scholarly journals La reforma educativa en México ¿responde a la carencia de formación de lectores?: estudio de caso en la escuela primaria vespertina real del río, ciclo escolar 2011-2012 / Education Reform in Mexico, Did Respond to the Lack of Training of Readers? Case Study in Elementary School Real del Río 2011-2012 School Year

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Leonardo Cíntora
Keyword(s):  
Education Reform ◽  
Baja California ◽  
Basic Education ◽  
First Grade ◽  
National Standards ◽  
School Life ◽  
Scientific Software ◽  
School Year ◽  
Reforma Educativa ◽  
Del Rio

ABSTRACT:Reading comprehension is a fundamental tool for the development of skills and competencies in basic education of students who use throughout their school life. It has been shown that Mexico is in a crisis in the education of readers, in this article we investigated a group of first grade in Mexicali Baja California, who worked with the basic education reform that was implemented in 2009 in the country, which excludes any method of reading and writing in their programs, case to prove that this is wrong for the current socio-economic situation of the region in this case the work was complemented with the overall method of structural analysis. They were given a measuring instrument established by the Ministry of Education together with an analysis in IBM SPSS Statistics scientific software version 20, obtaining 948 of Cronbach's alpha reliability. The mean overall, and correlations were performed and different interpretations of the data collected, the majority reaches a result that national standards, having worked with the method of literacy and education reform.RESUMEN:La lectura de comprensión representa la herramienta fundamental para el desarrollo de habilidades y competencias en la educación básica de los alumnos, que utilizarán durante el transcurso de su vida escolar. Se ha demostrado que México se encuentra en una crisis en la formación de lectores, en este artículo se investigó a un grupo de primer grado de primaria en Mexicali Baja California, que trabajó con la reforma de educación básica que se implementó en el 2009 en el país, que excluye cualquier método de lecto-escritura en sus programas, tratándose de probar que esto es incorrecto para la situación socioeconómica actual de la región en este caso se complementó el trabajo con la método global de análisis estructural. Se les aplicó un instrumento de medición establecido por la Secretaría de Educación Pública aunado a un análisis con el software científico IBM SPSS statistics versión 20, obteniendo un .948 de confiabilidad en Alfa de Cronbach. Se obtuvo la media general, además se realizaron correlaciones y diferentes interpretaciones de los datos recabados, resultado que la mayoría alcanza los estándares nacionales, al haber trabajado con el método de lecto-escritura y la reforma educativa. Contacto principal: [email protected]

scholarly journals Reforma educativa como cambio curricular: representaciones de docentes en una escuela primaria

2016 ◽  
pp. 200-225
Author(s):  
Dra. Dulce Cabrera Hernández ◽  
Mtro. Rodolfo Cruz Vadillo
Keyword(s):  
Education Reform ◽  
Educational Reform ◽  
Curriculum Change ◽  
Basic Education ◽  
Social Representations ◽  
The Core ◽  
School Year ◽  
The Social ◽  
Reforma Educativa ◽  
Core Questions

En este artículo se expone un análisis sobre las representaciones que construyen docentes en torno al significante “reforma educativa” en el contexto de la educación básica, se presenta como ámbito de estudio la Escuela Primaria Colegio Cristóbal Colón en el estado de Veracruz, México, durante el ciclo escolar 2010-2011. Las preguntas centrales de esta investigación giran en torno a los significados construidos por las docentes respecto del término “reforma educativa” en la institución mencionada. En este abordaje se exponen los recursos procedentes de la teoría de las representaciones sociales, además de las dos categorías intermedias construidas en esta investigación: la primera se denomina reforma regional en perspectiva; la segunda, efecto de cambio y progreso. En este sentido la investigación permite conocer que las docentes significaron la interpelación de la RIEB 2009 como un llamado a la modificación de sus estrategias didácticas, identificando la reforma educativa como cambio curricular. AbstractThis article presents an analysis of the representations that teachers make about one term “educational reform” in the context of the basic education, in the Elementary School Cristóbal Colón in the state of Veracruz, Mexico; during the 2010-2011 school year. The core questions of this research are looking for the meanings given to the term “education reform” by the teachers in that institution. In this approach we take resources from the Theory of the Social Representations adding two mezzo categories created in this research: the first is called regional reform in perspective; the second is the effect of change and progress. In that direction this research allows to know that the teachers taken the interpellation from de RIEB as a request to modify their teaching strategies, they identified the educational reform as curriculum change. Recibido: 28 de julio de 2015Aceptado: 06 de noviembre de 2015

scholarly journals Saldos de la reforma educativa en México, nuevas regulaciones de la gestión y el trabajo docente en educación básica

