Evaluation of Institutional Management Based on Leadership Competencies in Middle School Education

2016 ◽  
pp. 136-158
Author(s):  
Jesus Gerardo Alfaro Patiño ◽  
Diana Patricia Skewes Muñoz
Keyword(s):  
Curriculum Design ◽  
Basic Education ◽  
Community Support ◽  
Leadership Competencies ◽  
Middle School Education ◽  
Teacher Professionalism ◽  
Institutional Management ◽  
Education In Mexico ◽  
Intersectoral Linkages ◽  
Globalized World

In a globalized world, public policies are subject to the recommendations of international organizations that regulate and determine educational policies according to their own needs and interests. In this sense, educational skills, arising from the business world, have become the focus of curriculum design and teacher professionalism and managerial schools Basic and Secondary Education in Mexico. Specifically, the National Association of Professional Technical Education (CONALEP), has become a pillar that provides students of Media Education competent technical professional for requirements that are demanded today. Since its birth in 1978 was oriented to the formation of technical professionals, graduates of Basic Education, with the main objective job training, intersectoral linkages, community support and technological advice and assistance to businesses.

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 Teachers as researchers: A discovery of their emerging role and impact through a school-university collaborative research

2015 ◽  
Vol 24 (2) ◽  
Author(s):  
Ken Chow ◽  
Samuel Kai Wah Chu ◽  
Nicole Tavares ◽  
Celina Wing Yi Lee
Keyword(s):  
Curriculum Design ◽  
Primary Schools ◽  
Collaborative Research ◽  
Teaching Practice ◽  
Project Based Learning ◽  
Teacher Professionalism ◽  
Four Dimensions ◽  
Culture Teaching ◽  
The Impact

This study explored the impact of the role of teacher-researchers on in-service teachers’ professional development, as well as the reasons behind the lack of a teacher-as-researcher ethos in schools. In the study, teachers from four Hong Kong primary schools participated in a school-university collaborative research project that promotes collaborative inquiry project-based learning (IPjBL), in which they took the dual role of the teacher and researcher. Five focus group interviews were conducted with the teachers to collect in-depth qualitative data on their experiences. The impact of this experience on teacher professionalism was examined from four dimensions: knowledge enrichment, school culture, teaching practice and curriculum design. The study provides evidence for the benefits of teacher research and sheds light on how university-school collaboration could contribute to engaging teachers in action research in their everyday classroom.

scholarly journals Análisis del libro de texto gratuito digitalizado con base en los atributos de los enlaces en las asignaturas de ciencias naturales, historia y geografía en México

2019 ◽  
Vol 12 (2) ◽  
pp. 62-79
Author(s):  
Sandra Delia Faustino Cruz ◽  
Maricela López-Ornelas ◽  
Javier Organista Sandoval ◽  
Sergio Cruz Hernández
Keyword(s):  
Basic Education ◽  
Electronic Devices ◽  
Two Dimensions ◽  
The Internet ◽  
Relevant Aspect ◽  
Palabras Clave ◽  
Quantitative Descriptive ◽  
Educación Primaria ◽  
Education In Mexico ◽  
Potential Use

