Schools In Catalonia Research Articles

Associations Between Food Insecurity And Psychological Wellbeing, Body Image, Disordered Eating And Dietary Habits: Evidence From Spanish Adolescents

Food insecurity is defined as the lack of accessibility and affordability of safe and healthy foods at regular intervals. The first objective of this study was to examine whether food insecurity in Spanish adolescents is associated with poor psychological wellbeing. Secondly, to investigate whether it is associated with body dissatisfaction, disordered eating and poor dietary habits. A cross-sectional study was conducted in a secondary school in Catalonia, Spain with adolescent boys and girls (n = 426), aged 12–16 years. The ‘Spanish Child Food Security Survey Module’, (CFSSM-S), socioeconomic status (SES) indicators and other validated questionnaires in Spanish were employed to assess psychological wellbeing, body image, disordered eating and dietary habits. 18.3% of participants were food insecure and 81.7% were food secure. Multiple Analysis of Covariance (MANCOVA) was employed to investigate the association between food insecurity and these variables. Socioeconomic status, family affluence, weight status, age, gender and parental origin were added as adjustment variables. The overall results indicated poor psychological wellbeing, greater body dissatisfaction and higher drive for thinness in food insecure participants. This is one of the first studies in Spain to examine the negative outcomes of food insecurity on adolescent health. Tackling these issues in adolescence could prevent major psychological and physiological problems in adulthood.

Video-worked examples to support the development of elementary students’ science process skills: a case study in an inquiry activity on electrical circuits

ABSTRACT Background Scientific inquiry is a widely accepted methodology to promote science process skills. In inquiry activities, students develop their understanding by addressing questions, performing scientific research and interpreting results derived from their research. Developing these science skills to perform scientific inquiries is considered a learning objective in primary science education. Although this methodology yields good results, it can be too cognitively demanding for inexperienced students. Guides are therefore needed to support the development of novel inquirer activities. Purpose In the present work, a didactic strategy based on video-worked examples is proposed for guiding the inquiry process in an elementary education classroom. Sample This study included 30 elementary school students in the fifth and sixth grade from one rural school in Catalonia (eastern Spain). Design and method The present work is a case study in which a quantitative method is applied to achieve the research objectives. Six open-ended questions were used to analyse the performance of the different science process skills. Results Results confirm that the strategy based on the use of video-worked examples to support an inquiry activity provides students with a structure for the inquiry process, and in particular, improve their questioning, collection, processing and analysing skills. These data reinforce the idea that offering supports and instructions renders an opportunity to practise science process skills and improve the students’ understanding and application of these abilities. Moreover, video-worked examples supported transferring scientific skills to other scientific contexts. Conclusions The use of video-worked examples as a didactic strategy has a positive impact on the students’ inquiry behavior. This strategy promoted positive classroom dynamics reflected in improved students’ autonomy, collaborative work and motivation when performing an inquiry activity.

Social STEAM Learning at an Early Age with Robotic Platforms: A Case Study in Four Schools in Spain.

Robotics is one of the key learnings in a world where learners will interact with multiple robotic technologies and operating systems throughout their lives. However, school teachers, especially in the elementary and primary education stages, often have difficulties incorporating these tools in the classroom. Four elementary teachers in three schools in Catalonia were trained to introduce robotics in the classroom to seventy-five students. The main actions consisted in classroom accompaniment by a university-trained support teacher, curricular materials’ development, and assessment of the students’ and teachers’ learning. The designed contents and evaluation criteria took into account the potential of educational robotics to improve soft skills and to promote Science, Technology, Engineering, Arts, and Mathematics (STEAM) interdisciplinary learning. Teachers perceived the training to be supportive and useful and ended the school year feeling confident with the used robotic platform (KIBO). The assessment of the students’ learning showed an average mark of 7.1–7.7 over 10 in the final evaluation criteria. Moreover, students’ learning was higher in the classes where the teachers had higher initial interest in the training. We present and analyse the actions carried out, with a critical and constructive look at extending the experience to other educational centers.

