A extroversão na negociação de conflitos escolares

[Resumo] Numa época de constantes negociações como a actual, é indispensável conhecer os processos psicossociais dos indivíduos e os modos de actuar perante urna situação de negociação para se obter um acordo eficaz. As diferenças respeitantes as características da Extroversão, do Sexo e da Idade podem moldar selectivamente o fluxo do próprio processo negocial. Neste estudo pretende determinar-se se a Extroversão, como factor da personalidade, bem como as variáveis sociodemográficas Sexo e Idade, sao relevantes na explicac;ao da Eficácia em Negociação. A amostra é constituída por 407 alunos do ensino secundário de urna escola do centro do Porto, Portugal. Os resultados sugerem que a Extroversão e o Sexo sao variáveis essenciais para o entendimento da eficácia condutual dos negociadores. Contudo, no que diz respeito a Idade, da Eficácia Negocial.[Abstract] In a time of constant negotiations, is indispensable to know the individuals' psychic and social processes and the techniques in negotiation to obtain an effective agreement. The differences conceming extroversion, sex and age features can shape the flux of the negotiating process itself. This study aims at determining whether extroversion, as personality factor, as well as socio-demographic variables sex and age, are relevant in the attempt to explain negotiation efficaciousness. The sample taken into account for that study is of 407 secondary school students of a school in Oporto, Portugal. The results suggest that estroversion and sex are essential variables for the understanding of the behavioural efficaciousness of those involved in the negotiating process. However age hasn't been shown to be relevant for the explanation of the negotiation efficaciousness

Approaches to teaching in high school when considering contextual variables and teacher variables

The current paper investigates the extent to which teachers’ approaches to teaching (the Information Transmission/Teacher-Focused (ITTF) approach, and the Conceptual Change/Student-Focused (CCSF) approach) can be explained by contextual variables (class size, perceived control of the teaching process, relationship with the students) and teacher variables (gender, teaching experience and pedagogical training). The hypothesized structural equation model (SEM) has been tested with two different samples (calibration and validation ones). Seven hundred ninety five teachers from high school science department enrolled in the study. Data suggest that teachers are most likely to use a teaching approach targeting knowledge building specially when they a. have experienced a longer pedagogical training, b. have more control over the teaching process, c. have been teaching for more years, d. develop a personal relationship with their students and, e) have a smaller number of students to teach.En este trabajo se investiga en qué medida los enfoques de enseñanza de los profesores (enfoque de transmisión de información, centrado en el profesor, y el enfoque de cambio conceptual, centrado en el alumno) pueden ser explicados por variables del contexto (tamaño de la clase, percepción del control del proceso de enseñanza y relación con los alumnos) y del profesor (sexo, experiencia docente y formación pedagógica continua). El modelo de ecuaciones estructurales hipotetizado fue contrastado basándose en dos grupos de profesores (calibración y de validación). Participaron, en total, 795 profesores de ciencias de Bachillerato. Los resultados obtenidos sugieren que los profesores tienden a usar un enfoque de enseñanza orientado a la construcción del conocimiento fundamentalmente cuando: a. realizan más horas de formación continua; b. tienen más control sobre el proceso instruccional; c. tienen más años de experiencia; d. desarrollan una relación personal con los alumnos; y e. tienen menos alumnos por clase

Eficacia del programa «(Des)venturas de Testas» para la promoción de un enfoque profundo de estudio

