bluuebunny/crossref_metadata_2025 huggingface dataset:
Reflections on the concepts of "politics," public policy and education policy
Authors: Espinoza Oscar
Published: January 2016

The purpose of this article is to shed light on three key issues: a) the concepts of policy, public policy and educational policy and the interrelations that those concepts have when conducting policy analysis; b) some procedures to conduct policy analysis; and c) some trends observed during the development of educational policies based on the assumptions of critical theory and functionalist theory. Methodologically, this is a qualitative study which uses secondary sources (based on in depth literature review). The study concludes that the design and the implementation of educational policies are framed in different ways by policy makers and other stakeholders adopting the critical and the functionalist paradigm. Policy makers using critical theory as their main framework emphasize the necessity of linking the analysis, design and implementation of educational policies to the demands of those actors that usually are not the target of public policies, that is, poor people and minorities. On the other hand, policy makers that work with functionalist-positivist frameworks use to consider in their analyses technical factors, privileging in that sense, cost-benefit analysis, cost-efficiency analysis, and social indicators.
Researcher perspectives on class size reduction.
Authors: Graue Elizabeth , Rauscher Erica
Published: January 2016

This article applies to class size research Grant and Graue’s (1999) position that reviews of research represent conversations in the academic community. By extending our understanding of the class size reduction conversation beyond published literature to the perspectives of researchers who have studied the topic, we create a review that includes political histories of, contextual details about, and assumptions undergirding the conversation. We find divergent (and sometimes competing) perspectives on identifying beneficiaries of class size reduction (or CSR) and the correct context in which to view CSR research. By contrasting the logic and assumptions embedded in pupil-teacher ratio (PTR), class size (CS), and class size reduction studies, we conclude that sometimes research conflates these constructs and their associated theories of action, and such distortion poorly serves the needs of policymakers and stakeholders in education. We recommend that future inquiry focus on mechanisms of change, particularly instruction—both in terms of instructional strategies that capitalize on the resource of a smaller group and the types of support needed for teacher and administrator professional development.
Competencies in ICT of teachers and their relation to the use of the technological resources
Authors: Suárez Rodríguez Jesús M. , Almerich Gonzalo , Gargallo López Bernardo , Aliaga Francisco M.
Published: January 2016

Over the past decade the Information and Communication Technologies (ICT) have represented a transformation of education policies that have entailed important investments. However, the teacher, as a key element in the integration process of ICT, still does not feel trusted this process. One of the most outstanding causes of this deficit confidence is the lack of teaching staff competence in the ICT. Therefore, the aim of this paper is a study of the teachers’ competence on ICT and their relation to the use being made of these technologies, both professional-personal and with their students. For it a survey design has been used. The target population constitutes the teaching staff of centers of primary and secondary education of the Comunidad Valenciana. Information was collected through questionnaires. Starting from the technological and pedagogic competences in TIC, we have been obtained teachers’ consistent competencies profile with four increasing levels: without knowledge, entrance, adoption and innovation. Likewise, we has been a narrow relationship among this profile and the use that the teachers carries out, more closely connected with the personal-professional who with the use with the students. Findings contribute keys to guide the professional development and teacher initial education programs.
Beyond Free Lunch: Which Family Background Measures Matter?
Authors: Lubienski Sarah , Crawford Crane Corinna
Published: January 2016

Most studies of school achievement use free-lunch eligibility or other basic indicators to adjust for differences in students’ socioeconomic backgrounds. This study determines whether these variables are enough to separate the confounding effects of students’ backgrounds from the main variables of interest in education studies. The Early Childhood Longitudinal Study dataset from the kindergarten class cohort of 1998-99 (ECLS-K) provides an unusually vast array of information regarding children’s home resources and experiences. This plethora of parent-reported data raises questions about which variables researchers should include in their analyses, and it provides an extraordinary opportunity to examine this question. Using a split-sample design, stepwise regression, and multi-level modeling, this study systematically examines over 200 ECLS-K student background variables to determine which factors predict reading and mathematics achievement after typical SES controls are employed. The study identifies several variables that are important supplements to traditional SES measures, including the number of children in the household, mother’s age at first birth, and children’s books at home. Results indicate the extent to which “value added” studies can be flawed when using only basic demographic variables. The findings hold implications for data collection and accountability efforts, including NCLB, teacher evaluation plans, and the design of state longitudinal data systems.
Identity and Motivation Among Hispanic ELLs
Authors: Lopez Francesca
Published: January 2016