2020 ◽  
Vol 28 ◽  
pp. 37
Author(s):  
Arturo Gutiérrez Lozano
Keyword(s):  
Education Reform ◽  
Basic Education ◽  
Children And Young People ◽  
Content Organization ◽  
Effectiveness And Efficiency ◽  
Reforma Educativa ◽  
The Government ◽  
Legal Frameworks ◽  
Definition Of ◽  
Innovation And Change

The Education Reform of 2013, was a government policy implemented in Mexican basic education with the aim of giving children and young people better prepared teachers, well-built and equipped schools, and more and better opportunities for study. Now at the end of the government that implemented the reform, it is appropriate to examine the balances left by this policy in terms of management and labor development for public education teachers. Policy formulations for innovation and change in education and teacher’s work in Mexico are part of the international logic that has generated a new definition of the relations between schools and society. These policies not only imply the existence of new legal frameworks and guidelines for action, but they also institute a political and ideological program that established a new orientation, new objectives, and new will in society. New regulations on the management and practice of public teaching link politics, culture, economy and the state through guidelines that cover the areas of everyday education. The actions of individuals immersed in management, administrative, academic and content organization tasks reconfigure the meaning of teaching based on rationalist effectiveness and efficiency. 

English Narrative Language Growth Across the School Year: Young Spanish–English Dual Language Learners

2018 ◽  
Vol 40 (1) ◽  
pp. 28-39 ◽  
Author(s):  
Carla Wood ◽  
Mary Claire Wofford ◽  
Clariebelle Gabas ◽  
Yaacov Petscher
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
English Language ◽  
First Grade ◽  
Developmental Differences ◽  
Dual Language Learners ◽  
School Year ◽  
Promising Tool ◽  
Language Growth ◽  
Story Elements

This study aimed to describe the narrative retell performance of dual language learners (DLLs) in the fall and spring of the school year and examine predictive relationships. Participants included 74 DLLs in kindergarten and first grade from low socioeconomic backgrounds. Microstructural measures included number of different words (NDW), words per minute (WPM), and verb accuracy. Macrostructural measures included number of total story elements and number of different types of story elements. Path analysis models were used to test the relations among variables. Findings indicated that narrative measures were sensitive to developmental differences across the school year. Fall NDW performance in narrative retells was moderately related to both spring NDW and the total number of macrostructural elements in the spring. Spring WPM was uniquely predicted by fall WPM. Authors concluded that narrative retells are sensitive to developmental differences across a school year for DLLs. Findings support the use of narrative retell measures as a promising tool to examine and describe English language growth of young DLLs within a school year.

Factorial and Predictive Validity of First Graders' Scores on the Early Reading Screening Instrument

1997 ◽  
Vol 81 (1) ◽  
pp. 207-210 ◽  
Author(s):  
Jan Perney ◽  
Darrell Morris ◽  
Stamey Carter
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Predictive Validity ◽  
Reading Skills ◽  
First Graders ◽  
Early Reading ◽  
First Grade ◽  
Screening Instrument ◽  
Moderate Amount ◽  
School Year

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

scholarly journals Learner Autonomy as an element in Chinese Education Reform: A Case of English Language Subject

2016 ◽  
Vol 9 (3) ◽  
pp. 33
Author(s):  
Jinjin Lu ◽  
Yingliang Liu
Keyword(s):  
Education Reform ◽  
Language Learning ◽  
English Language ◽  
Basic Education ◽  
Compulsory Education ◽  
Learner Autonomy ◽  
Ministry Of Education ◽  
English Curriculum ◽  
Autonomy Development ◽  
New Guidelines

<p>Enhancing students’ learning autonomy has been emphasized in the current round of English curriculum reforms by the Ministry of Education (MOE) in China. The initial aim of the new guidelines was developed to enhance students’ English proficiency to better fulfil their basic education (Nine-year compulsory education). However, up until now, very little is known about the quality of students’ basic education and their learner autonomy development. This paper uses the English language subject as a case to examine the relationship between the different locations of students’ attendance of their basic education and their learner autonomy development at university level. The result shows that secondary schools’ locations play a more important role in students’ learner autonomy development at university. A ‘Have A Go’ model is proposed to improve students’ transition between high schools and universities in the English language learning process.</p>

scholarly journals Creating World-Class Universities in Japan: Policy and Initiatives

2008 ◽  
Vol 6 (5) ◽  
pp. 629-640 ◽  
Author(s):  
Jun Oba
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Basic Education ◽  
Higher Education Reform ◽  
Develop World ◽  
Funding Policy ◽  
Higher Education System ◽  
World Class ◽  
The Government ◽  
World Class Universities