RESUMEN: La presente investigación tiene el objetivo de analizar los atributos tecnológicos y de los recursos didácticos del libro de texto digitalizado empleado de forma obligatoria desde el 1° al 6° grado de educación primaria en México. Para fines del artículo, se estudiaron sólo las asignaturas de ciencias naturales, historia y geografía. El desarrollo del proceso metodológico, fue de corte cuantitativo-descriptivo basado en dos dimensiones: la tecnológica y la de recursos didácticos; el procedimiento se acompañó de tres fases: a) Identificación de los libros de texto gratuitos digitalizados de las asignaturas de ciencias naturales en 3°, 4°, 5° y 6° e historia en los últimos tresgrados; b) Identificación y revisión de los enlaces disponibles en los libros de textogratuito digitalizados de las respectivasasignaturas; y c) Tipificación de los enlaces contenidos en enlaces en los temas, referenciasy fuentes de cada asignatura antesmencionada. Entre los principales resultados destaca, que, en México, los libros de texto gratuitos digitalizados, distan significativamente de las características generales con los que son descritos en otros países, además, carecen de las ventajas mínimas necesarias relacionadas con el uso potencial del recurso, aunado a la insuficiencia de enlaces que presentan algunos libros, donde incluso, diversos enlaces no funcionan correctamente o están inactivos. Otro aspecto relevante, está implícitamente relacionado con la disposición de recursos como son los dispositivos electrónicos que permitirían su consulta, así como la escaza accesibilidad a internet y la notoria desigualdad en la distribución de esos recursos. PALABRAS CLAVE: libros de texto; libros de texto digitalizados; atributos tecnológicos y recursos didácticos; educación básica; México.   ABSTRACT: The present investigation has the objective of analyzing the technological attributes and the didactic resources of the digitized textbook used in a compulsory manner from the first to the 6th grade of primary education in Mexico. For the purposes of the article, only the subjects of natural sciences, history and geography were studied. The development of the methodological process was quantitative-descriptive, based on two dimensions: the technological and the didactic resources; The procedure was accompanied by three phases: a) Identification of digitized free textbooks of natural science subjects in grades 3, 4, 5 and 6, and history in the last three grades; b) Identification and review of the links available in the digitized free textbooks of the respective subjects; and c) Typification of the links contained in links in the subjects, references and sources of each subject mentioned above. Among the main results, it is worth noting that, in Mexico, digitized free textbooks are significantly different from the general characteristics with which they are described in other countries, and they also lack the minimum necessary advantages related to the potential use of the resource, combined to the insufficiency of links that some books present, where even, several links do not work correctly or are inactive. Another relevant aspect is implicitly related to the availability of resources such as the electronic devices that would allow their consultation, as well as the scarce accessibility to the Internet and the notorious inequality in the distribution of those resources. KEYWORDS: textbooks; digitized textbooks; technological attributes and didactic resources; basic education; Mexico.

scholarly journals Las TIC en el diseño de las políticas educativas. El caso de México

2021 ◽  
Vol 29 ◽  
pp. 32
Author(s):  
María Cristina López de la Madrid ◽  
Katiuzka Flores Guerrero ◽  
Cecilia Tejeda Mercado
Keyword(s):  
Information And Communication Technologies ◽  
Basic Education ◽  
Communication Technologies ◽  
Research Process ◽  
Ict In Education ◽  
National Education ◽  
Documentary Analysis ◽  
Use Of Technology ◽  
Information And Communication ◽  
Education In Mexico

The introduction and use of information and communication technologies have been a recurrent topic of debate, as these technologies have become attached to the lives of more than half of the world's population. However, the use of technology in the education sector does not occur automatically, one of the references to guide the processes of its introduction have been the policies dictated by the governments, where actions, strategies, objectives, and goals are reflected, this allows us to identify a way forward by defining a more tangible and in some cases, prospective route. Based on the above, the objective of this work was to determine which have been the main guidelines that have marked the course of ICT in education in Mexico, and their reflection in specific actions. For this purpose, a qualitative research process was carried out with a systematic review on the internet and a documentary analysis, with the review of national education programs, and various documents on the main ICT programs of the last 30 years. Recurring axes were identified in each period, as well as lags and lack of continuity from one program to another. The importance that educational policies have had to direct the course of the use of ICT in basic education in Mexico is recognized, but also the gaps and shortcomings that have arisen in each six-year period.

scholarly journals Jugar a la escuela con pantalla y teclado.

2013 ◽  
Vol 21 ◽  
pp. 73 ◽  
Author(s):  
Judith Kalman ◽  
Oscar Enrique Hernández Razo
Keyword(s):  
Basic Education ◽  
Social Constructions ◽  
Technological Determinism ◽  
Information Communication ◽  
Public Agency ◽  
The Public ◽  
Popular Narrative ◽  
Teachers Beliefs ◽  
Education In Mexico ◽  
Individual Choices

