No More Failures

Field, Simon; Kuczera, Małgorzata; Pont, Beatriz

doi:10.1787/9789264032606-en

Cited by 153 publications

(78 citation statements)

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“…In strong school systems, those facing the greatest challenges receive extra coaching, formally or informally; mentoring is offered; wider personal or social problems affecting school performance are addressed (see for example Field, Kuczera and Pont, 2007). In some countries, apprentices may receive similar support when they face difficulties, designed to help them complete.…”

Section: Targeted Help For Apprentices In Difficulty Is Available In mentioning

confidence: 99%

Apprenticeship in England, United Kingdom

Kuczera¹,

Field²

2018

OECD Reviews of Vocational Education and Training

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Section: Targeted Help For Apprentices In Difficulty Is Available In mentioning

confidence: 99%

Apprenticeship in England, United Kingdom

Kuczera¹,

Field²

2018

OECD Reviews of Vocational Education and Training

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“…Diretamente relacionado ao estabelecimento de padrões mínimos, que garantam que nenhuma escola esteja abaixo de determinadas condições, é necessário que haja uma alocação desigual de recursos educacionais, direcionando mais recursos para as áreas mais vulneráveis (Benadusi, 2001;Berry, 2013;Betts et al, 2000;Boissiere, 2004;Duarte, Bos, & Moreno, 2010;Dubet, 2004;Education for all & UNESCO, 2008;Field, Kuczera, & Pont, 2007).…”

Section: Políticas Compensatórias E Discriminação Positiva Na Alocaçãunclassified

“…Um cuidado importante, apontado no relatório, é o de não estigmatizar as escolas mais vulneráveis ao direcionar recursos complementares a elas (Field et al, 2007).…”

Section: Políticas Compensatórias E Discriminação Positiva Na Alocaçãunclassified

Equidade e oportunidades educacionais: O acesso a professores no Brasil

Simielli¹

2017

EPAA

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Resumo: O objetivo deste artigo é avaliar a evolução da equidade educacional no Brasil, com base no acesso dos alunos a professores qualificados (escolaridade e experiência), em 2001 e 2011. Desenvolveu-se um modelo logístico que possui como variável dependente as características dos professores e como variável independente as características dos alunos, dos estados, do tipo de rede (privada ou pública) e da localidade (rural ou urbana). As bases de dados provem do SAEB, em Português e Matemática, para o 5º e 9º anos do Ensino Fundamental. Os resultados indicam a importância do nível socioeconômico na determinação das oportunidades educacionais, a existência de três padrões de evolução no acesso a professores qualificados e a heterogeneidade entre os estados brasileiros. As conclusões apontam para três medidas centrais: a definição de padrões mínimos de recursos e processos; a adoção de políticas compensatórias e a discriminação positiva na distribuição dos recursos; e, por fim, o investimento nos professores. Palavras-chave: equidade; oportunidades educacionais; acesso a professores; política docente; modelo logístico; Brasil Educational equity and opportunity to learn: Access to teachers in Brazil Abstract: The goal of this article is to evaluate students' access to qualified teachers (regarding teacher education and experience), from 2001 to 2011 in Brazil. A logistic model was develope d,

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“…Nevertheless, it is evident that there is a current tendency ORIGINAL * To whom correspondence should be addressed: Universidad de Murcia Facultad de Educación, Campus de Espinardo Departamento de Didáctica y Organización Escolar 30100 Murcia, Spain towards using explanatory ecological models in order to comprehend academic failure (Escudero, 2005), which aim to substitute for other too simplistic traditional explanatory models that focusing on a single cause This ecological perspective must lead us to consider proposals and actions under the cloak of a more inclusive and equitable school (Field, Kuczera, & Pont, 2007;Walkey, McClure, Meyer, & Weir, 2013), it allows us to understand the factors and dynamics that begin the failure, as well as offering a resounding answer to why it should not be permitted (Escudero, 2005;Hill, 2014), understanding that we need explanations at different levels "that combine the micro or interpersonal aspects that occur in the classroom and the macro socioeconomic aspects that take into account social, structural and cultural factors" (Abajo, 2011, p. 74).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Virtual worlds and social and educational inclusion: case study at Secondary Education Institute Cal Gravat

Quintero

García

Aspasch³

2015

J. New Approaches Educ. Res.

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This article presents a case study with the goal of becoming familiar with and understanding the incorporation of one virtual learning world -Espurnik-in a curricular diversification classroom with students in a situation of educational exclusion or academic failure. This investigation was carried out from an interpretive paradigm with a qualitative methodology grounded in the Case Studies. The data was collected using different qualitative techniques: documentary analysis, direct observation in the virtual world, semi-structured interview with the teacher, and group interview with the students. The conclusions indicate that the emphasis must not be placed on technologies, but rather on the methodological change that many of them foster, setting up the student not a consumer of information but rather a creator and producer of knowledge in a context of collaborative work, attending comprehensively to the community context of the students' educational development.

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No More Failures

Cited by 153 publications

References 0 publications

Apprenticeship in England, United Kingdom

Apprenticeship in England, United Kingdom

Equidade e oportunidades educacionais: O acesso a professores no Brasil

Virtual worlds and social and educational inclusion: case study at Secondary Education Institute Cal Gravat

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