For a very long time the Japanese government concentrated its higher education investment on a handful of national institutions, until the policy came to be called into question in the late 1980s in the face of globalisation and other factors. Higher education reform was significantly accelerated in the 1990s: the government has continuously deregulated the higher education system including the incorporation of national universities, and has brought more and more competition through diverse competitive funding schemes. Some policies – not only higher education policies but also science and technology ones – were explicitly designed to develop ‘world-class’ education and research centres, such as the 21st COE programme. This article suggests that although a funding policy based on competition, with a strict evaluation, seems to be a move in the right direction, a right balance of budget allocation between competitive funds and basic education-research funds should be sought. Furthermore, the programmes of the government have to be offered in a more consistent manner, and more concerted and integrated efforts will be required, to address the critical problem of building world-class universities.

scholarly journals SOCIOCULTURAL APPROACH: ADAPTATIONS FOR TEACHING ENGLISH AT MIDDLE SCHOOL

2021 ◽  
Vol 25 (1) ◽  
pp. 439
Author(s):  
Otoniel Serrano de Santiago ◽  
Manuel Ramírez Chávez ◽  
Gabriel De Ávila Sifuentes ◽  
Mario Efrén Infante Espinosa ◽  
Juan Javier Ramírez Valles
Keyword(s):  
Middle School ◽  
Public Education ◽  
Basic Education ◽  
English Learning ◽  
Teaching English ◽  
School Year ◽  
Sociocultural Approach ◽  
Education In Mexico ◽  
English Program ◽  
The City

English learning has changed its role in Mexican Education throughout the years. Recently, in 2011, but with initial proof programs since 2009, the Federal Office of Public Education in Mexico proposed the National English Program in Basic Education, which included K-9.National English Program was new for some states, while others had to migrate and adjust the ones they had. Recently in 2017 some adaptations were made, the most important was the name of the program, but maintained its essence. In Zacatecas state, there was not a background regarding English learning, at least for K-6 students. In middle school (7-9 grades) most of the schools have teachers. Currently there are still some struggles in Zacatecas, English teachers for K-6 have not been hired to cover all schools, although its number has been increasing since 2011.This situation has broadened the proficiency levels of English commonly obtained by students. The study was carried out in Middle School #48 in the city of Zacatecas considering three 7th grade groups. The research is a mixed study, which considered different information gathered during the 2017-2018 school year, the intervention was based on Vygotsky’s theory, and planning according to the National English Program, at the end of the school year, results were collected, demonstrating the importance of effective planning based on context and students’ abilities.

scholarly journals EVALUATING BASIC EDUCATION CURRICULUM FROM A GENDER PERSPECTIVE: ADDRESSING GENDER STEREOTYPES IN ELEMENTARY SCHOOL TEXTBOOKS

2016 ◽  
Vol 4 ◽  
pp. 553-557
Author(s):  
Eriada Çela
Keyword(s):  
Education Reform ◽  
Gender Inequality ◽  
Gender Stereotypes ◽  
Basic Education ◽  
Curriculum Evaluation ◽  
Gender Mainstreaming ◽  
Education Curriculum ◽  
Gender Perspective ◽  
Public And Private ◽  
Desk Review

Addressing gender-equality issues in education can foster enormous change in children’s lives. However, most textbooks in Albanian schools include gender stereotypes, which perpetuate gender inequality and unequal roles for men and women, both in public and private spheres. This research aims to identify and evaluate trends of gender stereotypes in textbooks, as well as the need for gender mainstreaming in basic education curriculum. The methodology is based on a desk review of textbooks from a gender perspective. The curriculum evaluation follows the context, input, process, and product (CIPP) model of evaluation, which mainly aims to assess the extent to which a certain education reform has generated positive change in schools.

Technology and Student Achievement

2011 ◽  
pp. 854-862
Author(s):  
Lawrence A. Tomei
Keyword(s):  
No Child Left Behind ◽  
Education Reform ◽  
Basic Education ◽  
The United States ◽  
Educational Goals ◽  
Academic Level ◽  
National Priority ◽  
And Mathematics ◽  
President Bush ◽  
Nclb Act

Since the introduction of the No Child Left Behind (NCLB) Act of 2001, education in the United States has, in the words of President Bush, been seen as “a national priority and a local responsibility.” The first of the four basic education reform principles stated in the NCLB Act is local accountability for results. The second principle, flexibility and local control, empowers states to create their own standards and to test every student’s progress using tests aligned with these standards. In addition, there are also programs to promote the alignment of technology with educational goals within the NCLB legislation. In more and more states, school performance is assessed by means of a standardized assessment test which is designed to assess the academic level of students, schools, and districts. It is also intended to assist in identifying students’ strengths and weaknesses and to foster improvements in academic achievement. In one such state (that will remain anonymous) the reading and mathematics portions of the exam are administered to grades 5, 8, and 11.

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