Capítulos de libroshttps://repository.uaeh.edu.mx/bitstream/123456789/134922024-03-29T14:55:34Z2024-03-29T14:55:34ZV. An Initial Study of the Academic Trajectory of the 2013 Cohort in the Undergraduate English Language Teaching Program at the Autonomous University of PueblaTapia Carlín, Rebeca Elenahttps://repository.uaeh.edu.mx/bitstream/123456789/172542016-11-04T09:03:00Z2016-01-01T00:00:00ZV. An Initial Study of the Academic Trajectory of the 2013 Cohort in the Undergraduate English Language Teaching Program at the Autonomous University of Puebla
Tapia Carlín, Rebeca Elena
RESUMEN DEL LIBRO:
The research presented in the first part of a longitudinal study whose aim is to obtain a better understanding of students? academic behavior from the time they enroll the university until the conclusion of their studies, in other words, during their academic trajectory. Based on demographic particulars and students? perceptions of their experiences in terms of factors known to affect academic performance, the currents findings provide a profile of undergraduate students at an early stage of their studies in English Language Teaching Programs in public universities in Mexico. Data were collected by means of a questionnaire administered to 446 students at eight participating universities belonging to the states of Aguascalientes (UAA), Puebla (BUAP), Hidalgo (UAEH), the State of Mexico (UAEMex), Tamaulipas, Tlaxcala (UAT), Colima (UCOL), and Veracruz (UV).
The questionnaire was constructed in keeping with the definition of academic trajectory, proposed by Cuevas (2001) in Fernandez, Peña, and Vera (2006), as ??a set of factors and data that affect and account for the students? school behavior during their stay at the university. These factor can be either, psychological and sociological (qualitative), or they can provide more precise data (quantitative) about students? academic performance.? An analysis of the study?s data reflecting the aforementioned factors reveals that there are more similarities than differences among the student cohorts, including a strong consensus that students are pleased with their BA programs.
The study?s major findings suggest proposals for BA programs and university officials to consider in three broad areas. The recommendations respond to 1) students? interest and expectations about studying and working abroad; 2) students? neutral or mixed perceptions of tutorial programs vis-á-vis how well tutors respond to their academic and professional needs concerning, for example, the development of stress-management skills and good study habits, as well as what guidance they received related to personal concerns such as relationship issues; 3) students? views, evident in their perceptions of teachers? performance and other classroom realities on the importance of supportive and meaningful learning environments. The researchers conclude that follow-up and interventionist steps are warranted to address students? needs and, by doing so, to respond to universities? concerns about improving the quality of tertiary education in Mexico.
2016-01-01T00:00:00ZHidalgoDzul Escamilla, Mariselahttps://repository.uaeh.edu.mx/bitstream/123456789/172512016-11-04T09:02:52Z2010-01-01T00:00:00ZHidalgo
Dzul Escamilla, Marisela
En el 2005, un grupo de académicos de diversas instituciones de educación superior de México iniciamos un estudio tendiente a generar un estado del conocimiento del campo de las investigaciones en lenguas extranjeras en nuestro país para el periodo 2000-2005. Como producto de dicho esfuerzo, elaboramos el libro Las investigaciones sobre la enseñanza y el aprendizaje de lenguas extranjeras en México.
A raíz de dicha publicación, varios académicos de diversos estados no incluidos en la muestra original manifestaron su interés en también documentar y analizar lo que se hacía en sus entidades. Nació así la idea de realizar una segunda fase de la investigación que permitiese dar cuenta de la producción de los estados faltantes y elaborar un panorama más global de lo que sucedía en nuestro país en el campo mencionado.
En la primera fase de la investigación, realizada en 2005, participaron 16 investigadores y 21 colaboradores de 11 instituciones de educación superior (IES) quienes cubrieron 15 entidades federativas de la República mexicana, abarcando las investigaciones realizadas entre el 2000 y el 2005. En la segunda fase, realizada entre 2007 y el 2008, participaron 27 investigadores y seis colaboradores de 10 IES, quienes analizaron datos de 11 entidades federativas del mismo periodo, y algunos de ellos, adicionalmente, levantaron datos de trabajos realizados entre 2006 y 2007.
Así, ambas fases de la investigación participaron un total de 70 investigadores (43 investigadores principales y 27 colaboradores), adscritos a 21 instituciones de educación superior, quienes entre 2005 y el 2008 recolectaron y analizaron información de 26 de las 32 entidades federativas del país.