Caso de estudio sobre igualdad de género en el contexto de la Formación Profesional

This study aims to evaluate the reality over gender equality within a Vocational Education Training (VET) context, by analyzing the current situation in Spain, by means of interpreting a case of study carried out in a local Spanish high school.The obtained data will be assessed taking into account the Sustainable Development Goals (SDG), within the 2030 horizon, held by UNESCO. The current study has been focused towards both 4 and 5 SDG, named as quality education and gender equality, respectively. Above this, the real concern relies on the elimination of gender disparities in this educational framework, that will certainly preserve into lifework. This research has been theoretically based on gender imbalance proof and empirically supported by a poll asked by VET teachers from a high school in Catalonia (Spain). The items of the survey are focused on the disparity issues which lead to this current situation. The findings of the survey embrace the fact that gender clichés notably exist in our present society, and as a result, in our schools. VET lecturers and high schools are essential to amend this handicap. The hereafter lines mean to be based on merge gender competences as much as promote a more likely gender-sensitive atmosphere.

A funds of knowledge approach to promoting school engagement

Research shows that the exclusion of families’ funds of knowledge (FoK) from the curriculum contributes to low levels of school engagement. This study is part of an ongoing research project aiming to promote school engagement among students from immigrant backgrounds through the strategic use of FoK. We provide an overview of the project design and explain how it has been implemented in the specific context of early childhood education in a school in Catalonia. A qualitative approach is used to assess the effect of the process from the teacher perspective, contrasting positive aspects with some of the difficulties experienced. We conclude that including families’ FoK in pedagogical practice can contribute towards improving student engagement and fostering more inclusive educational environments.

Expectations of nursing degree students: A longitudinal analysis

BackgroundThe expectations of students regarding their studies have a strong influence on their academic performance and personal training, and they are closely related with their academic and professional future. ObjectivesTo analyze initial expectations and how they are fulfilled, in a cohort of nursing students during the four years of their degree program. DesignCreation and validation of a questionnaire and longitudinal study. SettingUniversity nursing school in Catalonia (Spain). Participants339 students of the nursing degree. MethodsTwo questionnaires were constructed with 10 items each, of a mixed nature: some items were previously validated in prior studies while other new items were made and included, following a review of the literature. The questionnaires were designed to assess the expectations of the students at the beginning of the academic year (CUDEX questionnaire) and the fulfillment of these at the end of the year (CUDEX-C questionnaire). ResultsInternal consistency (Cronbach's alpha) for the CUDEX questionnaire and the CUDEX-C was 0.70. Factorial analysis of the expectations questionnaires suggested a three-factor model, with an acceptable internal consistency for each of the factors.Statistically significant differences were found between the initial expectations and their fulfillment at the end of the academic year for all the factors and in all four years of the degree program. ConclusionsThe three-factor model of the expectations (Academic adaptation, personal development, and academic performance) shows a good fit for the several samples and time points.The nursing students feel that not all of their expectations were fulfilled during their studies, and there were significant differences between their initial expectations and those fulfilled, in terms of all three factors.

Trayectorias migratorias y fracaso escolar de los alumnos inmigrados y descendientes de migrantes en Cataluña

En Cataluña los cambios en la composición por origen del alumnado han sido muy intensos en los últimos años, con la entrada de menores inmigrantes internacionales, primero, y el posterior crecimiento de las segundas generaciones, provocando un fuerte aumento de la complejidad escolar. En este contexto, este trabajo cuantifica, en primer lugar, el volumen e intensidad de estos cambios, a partir de la creación de una tipología de situaciones derivadas del proceso migratorio y de la entrada en el sistema educativo, para, en un segundo momento, analizar los efectos derivados de las trayectorias migratorias sobre el fracaso escolar. Los resultados indican que los alumnos de primera generación presentan elevados niveles de fracaso escolar, y que los valores generales de fracaso observados actualmente se justifican, en parte, por un efecto composición. Al mismo tiempo, son preocupantes los niveles de fracaso observados en la segunda generación en comparación con los autóctonos.

