Cristina Sánchez Romero

Bio: Cristina Sánchez Romero is an academic researcher from National University of Distance Education. The author has contributed to research in topics: Competence (human resources) & The Internet. The author has an hindex of 8, co-authored 45 publications receiving 249 citations.

Nuevos modelos tecnopedagógicos. Competencia digital de los alumnos universitarios

Abstract: This paper offers the results of a quantitative study carried out with the aim of defining the technological skills profile of 301 students entering the BA in elementary education. A 29-question digital survey was used; results reflect a prevalence of female students over 30 years of age, who have access to a computer with an Internet connection, prefer to interact using phones, use e-mail, surf the Internet every day, are able to use technology at a basic level, particularly office suites, and are unfamiliar with the use of modern tools such as blogs and social bookmarking. It is concluded that these students do not display the characteristics expected of digital natives: the production, dissemination and consumption of culture online.

Evaluación de las competencias de los estudiantes: modelos y técnicas para la valoración

Abstract: Resumen es: La competencia es un elemento esencial que concierne a los modelos educativos innovadores en el escenario europeo, situada como un horizonte basico para ...

La Innovación en el aula: referente para el diseño y desarrollo curricular

Abstract: The innovation is an essential activity for improving the teaching-learning process and provides a basis for the design and curriculum development. Improve training activities and lay the foundation for continued transformation requires teacher attitude and practice generate new knowledge and professional training. The innovations for more than a decade have influenced the designs and update new curriculum processes defogged in training scenarios, confirming the close relationship between the innovative culture of training development processes. The culmination of this work is to present some specific models that drive innovation in new design centers and educational practices confirmed by applying an ad hoc questionnaire answered by a hundred experts in training processes in innovative educational programs and curriculum development in the classroom.

Teacher Training in Intercultural Education: Teacher Perceptions.

Abstract: Background: The aim of the present study was to evaluate teacher perceptions on the training received in intercultural education. Methods: The article presents a quantitative, non- experimental and ex-post-facto type of research; directed to inquire about the perceptions of the teachers of primary education in Andalusia (Spain) in relation to the intercultural training received. Based on the descriptive survey method, two questionnaires were administered to a sample composed of 320 students and 80 teachers. Results: The results show certain strengths of the training teacher programs in the field of interculturality (encouragement of reflection, participation and collaboration …), as well as weaknesses (decontextualization, inflexibility, primacy of theoretical learning, non-transversal character, etc.). Conclusions: Despite strengths, intercultural teacher training continues to be a challenge in Andalusia.

Evaluación de las competencias de los estudiantes: modelos y técnicas para la valoración. Assessment of the competences of students: models and valuation techniques.

Abstract: Competence is an essential element in innovative educational models in the European area, and a basic framework for teaching, yet also a controversial issue for those who believe that teaching students should go beyond competence acquisition. General and specific competences are necessary in continuous education models focused on life-long learning. This paper presents a developmental study on the acquisition of professional competences by Psychopedagogy students during a period of three years. It shows that the model, methods, and competence assessment have consolidated, thus reflecting how these may be mastered when they are integrated into life projects and professional practice.

The Five Dysfunctions of a Team: A Leadership Fable

Abstract: In The Five Dysfunctions of a Team, renowned author Patrick Lencioni turns his keen intellect and storytelling power to the fascinating, complex world of teams. Using his familiar writing style of incorporating fables, Lencioni tells the story of Kathryn Petersen, DecisionTech’s CEO, who faces the ultimate leadership crisis: How to unite a team that is in such disarray that it threatens to bring down the entire company. Will she succeed? Will she be fired? Lencioni’s tale serves as a timeless reminder that leadership requires courage and insight. As difficult as it is to build a cohesive team, it is not complicated. In fact, keeping it simple is critical, whether you run the executive staff of a multinational company, a small department within a larger organization, or even if you are merely a member of a team that needs improvement. Lencioni reveals the five dysfunctions that are at the very heart of why teams — even the best ones — often struggle. He outlines a powerful model and actionable steps that can be used to overcome these common hurdles and build a cohesive, effective team. Lencioni’s compelling fable offers a deceptively simple yet powerful message for all those who strive to be exceptional team leaders.

The Effectiveness of School-Based Bullying Prevention Programs: A Systematic Review

Abstract: Abstract Bullying is a social phenomenon. About 30% of school children are involved in bullying as victims, bullies, or bully/victims. The victims of bullying suffer multiple negative consequences, including poor social and academic adjustment, depression, and anxiety. This paper extends Farrington and Ttofi's (2009) meta-analysis of controlled trials of 44 bullying interventions, which suggests that bullying programs are effective in decreasing bullying and victimization. We review controlled trials of bullying interventions published from June, 2009 through April, 2013, focusing on substantive results across 32 studies that examined 24 bullying interventions. Of the 32 articles, 17 assess both bullying and victimization, 10 assess victimization only, and 5 assess bullying only. Of the 22 studies examining bullying perpetration, 11 (50%) observed significant effects; of the 27 studies examining bullying victimization, 18 (67%) reported significant effects. Although the overall findings are mixed, the data suggest that interventions implemented outside of the United States with homogeneous samples are more successful than programs implemented in the United States, where samples tend to be more heterogeneous. Few studies have measured bullying with sufficient precision to have construct validity. Finding strong measures to assess the complex construct of bullying remains a major challenge for the field.