Schools In Spain Research Articles

Integration of migrant children in educational systems in Spain: stakeholders’ views

ABSTRACT This paper presents an overview of approaches and proposals to improve the integration of migrant children in schools in Spain and it is linked to the European research project Migrant Children and Communities in a Transforming Europe (MiCREATE). It focuses on a part of the research in which stakeholders were interviewed. Based on the needs of migrant children and practices already implemented in Spain, experts from different fields problematised and proposed improvements in current policies and practices in education. The main conclusions indicate that a more holistic and transversal approach to the inclusion of migrants is needed, as well as better coordination between institutions in different contexts and areas of action. This implies rethinking inclusive practices and involving children’s families and taking their environment into consideration, as well as supporting educational practices that foster a sense of belonging among migrant children and their families in schools, the community, and society. Finally, the paper highlights the importance of gathering data from stakeholders in different fields of expertise and areas of action in order to obtain a more complex and insightful overview of the phenomenon under study.

How country of origin and stimuli language influence visual word recognition in bilingual children

Aims and objectives: We used mouse tracking to determine how country of origin and stimuli language influence visual word recognition in bilingual children. Methodology: Children attending bilingual schools in Spain and the USA completed a lexical decision task in English. The task included real English words (e.g., true), and pseudohomophones following Spanish (e.g., tru) and English (e.g., troo) orthographical rules. Data and analysis: Bilingual children from both countries performed worse when responding to English pseudohomophones (within-language interference) than Spanish pseudohomophones (between-language interference). Findings/conclusions: The children from the USA outperformed the children from Spain in almost every measure. Interestingly, their mouse trajectories followed a different pattern. Originality: When responding to pseudohomophones, children from the USA showed a pronounced initial deviation toward the incorrect response (likely due to a strong activation of the phonology of the real English word) followed by a very effective corrective movement (likely due to an orthographic verification mechanism). Significance: Mouse tracking provides novel insights regarding language activation in bilingual readers.

The Vision of Spanish Schools in Post-Pandemic Times

Extraordinary measures were required due to Covid-19, such as confinement and emergency distance education. With health regulations in place, the schools then returned to face-to-face instruction and used the lessons they had learned to improve the teaching standard. The study's intention is to investigate how Spain's schools are evolving post-confinement, with a particular interest in the digitalization of schools, teaching competence and future models of education. Method: The approach was qualitative; the instrument was a semi-structured interview, constructed ad hoc by experts and applied by trained interviewers. The sample consisted of 75 principals or members of management teams from primary and secondary schools in Spain. We carried data coding and analysis out using Atlas.ti software. Results: The confinement led to difficulties in adapting teaching to the online modality. Using the pandemic as a catalyst, schools were able to quickly move to digitalization, expand teacher training in digital technology with varying levels of compliance, and introduce new methodologies such as active learning strategies. Conclusions: Schools in Spain have introduced changes in their technological processes and equipment and slight methodological aspects. Teachers require more training on teaching skills, especially digital skills. Finally, the traditional face-to-face model is valued but is questioned and alternatives are considered.

Handwriting Skills and Their Role in Text Generation: A Longitudinal Study with Graphonomic Measures

<p>This study sought to examine the influence of transcription skills, evaluated using graphonomic measures, on the proficiency of text generation in students attending primary schools in Spain. A longitudinal design was employed involving 278 Spanish students distributed across three cohorts (cohort 1: 1st-2nd-4th grade; cohort 2: 2nd-3rd-5th grade; and cohort 3: 3rd-4th-6th grade). Two data collection points were used to administer the graphonomic measures, and a composition letter task was conducted at the conclusion of the study. Four multigroup structural equation models were employed, examining the direct pathways from graphonomic measures (i.e., pressure, speed, pauses, and road length) on text generation (i.e., length, fluency, planning, revision, and organization). The models demonstrated a good fit to the data. The findings from the four models, analyzed within the three cohorts, indicated that the significant effect of transcription (i.e., handwriting) on text production was primarily observed in Cohort 1 (early grades), while no significant effects were found in Cohort 2 (intermediate grades). This suggests that the importance of handwriting in text production in a transparent orthography may be more pronounced during the initial stages of writing development when students are acquiring foundational writing skills.</p>

