La comprensión por el niño de la intención del mensaje publicitario

Resumen

El propósito central de este artículo es mostrar cómo un modelo integrado, multidisciplinar, puede dar cuenta de la comprensión del mensaje publicitario por el niño. El modelo parte de la consideración del mensaje como acto-de-habla-global y su representación cognitiva por el receptor, como esquema de acción e interacción. Este doble abordamiento permite trascender el marco de las teorías de la competencia, hasta ahora dominantes, y explicar, en cierto modo, la actuación concreta de los sujetos en la comprensión de los mensajes.     

Patterns of ‘public‐school markets’ in the Finnish comprehensive school from a comparative perspective

The article examines school choice in the context of the Finnish, publicly owned and governed comprehensive school system, the ‘named public‐school markets’, and compares findings to similar studies done in other countries. Parental choice is used in addition to traditional catchment areas and has now settled in the educational policy of big cities since its introduction in Finland in the mid 1990s. The focus of this article is on the extent and direction of pupils' preferences between the schools in relation to the characteristics of the schools in order to understand what kind of patterns have been formed along with the school choice. At the turn of the year 2000, half of the age group transferring to the 7th grade applied for a place in an other than catchment area school in the capital city, and on average one‐third of those in the other four big cities. The local public school markets touched every school in the urban areas. The schools were divided into popular, rejected, and balanced schools on the basis of net gains in request flows. A detailed analysis of the preferences between schools is presented in a map. Patterns of operation of the local school markets in the four case cities showed astoundingly similar features to those reported in studies conducted in other countries.     

Higher Education Policy and Legitimacy Building: the Making of a New Academic Credential in Ontario

Canada's province of Ontario introduced a new policy in 2000 allowing community colleges to offer a new type of undergraduate degree. This decision was a significant policy change for the government considering the nature of Ontario's binary system, where a rigid separation has historically prevailed between the university and college sectors. Drawing on multiple sources of data, this study indicates that the decision to create a new type of applied bachelor's degree generated a series of uncertainties and challenges for higher education institutions, students and government agencies. The paper highlights the need for policy makers to consider the socio‐cultural aspects of higher education systems in policy design, particularly the role of legitimacy.     

Towards the reform of science teaching in Spain: the social and personal relevance of junior secondary school science projects for a socially responsible understanding of science

This article describes aspects of more than a decade of research and implementation of cross-curriculum themes as part of the curriculum for secondary school students in Spain. The educational reform described is an attempt to develop a more socially responsible education, using what, for Spain, has been a highly novel breaking down of subject barriers as a way of preparing young adults for life as citizens. It provides other investigators in the field with a commentary on some of the theoretical and practical issues encountered in developing similar projects.     

Education for children with severe and profound general learning disabilities in Ireland: factors influencing teachers’ decisions about teaching these pupils

The purpose of this study was to investigate the perceived high turnover of teachers working with pupils with severe and profound general learning disabilities in Ireland. Questionnaires and interviews were used to explore the situations in which teachers worked and their reasons for leaving or staying in teaching this group of pupils. The study found that while teachers were positive about working with this group, their working conditions and the level of support that they received were crucial factors in determining whether they remained in post. These factors and the implications for practice are discussed.