scholarly journals La dirección escolar: Liderazgo pedagógico y mejora escolar

2019 ◽  
Vol 38 (1) ◽  
pp. 275-292
Author(s):  
Margarita Rosa Rodríguez-Gallego ◽  
Rosario Ordóñez Sierra ◽  
Antonia López-Martínez
Keyword(s):  
School Improvement ◽  
Charter Schools ◽  
Qualitative Methodology ◽  
Qualitative Evaluation ◽  
Community Action ◽  
School Improvements ◽  
General Terms ◽  
Action Project ◽  
Work Structure ◽  
Managerial Perspective

Este estudio se centra, en conocer desde el punto de vista de los directivos, el desarrollo del liderazgo pedagógico y la mejora escolar. Para ello se ha contado con la participación de 47 directores y directoras que ejercen en centros públicos y concertados. En el proceso metodológico de corte cualitativo, se ha utilizado la técnica de la entrevista, con la finalidad de conocer cómo se asumen los cambios normativos en cuanto a procesos metodológicos y de evaluación para establecer propuestas de mejora. En la recogida de datos se han manejado las categorías correspondientes a los indicadores aportados por las entrevistas, y para su análisis se ha utilizado el programa estadístico Atlas.Ti versión 6.2. Entre los principales resultados destacamos que gran parte de los directivos mantienen que la metodología más utilizada tras aplicarse la nueva normativa es el trabajo por Proyectos. Mientras que en la categoría evaluación el cambio más valorado ha sido la introducción de una evaluación más cualitativa a través de Rúbricas. Con respecto a los posibles mejoras escolares los directivos plantean la necesidad de llevar a cabo en cada centro un proyecto de acción colectivo al servicio de una educación para todos. En términos generales, los resultados del estudio  confirman que la opinión de los directivos sobre el liderazgo pedagógico y mejora escolar viene determinada por la normativa, limitando su estructura de trabajo. The aim of this study was to determine, from the managerial perspective, the development of pedagogical leadership and school improvement, with the participation of 47 principals from public and charter schools. The qualitative methodology was based on interviews, which were designed to reveal how the changes in regulations were assumed in terms of methodological and evaluation processes, in order to establish suggestions for improvement. To gather the data, we used the categories that corresponded to the indicators provided by the interviews, and the statistical software Atlas v.6.2 was used for the data analysis. Among the main results, a large part of the participants stated that the  most used methodology after implementing the new regulations was “project assignment”; on the other hand, in the evaluation category, the most valued change was the introduction of a more qualitative evaluation through the use of rubrics. With respect to possible school improvements, the participants highlighted the need to carry out in each centre a community action project for an education for everyone. In general terms, the results of the study confirm that the opinion of the participants about pedagogical leadership and school improvement is determined by the regulations, which limit their work structure.

Online Stratifcation: How Academic Performance Indicators Relate to Choices between Cyber Charter Schools

2019 ◽  
Vol 121 (3) ◽  
pp. 1-24
Author(s):  
Bryan A. Mann ◽  
Stephen Kotok
Keyword(s):  
Academic Performance ◽  
School Improvement ◽  
Charter Schools ◽  
Charter School ◽  
Performance Indicators ◽  
School Policy ◽  
Enrollment Patterns ◽  
Choice Sets ◽  
Charter School Policy ◽  
Cyber Charter School

Background/Context A primary argument that supports charter school policy assumes students favor schools with high academic performance ratings, leading to systemic school improvement. Previous research challenges this assumption but has limited generalizability because geographic and enrollment constraints limit student choice sets. Purpose/Objective This study examines student enrollment patterns within cyber charter schools in Pennsylvania, a state where elected policymakers tend to view choice as a means for school improvement. Cyber charter schools are advantageous to study in this context because they have fewer enrollment barriers, helping researchers account for constraints found in previous studies. Research Design Using consecutive years of student-level enrollment data, we use descriptive statistics and multinomial logistic regression analyses to answer the following questions: Is a particular cyber charter school more popular if it displays relatively higher performance on academic indicators? To what extent do enrollments in the highest performing cyber charter school relate to the demographics of students and school environments that they left? Findings/Results The findings suggest that despite the more accessible choice sets inherent in the cyber charter school sector, academic performance indicators still are not linked to popularity within the sector. Enrollment clustering persists along student demographics and feeder district traits. Conclusions/Recommendations These findings suggest that even in the cyber charter school sector where key enrollment restrictions are removed, inequitable enrollment patterns persist. These findings continue to challenge basic assumptions used in school choice policy framing. Policymakers should consider this evidence when and if they design and implement charter school policy, creating policy that accounts for inequitable enrollments that occur under current policy logic.

Universidad y comunidad: Proyecto de alfabetización digital en la Escuela Nº10.