‘You work, I copy’. Images, narratives and metaphors around academic plagiarism through Fotovoz

AbstractAcademic integrity is part of the process that explains the communication of information in an ethical manner. Although the prevalence of dishonest acts at university has been noted, it is an aim of the educational system to analyse what motivates them from an age prior to their incorporation into university studies. The aim of this work is to collect the visual‐narrative representation of academic plagiarism made by secondary school and university students, as well as to analyse their perception of it and discover the keys that explain this malpractice. A participatory study was carried out, in which two high school students took on the role of co‐researchers in training. Information is collected from 178 students from three schools in Spain and Portugal through participatory photography or Photovoice. It is analysed with Maxqda22 software in two stages: (1) deductive analysis of the narratives, identifying categories and thematic codes, in a participatory way with the trainee researchers; and (2) inductive analysis of images and metaphorical expressions. The results allow us to outline three representations of the action of copying: as a punishable act, as a picaresque act and as a quick and easy opportunity for the student. This classification reveals the issues that dominate the discourse of the participants, suggesting the effects and causes that aggravate the commission of plagiarism: the simplicity of the process and the possibility of not being detected.

Teaching critical reading in the classroom: A comparison of CLIL and EFL across contexts

Critical reading (Fairclough, 1989, 1995; Kress, 1985; Wallace, 2003) is considered to be one of the instruments that gives the necessary resources to construct meaning in discourse. This paper presents the results of a quasi-experimental study with a pre-test post-test design on students in the 6th year of primary education (10-11 years old) enrolled in two schools in Spain, one school located in the Basque Country (Content and Language Integrated, CLIL group) and the other in Cantabria (English as a Foreign Language, EFL group). Altogether four groups were selected: CLIL-experimental, CLIL-control, EFL-experimental and EFL-control. The experimental groups received critical reading strategy instruction for seven weeks while the control groups continued with regular classes. The one-way ANCOVA results showed that students in both the CLIL and EFL programmes developed greater mastery in critical reading after the teaching protocol. However, and contrary to our initial hypothesis, experimental students from the EFL context outperformed the CLIL learners. The novelty of the critical reading awareness protocol seemed to have a greater influence on the EFL students, who, unlike the CLIL students, were not so familiar with strategy learning. The new training procedure helped them to promote higher order critical reading skills, taking more advantage of the whole strategy learning protocol.
 

A nationwide survey of the current status of radiation oncology teaching in Spanish medical schools.

The present study was designed to collect information on the current status of radiation oncology (RO) teaching in undergraduate medical schools in Spain. A cross-sectional survey was conducted with the support of the Spanish Society of Radiation Oncology (SEOR). An anonymous questionnaire was sent in two waves, one month apart, between January and June 2022, to all Medical Schools and affiliated Institutions having radiotherapy departments throughout the country. Data on load, curricular location of OR, the academic course (or courses) in which the subject of OR was taught, and teachers position were recorded. Responses were obtained from 26 of the 46 available Medical Schools (response rate 56.5%). The average number of theoretical classes was 13 (0-30), seminars: 4.5 (0-12) and hours of practical training 17 (0-60). The scientific content of RO was covered very evenly. Medical physics and radiobiology were taught with different extension in 24 medical schools (92.3%). Information on technological equipment, brachytherapy, indications, and clinical results was provided in all but one medical school. In 13 medical schools (50.0%) the contents of RO were taught in more than one course, but the distribution of RO teaching during the six years of undergraduate training was quite dispersed. The teaching staff included 4 full professors, 8 tenured professors, and 68 clinical associate professors. The average number of associate professors per medical school was 2.2. Also, the average number of full professors and tenured lecturers was 0.42 per medical school, although there were none in 16 centers. The overall teaching content of RO in Spanish medical schools seems appropriate but actions to improve the heterogeneity in the curricular location of RO and the shortage of teachers should be implemented.

