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Language Revista electrónica de investigación y evaluación educativa, 2018, vol. 24, no 2
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- Espacios y prácticas de participación ciudadana. Propuestas educativas desde una mirada intercultural(2018) Aguado Odina, María Teresa; Sánchez Melero, Héctor; Gil Jaurena, InésThe article presents the doctoral thesis research that has been developed in four spaces for civic participation in the city of Madrid for three years (2015/2017). We believe that citizenship is learned by exercising it and that spaces for participation are citizenship schools. The purpose of the study is to formulate educational proposals for the learning of active citizenship from the analysis of what happens in those spaces. The text is structured around these sections: 1) reflections and premises in relation to participation and education for citizenship; 2) direct background of the research and the continuities that are given in this work; 3) intercultural approach from which we understand citizen participation; 4) ethnographic study conducted through participant observation and interviews directed to 30 key informants. The four case studies and the analysis process are described through the categorical definition; 5) results organized into three major thematic blocks: diversity and complexity, relational vision and educational practices; 6) educational proposals derived from the results and aimed at both education professionals and people involved in spaces for citizen participation
- Diversidad lingüística y evaluación en centros multilingües(2018) Elosua Oliden, PaulaIn a context where linguistic diversity in the classroom is natural, educational assessment raises new challenges that demand the conjunction of different perspectives. The equity in the assessment process requires considering facets related to the psychometric properties of the tests, the development of linguistic competence, or the sociolinguistic context throughthe incorporation of context variables into the predictive models of performance. By analyzing population data from compulsory secondary education schools which offer more than one linguistic educational model in the Autonomous Community of the Basque Country (N = 45), this paper examines the responses of 2783 students to a mathematical competence test. The methodological approach is twofold; it includes a psychometric study of equivalence through the estimation of the differential item functioning with regard to the family language and the linguistic educational model, and the estimation of mixed linear models for the prediction of the mathematics competence. The results show: a) the equivalence of the assessment test in relation to the family language and educational model, b) the significant impact of the linguistic context variables on the competence estimation, c) the lack of significance of the linguistic models on performance. It is concluded the importance of conducting studies of differential functioning, and the incorporation of linguistic variables in the prediction of mathematical competence
- Una mirada longitudinal : ¿Es el ?Docentia? útil para la evaluación del profesorado universitario?(2018) Isla Díaz, María Rosa; Marrero Hernández, Hipólito; Hess Medler, Stephany; Díaz García, Isabel; Acosta Rodríguez, Severo; Pérez Monteverde, María-Victoria; Blanco Freijo, MarcosEl Docentia es el modelo propuesto por ANECA, y asumido por las universidades españolas para la evaluación de la calidad docente. Uno de los problemas del modelo que se viene detectando es su escasa capacidad para diferenciar al profesorado entre las distintas categorías posibles, con un sesgo muy acentuado hacia la calificación de ?Excelente?. Esto afecta al prestigio del modelo: primero, si la gran mayoría del profesorado es ?Excelente?, no se verá reflejado el profesorado que realmente destaca sobre el conjunto y, segundo, afecta a su capacidad para orientar al profesorado hacia la mejora de su docencia. En el presente estudio examinamos la capacidad discriminativa del modelo en base a la experiencia de su implementación en la Universidad de La Laguna (Docentia-ULL). Hemos simulado el resultado de la evaluación cambiando el modelo en dos sentidos. Por un lado, los pesos de las dimensiones y sub-dimensiones, así como de los topes de cada criterio, para primar la valoración del compromiso del profesorado con la formación y la innovación educativa, frente al mero cumplimiento de las obligaciones docentes. Por otro lado, los resultados de satisfacción del alumnado y de los responsables académicos pasan a actuar como requisito independiente de los méritos del docente en la evaluación. Además, se ha elevado el mínimo necesario de estas dimensiones para obtener una valoración ?Favorable?, ?Muy Favorable? o ?Excelente?. Los resultados mostraron que la disminución del peso en la evaluación de las obligaciones docentes frente a la formación e innovación produjo una distribución de la calificación del profesorado más centrada hacia las categorías intermedias. Además se compara con resultados reales obtenidos después de la implantación del modelo alternativo elegido a raíz de las simulaciones. Se discuten las implicaciones de este tipo de mejoras en la evaluación de la calidad docente y del desempeño del profesorado en la universidad española.
