This study, part of a wider study, presents the results concerning school climate as examples of best practices in highly effective schools. Thirty-two primary and secondary schools were identified and selected using multilevel statistical modelling techniques and hierarchical linear models that identified schools with higher-than-expected student results from among all the schools in the Autonomous Region of the Basque Country. Once schools had been identified and characterised, the best practices were selected via a qualitative study involving 83 interviews with 3 groups of key informants: 25 inspectors, 26 educational advisors and 30 management teams from the 32 selected schools. Results show that school climate incorporates aspects related to academic climate, social relations and organisational structure. The development of school climate is linked to teachers' commitment to educational work, involvement, teamwork and participatory management. The ultimate aim of this study is for the best practices identified to serve as a useful tool in the design and implementation of the improvement actions carried out in all schools in the Spanish Autonomous Region of the Basque Country. Thus, one suggestion is to broaden our understanding of climate beyond peaceful coexistence between students, and to include teamwork processes and democratic participation in the peaceful coexistence plan.Keywords: School discipline, Educational innovation, Educational efficiency, Primary education, Secondary education.Este trabajo, fruto de una investigación más amplia, trata de dar a conocer que el clima escolar forma parte de las buenas prácticas de los centros escolares de alta eficacia. Se han identificado y seleccionado a través de técnicas estadísticas multinivel y modelos jerárquicos lineales 32 centros de alta eficacia entre todos los centros de la Comunidad Autónoma Vasca. La caracterización de sus prácticas se ha realizado con metodología cualitativa, a través de cabo ochenta y tres entrevistas a tres colectivos de informantes clave: 25 inspectores e inspectoras de referencia; 26 asesores de referencia y 30 equipos directivos de los 32 centros seleccionados. Dan a conocer que la dimensión clima escolar en estos centros incorpora aspectos relacionados con el clima académico, relación social y estructura organizativa. El desarrollo del clima del centro va unido a la implicación del profesorado en la labor educativa, trabajo en equipo y la gestión participativa. El objetivo último de este estudio es que las buenas prácticas identificadas sirvan como herramientas para diseñar e implementar acciones de mejora en los centros de la Comunidad Autónoma del País Vasco. Así, entre las sugerencias se propone ampliar la perspectiva del clima más allá de la convivencia entre el alumnado, e incorporar procesos de trabajo en grupo y la participación democrática en el plan de convivencia.
The aim of this research was to describe factors that may influence immigrant families' educational involvement in the Autonomous Community of the Basque Country. The increase in immigration to this autonomous community of Spain has meant the incorporation of pupils with different languages and cultures into the current school. It is important to respond to such questions as: "What is the relationship between the school and immigrant families?"; "What is the educational involvement like in such families?"; "What are the influencing factors?" The research with 302 families shows that their perceptions and roles at school and in the home are different. The school is considered to be an institution charged with ensuring academic success; the home to be the place for developing strategies for motivating the learning and transmission of parental educational values. The personalised relationship between family and school seems to be an important factor in order to boost parental involvement in the school.Keywords: Educational intervention, education, immigration, school-family relationship, parental involvement. ResumenEl objetivo de esta investigación fue describir los factores que pueden incidir en la implicación educativa de las familias inmigrantes en la Comunidad Autónoma del País Vasco. El aumento de la inmigración en esta comunidad autónoma española supone la incorporación de alumnos con lenguas y culturas diferentes en la escuela actual. Es importante responder a cuestiones como: «¿Qué relación existe entre la escuela y las familias inmigrantes?»; «¿Cómo es la implicación educativa familiar?»; «¿Qué factores intervienen?». El estudio con 302 familias revela que su percepción y roles educativos sobre la escuela y el hogar son diferentes. Consideran la escuela como institución educativa con poder para asegurar el éxito académico, y el hogar como el lugar de desarrollo de las estrategias de motivación para el aprendizaje y transmisión de valores educativos familiares. Se da a conocer como factor importante la relación personalizada entre familia y escuela para impulsar la implicación educativa familiar en la escuela.Palabras clave: Intervención educativa, educación, inmigración, relación escuela y familia, implicación educativa familiar.
This article describes the preliminary findings in the Basque Country of a project shared by four European countries to teach a second language or a foreign language to preschool and school-age children. The method used to teach the foreign language – in this case, the third language (English) – is based on the use of dramatized formats (Taeschner, 1992). Here, we examine (1) the level of proficiency attained by the experimental groups (50 pupils) at the end of the first year and at the end of the second year of working with the method and (2) the level of proficiency attained by the experimental groups by the end of the second year compared to that attained by the control groups (20 pupils) working with a different method. Other variables are also considered: specific behavior types (disruptive, withdrawn), intelligence, sex, language achievement, and sociocultural background. The pupils were tested at the beginning of the project, at the end of the first year, and at the end of the second year. The linguistic data were transcribed and analyzed with the CLAN programs of CHILDES (MacWhinney, 1995), and various statistical analyses were carried out. The results indicate significant differences in language proficiency in favor of the experimental group as well as some interesting information about children with specific behaviors learning with this method.
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