2019 ◽  
Author(s):  
Federico D. Uicich ◽  
Paola F. Salinas
Keyword(s):  
Educational Technology ◽  
Human Factor ◽  
Buenos Aires ◽  
Digital Technologies ◽  
Community Action ◽  
Bachelor's Degree ◽  
Learning Objectives ◽  
Digital Tools ◽  
Action Project ◽  
Alfabetización Digital

In this article we describe the community action project that is being developed, since 2017, between the Escuela Argentina de Negocios (EAN) and School N°10 in Martinez, Province of Buenos Aires, Argentina. The objective of the project is to provide a soc ial service by teaching digital tools to the teachers, in order to enable them to self manage and independently use various digital technologies resources for teaching. To achieve its learning objectives, the project takes place every four months with stud ents from the Bachelor's degree in Human Factor Management, specifically students enrolled in the Computer Science and Applied Educational Technology modules, who are then trained in the field by leading the training sessions at the school.

Practice Patterns for the Elicitation of Sexual History, Education, and Counseling Among Providers of STD Services: Results From the Gonorrhea Community Action Project (GCAP)

1999 ◽  
Vol 26 (10) ◽  
pp. 584-589 ◽  
Author(s):  
Sheana S. Bull ◽  
Cornelis Rietmeijer ◽  
Dennis J. Fortenberry ◽  
Bradley Stoner ◽  
Kevin Malotte ◽  
...  
Keyword(s):  
Practice Patterns ◽  
History Education ◽  
Community Action ◽  
Sexual History ◽  
Action Project

scholarly journals Active methodologies as a key element in teacher training for educational inclusion

2020 ◽  
Vol 7 (3) ◽  
pp. 13-19
Author(s):  
Lina Higueras-Rodriguez ◽  
Marta Medina-Garcia
Keyword(s):  
Teacher Training ◽  
Active Learning ◽  
School Improvement ◽  
Student Learning ◽  
Inclusive Education ◽  
Qualitative Methodology ◽  
Educational Experiences ◽  
Interpretive Study ◽  
Training Programmes ◽  
Educational Inclusion

The purpose of this research is to show the results obtained in relation to the improvement of training to promote student learning from an inclusive perspective. Teacher training in active learning methods for the promotion of inclusive education is essential to ensure quality and equity in student learning. Through the analysis of educational experiences, courses and programmes, we understand that it can help in the practice of the classroom and in the meaningful learning of students. Starting from a qualitative methodology, we approach a descriptive–interpretive study of the information present in different programmes and experiences. We conclude that there are teacher training programmes that guarantee the use of active methodologies from an inclusive perspective.   Keywords: Active methodologies, teacher training, inclusion, school improvement.

scholarly journals Socio-psychological aspects of grassroots participation in the Transition Movement: An Italian case study

2016 ◽  
Vol 4 (1) ◽  
pp. 142-165 ◽  
Author(s):  
Fulvio Biddau ◽  
Alessandra Armenti ◽  
Paolo Cottone
Keyword(s):  
Collective Efficacy ◽  
Qualitative Methodology ◽  
Social Representations ◽  
Practical Experience ◽  
Community Action ◽  
Psychological Aspects ◽  
Italian Case ◽  
Starting Point ◽  
Tackle Climate Change

In this article, we present a case study investigating the socio-psychological aspects of grassroots participation in a Transition Town Movement (TTM) community initiative. We analyzed the first Italian Transition initiative: Monteveglio (Bologna), the central hub of the Italian TTM and a key link with the global Transition Network. A qualitative methodology was used to collect and analyze the data consisting of interviews with key informants and ethnographic notes. The results provide further evidence supporting the role of social representations, shared social identities, and collective efficacy beliefs in promoting, sustaining, and shaping activists’ commitment. The movement seems to have great potential to inspire and engage citizens to tackle climate change at a community level. Grassroots engagement of local communities working together provides the vision and the material starting point for a viable pathway for the changes required. Attempting to ensure their future political relevance, the TTM adherents are striving to disseminate and materially consolidate inherently political and prefigurative movement frames – primarily community resilience and re-localization – within community socio-economic and political frameworks. However, cooperation with politics is perceived by most adherents as a frustrating and dissatisfying experience, and an attempted co-optation of the Transition initiative by institutions. It highlights a tension between the open and non-confrontational approach of the movement towards institutions and their practical experience. Corresponding to this tension, activists have to cope with conflicts, contradictions, and ambivalence of social representations about community action for sustainability, which threaten the sense of collective purpose, group cohesion and ultimately its survival.

scholarly journals Directions in Qualitative Evaluation

2016 ◽  
Vol 9 (2-3) ◽  
Author(s):  
Ian Shaw
Keyword(s):  
Professional Practice ◽  
Qualitative Methodology ◽  
Qualitative Evaluation ◽  
Evaluation Practice ◽  
Methodological Choices ◽  
Causal Understanding ◽  
Methodological Choice

It is regarded by many as not far short of bad taste to advance passionate claims based on the superiority of this or that methodology. The argument of most mainstream evaluation theorists is for a ‘horses for courses’ approach that aims to identify the strengths of different methods and discourage evaluators from over-claiming the relevance and application of any one approach to evaluation. I use this article to develop a few outline arguments in support of turning on their heads some conventional arguments about methodological choices for evaluation. I touch on four areas where qualitative methodology enables evaluators to re-cast central aspects of evaluation practice, viz causal understanding, methodological choice, the evaluation of professional practice, and the uses of evaluation.

