local immigrant and refugee families, to teach them about U.S. culture, learn about their cultures, and implement a project to assist them in their integration process. The program included two hours of out-of-classroom work for over twelve weeks. Through the principle of reciprocity, The$100 Solution™ model provided an interaction framework in which students and refugee families met to learn from each other. This quasi-experimental study utilized pre- and post-course self-assessments of intercultural competence, as measured by the Cultural Intelligence Scale and the Intercultural Sensitivity Scale. A total of 170 students participated in the research. The data were collected from students enrolled in six sections of the course across two semesters in the 2012-2013 academic year. Three sections were control sections with no service-learning component. Three sections were treatment sections with the servicelearning component. Students chose whether to enroll in control or treatment sections. By comparing results from students who completed the service-learning component with results from those who did not, this study revealed that participation in the service-learning component had a significant impact on the development of students’ intercultural competence throughout the semester. According to MANCOVA utilizing pre-course scores as covariates, the only significant difference between both groups was in the cultural intelligence action scores, which measure intercultural skills. According to repeated measures ANOVA, treatment students demonstrated a significantly larger growth in cultural intelligence action and strategy scores. On the other hand, control students demonstrated a significantly larger growth in cultural intelligence knowledge scores. The largest effect size was on cultural intelligence action scores, supporting the hypothesis that, while courses with intercultural classroom content increase students’ intercultural knowledge, awareness, and sensitivity, intensive intercultural servicelearning programs are uniquely suited to increase students’ intercultural skills

Perspectivas vecinas: modelos lineales jerárquicos de las pruebas de lectura de tercer grado del ERCE. Factores asociados de Colombia, Costa Rica, Panamá y República Dominicana

Este estudio busca determinar el efecto preciso a nivel estudiantil y escolar de los factores asociados a los resultados de aprendizaje de estudiantes en cuatro países de Tercer grado en lenguaje. La metodología se basó en el análisis de datos del ERCE-2019 empleando modelos jerárquicos lineales (HLM). Los resultados señalan la importancia de las políticas públicas y escolares como: minimizar la repitencia; mejorar la calidad y cobertura del preescolar; garantizar el acceso a los servicios básicos y recursos educativos, incluyendo cuadernos y libros; concientizar sobre las necesidades de perfeccionamiento docente; aumentar el involucramiento parental y las oportunidades de finalización escolar de madres y padres; minimizar la violencia escolar; maximizar la asistencia, así como capacitar docentes en tecnología, interés por el bienestar de los estudiantes, manejo de aula, organización de la enseñanza y apoyo al aprendizaje. Enfocarse en estas prioridades permitiría balancear el efecto del índice socioeconómico de familias y escuelas, así como las inequidades entre escuelas rurales y urbanas

La idea del razonable grado de liquidez en las modernas políticas bancarias de crédito y sus consecuencias teóricas y prácticas:

Fil: Sautú, Félix Alberto de

Working memory and fluid intelligence predict reading comprehension in school‐age children: A one‐year longitudinal study

The present study analyzed the joint predictive role of verbal working memory (WM), verbal short-term memory (STM), fluid intelligence, and intelligence mindset in reading comprehension, controlling for prior reading comprehension performance, in typically developing Spanish-speaking school-aged children. A sample of 83 children aged 9–10 years old were evaluated at fourth grade of primary school, with measures of verbal WM, verbal STM, fluid intelligence, intelligence mindset and reading comprehension; then with the measure of reading comprehension after 1 year, during fifth grade. Results showed that controlling for prior performance, verbal WM and fluid intelligence significantly predicted reading comprehension after 1 year, whereas verbal STM and intelligence mindset did not make a significant contribution. These results indicate that when jointly considered, a higher level of verbal WM and fluid intelligence in fourth grade is related to a better performance in reading comprehension in fifth grade. Possible explanations and implications of these results are discussed.Fil: Vernucci, Santiago. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mar del Plata. Instituto de Psicología Básica, Aplicada y Tecnología. Universidad Nacional de Mar del Plata. Facultad de Psicología. Instituto de Psicología Básica, Aplicada y Tecnología.; ArgentinaFil: Aydmune, Yésica. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mar del Plata. Instituto de Psicología Básica, Aplicada y Tecnología. Universidad Nacional de Mar del Plata. Facultad de Psicología. Instituto de Psicología Básica, Aplicada y Tecnología.; ArgentinaFil: Andrés, María Laura. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mar del Plata. Instituto de Psicología Básica, Aplicada y Tecnología. Universidad Nacional de Mar del Plata. Facultad de Psicología. Instituto de Psicología Básica, Aplicada y Tecnología.; ArgentinaFil: Burin, Debora Ines. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: Canet Juric, Lorena. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mar del Plata. Instituto de Psicología Básica, Aplicada y Tecnología. Universidad Nacional de Mar del Plata. Facultad de Psicología. Instituto de Psicología Básica, Aplicada y Tecnología.; Argentin