Towards social justice in highly complex schools in Catalonia, Spain

This study investigated social justice from the point of view of school directors, teachers, and parents. We chose two schools that were undergoing major demographic changes because of increased immigration into Catalonia, Spain. They were both classified as “schools of maximum complexity” because of their socio-economic characteristics. The research questions focused on how directors, teachers, and parents give meaning to social justice and what actions they take to achieve it. Teachers and principals adopted practices that have been described in leadership literature as transformational, such as building trust and challenging the process; they only occasionally showed transformative practices like those described by Santamaria (2014) as applied critical leadership (ACL). They were motivated by seeing the needs of migrant families and students with special needs. They seriously considered social cohesion and believed that all students should be given the same opportunities and treated fairly. While these principals wanted to guide teachers to see their work in new ways and develop practices to address the needs of a changing student population, they did not reflect on the connection between day-to-day problems and the larger social system. This critical perspective is essential to ACL.

Orientaciones para el diseño de planes de formación del profesorado de las escuelas rurales de Catalunya

Rural schools have a key function in involving the school community in their area and, at the same time, enhancing their visibility and strengthening their presence in the village they are located in. Teachers of rural schools need specific training to achieve all the skills and knowledge they need. This paper presents the main guidelines for designing this specific teacher training plan according the results obtained in the FOPROMAR-Erasmus plus project (2017-1-ES01-KA201-038217). We present the results obtained from the Questionnaire on the Teaching Skills of Rural School Teachers (CC-PER) answered by teachers who work in a rural schools in Catalonia (n=276). The main results are: 1) All teacher training plans should include skills and knowledge related to the territorial dimension; 2) these skills and knowledge should be selected based on the rural school teachers’ own opinions. The main conclusion is that the territorial dimension should be a key part of any specific teacher training plan.

Health promotion and students’ well-being in secondary schools in Catalonia

Objective: The aim of this study was to analyse the views of different members of the school community regarding the health and well-being of young people and health promotion in schools. Design: Case study design was used, in which the Personal Wellbeing Index–School Children’s Questionnaire was administered to young people, and focus groups were held with other members of the school community (students, teachers, families, tutors and stakeholders). Setting: Five secondary schools in Catalonia (Spain). Method: Sequential triangulation between methods. Quantitative methods evaluated the students’ perception of health and well-being, while qualitative methods described school community perceptions of health promotion in school. Results: The results revealed a generally good perception of health among young people. Reported perceptions of health were lower among students in the later years of secondary education. Findings suggest that health promotion actions do not always translate into healthy behaviours among young people. Lack of resources and school overcrowding are key contextual factors influencing the promotion of health. Conclusion: Findings advance knowledge related to health education during the secondary years of schooling. In addition, they provide professionals with relevant data for developing and implementing health and well-being actions to include as part of a holistic curriculum.

10 taules periòdiques per a un any ple de química. Una revisió de l’Any Internacional de la Taula Periòdica als centres de secundària de Catalunya

En motiu de l’Any Internacional de la Taula Periòdica (AITP), molts centres educatius s’han sumat a la celebració i s’han dut a terme una gran varietat d’activitats i iniciatives, especialment a secundària. na de les activitats estrella ha consistit en involucrar l’alumnat en la elaboració de tota mena de taules periòdiques, i moltes aules, passadissos i façanes de centres educatius s’han vist plenes de noms d’elements químics, de nombres atòmics, de grups i de períodes. Però com són aquestes taules? En aquest article, i seguint el mateix afany que Mendeléiev de classificar i ordenar, hem volgut realitzar una síntesi dels diversos productes que s’han generat en el context escolar. L’objectiu d’aquest recull és reconèixer el treball de tots els docents implicats, i alhora aprofitar l’oportunitat per reflexionar sobre l’ensenyament i aprenentatge de la química a partir de les contribucions de les diverses propostes realitzades.