Democracy learning as failing template for establishing student participation for school improvement: A participatory case study within a secondary school

2019 ◽  
Vol 103 (1) ◽  
pp. 68-84
Author(s):  
Manuela Gamsjäger ◽  
Roman Langer
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
Social Practice ◽  
Qualitative Content Analysis ◽  
Student Participation ◽  
Individual Case ◽  
School Improvements ◽  
Participative Research ◽  
The Individual

Participation of students is defined as a conditional factor for the acquisition of democracy learning and is increasingly taken into account in Austrian schools. Nevertheless, in contrast to other countries, little research has been conducted in Austria about if or how democracy learning provides a template for the social practice of student participation within school improvements. The current qualitative case study sought to investigate, explanatively from the perspective of school actors, how a secondary school tries to implement a self-imposed demand for more student participation in school improvement by using aspects of democracy learning as template. Qualitative guideline-based interviews using a participative research method were conducted and the data were analysed by means of content-structuring qualitative content analysis. A total of 33 school actors (students, teachers, parents) participated. The two central findings emerged due to marginal rights and a limited understanding of student participation based on democracy learning. First, despite the demand for greater participation in school improvement, students remain dependent on individual actors and can only assert their interests within school objectives and not against the interests of the teachers or the school management. Second, participation within the framework of school development promotes not so much the strengthening of pupils as subjects as the strengthening of the identity of the school’s organization. The individual case study is thus a hypothesis-generating example of how the depoliticized participation rhetoric of imparting democratic competencies leaves the claim to equal consideration of students’ perspectives unfulfilled and ultimately prevents the redistribution of rights of disposal.

scholarly journals A Framework to Evaluate Land Take Control Policy Efficiency in Friuli Venezia Giulia, Italy

2019 ◽  
Vol 11 (22) ◽  
pp. 6406 ◽  
Author(s):  
Stefano Salata ◽  
Elisabetta Peccol ◽  
Oscar Borsato
Keyword(s):  
Land Use ◽  
Land Use Change ◽  
Qualitative Methodology ◽  
Land Development ◽  
Qualitative Evaluation ◽  
Control Policy ◽  
The Past ◽  
North East ◽  
Definition Of ◽  
Friuli Venezia Giulia

The development of effective policies against land take should be based on a deep knowledge of the specific land use dynamics and their determinants in a regional context. To this end, the traditional quantitative land use change analyses need to be integrated with a more accurate spatial and qualitative evaluation of the effects of the land use zoning of municipal land development plans and of the connected supplementary regulations (e.g., local building regulations). Land take limitation policies in Italy are largely based on the definition of quantitative thresholds for new development zones, while ignoring all those undeveloped zones that have been assigned building rights codes by plans of which the knowledge could largely impact policies. This paper attempted to define a conceptual framework of analysis which integrates a land use change assessment with an analysis in a Geographic Information System (GIS) environment of the spatial distribution of normative zones. The method was tested on the Friuli Venezia Giulia region (north-east Italy)—a territory that has experienced rapid growth in recent decades—by analyzing the spatial impact of the recently promulgated regional laws on land take control, the explicit and specific purpose of which was to limit commercial and industrial land use in the whole region. The soil sealing data were analyzed by performing a cross-comparison with the building rights permissions data, thus achieving a comprehensive evaluation of the past and predicted land take for commercial and industrial uses. Results demonstrated that the expected land take will exceed the past urbanization rate, highlighting a substantial inefficacy of the promulgated regional laws in promoting local land take control. The main innovations of this study relate to the definition of a newer qualitative methodology for framing an efficient decision-making supporting system, while helping to achieve the long-term sustainability of policies.

Community and Representation

2020 ◽  
pp. 123-152
Author(s):  
Erika Hanna
Keyword(s):  
Collective Action ◽  
Inner City ◽  
Community Organizations ◽  
Community Action ◽  
City Community ◽  
Making Sense ◽  
Action Project ◽  
New Form ◽  
The Unemployed ◽  
Power Class

Chapter 4 explores community photography and the new radicalism it brought to amateur photographic practice during the 1970s. This movement, begun in London and disseminated through the pages of Camerawork magazine, propounded the potential of photography as a form of collective action which could bring communities together and empower individuals. Through groups such as the Shankill Photographic Workshop, Derry Camerawork, and the NorthCentre City Community Action Project, activists taught photography to community organizations, as well as prisoners, the unemployed, and women’s groups. This new form of photographic activism served a variety of functions. It was a form of practice that brought people together and taught unemployed and demoralized residents of the inner-city skills and self-respect. It enabled communities that had become the object of a media gaze which turned their lives into stereotypes to create representations of themselves, which they felt more accurately reflected the reality of their lives. In these evening classes and dark rooms, photography became a mechanism of raising consciousness and building communal cohesion. Moreover, it provided a way of making sense of the agglomeration of power, class, and gaze which rendered the lives of the unemployed, or inner-city residents only as ‘types’, and so provided these new photographers with a way of critiquing—if not resisting—these processes.

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