Rosa María Pons Parra
Biographic Data
| ID | 6724930 |
|---|---|
| NAME | Rosa María Pons Parra |
| GIVEN NAMES | Rosa María Pons |
| FAMILY NAME | Parra |
| SIGNATURE | PARRA R M P |
| AFFILIATIONS | Universidad de Murcia |
| ORCID | 0000-0001-6059-4582 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Pre-Service Teachers’ Beliefs About the Executive Functions of Gifted Students
The aim of this study was to examine pre-service teachers’ beliefs about the executive functions (EFs) of gifted and talented (G&T) students. To accomplish this, 580 pre-service teachers were asked to think of a hypothetical G&T child and a hypothetical non-G&T child and rate their EFs using the Childhood Executive Functioning Inventory (CHEXI, Spanish version). We determined the mean differences between the EF ratings for G&T and non-G&T childre…
Pre-service teachers' perceptions of physical, socioemotional and cognitive traits in gifted students
Introduction Attitudes and beliefs guide our decision-making. In the educational context, prior research has noted the existence of prejudices and stereotypes among teachers that make it difficult to identify and care for gifted students. Stereotypes towards gifted students can hinder the identification and development of potential and the development of personality. This study examines Spanish pre-service teachers' stereotypical conceptions of g…
Exploring Reliability and Factorial Validity of Responsible Talk and its Impact on Cooperative Classrooms
The aim of this study was to validate an instrument which enables the evaluation of talk which maximizes student performance during different segments of interaction-interactivity throughout a complete learning sequence. Based on works developed by the Learning and Research Development Center of the University of Pittsburgh, a scale was developed that gathered the most relevant behaviors of each proposed dimension by researchers from this univers…
Cooperative learning
The present study focuses on the use of a cooperative methodology with university students during the last year of their degree programme. The task structure could be freely chosen, and there were no restraints on group decisions to deal with the classroom work. All the elements of cooperation were based on a reward structure. The results show that internal group cohesion can be achieved through an inter‐group competitive reward system and positi…
Cooperative learning
The present study focuses on the use of a cooperative methodology with university students during the last year of their degree programme. The task structure could be freely chosen, and there were no restraints on group decisions to deal with the classroom work. All the elements of cooperation were based on a reward structure. The results show that internal group cohesion can be achieved through an inter‐group competitive reward system and positi…
Cooperative learning
The present study focuses on the use of a cooperative methodology with university students during the last year of their degree programme. The task structure could be freely chosen, and there were no restraints on group decisions to deal with the classroom work. All the elements of cooperation were based on a reward structure. The results show that internal group cohesion can be achieved through an inter‐group competitive reward system and positi…
Exploring Reliability and Factorial Validity of Responsible Talk and its Impact on Cooperative Classrooms
The aim of this study was to validate an instrument which enables the evaluation of talk which maximizes student performance during different segments of interaction-interactivity throughout a complete learning sequence. Based on works developed by the Learning and Research Development Center of the University of Pittsburgh, a scale was developed that gathered the most relevant behaviors of each proposed dimension by researchers from this univers…
Pre-Service Teachers’ Beliefs About the Executive Functions of Gifted Students
The aim of this study was to examine pre-service teachers’ beliefs about the executive functions (EFs) of gifted and talented (G&T) students. To accomplish this, 580 pre-service teachers were asked to think of a hypothetical G&T child and a hypothetical non-G&T child and rate their EFs using the Childhood Executive Functioning Inventory (CHEXI, Spanish version). We determined the mean differences between the EF ratings for G&T and non-G&T childre…
Pre-service teachers' perceptions of physical, socioemotional and cognitive traits in gifted students
Introduction Attitudes and beliefs guide our decision-making. In the educational context, prior research has noted the existence of prejudices and stereotypes among teachers that make it difficult to identify and care for gifted students. Stereotypes towards gifted students can hinder the identification and development of potential and the development of personality. This study examines Spanish pre-service teachers' stereotypical conceptions of g…
Psychology (3 works) · Cognition (2 works) · Cognitive Abilities and Testing (2 works) · Education, Achievement, and Giftedness (2 works) · Mathematics education (2 works) · Academic achievement (1 work) · Art (1 work) · Attention Deficit Hyperactivity Disorder (1 work) · Bachelor (1 work) · Cohesion (chemistry (1 work)