Study of Educational Trajectories Through Biograms and Semantic Exploration, an Approach to Narrative Studies

Gómez, Abraham Bernárdez; Pruaño, Antonio Portela; Cano, José Miguel Nieto; Entrena, María Jesús Rodríguez

doi:10.1177/16094069221141316

Cited by 4 publications

(8 citation statements)

References 40 publications

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“…Using this procedure has meant there is greater relevance to using this process via support from data analysis software such as ATLAS.ti (Friese, 2020). Software helps with monitoring the analytic steps by using tools that help with each stage, as in previous research (Bernárdez, González & Rodírguez, 2022;Bernárdez, Portela, Nieto & Rodríguez, 2022), and which are described below.…”

Section: Discussionmentioning

confidence: 99%

Engagement in At-Risk Students Trajectories: Perspective From The Levels of Approach To The Student

Gómez¹,

Barea²

2022

iejee

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Student engagement within education has been an area of increasing interest over recent years as one of the factors that needs to be taken into consideration when addressing one of the main issues in education - school dropout. The objective of this paper is to provide oversight of how being engaged in the educational trajectories of young people who are at risk takes place. This will involve applying the theory of life course as the main driver of the research. A qualitative method is used which adopts a biographical and narrative approach via semi structured in-depth interviews. The main results have revealed that: 1) there are stages in which events that facilitate positive or negative engagement are more predominant; 2) generally, there are more negative critical events that result in a decline in the quality of student engagement; 3) there are several factors that stand out in each of the stages of the student trajectories.

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Section: Discussionmentioning

confidence: 99%

Engagement in At-Risk Students Trajectories: Perspective From The Levels of Approach To The Student

Gómez¹,

Barea²

2022

iejee

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“…• Dependability, triangulating the data (see Bernárdez-Gómez, Portela Pruaño et al, 2022) and per-forming data logging using ATLAS.ti software.…”

Section: Research Qualitymentioning

confidence: 99%

School Dynamics and Their Role in the Educational Trajectories of At-Risk Students

Gómez¹,

Pruaño²

2023

EUROPEAN J ED RES

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<p style="text-align: justify;">Numerous events occur in students' educational trajectories that are linked to school success. Some of these events are related to school-related factors. Moreover, these factors alter the quality of students' engagement, generating the risk of dropping out of school. The objective of this research has been to explore, compare and understand the different events that occur in the school trajectories of at-risk youths that are related to the existing dynamics in schools. In order to achieve this objective, a narrative research based on the life stories approach was developed. For the reconstruction of the stories, the technique of in-depth interviews and mixed data analysis was used, by means of different analysis techniques. The main conclusions reached after the research have been highly relevant for studies on educational trajectories of at-risk youth. The different factors associated with schools affect the trajectory and involvement of students. There are certain dynamics that have a greater presence in some stages or others, however, all of them can positively or negatively affect the quality of student engagement. Finally, it is shown that the key lies in the way in which the different dynamics of schools develop, i.e., how the dynamics associated with certain factors develop.</p>

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“…With regards to the curriculum and how it is developed in practice, the main ideas to prevent school abandonment and failure referred to by the traditional bibliography are aimed at supporting development approaches that are more critical, empirical and practical, democratic, inclusive, etc. (Bernárdez Gómez, 2022;Bernárdez Gómez et al, 2021;Escudero Muñoz & Rodríguez Entrena, 2016;González González, 2017;Lumby, 2013). In short, they are aimed at supporting a school curriculum that enhances and really involves the students, taking into account the personal and social dimensions of teaching and learning (Bernárdez Gómez & Portela Pruaño, 2023;Bernárdez Gómez et al, 2022;Rangel Torrijo, 2015;Redgrave et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…(Bernárdez Gómez, 2022;Bernárdez Gómez et al, 2021;Escudero Muñoz & Rodríguez Entrena, 2016;González González, 2017;Lumby, 2013). In short, they are aimed at supporting a school curriculum that enhances and really involves the students, taking into account the personal and social dimensions of teaching and learning (Bernárdez Gómez & Portela Pruaño, 2023;Bernárdez Gómez et al, 2022;Rangel Torrijo, 2015;Redgrave et al, 2013). In this line and according to Escudero Muñoz (2005), we would like to highlight that educational exclusion partly originates from: (...) the excess of contents and learning pursued by the official curricula, or the substance and shape they take when being deployed across the multiple elements and agents involved in their approach and provision to students: policies about curriculum development or instructional materials (...), current practices and cultures in schools, departments and faculties in general (...) (p.10)…”

Section: Introductionmentioning

confidence: 99%

“…In turn, González González (2017) lists some curricular aspects that have turned out to be positive in programs, measures and experiences aimed at relieving school disengagement. She makes reference to: (a) a flexible curriculum to meet individual needs, considering both academic and empirical and practical and professional learning in order to develop a real approach to the working world and to different jobs (Bernárdez Gómez et al, 2021;Bielby et al, 2012;Escudero Muñoz & Rodríguez Entrena, 2016;Evans & Pinney, 2009;Kettlewell et al, 2012); (b) a curriculum linked to the experiences and ambitions of students in connection with ("their") world, being applicable outside the educational entities. For this purpose, it would be advisable to obtain the implication of the community -employment agents, agencies, services -in order to follow a contextualized curriculum.…”

Section: Introductionmentioning

confidence: 99%

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Analysis of the Design and Curricular Practices in an Educational Re-Engagement Program

Barea,

Rodríguez-Entrena,

Bernárdez-Gómez

2024

EUROPEAN J ED RES

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<p style="text-align:justify">In this article, which is part of a broader investigation based on the study of the educational and socio-occupational re-engagement processes of young people in vulnerable situations, the curricular design of the vocational training programs (VTP) is described. Further, the curricular practices developed in the classrooms of these programs are analyzed, based, above all, on how the contents are selected, as well as the methodological approaches for their development. The research methodology that was followed responds to the conduct of multiple case studies with the integration of quantitative and qualitative processes. The data collection instruments used for this purpose were questionnaires, interviews, and discussion groups. The conclusions reveal the selection of contents that are relevant, interesting, and close to the reality of the students. The development of these contents is displayed through varied methodological strategies and diverse activities that enhance the students’ involvement and the practical sense of their learning.</p>

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Study of Educational Trajectories Through Biograms and Semantic Exploration, an Approach to Narrative Studies

Cited by 4 publications

References 40 publications

Engagement in At-Risk Students Trajectories: Perspective From The Levels of Approach To The Student

Engagement in At-Risk Students Trajectories: Perspective From The Levels of Approach To The Student

School Dynamics and Their Role in the Educational Trajectories of At-Risk Students

Analysis of the Design and Curricular Practices in an Educational Re-Engagement Program

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