This study examined the degree to which student-level variables that have been established in the relevant literature as predicting academic achievement (perception of scholastic competence, perceptions of educational opportunities, motivation, and acculturative stress) accurately predicted student group membership in two districts with disparate language acquisition methods (Structured English Immersion and bilingual education) . The samples included Hispanic English Language Learners (ELLs) in middle elementary school, ages 9-11 (N= 295). Students' perceptions of scholastic competence, perceptions of educational opportunities, motivation, and acculturative stress contributed to the accurate prediction of 73.3% of the participants' group membership. Post-hoc analyses of group differences resulted in moderately higher scholastic competence and perceived educational opportunities for ELLs in the Texas district, whereas acculturative stress, perceived discrimination, and maladaptive motivation scores were moderately higher for ELLs in the Arizona district. ELLs in the SEI group, however, also had slightly higher scores on adaptive motivation. Competing hypotheses and policy implications are discussed in the context of prior research.
Can school structures improve teacher-student relationships? The relationship between advisory programs, personalization and students’ academic achievement
Authors: McClure Larry V. , Yonezawa Susan , Jones Makeba
Published: January 2016

In this paper, we present findings from a three-year study of students' perceptions of personalization and, specifically, advisory as a reform strategy and its relationship to students' academic progress at 14 recently converted small high schools in a large, urban school district in California.  This study examined the degree to which students' sense of personalization (connections to the school and to adults at the school) interacted with students' academic achievement, as measured by standardized test scores and weighted grade-point averages. In particular, we examined the relationship between students' perceptions of formal structures to enhance personalization -- such as advisory periods -- and students' academic achievement.
Using Assessments for Instructional Improvement: A Literature Review
Authors: Young Viki M. , Kim Debbie H.
Published: January 2016

The current educational reform policy discourse takes for granted the central role of using data to improve instruction. Yet whether and how data inform instruction depends on teachers’ assessment practices, the data that are relevant and useful to them, the data they typically have access to, and their content and pedagogical knowledge. Moreover, when one considers teachers’ organizational contexts, it is clear that school leadership and support for using data, capacity-building strategies, and the norms of adult learning and collaboration circumscribe opportunities to examine relevant data and to improve instructional practice in response. This literature review examines teacher as well as organizational practices and characteristics as they pertain to formative uses of assessment. We identify opportunities for important research to illuminate how and under what conditions teachers and schools as organizations can use data to inform instruction.
Can professors be socialized in good teaching practices? The case of the Project Visibilidad
Authors: López María Muradás , Mendoza Pilar
Published: January 2016

The purpose of this study is to analyze the socialization to teaching experience of faculty who participated in the project Visibilidad. The main objective of this project was to obtain knowledge related to teaching from faculty who are considered good teachers in Spanish universities. This knowledge could enlighten how the socialization to teaching occurs as well as insights on how to improve the process. Based on the international literature on socialization to teaching in higher education and using a methodology of generating themes inductively, the experiences of faculty at the beginning of their careers were analyzed. The data was collected using semi-structured interviews. We found that role models of socialization, self-reflection and formal socialization are the most common experiences reported by participants. This suggests that reinforcing these elements deliberately at an institutional level, it is possible to improve the socialization process of new faculty in higher education as well as their teaching practices.
Distortion or Clarification: Defining Highly Qualified Teachers and the Relationship between Certification and Achievement
Authors: Marszalek Jacob M , Odom Arthur L , LaNasa Steven M. , Adler Susan A.
Published: January 2016

Recent studies of the relationship between teacher preparation pathways and student achievement have resulted in similar statistics but contradictory conclusions. These studies as a group have several limits: they sometimes focus on student-level indicators when many policy decisions are made with indicators at the school-level or above, are limited to specific urban locations or grade levels, or neglect the potential influence of building type, as defined as the grade-levels serviced. Using statewide data from the 2004-2005 school year, we examined the relationships between school-level indicators of student achievement on nationally-normed tests and proportions of alternatively certified teachers, while controlling for building type and other relevant covariates. Our findings indicate that the relationship between teacher preparation and student achievement at the school level depends on whether the building mixes multiple grade levels (e.g., elementary and middle). The implications of Missouri's policy change for research and school improvement are discussed with respect to the current high-stakes testing environment.
Examining the Effects of School Composition on North Carolina Student Achievement over Time
Authors: Southworth Stephanie
Published: January 2016

