Person:
Macías Gómez-Estern, Beatriz

Profesor/a Titular de Universidad
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First Name
Beatriz
Last Name
Macías Gómez-Estern
Affiliation
Universidad Pablo de Olavide
Department
Educación y Psicología Social
Research Center
Area
Psicología Básica
Research Group
PAIDI Areas
PhD programs
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Search Results

Now showing 1 - 7 of 7
  • Publication
    Percepciones del alumnado universitario sobre el Aprendizaje-Servicio como herramienta para su desarrollo personal y profesional
    (Universidad de Barcelona, 2020-05-11) Martínez Lozano, Virginia; Rodríguez Izquierdo, Rosa M.; Marco Macarro, María José; Macías Gómez-Estern, Beatriz
  • Publication
    The Transition of Roma Children Into School: Working Relationally Across Cultural Boundaries in Spain
    (Bloomsbury Academic, 2019-08-16) Lalueza, José Luis; Martínez Lozano, Virginia; Macías Gómez-Estern, Beatriz
    From a cultural-historical perspective, human development is the product of participation in cultural practices that have historically been constructed within the framework of institutions such as the family and the school. Across these practices, there is always some type of discontinuity which must be addressed and overcome (Hedegaard, 2005; Rogoff, 1993, 2003). However, when the cultural framework of the family is far removed from that of the school, as is the case among certain ethnic minorities or immigrant populations, the discontinuities between the two scenarios may be very significant, and hence acceptance of the rationale for school tasks and achievement of a successful transition may be both arduous and protracted (Greenfield and Cocking, 1994; Poveda, 2001). Therefore, schools, seeking the inclusion of members of minority groups such as Roma communities, must start from an awareness of the concerns and priorities of this cultural group in order to design interventions that will facilitate their transition between scenarios and to promote dialogue in this respect. A better understanding of this community’s socializing practices and of other forms of behaviour would help teachers and education managers understand the difficulties sometimes encountered in ensuring school attendance....
  • Publication
    Manual digital para la vida independiente de estudiantes con discapacidad intelectual
    (Proyecto IHES (Eramus+ 2021-1-ES01-KA220-HED-000032084), 2023) Díaz Jiménez, Rosa María; Corona-Aguilar, Antonia; Granados-Martínez, Cristina; Iáñez-Domínguez, Antonio; Macías Gómez-Estern, Beatriz; Relinque Medina, Fernando; Yerga Míguez, María Dolores; Bruce, Alan; Graham, Imelda; Álvarez-Pérez, Pablo; Pena, Maria João; Ferreira, Jorge; Mancaniello, Maria Rita; Carletti, Chiara; Piccioli, Marianna
    El proyecto, Sistemas de Educación Superior Inclusivos para Estudiantes con Discapacidad Intelectual (IHES) (Erasmus+ 2021-1-ES01-KA220-HED-000032084), pretende contribuir a la "Construcción de un Sistema de Educación Superior Inclusivo" abordando los principales retos sociales que plantea la inclusión de personas con discapacidad intelectual en entornos universitarios en los contextos europeos actuales. Los socios del proyecto son la Universidad Pablo de Olavide (España), la Università Degli Studi di Firenze (Italia) hasta el 28 de febreroth y después la Universidad de Siena (Italia); Pixel-Associazione Culturale (Italia), Paz y Bien (España), ISCTE-Instituto Universitario de Lisboa (Portugal) y Universal Learning Systems (Irlanda). Los objetivos del proyecto IHES son 1) Desarrollar y aplicar un programa en línea sobre inclusión y vida independiente para personas con discapacidad intelectual en las universidades. 2) Diseñar y probar una metodología para apoyar la inclusión de estudiantes con discapacidad intelectual en los sistemas de educación superior. 3) Elaborar una serie de recomendaciones para los responsables de las políticas universitarias y de la toma de decisiones en el ámbito de la ES sobre cómo promover la inclusión de las personas con discapacidad intelectual. La elaboración de un manual servirá de base a las universidades para llevar adelante su labor en este ámbito. El manual será un recurso clave de apoyo a las universidades. Otros elementos del proyecto son la investigación, el desarrollo de un programa de formación en línea, seminarios y difusión. El manual ha sido elaborado conjuntamente por los socios del proyecto con el apoyo de PIXEL. Sin embargo, el aspecto más importante de esta contribución es que los contenidos han sido seleccionados por los agentes clave, es decir, se han recogido las opiniones de alumnado, profesores, especialistas en discapacidad y administradores sobre lo que es importante para ellos y el manual se ha organizado con esta información. • Módulo 1: Igualdad de género y redes de apoyo (Universidad Pablo de Olavide) • Módulo 2 Discapacidad en ciencia, tecnología e innovación (Universidad de Siena) • Módulo 3: Orientación e integración profesional (Sistemas universales de aprendizaje ULS) • Módulo 4: Movilidad universitaria internacional (Universidad de Siena) • Módulo 5: Convivencia en las universidades (Sistemas Universales de Aprendizaje ULS, Iscte - Instituto Universitário de Lisboa) • Módulo 6: Formación y adaptación curricular (Iscte - Instituto Universitário de Lisboa) • Módulo 7: Observatorio de la Discapacidad (Universidad Pablo de Olavide) • Módulo 8: Regulación ** El MÓDULO 8 Regulación incluye cuatro informes nacionales sobre la regulación en cada país socio. UPO (ES) ha resumido los contenidos y elaborado un análisis transnacional. El manual será adaptado para facilitar su lectura por el socio español del proyecto Paz y Bien.