National and multilateral government agencies and popular narrative promote the idea that the use of information, communication and design technology (ICT-D) in education transform teaching. It is argued that these changes will help students become part of a “new economy” based on the use of ICT-D and characterized by “increased productivity”, “collaboration” and “flexibility.” This article questions this view of technological determinism by presenting an analysis of classrooms in a working class area of Mexico City where young people and adults are being taught to use the computer. Using a sociocultural approach based on the concept of situated practice, we show how some of the decisions and directions of the instructors in computer classes for youth and adults respond to educational traditions, notions of basic education for adults, and beliefs about learning that promote mechanical exercises and repetition. The discussion posits teachers’ beliefs and actions are social constructions rather than individual choices or shortcomings by presenting teaching materials provided by the public agency responsible for adult education in Mexico.

scholarly journals Failure of Research-Based Learning Implementation in Basic Education

2019 ◽  
Vol 12 (4) ◽  
pp. 19
Author(s):  
Wattana Rattanaprom
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
Research Program ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Basic Education ◽  
System Thinking ◽  
Teaching Methodology ◽  
Researcher Development ◽  
Teacher Mindset

This study focuses on identifying the barriers and obstruction factors of Research-Based Learning (RBL) which was implemented in the schools under “Pohpanpanya” Youth Researcher Development Research Program. RBL consists of three domains: Contemplative Education (CE), System Thinking (ST) and Professional Learning Community (PLC). Those are processes of coaching and mentoring master teachers (MTs) to coach and facilitate their students for RBL. This research program was implemented in ten volunteering schools which were substantially improving the learning outcomes of their students. However, being a relatively new mode of teaching the management of the teaching and learning processes remains a challenge especially with the four main barriers; 1) teacher mindset 2) teaching methodology 3) curriculum design, and 4) academic leadership.

scholarly journals La enseñanza de las ciencias y la diversidad cultural en México: un estudio en la educación básica secundaria / The Teaching of Scienceand Cultural DiversityinMexico: a Studyin Secondary Basic Education

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Luz Lazos Ramírez
Keyword(s):  
Science Education ◽  
Cultural Diversity ◽  
Educational System ◽  
Basic Education ◽  
Significant Proportion ◽  
Cultural Dimensions ◽  
Intercultural Education ◽  
Diagnostic Study ◽  
Indigenous Students ◽  
Education In Mexico

ABSTRACTn recent years, the objectives of intercultural education have been included in science subjects at all levels of the educational system of Mexico as part of the educational reforms to provide all students an education that allows them to use scientific and technological knowledge to better understand their problems and make decisions to solve them, recognizing the value of cultural diversity. This paper presents a diagnostic study of the conditions for science teaching and its relation to cultural  diversity  in  Mexic.  The  objetive  of  this  workis  to  contribute  to  the  construction  of  theoretical  and  methodological proposals for intercultural science education, characterized by the recognition of social processes related to the generationof knowledge in social groups and the assessment of students as active agents of these processes. The results of the study in a secondary school basic education with a significant proportion of indigenous students, showed that the recognition of cultu-ral diversity in science education is almost imperceptible, despite the remarked objetives for inclusion that the official pro-grams have included. Some of the factors contributing to this situation are the lack of culturally relevant materials, the lack of training of teachers in the field of intercultural education and the lack of an intercultural perspective for incorporating the assessment of traditional knowledge and knowledge scientists in their epistemic and cultural dimensions. In the first section, a brief overview of trends in science education and its relation to cultural diversity, the second presents some characteristics of the educational system of Mexico relating to the establishment of science education as part of education intercultural, in the third section, a description and results of the diagnostic study in a school of basic secondary education in Mexico, finally, raise some lines of discussion for the construction of models and proposals for intercultural science education is presented.RESUMENLos objetivos de la educación intercultural han sido incorporados en las asignaturas de ciencias de todos los niveles del sistema educativo de México como parte de las Reformas educativas de años recientes. Con ello, se busca ofrecer a todos los estudiantes, una educación que les permita hacer uso de los conocimientos científicos y tecnológicos para com-prender mejor sus problemas y tomar decisiones para resolverlos, reconociendo el valor de la diversidad cultural. En este trabajo se presenta un estudio diagnóstico de las condiciones para la enseñanza de las ciencias y su relación con la diversi-dad cultural, que contribuye a la construcción de  propuestas teóricas y metodológicas dirigidas a una educación científica intercultural, caracterizada por el reconocimiento de los procesos sociales relacionados con la generación de conocimientos y la valoración de los estudiantes como agentes activos de dichos procesos. Los resultados del estudio, realizado en una escuela de educación básica secundaria con una importante proporción de estudiantes indígenas, muestra que el reconoci-miento de la diversidad cultural en la enseñanza de las ciencias es imperceptible en las prácticas cotidianas de las escuelas de educación secundaria. En este estudio se identificaron algunos de los factores que contribuyen a esta situación como la falta de materiales culturalmente pertinentes, las deficiencias en la formación de los profesores en el tema de educación intercultural y la falta de una perspectiva intercultural que permita articular los diferentes niveles y actores del sistema educativo para incorporar la valoración de los conocimientos tradicionales y los conocimientos científicos en sus dimensio-nes epistémicas y culturales. En el primer apartado, se presenta un breve panorama de las tendencias en educación científi-ca y su relación con la diversidad cultural, en el segundo, algunas características del sistema educativo de México vincula-das con el establecimiento de la enseñanza de las ciencias como parte de la educación intercultural, en el tercer apartado, se presenta una descripción y los resultados del estudio diagnóstico realizado en una escuela de educación básica secundaria de México, para finalmente, plantear algunas líneas de discusión para la construcción de modelos y propuestas de educa-ción científica intercultural.

