Análisis de las expectativas de los centros de Bachillerato de alta y baja eficacia escolar. Percepción de la Inspección Educativa

Abstract

Education research has proved that expectations in schools are linked to student's performance. A set of studies corroborate their relationship with the children's improvement in the first stages of schooling. In this study we extend the issue to Higher Secondary Education and we analyze the connections between expectations and results in Basque Country schools. To this purpose, sixteen lower effectiveness schools and sixteen higher effectiveness schools were selected taking into account their results in the University Access Exams throughout five years (2010-2014). Semi-structured interviews with the Education Inspectors in charge of those schools were conducted in order to contrast the expectations about the two extreme groups. The outcomes show that expectations in schools are still a factor linked to student results in Higher Secondary School, as it occurs at the previous stages. As a result, it can be inferred that having high expectations and transmitting them in one's environment help immerse the education community in an important task which translates into good results.

Contextual, Personal and Family Factors in Explaining Academic Achievement: A Multilevel Study

“…The results of the differential study turned out to be in line with the approaches that the scientific literature takes regarding the family dimension and its link to students' academic performance [10,11,33,37]. Significant differences in learning have been found depending on the socio-economic and cultural index of families, their expectations towards education and, to a lesser extent, their involvement and participation in school and learning.…”

“…As shown in the work of García-Jiménez et al [9], Martínez-Abad et al [10], Luzarraga et al [11], and Jayanthi et al [12], the socio-economic and cultural conditions of families, family characteristics, gender, and geographical origin have a considerable influence on learning. In addition, achievement beliefs and expectations [13,14], resilience to cope with conflict situations [8], and place of residence or social group [15] are factors related to students that have been studied for their strong influence on academic success.…”

Burnout, Goal Orientation and Academic Performance in Adolescent Students

“…In a similar vein, various studies have pointed out the predictive value of efficacy over academic performance. Coschiza, Martín, Gapel, Nievas and Ruiz [ 49 ] analysed the socio-demographic variables that affect school performance, including self-efficacy; Gamazo, Martínez, Olmos and Rodríguez [ 50 ] assessed a series of factors related to efficacy, including academic performance; Luzarraga, Nuñez and Etxeberria [ 51 ] linked high-efficacy students to good academic results; and, finally, Vizoso and Arias [ 52 ] emphasised the relationship between these variables in a study about academic stress factors and the well-being of students.…”

Estudio Bibliométrico de la Producción Científica sobre la Inspección Educativa

“…Esa formación debe llevar una mejora en las distintas herramientas que usa la inspección educativa para recopilar y transmitir la información (Pérez Aguilar, 2015). Por ello, se puede considerar la inspección educativa como un servicio público esencial y de calidad que vela por el sistema educativo (Esteban, 2011), siendo un actor fundamental en la innovación de los procesos de enseñanza y aprendizaje (Estefanía, 2017), promoviendo cambios educativos (Silva, 2013), garantizando con ello el derecho de las personas que conforman la comunidad educativa (Luzarraga, Núñez y Etxeberría, 2018).…”