This study explores the effects of school-level characteristics on North Carolina students’ reading and math achievement from fourth through eighth grade, focusing on the relationships between achievement and the racial and poverty composition of schools. After creating race-by-poverty cohorts of schools, I use multilevel models to examine math and reading achievement for the same students in fourth, sixth, and eighth grades. The racial and poverty composition of schools affect student achievement after factoring in student, family, and other school influences. In addition, increasing teacher quality and school resources reduces but does not eliminate the effects of school racial and poverty composition on student achievement. Policies leading to reductions in racial and poverty isolation in schools and increases in teacher quality should be pursued to guarantee equality of educational opportunities to all children in North Carolina schools.
Reflexiones y Demandas de Egresados de la Universidad de Granada sobre la Formación Práctica: Aportes para la Mejora del Espacio Europeo de Educación Superior
Authors: López López Mª Carmen , Fernández Herrería Alfonso
Published: January 2016

El Proceso de Convergencia en la Educación Superior a nivel europeo está causando una reconversión a nivel estructural, curricular y profesional de gran relevancia. Entre las demandas más reiteradas figuran las que solicitan una revitalización de la vertiente práctica de la formación. Este trabajo recoge las aportaciones, mediante grupo de discusión integrado por estudiantes egresados de la Licenciatura de Pedagogía, en torno a diez aspectos claves derivados del estudio comparado de los programas de Formación Práctica (Prácticum) de distintas universidades españolas
Reforming Educational Governance and Management in Egypt: National and International Actors and Dynamics
Authors: Ginsburg Mark , Megahed Nagwa , Elmeski Mohammed , Tanaka Nobuyuki
Published: January 2016

This historical case study examines the rhetoric, action, and outcomes of educational policy reforms in Egypt during the first quarter-century of the presidency of Mohamed Hosni Mubarak. The findings are based on an extensive review of Egyptian government, international organization, and project documents as well as interviews with key stakeholders. The study focused on proposed and implemented changes in the organization and distribution of various governance and management functions across school/community, district/idarra, governorate/muddiriya, and national/central levels of the education system. During the period under review Egypt experienced movement though uneven toward increased decentralization, with calls for deconcentration of responsibility in 1981, Ministry of Education actions that restricted local decision-making authority in the 1990s, and some concerted efforts toward delegation and devolution of authority as well as responsibility after 2001. In terms of community participation, during this period there were calls for and actions toward implementing broader and deeper forms and degrees of involvement by parents, civil society, and businesses. We draw on the following concepts to analyze a develop an account of these developments: institutional framework, financial resources, system leaders' capacity and political will, civil society's leaders' capacity and political will, global dynamics, and the role of international organizations
Standardized Assessments: Six Critical Reflections
Authors: Barrenechea Ignacio
Published: January 2016

This paper presents a review of the literature analyzing six key limitations of standardized evaluations. The six criticisms are the following: the tension that exists between the concept of multiple intelligences and the standardized evaluations, the disregard of components of the real curriculum - which is not necessarily exhausted in the prescribed curriculum, the risks of teaching to the test, the incentives that are generated to cheat or inflate the results of the tests, the lack of consideration of the economic differences of the pupils who are evaluated, and, finally, the limitations of the results of standardized evaluations as predictors of the labour success of the students. This paper concludes that when this type of evaluation is used as the only basis of educational decisions, the costs outweigh the benefits.
Premature celebrations: The persistence of inter-district funding disparities
Authors: Baker Bruce , Welner Kevin G.
Published: January 2016

