La mejora de la participación de la comunidad en la escuela con grupos interactivos

Álvarez, Carmen Álvarez

doi:10.5209/rev_rced.2017.v28.n3.49857

Cited by 3 publications

(1 citation statement)

References 30 publications

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“…In this regard, one element of the inspection quality will be measured through initial training for candidate inspectors and ongoing training for those in service [15,16]. These functions are carried out through different actions, since their objective is the collection of evidence and its subsequent analysis, in order to advise mainly managers and teachers.…”

Section: Educational Inspection and Accountabilitymentioning

confidence: 99%

Inspection Digital Literacy for School Improvement

Martínez-Serrano

Romero-García

García‐Martínez

et al. 2023

EJIHPE

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Educational inspection, as an essential part of the current educational environment, supports its mission through more pragmatic and comprehensive processes, techniques, and models, which guarantee the right of students to quality education. The aim of the present study was to determine the causal effect of gender and age on the dimensions of the instrument in the inspector population. Specifically, 118 male and female inspectors from the Educational Inspection Service of Andalusia (Spain) participated, with an average age of 47.56 years (± 5.70). In terms of gender, 30 were women (25.40%) and 88 were men (74.60%). An instrument was developed specifically for this study with the purpose of assessing the participants’ opinions of the extent to which their work contributes to educational improvement. The results evidenced the relationship between the dimensions of the instrument: attention to members of the educational community (AMEC), supervision of guidance and tutorial action (SGTA), attention and inclusion of diversity (AID), and technological resources (TR) (p < 0.01). Similarly, the multigroup model obtained good structural validity (χ2 = 68.180; RMSEA = 0.078; GFI = 0.923; CFI = 0.959; IFI = 0.967). In terms of gender, no significant differences were obtained, although the results were moderately superior among males compared to females. In relation to age, younger inspectors had better TR results, and older inspectors had better AMEC and SGTA results. The conclusions strengthen the importance of the Education Inspection Service in educational establishments, highlighting the need to supervise the processes of attention and inclusion for diversity. A great deal of resistance was observed, especially as there is a lack of training in information and communication technology (ICT).

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Section: Educational Inspection and Accountabilitymentioning

confidence: 99%

Inspection Digital Literacy for School Improvement

Martínez-Serrano

Romero-García

García‐Martínez

et al. 2023

EJIHPE

View full text Add to dashboard Cite

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Languages of origin and education in Europe: A systematic review

Alcántara

Martí

Pàmies

2022

Euro J of Education

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European education policies have tended to cultivate linguistic hegemony and preserve cultural uniformity, which has made it difficult for schools to support different cultural backgrounds. This has contributed to the promotion of artificial monolingual interactions that reinforce linguistic decapitalisation processes. The aim of the review on which this article reports was to investigate the treatment and education of languages of origin in Europe. We present findings from a systematic review of scientific articles published during the period 2010-2020. The main findings indicate that language and nationality are equated in European discourses and that public policies are promoted accordingly. These articulations draw on models that alternate between assimilationism and multiculturalism. Both assimilationist and multiculturalist approaches are detrimental to the supposed objective: that of promoting multilingualism. Thus, it is urgent that a consensus be reached, and certain public policies and educational practices promoted which are respectful of linguistic diversity, since the future social cohesion of our multicultural societies depends on this.

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Promoviendo la equidad en los centros educativos: identificar las barreras al aprendizaje y a la participación para promover una educación más inclusiva

2020

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Uno de los objetivos señalados por la UNESCO (2015), en la promulgación de la Agenda 2030 para el Desarrollo Sostenible, reside en promover una educación inclusiva, equitativa y de calidad para todos. Para promover este tipo de educación es preciso conocer las barreras al aprendizaje y la participación presentes en los centros educativos, con la finalidad de eliminar las mismas y, establecer procesos de cambio y mejora dirigidos a alcanzar dichos ideales. Este trabajo muestra los resultados obtenidos en un estudio dirigido a conocer las barreras hacia la inclusión presentes en los centros educativos, de un municipio de la Región de Murcia (España). El diseño de investigación adoptado es cuantitativo, no experimental y de corte descriptivo. La muestra está formada por los cinco centros de enseñanza obligatoria existentes en el municipio de Torre Pacheco, concretamente han participado 122 docentes. El instrumento de recogida de información ha sido un cuestionario ad hoc, compuesto por tres dimensiones (contexto educativo, recursos educativos y proceso educativo). Los resultados de este trabajo muestran la existencia de barreras que, limitan el acceso y las oportunidades de aprendizaje del alumnado en los contextos, los recursos y los procesos educativos de los centros estudiados, así como la presencia de diferencias significativas en la identificación de dichas barreras en función de la etapa educativa donde el profesorado ejerce su labor así como, de la titularidad del centro. Como conclusión cabe destacar la importancia de identificar dichas barreras para iniciar procesos de cambio y mejora de la realidad educativa que permitan alcanzar una educación mejor para todos, más equitativa y por ende, inclusiva.

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La mejora de la participación de la comunidad en la escuela con grupos interactivos

Cited by 3 publications

References 30 publications

Inspection Digital Literacy for School Improvement

Inspection Digital Literacy for School Improvement

Languages of origin and education in Europe: A systematic review

Promoviendo la equidad en los centros educativos: identificar las barreras al aprendizaje y a la participación para promover una educación más inclusiva

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