Grading on a curve: When having good peers is not good

Student access to education levels, tracks or majors is usually determined by their previous performance, measured either by internal exams, designed and graded by teachers in school, or external exams, designed and graded by central authorities. We say teachers grade on a curve whenever having better peers harms the evaluation obtained by a given student. We use rich administrative records from public schools in Catalonia to provide evidence that teachers indeed grade on a curve, leading to negative peer effects. This puts forth a source of distortion that may arise in any system that uses internal grades to compare students across schools and classes. We find suggestive evidence that school choice is impacted only the year when internal grades matter for future prospects.

Maturity and school outcomes in an inflexible system: evidence from Catalonia

The existence of a rigid cutoff date which determines when children start primary school creates a large heterogeneity in students’ level of maturity within the classroom. We use rich administrative data of the universe of public schools in Catalonia to show that: (1) relatively younger children do significantly worse both in tests administered at the school level and at the regional level, and they experience greater retention. (2) These effects are homogeneous across SES and significant across the whole distribution of performance. (3) Younger children in our data exhibit higher dropout rates and choose the academic track in secondary school less often. (4) Younger children are more frequently diagnosed with learning disorders.

¿Por qué faltan los jóvenes a la escuela?

El artículo explora el fenómeno del absentismo escolar desde una perspectiva biográfica en un grupo de jóvenes de centros educativos de secundaria en Cataluña. A partir de un enfoque metodológico cualitativo se analiza la visión de los jóvenes sobre su experiencia escolar, el significado que atribuyen a la escuela y las razones de su absentismo escolar. Lejos de los discursos dominantes sobre la deprivación cultural y social, los resultados muestran que se trata de un proceso relacionado con las rupturas y dificultades escolares. Los factores escolares fueron los más reconocidos, seguidos por los factores personales y familiares. Priman las causas escolares relacionadas con el binomio adolescencia-escuela, y con las relaciones interpersonales en el aula y el clima escolar, si bien no siempre se traduce en un desapego de estos jóvenes respecto del sistema escolar.

In-betweenness in moving images: six experimental tactics of video-ethnography to narrate South Asian immigrant girls’ subjectivities

ABSTRACTAfter exploring the interactions between moving image-based art practices and anthropology in recent decades, and the permeable membranes in ethnographic research, we will describe six tactics of video-ethnography used to create experimental narratives with a group of South Asian immigrant girls. Positioned in feminist critical poststructuralism, postcolonial theory and film theory, the research gives visibility to how the participants construct their identities when attending secondary school in Catalonia. Learning from artists like Ursula Biemann and Trinh T. Minh-ha, we have experimented with visual modes of producing cultural knowledge, with the aim of narrating migrant subjectivities and difference through moving images. Specifically, we focus on the production of stories through video-ethnographic research, based on the contributions of Michel de Certeau, who describes tactics as mobile, situated and fluid. In the end, this video-ethnographic research has experimented with reflexivity, ‘facing’, re-framing, in-betweenness, the interval, and spectatorship as tactics of narrating ‘otherness’

Working Through Asymmetries of Knowledge and Expertise in a «Giving Back to the Field» Session

This article examines a «giving back to the field» experience in a state-funded faith school in Catalonia (Spain), where we conducted ethnographic fieldwork on the introduction of English as a vehicular language in compulsory schooling. After two years of observing pre-school, primary and secondary education classes, attending meetings, and interviewing teaching staff and administrators, we were asked by the primary school coordinator to hold a training session in June 2017 as university «experts» acquainted with the institutional context. The school had been teaching extra hours of a subject taught in English named Science , but teachers were only partially satisfied with the results. In addition, an educational consultant that the school had recently hired had suggested that these Science classes needed to be reformulated. In this paper, we shall trace the preparatory email messages that we exchanged with the primary school coordinator, as well as the discursive development of the two-hour face-to-face session, which was attended by over fifteen teachers and which we audio recorded. We discursively dissect the ways in which a shared understanding of the problem and of possible solutions was constructed. We also analyse how expertise is enacted in interaction and contributes to the meeting outcomes. We suggest that our approach was in line with collaborative, reciprocal and transformative research paradigms drawing on the close relations with some of the participants and the in-depth knowledge of the school culture that had developed out of our two-year ethnographic engagement with the field.