2010-01-01T00:00:00ZHidalgoHidalgo Avilés, Hildahttps://repository.uaeh.edu.mx/bitstream/123456789/172522016-11-04T09:02:55Z2010-01-01T00:00:00ZHidalgo
Hidalgo Avilés, Hilda
En el 2005, un grupo de académicos de diversas instituciones de educación superior de México iniciamos un estudio tendiente a generar un estado del conocimiento del campo de las investigaciones en lenguas extranjeras en nuestro país para el periodo 2000-2005. Como producto de dicho esfuerzo, elaboramos el libro Las investigaciones sobre la enseñanza y el aprendizaje de lenguas extranjeras en México.
A raíz de dicha publicación, varios académicos de diversos estados no incluidos en la muestra original manifestaron su interés en también documentar y analizar lo que se hacía en sus entidades. Nació así la idea de realizar una segunda fase de la investigación que permitiese dar cuenta de la producción de los estados faltantes y elaborar un panorama más global de lo que sucedía en nuestro país en el campo mencionado.
En la primera fase de la investigación, realizada en 2005, participaron 16 investigadores y 21 colaboradores de 11 instituciones de educación superior (IES) quienes cubrieron 15 entidades federativas de la República mexicana, abarcando las investigaciones realizadas entre el 2000 y el 2005. En la segunda fase, realizada entre 2007 y el 2008, participaron 27 investigadores y seis colaboradores de 10 IES, quienes analizaron datos de 11 entidades federativas del mismo periodo, y algunos de ellos, adicionalmente, levantaron datos de trabajos realizados entre 2006 y 2007.
Así, ambas fases de la investigación participaron un total de 70 investigadores (43 investigadores principales y 27 colaboradores), adscritos a 21 instituciones de educación superior, quienes entre 2005 y el 2008 recolectaron y analizaron información de 26 de las 32 entidades federativas del país.
2010-01-01T00:00:00ZVI. Academic Trajectories in an English Language Teaching Program: A Study of Students' Paths at the Autonomous University of the State of HidalgoOcceña Gallardo, Eleanorhttps://repository.uaeh.edu.mx/bitstream/123456789/172492016-11-04T09:03:04Z2016-01-01T00:00:00ZVI. Academic Trajectories in an English Language Teaching Program: A Study of Students' Paths at the Autonomous University of the State of Hidalgo
Occeña Gallardo, Eleanor
Resumen del libro:
The research presented in the first part of a longitudinal study whose aim is to obtain a better understanding of students' academic behavior from the time they enroll the university until the conclusion of their studies, in other words, during their academic trajectory. Based on demographic particulars and students' perceptions of their experiences in terms of factors known to affect academic performance, the currents findings provide a profile of undergraduate students at an early stage of their studies in English Language Teaching Programs in public universities in Mexico. Data were collected by means of a questionnaire administered to 446 students at eight participating universities belonging to the states of Aguascalientes (UAA), Puebla (BUAP), Hidalgo (UAEH), the State of Mexico (UAEMex), Tamaulipas, Tlaxcala (UAT), Colima (UCOL), and Veracruz (UV).
The questionnaire was constructed in keeping with the definition of academic trajectory, proposed by Cuevas (2001) in Fernandez, Peña, and Vera (2006), as "a set of factors and data that affect and account for the students' school behavior during their stay at the university. These factor can be either, psychological and sociological (qualitative), or they can provide more precise data (quantitative) about students' academic performance." An analysis of the study's data reflecting the aforementioned factors reveals that there are more similarities than differences among the student cohorts, including a strong consensus that students are pleased with their BA programs.
The study's major findings suggest proposals for BA programs and university officials to consider in three broad areas. The recommendations respond to 1) students' interest and expectations about studying and working abroad; 2) students' neutral or mixed perceptions of tutorial programs vis-á-vis how well tutors respond to their academic and professional needs concerning, for example, the development of stress-management skills and good study habits, as well as what guidance they received related to personal concerns such as relationship issues; 3) students' views, evident in their perceptions of teachers' performance and other classroom realities on the importance of supportive and meaningful learning environments. The researchers conclude that follow-up and interventionist steps are warranted to address students' needs and, by doing so, to respond to universities' concerns about improving the quality of tertiary education in Mexico.
2016-01-01T00:00:00Z