| dc.description.abstract | Se construyeron IRE para sintetizar diez variables, que son: logros académicos (LA), inteligencias múltiples (IM), autoestimas (AUTO), currículum del hogar (CdH), estatus socioeconómico (ESE), salud (S), asistencia a clases (AC), disciplina (D), participación en programas de atención social (PPA), escuelas efectivas (EE). La población consideró niños de 5º. básico, estudiantes tanto de escuelas mixtas públicas y privadas, como de urbanas y rurales, procedentes de los municipios de Funza y Madrid, departamento de Cundinamarca, Colombia, en el año 2005.
Las muestras al azar, por estratos, seleccionaron 35 escuelas, con 2.240 alumnos. Los datos incluyeron: notas educativas y tests; escalas MIDASKids, de Shearer; inventario de Coopersmith; cuestionario currículo del hogar, de Pizarro; estratos económicos de acuerdo con la categoría del SISBEN; porcentajes de inasistencia a clases; indicadores de comportamiento en clases; participación en programas de atención social; cuestionario de escuelas efectivas de Witte, Walsh y Pizarro.
=== === ABSTRACT === ===
IREs (pointers of education risks, for its letters in Spanish) were built based on 10 variables, which are: academical achievements (LA); multiple intelligences (IM), selfesteem (AUTO), home curriculum (CdH), social and economical status (ESE), health (S), classes attending (AC), discipline (D), participation in social care programs (PPA), effective schools (EE).
Population chosen are kids from Elementary 5th grade: public and private, urban and rural school Students, coming from Funza and Madrid, two towns located in Cundinamarca, Colombia, near Bogota (the capital); this study was made in 2005.
Models were taken at random from 35 schools, with 2.240 students. Data required educational notes and tests, scales MIDASKids of Shearer, Coopersmith inventory; home curriculum questionnaire of Pizarro; economical levels according to the category of SISBEN, non class attending percentages, behavior in class indicators, participation in social care programs and an effective schools questionnaire from Witte, Walsh and Pizarro. | es_ES |