scholarly journals Education 4.0 in Developing Economies: A Systematic Literature Review of Implementation Barriers and Future Research Agenda

2021 ◽  
Vol 13 (22) ◽  
pp. 12763
Author(s):  
Emily Costan ◽  
Gamaliel Gonzales ◽  
Roselyn Gonzales ◽  
Lynne Enriquez ◽  
Felix Costan ◽  
...  
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Curriculum Design ◽  
Industrial Revolution ◽  
Basic Education ◽  
Developing Economies ◽  
Future Research ◽  
Journal Articles ◽  
Implementation Barriers ◽  
Future Research Agenda

Education 4.0 (EDUC4) was driven by the onset of the Fourth Industrial Revolution (4IR) to meet labor market requirements resulting from learning that is customized, flexible, accessible, and skills-based. As the concept of EDUC4 develops popularity in the education and innovation research domains, various challenges about its implementation have emerged, especially in developing economies. Thus, there is a need to investigate the existing barriers to EDUC4 implementation. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, a systematic literature review of journal articles in the Scopus database was conducted. Of the 299 journal articles generated from the initial search on Scopus, 30 met the inclusion criteria and were included in the review. The content analysis yielded 12 barriers which include cybersecurity threat, costly, skills gap of human capital, apprehensive stakeholders, lack of training resources, lack of collaboration, knowledge gap for the customization of curriculum design, insufficient available technologies, health issues, time constraint for material preparation, complexity of learning platforms, and insufficient foundation of basic education. They were then associated with seven themes for better operationalization in Higher Education Institutions (HEIs): (1) human resources, (2) infrastructure, (3) financial, (4) linkages, (5) educational management, (6) learners, and (7) health and environment. Finally, a theoretical predictive model was constructed to present the causal relationships in modeling the problems associated with implementing EDUC4. The insights generated from this work offer both theoretical and practical perspectives for stakeholders of HEIs in the implementation of EDUC4 in developing economies.

scholarly journals POLÍTICAS GLOBAIS E LOCAIS: a capitalização da educação brasileira e o papel da sociedade civil

2016 ◽  
Vol 23 (1) ◽  
pp. 55
Author(s):  
Flávio Caetano da Silva ◽  
José Ricardo Batista ◽  
Raissa Martins Kebbe da Silva
Keyword(s):  
Public Schools ◽  
Civil Society ◽  
Curriculum Design ◽  
Global Economy ◽  
Basic Education ◽  
Third Sector ◽  
Global Market ◽  
Management Measures ◽  
Local Policies ◽  
Sociedad Civil