Implementation of ICT tools in post-pandemic schools in Spain

The present study, focused on Spanish language teachers, pretends to determine how ICT implementation has evolved after confinement, when teaching returned to being face to face or hybrid. The objectives are knowing which have been the most applied ICT tools and their real use; learning about teachers´ perceptions of their digital skills, and their satisfaction degree with online teaching; identifying teachers´ attitudes towards a future ICT implementation, and finally, elaborating a multiple regression model of analysis to determine the relationship between the last two objectives with teachers´ years of experience and teachers´ opinion on post-pandemic ICT use. Accordingly, an ad hoc questionnaire was applied, receiving 700 answers. Among other things, findings indicate a higher frequency of use of those digital tools that allow instant messaging, facilitate collaborative networks, promote interaction, and store data. They also show that teachers´ perceptions on their technological competence and ICT utilisation in post-pandemic scenarios is rather low, although they say they will continue using these tools in the future. In conclusion, there is an imperative necessity to reinforce pre-service and in-service teachers´ digital training, with the aim of improving this situation. This urgency had already been highlighted in previous studies, and became clearly evidenced not only during lockdown, but after that period too. El presente estudio, dirigido al profesorado de lenguas de toda España, pretende determinar cómo la implementación de las TIC ha evolucionado después del confinamiento, cuando la enseñanza volvió a ser presencial o híbrida. Sus objetivos se centran en saber cuáles han sido las herramientas TIC más utilizadas y su uso real; conocer las percepciones del profesorado sobre sus competencias digitales, y su grado de satisfacción con la enseñanza online; identificar las actitudes de los y las docentes hacia una futura implementación de las TIC, y finalmente, elaborar un análisis de regresión múltiple para determinar la relación entre los dos últimos objetivos, los años de experiencia del profesorado y su opinión sobre el uso de las TIC tras el confinamiento. Para ello, se aplicó un cuestionario ad hoc que recibió 700 respuestas. Los resultados indican, entre otras cosas, una mayor frecuencia de uso de aquellas herramientas digitales que permiten la mensajería instantánea, facilitan las redes de colaboración, y promueven la interacción y almacenan datos. También muestran que la percepción del profesorado sobre su competencia tecnológica y la utilización de las TIC es más bien baja, aunque afirman que seguirán utilizándolas en el futuro. En conclusión, existe una necesidad imperiosa de reforzar la formación digital de los y las docentes en formación y en activo, con el propósito de mejorar esta situación. Esta urgencia ya se había puesto de manifiesto en estudios anteriores, y se ha evidenciado con claridad, no sólo durante el confinamiento, sino también después de ese período.

Different interlocutors, different EFL interactional strategies: A case study of intercultural telecollaborative projects in secondary classrooms

AbstractThe purpose of this article is to investigate the interactional strategies that secondary school EFL learners use during telecollaboration with interlocutors from a different cultural and linguistic background. Its novelty lies in the educational level and cultural contexts explored as well as in the goal of examining whether frequency of strategy use may depend on the interlocutor and, if so, what the relevant factors are for such variation. The study focuses on two projects in which 10 participants from one Bulgarian school and 18 partners from two schools in Spain took part in dyadic synchronous videoconferences discussing culture-related topics. Data were collected via video recordings, field observations, semi-structured interviews, and questionnaires. The article presents both descriptive statistics and qualitative analysis of the communicative behavior of three case study students interacting with different telecollaborative partners. We found that the participants demonstrate differences in interactional behavior and utilize strategies with varying frequency depending on their interlocutor. The results also reveal crucial factors in the design of telecollaborative educational projects if learners are to successfully implement skills of discovery and interaction in real time.

Energy, water and economic savings by changing habits of users in twelve schools in Spain

ABSTRACT Energy saving and the development of renewable energies already form part of the daily discourse in our society. Climate change and the environmental problems arising from it affect all of us on the planet. In view of the recent energy supply crisis in Europe and in line with the EU's Sustainable Development Goals, it is necessary to accelerate the ecological transition. This means, among many other things, encouraging energy efficiency and energy savings. This research is based on the EURONET 50/50 max project, which applied a methodology with no upfront capital outlay, but based on changing user habits to save energy in educational buildings. It was carried out in twelve educational centres of the Spínola Foundation throughout Spain. Significant reductions in energy and water consumption were achieved. The maximum reduction obtained in water consumption was 29%, 24% in electricity consumption and 33% in heating consumption. The average reduction in consumption obtained was 13% compared to 11% achieved in the 50/50 max project. It was concluded that, on the journey to optimising our energy consumption, working on patterns of usage is fundamental, raising awareness and involving users in order to give rise to permanent processes over time, gradually reversing climate change.