- Trabajo Interprofesional en los Centros Escolares : Cambiando Trayectorias de Vulnerabilidad a la Deserción en Estudiantes Secundarios(2018) Montecinos, Carmen; Castro, Gabriela; Díaz, Rocío; Manríquez, Lizette; Edwards, AnnePreventing school dropout requires interprofessional work that addresses in a coordinatedmanner the multiple individual, school and structural factors that lead a young person to leaveformal schooling. This study examines the configuration of interprofessional work that isdesigned and implemented in two Municipal Departments of Education in Chile to prevent thetruancy and dropout among students in secondary education from becoming a situation ofsocial vulnerability. Data were produced through in-depth interviews with a total of 63individuals, including municipal-level and school level professionals, parents and students.These two cases show contrasting models in their approaches. The first model is oriented tooffer psychosocial support so that adolescents can develop their life project. Psychologists,social workers and teachers, under the leadership of the municipal-level coordinator and theschool principal, deploy relational agency and relational expertise to develop commonknowledge; and students feel that their needs are addressed. In the second case, the modelfocuses on the prevention of truancy and school dropout. The expertise provided bypsychologists and social workers fails to expand the practices of teachers; and students pointout that psychosocial intervention is more of a barrier than a support. These results highlightthe importance of designing psychosocial supports that consider students' voices and the needto prepare professionals for coordinated interprofessional work that aligns motivations towork together
- Actitudes hacia personas refugiadas y ciudadanía europea inclusiva. Análisis para una propuesta educativa intercultural con el profesorado en formación(2018) Cala, Verónica C.; Soriano Ayala, Encarnación; López Martínez, Manuel JoséThe recent migratory crisis has multiplied the number of school age people that are forced to immigrate. The integration of the minors in host countries demands not only schooling, but also an inclination of the educational community to accept the said reality and critically manage European immigration policies. At the European level there is a growing rejection toward the migratory phenomenon and European policies. This study analyzes the attitudes toward refugees through the perception of real threat, symbol, and the affective reactions that the future professors experience. Furthermore, it explores in what extent the attitudes toward refugees are related to an inclusive European citizenship. It involves survey research (a sample of 624 education students from southeast Spain in recent years) with a transversal design. The used instrument is a modified version of the scale of attitudes and a scale of inclusive European citizenship itself. The results show a marked indifference toward the related issues with refugees, but not a perceived elevated threat or marked emotional reactions. While the attitudes toward refugees are not very positive, there is a positive inclusive European citizenship that legitimizes the reception of refugees in European states, the cession of equal rights and possibilities of new forms of coexistence. This study manifests a marked correlation between attitudes toward refugees and inclusive European citizenship, where the perceived threat appears like the principal predictor of inclusive citizenship. The results permit us to place these future teachers inside the European panorama as one of the social sectors less affected by the growing xenophobia and discredit toward the European Union. However, they are precise and urgent programs of training in intercultural, antiracist and migratory education
- La transformación del currículo en una sociedad diversa : ¿quién y cómo se decide el currículum?(2018) Sleeter, ChristineThe purpose of this article is to show how, in the United States, some states and school districts are transforming their curriculum through ethnic studies. Ethnic studies exists as a result of unequal power relations in which historically marginalized groups have not had the power to define how education will serve their own communities. According to its activists, ethnic studies not only teaches about the cultures of diverse groups, but also reconstructs, the curriculum around the counter-narratives perspectives, epistemologies, and visions of groups that have been treated historically as if their experiences and perspectives were of lesser value. The article begins with a theoretical framework that considers school knowledge as filtered through the perspectives of dominant groups. Sleeter then reviews research on the perspectives that structure the knowledge in school textbooks, showing how it represents narratives of dominant groups, and the impact of those perspectives on minoritized students. Then Sleeter considers ethnic studies as counter-narrative, and reviews research on the academic impact of ethnic studies on students. A limitation of the implementation of ethnic studies is that it addresses specific courses rather than transforming the whole curriculum. Sleeter developed a framework to help teachers transform their lessons and units in all disciplines, using the central ideas of ethnic studies; this framework is presented. The article concludes with a few implications for Spain from this work in the United States