Objetivamos, no presente texto, examinar o discurso no qual se enuncia que o Brasil se insere na economia global ao efetivar esforços institucionais que consideram a educação uma alavanca que propulsionará o país para o desenvolvimento semelhante aos dos países centrais do capitalismo, pautado na redução do Estado, emersão do terceiro setor, privatização e parceria público-privado, com vista a uma maior competitividade. Este exame se dará a partir de uma metodologia de cotejamento entre textos de autores clássicos nas teorias de Estado e políticas de amplo escopo (Ball, Sacristán, Teorodo, Pereira) e autores recentes que têm se debruçado sobre as relações entre essas teorias e as realidades locais vivenciadas pelas escolas públicas de educação básica (Andrew e Kouzmin, Fernandes, Brito e Peroni, Libanori, Nogueira, Werle e Barcelos). Segundo esses autores, à educação cabe o papel de formação de consumidores, possuidores de mínimos recursos intelectivos, necessários à inclusão no mercado de trabalho, cumprindo uma agenda de apêndice de medidas gerencialistas. Como resultado desse estudo encontramos uma nova concepção sobre a sociedade civil, sendo aquela que é instada a uma participação ativa desde se mantenha subserviente aos propósitos do Estado sob nova direção. Também podemos indicar como resultado os desdobramentos dessas políticas forjando discursos que enunciam uma educação voltada ao mercado global, marcada pela competição, índices de rendimento, acento em uma concepção de currículo pautado no discurso de inclusão, mas baseado em uma exclusão prática e distanciamento das necessidades de alunos e da melhoria na qualidade de ensino.Palavras-chave: Reforma administrativa. Políticas públicas educacionais globais e locais. Globalização.  GLOBAL AND LOCAL POLICIES: the capitalization’s brazilian education and civil society role.Abstract: In this text, we objectify to examine the speech which sets out that Brazil is part of the global economy to effect institutional efforts that consider education a handle to help the country for a similar development like the central capitalist countries, based on the reduction of state, emergence of the third sector, privatization and public-private partnership with a view to greater competitiveness. This examination will take place from a very careful look into the methodology between classical authors texts in the theories of state and broad scope of policies (Ball, Sacristan, Teorodo, Pereira) and also recent authors who have been working on the relationship between these theories and realities local experienced by public schools of basic education (Andrew and Kouzmin, Fernandes, Brito and Peroni, Libanori, Nogueira, Werle and Barcelos). According to these authors, education has the role of consumers formation, holders of minimum intellective resource , needed for inclusion in the labor market, fulfilling an appendix agenda in the management measures. As a result of this study we found a new conception of civil society, and one that is required to actively participate since it remains subservient to state purposes under this new management. We can also indicate as a result the unfolding of these forging political speeches an education to the global market, marked by competition, income indexes, accent on a curriculum design guided the inclusion discourse, but based on a practical exclusion and detachment of students needs and improvement of the quality of education.Keywords: Administrative reform. Global educational and local policies. Globalization.  POLITICAS GLOBALES Y LOCALES: la capitalización de la Educação brasileña y el papel de la sociedad civil desarrollo equiparable a los países centrales del capitalismo, pautado en la reducción del Estado, inmersión del tercer sector, privatización y colaboración pública-privada con vista a una mayor competitividad. Este análisis se dará a partir de una metodología de investigación entre textos de autores clásicos en las teorías de Estado y políticas de amplio alcance (Ball, Sacristán, Teorodo, Pereira) y autores recientes que han estado trabajando con relaciones entre teorías y realidades locales vividas por escuelas públicas de educación básica (Andrew y Kouzmin, Fernandes, Brito y Peroni, Libanori, Nogueira, Werle y Barcelos). Según estos autores, en la educación tiene el papel de formación de consumidores y poseedores de mínimos recursos intelectivos necesarios para la inclusión en el mercado de trabajo, cumpliendo una agenda de apéndice de medidas gerencialistas. Como resultado de este estudio encontramos una nueva concepción sobre la sociedad civil, siendo aquella que es solicitada a una participación activa desde que se mantenga subordinada a los propósitos del Estado bajo una nueva dirección. También podemos indicarlo como resultado de los desarrollos de esas políticas forjando discursos que enuncian una educación enfocada al mercado global, marcada por la competición, índices de rendimiento, acento en una concepción de currículum pautado en el discurso de inclusión, pero fundamentado en una exclusión práctica,  alejamiento de las necesidades de alumnos y de la mejora en la calidad en la enseñanza.Palabras clave: Reforma administrativa. Políticas públicas educacionales globales y locales. Globalización 

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