Assessing the effect of educational programs on public schools’ performance

ABSTRACTThis paper provides evidence on the effectiveness in the implementation of an educational program which offered public schools in Catalonia (Spain) the opportunity to improve the quality of educational provision. We employ a difference-in-differences approach on rich balanced panel data of public schools. The results confirm that the program did effectively improve students’ achievement and reduce absenteeism, albeit not for all modules and school types or across all years. Our results highlight that it is important to condition the delivery of resources upon specific academic goals depending on the characteristics of the treated population. Additionally, program results suggest the need to enhance educational program design in order to get better evaluation feedback.Abbreviations: DoE: Department of Education; EU: European Union; PMQCE: Projecte per a la Millora de la Qualitat dels Centres Educatius; DiD: Differences-in-Differences; SFDC: Schools Facing Disadvantaged Conditions; OECD: Organization for Economic Co-operation and Development; REA: Regional Educational Authority

‘Mézclalo un poquito’: plurilingual practices in multilingual educational milieus

ABSTRACTWe analyse data collected at multilingual schools in Catalonia, taking a plurilingual and socio-cultural Conversation Analysis approach to the interactions studied. The analytical sections of the article show how plurilingual practices are resources for students’ participation in classroom activities; we argue that language learning is a process that is reflected in how students’ participation is achieved and modified in classroom interaction over time, and in the ways in which they mobilise interactional resources for scaffolding their completion of cognitive and communicative activities. Our results suggest that learners set out from an initial stage in which they have little possibilities of participating in communicative activities in the target language, and progressively, through practice, and through the use of interlinguistic (e.g. recourse to resources from other named languages in their plurilingual repertoire) and intralinguistic (lexical substitution and paraphrasing) procedures, they learn to participate in interactions in unilingual mode in that language. We then argue that as plurilingualism is a reality both of social interaction and of learning processes, it should be ‘didacticised’; that is, transformed into classroom teaching methodology. We introduce our understanding of the didactics of plurilingualism, an approach based on project-based learning, and discuss its operation on the macro, meso and micro levels.

Dialogic Model of Prevention and Resolution of Conflicts: Evidence of the Success of Cyberbullying Prevention in a Primary School in Catalonia.

This article analyses the evidence obtained from the application of the dialogic model of prevention and resolution of conflicts to eradicate cyberbullying behaviour in a primary school in Catalonia. The Dialogic Prevention Model is one of the successful educational actions identified by INCLUD-ED (FP6 research project). This case study, based on communicative methodology, includes the results obtained from documentary analysis, communicative observations and in-depth interviews. The evidence collected indicates that the implementation of this type of model can help to overcome cyberbullying; children are more confident to reject violence, students support the victims more and the whole community is involved in Zero Tolerance to violence.

Head teachers’ attitudes towards religious diversity and interreligious dialogue and their implications for secondary schools in Catalonia

ABSTRACTThis paper explores the attitudes of secondary-school head teachers towards religious diversity, intercultural and interreligious dialogue and the role of education in fostering intercultural and interreligious dialogue. A sample comprising 275 head teachers in Catalan secondary schools answered an online questionnaire. The results revealed attitudes which were moderately favourable towards cultural and religious diversity, more strongly favourable towards interreligious dialogue, and less favourable towards education playing a major role in managing religious and cultural diversity and in fostering interreligious dialogue. We found significant differences in head teachers’ attitudes in line with the specific features of the schools where they worked. Amongst these differences, it was noticeable that heads of religious and private–public schools had more positive attitudes towards managing religious and cultural diversity and towards education playing a leading role in promoting dialogue. Also, we identified three groups of head teachers who showed differing degrees of positivity according to the perceived religious diversity of their schools. The more diverse the school, the less favourable the attitude, and vice-versa; the most moderate favourability was also associated with the most moderate diversity.