  • Publication
    The value positions of school staff and parents in immigrant families and their implications for children's transitions between home and school in multicultural schools in Andalusia
    (Elsevier, 2014-09-01) Sánchez-Medina, José A.; Martínez Lozano, Virginia; Macías Gómez-Estern, Beatriz
    The paper presents findings from a project conducted in Andalusia, Southern Spain, which examined school practices that aimed at promoting the integration and well-being of children from first generation immigrant, i.e. non-Spanish, families. How schools addressed the transitions between home and school for the children, and how school strategies were perceived by their communities, parents and the school staff as instruments for integration were examined through semi-structured interviews. Six multicultural schools were involved in the study. Analyses show that, most of the school practices related to pupils' integration can be understood in terms of a “benevolent assimilationist model”. From the schools' perspective the practice is “assimilationist” because the main goal is to “assimilate” the children as the “others” into the mainstream culture. We also refer to the practice as “benevolent” because we found a high level of coincidence between parental value positions about what the school should do in relation to their children's learning, and the strategies of the schools to integrate them. According to the parents, schools should allow children access to the skills and concepts they will need to participate in Andalusian society, hereby ascribing to an assimilationist way of thinking. Some differences were observed between parents and schools in the way the processes of integration should be carried out, in particular school discipline and the authority of the teacher. The paper concludes with the observation that the agreement between the value positions of home and school may be a temporary phenomenon.
  • Publication
    Does service learning make a difference? comparing students’ valuations in service learning and non-service-learning teaching of psychology
    (Routledge. Taylor&Francis, 2019-10-10) Macías Gómez-Estern, Beatriz; Arias-Sánchez, Samuel; Marco Macarro, María José; Cabillas Romero, María; Martínez Lozano, Virginia
    As a pedagogical approach, Service Learning (SL) has blossomed in the field of education, proving its effectiveness regarding academic results and in relation to social commitment. Our goal was to offer students the possibility of participating in professional scenarios measure the impact that SL benefits has on students’ valuations and perceptions of their respective learning processes and to see whether it differed from results coming from a non SL approach. To do this we compared two groups of undergraduate students enrolled in the same Psychology course, and in two different formats: SL and non-SL. Our hypothesis predicted that SL students would report higher levels of valuations and of changes perceived, and our results confirmed this: the SL group revealed a significantly higher level of satisfaction with the SL course. Also, SL students reported significantly more changes connected to a concept of learning that included contents, behaviors, and personal changes.
  • Publication
    “Real Learning” in Service Learning: Lessons from La Clase Mágica in the US and Spain
    (Budrich Jorurnals, 2014) Macías Gómez-Estern, Beatriz; Martínez Lozano, Virginia; Vásquez, Olga
    In this article, we present initial findings of an exploratory-pilot research study that focuses on service learning as a framework to examine “real learning” and identity changes of university students participating in a community based educational activity known as La Clase Mágica. Student’s reports and fieldnotes from two distinct locations: the original 25-year old project located in San Diego, California and a recent adaptation in Seville known as LCM-Seville, now completing two academic years of experience. The two programs in San Diego (US) and Seville (Spain) illustrate the types of learning that students acquire as they engage community members in activities that support community participants’ development.
  • Publication
    Community Resilience Processes in Schools with Roma Students during COVID-19: Two Case Studies in Spain
    (MDPI, 2023-07-04) Martínez Lozano, Virginia; Macías Gómez-Estern, Beatriz; Lalueza, José Luis
    The aim of this paper is to describe coping strategies for difficulties generated by the COVID-19 pandemic in schools categorized as “highly vulnerable” in Spain, mainly focusing on children from immigrant and Roma families. Within the framework of a broader research study, we focus our gaze, as a case study, on two schools using in-depth interviews with its principals. These two schools were chosen as case studies because they had shown a history of carrying out documented educational change processes for at least 3 years before the pandemic. Our analytical strategy was a qualitative content analysis of a deductive–inductive nature. The results of our study can help identify key elements for the mechanisms of “Community Socio-Educational Resilience” and show that the innovative educational strategies tested by schools in the periods prior to the pandemic facilitated the generation of specific strategies for addressing problems arising from the pandemic. These strategies contributed to cushioning the increased inequality generated by the pandemic, contributing to the social sustainability of the educational and community system.