Genoveva Ramos Santana

Modelos complementarios al Análisis Factorial en la construcción de escalas ordinales : un ejemplo aplicado a la medida del Clima Social Aula

It is well known that factor analysis (FA) by principal components is one of the statistical models more frequently used in educational research to study the properties of scales of measurement. The generalised use of FA extends also to non-metric scales (such as categorical and ordinal scales), yet the properties of such scales do not meet the requirements of factor analysis (such as normal distributions and linear relationships between variables). Several problems are thus generated, but there are a number of techniques for solving to some extent the imperfect application of the FA model to nonmetric data. Some of the most important models are briefly described: parallel analysis or factor analysis using item response theory. The joint use of multivariate models of interdependence for dimensionality reduction, such as non-linear principal component analysis (NLPCA), non-metric multidimensional scaling (NM-MDS) and cluster analysis (CA), is proposed as a possible solution, because all these models can be considered appropriate for use with ordinal scales. An example of the combined, complementary use of NM-MDS and CA is shown, together with FA by principal components, to study a Likert scale concerning classroom social climate that was prepared in a prior research project. The results show that the models are significantly more fit for the data, and the internal dimension solution is more parsimonious and consistent with the underlying idea that lay at the origin of the scale.

Fortalezas y debilidades de la mediación escolar desde la perspectiva del alumnado de educación secundaria

In this paper we present a study to know the valuation of school mediation as an educational strategy taking into account the views of students in five schools in secondary Valencia, where the formal mediation process has been active for at least two years. It also seeks to identify the strengths and weaknesses identified.To achieve the objectives it has collected information from 593 students through an ad hoc difference between issues that all students must answer questionnaire; questions addressed only the students who have gone to mediation service; and finally issues to respond only the students who have acted as mediators.Through descriptive exploratory study conducted, is highlighted as a result the great general agreement exists on the part of students participating in valuing very positively to mediation, particularly their impact on conflict resolution and prevention of serious and violent situations. On the other hand, as for improvement, poor training in mediation and little relation to those benefits linked with faculty is detected, since mediation seems so positively influence the teaching faculty teaching in the classroom and in the relationships between students and faculty. In conclusion, the study shows that school mediation is considered advantageous for students and an opportunity that helps them manage their own conflicts, although there are aspects that should work towards the educational potential of school mediation in the improving coexistence and configuration of democratic citizenship.