Two interlocking claims are being increasing made around school finance: that states have largely met their obligations to resolve disparities between local public school districts and that the bulk of remaining disparities are those that persist within school districts. These local decisions are described as irrational and unfair school district practices in the allocation of resources between individual district schools. In this article, we accept the basic contention of within-district inequities. But we begin with a critique of the empirical basis for the claims that within-district disparities are the dominant form of persistent disparities in school finance, finding that claims to this effect are largely based on one or a handful of deeply flawed analyses. Next, we present empirical analysis, using national data, of 16-year trends (1990 to 2005) and recent patterns (2005 to 2007) of between-district disparities, finding that state efforts to resolve between-district disparities are generally incomplete and inadequate and that in some states, between-district disparities have actually increased over time.
K–12 and Postsecondary Alignment: Racial/Ethnic Differences in Freshmen Course-taking and Performance at California’s Community Colleges
Authors: Kurlaender Michal , Larsen Matthew
Published: January 2016

In this paper we focus on California high school students’ transition to community colleges. Our unique dataset tracks five cohorts of California high school juniors into their freshmen year at in-state community colleges. We evaluate the extent to which high school achievement tests (currently not utilized by community colleges in course placement decisions) are useful for predicting academic success at community college. In addition, given persistent disparities in college attainment by race, we explore whether this fundamental relationship between high school achievement, college course-taking, and performance differs for students from different racial/ethnic backgrounds.
Formação de Professores e práticas culturais: descobertas, enlaces e experimentações
Authors: Fiss Dóris Maria Luzzardi , Ogiba Sônia Mara Moreira , Meinerz Carla Beatriz
Published: January 2016

O Dossiê Formação de professores e práticas culturais é constituído por nove textos que consideram as interfaces estabelecidas entre a formação docente, as licenciaturas e os cursos realizados por docentes que atuam na Educação Básica. Ele pretende ser um espaço de socialização de trabalhos propostos por professores universitários que assumem perspectivas teóricas diferentes, mas se aproximam pelo compromisso firmado com as histórias do cotidiano da escola, dos licenciandos em suas inquietações e estarrecimentos, da docência como invenção que se (re)faz a partir do exercício rigoroso de pesquisa e reflexão sobre a própria prática. Este Dossiê expressa uma pluralidade de vozes e concepções, práticas e enlaces presentes no cotidiano da Formação Docente desde a perspectiva da universidade no seu diálogo com espaços escolares plurais em suas culturas, olhares e vozes. Uma pluralidade de experimentações sobre as quais nos falam os autores e que transitam por memoriais produzidos por alunas na Disciplina História da Educação no curso de Pedagogia, por inquietações hermenêuticas da História, por jeitos de significar a docência em encontros das Artes Visuais, pela redescoberta da docência que se faz de modo compartilhado no Ensino Superior, pela análise de relações existentes entre a compreensão das regras matemáticas por licenciandos e o ensino das mesmas por eles quando no exercício da docência, pela produção do ser educador a partir do desenvolvimento da autoria e de saberes próprios à docência nas aulas de Desenho, desenvolvimento, avaliação e inovação de projetos de intervenção socioeducativa, pela valorização de uma cidadania intercultural inclusiva considerada a partir de especificidades políticas e socioeconômicas de tempos que estão a exigir um olhar mais atento para a diversidade, pela constituição de ações que dialogam com as juventudes e as realidades socioculturais diversas e múltiplas presentes nos espaços escolares e não-escolares. Neste espaço de registro de memórias, são compartilhadas com os leitores algumas experiências desenvolvidas em tempos históricos distintos e em espaços geográficos e institucionais variados, uma vez que autores vinculados a diferentes universidades passaram para o papel um pouco de suas artes de fazer currículo no Ensino Superior. Busca-se contribuir para a ampliação e problematização do debate acerca das relações que se instituem entre a formação de professores e o currículo, protagonizadas tanto por licenciandos em seu tempo de Formação Inicial, nos Cursos de Graduação, quanto por professores da Educação Básica em sua Formação Continuada, nos Cursos de Pós-Graduação Lato Sensu.
Educadores De Jovens Trabalhadores Que Estudam: aprendendo a ensinar.
Authors: Da Silva Analise de Jesus
Published: January 2016