The relationship between overweight and education revisited: a test of the selection hypothesis based on adolescents’ educational aspirations

ObjectivesThis paper examines the selection mechanism underlying the association between overweight/obesity and educational aspirations of adolescents. Study designThis is a cross-sectional study based on a survey conducted in secondary schools in Spain in 2016. MethodsWe estimate linear probability models to determine the association between adolescents’ body mass index (BMI) and their expectations to obtain a university degree, as well as their school choices representing the most usual path towards higher studies. To address the potential endogeneity of BMI, we use the instrumental variables (IV) method. Additionally, we account for potential unobserved heterogeneity by including school fixed-effects and a wide set of individual and family characteristics in our analysis. ResultsOur results indicate that adolescents with a higher BMI have lower expectations to obtain a university degree and are less likely to enrol in high school with the intention to pursue higher education in the future. The estimated effect is quite sizable and statistically significant only for girls. We estimate that a five-unit increase in BMI (e.g., the change between healthy weight and overweight) reduces girls’ expectations to complete higher education by 19 percentage points and odds of enrolling in high school (vs. vocational training) by 21 percentage points. ConclusionsWe provide empirical evidence supporting the selection hypothesis behind the relationship between BMI and adolescents’ educational aspirations. That is, unhealthy weight in adolescence is associated with poorer aspirations for further education. Lower educational aspirations during adolescence can lead to lower academic achievement, which in turn, may result in poorer health, labour market outcomes, and well-being during adulthood.

Academic climate and psychopathological symptomatology in Spanish medical students

IntroductionMedical Education studies suggest that medical students experience depression, anxiety and psychopathological symptomatology in a proportion higher than in the rest of the population. In the present study, we aimed to conduct a nationwide analysis to describe student’s perceptions of Educational Climate in Spanish medical schools, and its relationship with psychopathological symptomatology.MethodsThe study was carried out in 2022 in all 44 medical schools in Spain, and analyses the academic climate, and psychopathological symptomatology among medical students (n = 4374). To measure these variables, we used the Dundee Ready Education Environment Measure (DREEM) for academic climate, and the SA-45 (Symptom Assessment-45 Questionnaire was used to assess psychopathological symptomatology.ResultsThe mean DREEM global score was low, 95.8 (SD 22.6). Worse perception of the academic climate has been found in females (t -2.21, p 0.027), in students of the clinical academic years (t 16.9, p < 0.001), and public medical schools ( t 15.6, p < 0.001).The SA45 general index score was high (p90) in 25.6% of participants. In respect of gender, female students presented higher levels of SA45 general index score, depression, interpersonal sensitivity, somatization, anxiety, obsession-compulsion, and phobic anxiety symptoms.Higher DREEM global and subscale scores corresponded to a higher SA-45 global index score and higher SA-45 subscale scores.ConclusionsOur study suggests a correlation between a poor perception of academic climate, increased depression, anxiety, and other psychopathological symptoms, with a pattern that varies between different faculties. The perception of academic climate varied between medical schools, as did the psychopathological symptoms scores. Our finding suggests the prevalence of these variables in medical students is, at least in part, attributable to factors directly related to the learning atmosphere.

Intercultural Differences between Spain and Italy Regarding School Bullying, Gender, and Age.

The objectives of this research were to establish the differences between Spain and Italy regarding the presence of bullying in primary and secondary schools, as well as to determine whether there are differences between experiencing or perpetrating bullying and gender and age in the practice of school bullying. To assess the EBIPQ scores in terms of country and gender, the chi-squared test was used, and ANOVA was applied for age. A total of 1536 students from primary and secondary schools in Spain and Italy participated in the study. Their ages ranged from 10 to 19 years (mean = 13.01, standard deviation = 2.19). The results revealed statistically significant differences in terms of bullying categories concerning the country of origin and gender, with a higher number of Italian participants in the role of "no victim aggress" and Spanish participants in the roles of "victim" and "victim and aggress". Additionally, there were more boys in the role of "victim and aggress" and girls in the role of "no victim aggress". Regarding age, statistically significant differences were found, with older students taking on the role of "aggress" on average, while younger students assumed the role of "victim".