En este artículo se aporta información sobre la efi cacia de un programa tutorial para la mejora de los procesos de estudio y promoción de enfoques profundos de aprendizaje. El programa «(Des)venturas de Testas» se organiza en torno a un conjunto de libros que relatan las experiencias vividas por Testas, un alumno típico, a lo largo de su escolaridad. Estas historias constituyen la oportunidad para trabajar un amplio repertorio de estrategias de aprendizaje y procesos de autorregulación, pretendiendo capacitar a los alumnos para aprendizajes actuales y futuros más profundos. El programa se llevó a cabo durante un curso académico, una hora semanal en clases de tutoría. El diseño utilizado fue cuasi-experimental, con grupo experimental (n= 50) y grupo control (n= 49), y medidas pre y postest (conocimiento declarativo de estrategias de aprendizaje, enfoques de aprendizaje y rendimiento académico). Los datos obtenidos muestran que los alumnos que participan en el programa de capacitación, en relación a sus compañeros del grupo control, mejoran signifi cativamente en cuanto al dominio de conocimiento declarativo respecto de las estrategias de aprendizaje y del enfoque profundo, y disminuye el uso de un enfoque de estudio superfi cial, aunque no se obtienen mejoras estadísticamente signifi cativas en el rendimiento académico.Effi cacy of the program «Testas’s (mis)adventures» to promote the deep approach to learning. This paper provides information about the effi cacy of a tutorial training program intended to enhance elementary fi fth graders’ study processes and foster their deep approaches to learning. The program «Testas’s (mis) adventures» consists of a set of books in which Testas, a typical student, reveals and refl ects upon his life experiences during school years. These life stories are nothing but an opportunity to present and train a wide range of learning strategies and self-regulatory processes, designed to insure students’ deeper preparation for present and future learning challenges. The program has been developed along a school year, in a one hour weekly tutorial sessions. The training program had a semi-experimental design, included an experimental group (n=50) and a control one (n=50), and used pre- and posttest measures (learning strategies’ declarative knowledge, learning approaches and academic achievement). Data suggest that the students enrolled in the training program, comparing with students in the control group, showed a signifi cant improvement in their declarative knowledge of learning strategies and in their deep approach to learning, consequently lowering their use of a surface approach. In spite of this, in what concerns to academic achievement, no statistically signifi cant differences have been found

Eficácia negocial, autoconceito e variáveis sociodemográficas: estudo em contexto escolar

Nowadays, we assist to the development of the study and implementation of alternative conflict resolution in school context, among which we signal negotiation as a mean of constructive conflict management. The main objective of this research was to analyse the influence of the academic self-concept in the student´s negotiation efficacy when solving conflicts. Sample was composed by 505 individuals of different grades school (7th to 12th year) on north Portugal, who were applied as evaluation instruments the School Conflict Negotiation Efficacy Questionnaire (QENCE), the Piers-Harris Children’s Self-Concept Scale-2, and a brief questionnaire of personal and school data. Results show that self-concept has a positive influence on negotiation efficacy of the students of our sample and also suggest that variables as sex, grades school, time of study and school goals contribute to the student´s self-concept.Hoje em dia, assiste-se ao desenvolvimento do estudo e implementação de mecanismos de resolução de conflitos em contexto escolar, entre os quais se assinala a negociação como meio de gestão construtiva de disputas. O objetivo central deste estudo foi a análise da influência do autoconceito académico na eficácia negocial dos alunos. A amostra foi constituída por 505 indivíduos de diferentes anos de escolaridade (7° ao 12° anos) do norte de Portugal, a quem foram aplicados como instrumentos de avaliação o Questionário de Eficácia Negocial de Conflitos na Escola (QENCE), a Escala Piers-Harris Children’s Self-Concept Scale-2 e uma Ficha de Dados Pessoais e Escolares. Os resultados mostraram que o autoconceito influencia positivamente a eficácia negocial dos alunos e que, por sua vez, as variáveis sexo, ano de escolaridade, tempo de estudo e metas escolares contribuem para o autoconceito dos alunos

Spatial study of the canine and feline anti-rabies vaccination coverage in Brazil / Estudo espacial da cobertura de vacinação anti-rábica de cães e gatos no Brasil

The vaccinal prophylaxis of dogs and cats is one of the measures contemplated by the National Immunization Program (PNI) from the Brazilian Ministry of Health as a strategy of rabies control. Despite the efforts for the control of rabies in Brazil, there are still cases of this disease in either animals and humans. This study presents the longitudinal analysis based on the secondary data regarding the coverage of the canine and feline anti-rabies vaccination campaigns that occurred in Brazil from 2012 to 2017. While in 2017 anti-rabies vaccination coverage was higher in the period of study, the worst vaccinal coverage rates were registered in 2012 and 2016. The region North was highlighted since it presented the best vaccine coverage rates during the period, specially the states of Acre, Amazonas and Rondônia, while the regions Northeast, Midwest and Southeast presented the worst rates. It was possible to observe that some municipalities significantly exceeded the recommended rates, which could indicate problems in the animal population estimative or in data consolidation of the vaccination coverage rates. Animal population estimative and data consolidation in a systematic way, will guarantee the health information system reliability and the evaluation of public policies aimed at rabies control