José Vicente Peña Calvo

Los procesos de orientación escolar y la toma de decisiones académica y profesional

Vocational Guidance Processes constitute an instrument which can influence pupils’ academic and vocational preferences. In this paper their importance is compared with other issues such as parents’ opinion, peers’ opinion, etc. The results and expectations included in this work have been elaborated with the information obtained from a sample of 2260 adolescents in their last year of Compulsory Secondary Education in the Principality of Asturias (Spain). The analysis of all this information constitutes the previous theoretical exploration which was necessary for the design of an academic and vocational assessment programme which has been recently published.

Evaluation of the Building Everyday Life positive parenting programme

Purpose – The purpose of the Building Everyday Life programme is to improve parenting outcomes through better sharing of family responsibilities and to encourage a strong sense of solidarity and community. Design/methodology/approach – Data have been obtained from the pre-test and post-test applications, respectively, using two instruments: the Inventory of Parenting and Family Life Patterns and Resources, and the Final Evaluation Questionnaire for parents. The authors also use these tools to evaluate the degree to which the changes are maintained six months after the completion of the programme. Participants in the study comprised a group of 35 individuals that included parents in nuclear families and single mothers. The assessment process involved three stages: a pre-test assessment, a qualitative report (summative assessment) and, finally, a post-test assessment at least six months after completion of the programme. Findings – The results show lasting changes over time. Regarding domestic work, parents...

Gender Identity and Schooling Context: A Review of Models

This paper develops a review of the main models that have surfaced in the study of the construction process of gender identity. We analyse the conceptual frameworks that underlie each of them and, in particular, we give details of the research carried out on the role of the school in the configuration of gender identity. We finish by stating the theoretical model we defend. Also shown are some relevant conclusions whose aim is to discuss and analyse possible lines of research to be developed in the context of studies on gender and school. REIS 112-E 29/6/06 13:34 Pagina 165 REIS 112-E 29/6/06 13:34 Pagina 166