Rural Teacher Competencies: An International Comparative Study on the Territorial Dimension of Rural Schools

This article presents the results of a descriptive study carried out within the framework of the FOPROMAR project, obtained after administering a questionnaire regarding competences related to the territorial dimension of rural schools among teachers working in rural schools in Spain (Aragon and Catalonia), France (Aquitaine) and Portugal (Alto Alentejo). The questionnaire included three parts (professional profile, competences on the territorial dimension of the school and knowledge about the territory), but only the results referring to the competences section are presented, showing the level of relevance and the degree of mastery that teachers express in relation to these competences. According to the results, the competences with the greatest mastery are those referring to the design and development of programmes, followed by professional competences and school-community relations. This order is also found in the assessment carried out, indicating that they are more valued than mastered. One of the conclusions is the need to reinforce competences not included in training plans, but considered more necessary and important for working in rural schools.

Youth screening depression: Validation of the Patient Health Questionnaire-9 (PHQ-9) in a representative sample of adolescents

BackgroundDepression symptoms and mood disorders constitute one of the major public health challenges among youths. Thus, early prevention and intervention for depression should be a priority. The main goal of the present study was to validate the Patient Health Questionnaire-9 (PHQ-9) scores in a school-based sample of non-clinical adolescents. MethodStratified random sampling was conducted. Participants were 2235 students (M = 14.49, SD =1.76, range= 12–18 years), 52.9 % were female, from 34 secondary schools in Spain. Several previously validated self-reported questionnaires of mental health and psychopathology were administrated. ResultsThe unidimensional factorial model of the PHQ-9 items showed adequate goodness of fit indices. Strong measurement invariance across gender was found. Omega for the PHQ-9 total score was 0.87. The PHQ-9 total score was positively associated with anxiety symptoms and emotional and behavioral problems, and negatively associated with prosocial behavior and quality of life. ConclusionsThe PHQ-9 is a brief, easy, and reliable tool for assessing self-reported depressive symptoms in both clinical and school settings. PHQ-9 may be used as a screening tool for universal early detection and monitorization of depression symptoms during adolescence.

Clustering of lifestyle behaviors and adiposity in early adolescents in Spain: findings from the SI! Program for Secondary Schools

BackgroundSeveral unhealthy lifestyle behaviors in adolescence are often linked to overweight/obesity. Some of them may be present simultaneously, leading to combined effects on health. Therefore, the clustering of several unhealthy behaviors in adolescents might be associated with adiposity excess.PurposeTo identify lifestyle patterns and analyze their association with adiposity in early adolescents.MethodsA cross-sectional cluster analysis was performed in 1183 adolescents (50.5% girls) with a mean age of 12.5 (0.4) years included in the SI! Program for Secondary Schools in Spain to identify lifestyle patterns based on healthy diet, step counts, sleep time, and leisure screen time. Generalized mixed models were applied to estimate the association between lifestyle patterns and adiposity indices.ResultsFour lifestyle patterns were derived: Cluster 1-higher screen time and poorer diet (n = 213), Cluster 2-lower activity and longer sleepers (n = 388), Cluster 3-active and shorter sleepers (n = 280), and Cluster 4-healthiest (n = 302). Except for the number of steps (12,008 (2357) day), the lifestyle behaviors in our sample presented levels far below the recommendations, especially for sleep duration. Cluster 4 included the largest proportion of adolescents from high socioeconomic status families (47.7%) and the lowest prevalence of overweight/obesity (23.1%). Compared to Cluster 4-healthiest, adolescents in the remaining clusters presented a higher prevalence of overweight/obesity and central obesity, showing Cluster 3 the highest prevalences (PR:1.31 [95%CI: 1.31, 1.31] and PR:1.40 [95%CI: 1.33, 1.47]).ConclusionsClustering of lifestyle patterns in early adolescence allows the identification of individuals with excess adiposity, in whom health promotion strategies should be stressed, especially in socioeconomically disadvantaged groups.Trial registrationClinical Trial Registry, NCT03504059. Registered 20/04/2018—Retrospectively registered, https://clinicaltrials.gov/ct2/show/NCT03504059.

Teenagers, Audio-Visual Prosumers and Audience Generators in the Field of Organ Donation

ABSTRACT The creation of audio-visual content and the increase in the use of social networks by society have provided new opportunities for promoting health and the benefits of organ donation. This study analyzes the influence of audiovisual content produced by adolescents in the context of an educational program related to the promotion of organ donation with diffusion through social media. The program was implemented in the fourth year (mainly 15 and 16 year olds) in ten high schools in Spain. In the first phase, students learn about donation and create audio-visual messages about its benefits for society; in the second phase, they share this content on social networks. The influence of the content was measured using YouTube Analytics. In addition, a questionnaire was administered after the program to measure the way in which they shared the content on social networks. A total of 391 students participated in program, submitting 63 short films that obtained 104,912 views. The short films focused on appealing to society about the need for organs and the benefits of the organ donation and transplantation process. The social network that was used most frequently to share the content was WhatsApp (81.8%). Educating teenagers and turning them into prescribers of the health benefits of the organ donation and transplantation process through the use of social networks could be a good tool that can be exported to other fields of health.

Occupational Therapy Practice in Schools: National Survey in Spain

Aims Interdisciplinary collaboration between health and education professionals is one of the principles of inclusive education. This study aimed to describe the practices and service delivery by pediatric occupational therapists (OTs) in schools in Spain. Methods Data came from a convenience sample of pediatric OTs recruited through Spanish professional colleges and associations for a web-based survey, mixed-method research study. Thirty-five respondents were excluded because they didn’t meet the eligibility criteria. Ninety-two responses were obtained for data analysis. Twenty-nine OTs (31.5%) work in schools (school-OTs), and sixty-three participants (68.5%) don’t work there but collaborate with schools (non-school OTs). Results Participants support students with and without a medical diagnosis. Services provided by OTs external to the educational system are mainly funded by families or only partially covered. Findings show that most participants use standardized assessments and apply several intervention approaches. They believe there are barriers to the collaboration and implementation of occupational therapy services in schools. Conclusions This preliminary study shows a need for changes in Spain’s State and Regional Education legislation and provides recommendations to improve school service delivery. Pediatric OTs are encouraged to reflect on and identify opportunities for changes to enhance school-based occupational therapy practice in Spain.

Mapping the opportunities of attending bilingual schools in Spain

Spanish-English bilingual education programmes have spread widely in Spain in recent years. Although some evaluation research has already been conducted, the effects of this policy in terms of equity have received little attention. We analyse whether the supply of ‘bilingual schools’ is modulated by a set of factors that may affect the equality of opportunities available to students to access them. We study all primary schools in municipalities with more than 50,000 inhabitants in the region of Andalusia (n = 1,119). The odds that schools will offer this programme vary greatly across different catchment areas. They increase in catchment areas with higher incomes, when the school is private or subsidised-private, when it is closer to other schools, and when it is located in municipalities with younger populations and with a better situation in terms of unemployment. These imbalances in school supply produce significant inequalities in the structure of opportunities to attend bilingual education.

¿Existe igualdad de condiciones para el acceso al Grado de Medicina en España?

IntroductionThe aim of this article is to investigate whether the binomial equality of competences-opportunities to enter medical schools in Spain is fulfilled. Material and methodsFor this purpose, 38 public universities were considered, together with the criteria of the University Entrance Exams, the weighting criteria of the university districts, the places offered, and the cut-off marks from 2017/2018 to 2021/2022, identifying four groups of university districts: A1, A2, B1, B2. ResultsThe result shows that students with the same level of competence have a different evaluation depending on where they have taken the PAU and in which district they apply. Thus, the nominal evaluation of a student can vary by 2.80 points out of 14, which largely determines access to the Bachelor's Degree in Medicine. Applying homogeneous criteria, the cut-off marks of all the faculties in Spain are recalculated. ConclusionThrough the discussion it is concluded that the university districts where the greatest effort is required to enter medical school are those in group B2 (Catalonia, Galicia and the Balearic Islands), followed by A2 (most of the Autonomous Regions), B1 (Basque Country), B1 (Valencia) and A1 (Madrid, Aragon and Navarre). This study helps to reach a consensus on homogeneous criteria for access to the Bachelor's Degree in Medicine.