Os projetos analisados neste artigo foram realizados em 2010 e 2011, com a participação de jovens educandos da EJA (Educação de Jovens e Adultos) cuja faixa etária se situa entre 15 e 29 anos de idade, como atividade de disciplina cursada por seus professores durante a realização do Curso de Pós-Graduação Lato Sensu Especialização em Docência da EJA na Educação Básica: Juventudes Presentes na EJA, por dois semestres letivos. Constatou-se o êxito dos Projetos de Ação no que se refere a vários aspectos avaliados durante seu planejamento e execução, a saber: promoção de aprendizagens para além da sala de aula; percepção da importância de realizar atividades em grupo, formando equipes de estudos e aplicando o apr(e)endido nas oficinas de trabalho, tanto na construção, produção e uso dos recursos tecnológicos como na da economia solidária; promoção da apropriação dos bens culturais, oferecidos por municípios e estado, pelos jovens educandos com a consequente tomada de consciência de que este acesso é direito de todos; e, em especial, fomento ao interesse dos educandos pelas atividades escolares como consequência de se sentirem co-responsáveis por sua aprendizagem. Como resultado verifica-se a ausência de abandonos escolares temporários e uma redução de 37% no número de faltas esporádicas por parte dos alunos do Curso de Especialização.  A reflexão a respeito da ação educativa tratada neste artigo é fruto de um trabalho de compilamento de nove projetos desenvolvidos em um curso com enfoque nas juventudes presentes na EJA. Esse esforço é submetido a uma abordagem teórica e metodológica libertadora, segundo princípios buscados, sobretudo, em Paulo Freire, o que lhe confere rigor e qualidade acadêmicos. Observou-se, na prática cotidiana, o diálogo entre os projetos relatados em interface com uma fundamentação teórica capaz de explicitar avanços teórico-epistêmicos para o campo da Educação de Jovens e Adultos.
El Manual Invisible: Tres décadas de políticas de educación superior en Chile (1980-2010).
Authors: Salazar Zegers Jose Miguel , Leihy Peodair Seamus
Published: January 2016

La educación superior en Chile ha experimentado cambios muy importantes desde 1980. Claves para entender la evolución del sector, las políticas sectoriales han sido objeto de distintos estudios. Sin embargo, la orientación general de esa evolución y sus supuestos han sido menos explorados. Lo mismo ocurre con los cambios de dirección que ha tenido la acción estatal en el contexto de una regulación sectorial que permanece relativamente estable. A partir de un análisis de contenido de declaraciones de política educativa, este artículo revisa críticamente la tesis prevalente sobre la trayectoria de las políticas y propone una nueva lectura, en términos de las etapas que organizan la evolución del sistema de educación superior y los criterios generales que la han guiado. Además de permitir una mejor comprensión del proceso de transformación de la educación superior chilena, el artículo concluye dando algunas pistas sobre las crecientes dificultades que enfrenta la acción pública para orientar el sector en el futuro.
Social Pedagogy and Liberal Egalitarian Compensatory Programs: The Case of Head Start
Authors: Counsell Shelly Lynn , Boody Robert
Published: January 2016

Using Head Start as an example of a compensatory social program based on a liberal egalitarian view of justice, this paper shows how all such programs are fundamentally flawed.  In spite of any good intentions, by creating a discourse of deficiency and attempting amelioration through segregation this approach contains the seeds of its own failure.  And, indeed, Head Start has floundered since its inception.  That there is real need is clear; however, a new way forward is essential.  We propose a model, based on social pedagogy, that takes seriously and respectfully the lifeworld of the children and families involved, and works cooperatively to find a way forward for everyone instead of imposing an externally-driven system response to an inadequately understood lifeworld.  In addition, this reconceptualization must move beyond the exclusiveness of compensatory programs to inclusiveness of all children and families.  This approach offers hope both for a more just social world in general based on deliberative justice as well as attaining goals of student achievement and development.
Redefinições no papel do Estado: parcerias público-privadas e a democratização da educação
Authors: Peroni Vera Maria Vidal
Published: January 2016

O objetivo deste artigo é analisar a relação público-privada e as consequências para a gestão democrática das escolas no Brasil. Apresenta o contexto atual, pois entende a inserção da lógica privada nas escolas públicas como parte de mudanças ocorridas nesse período particular do capitalismo, que redefinem o papel do Estado e as políticas sociais. E expõe o exemplo de uma parceria entre o setor público e o terceiro setor, que foi objeto de pesquisa concluída recentemente. O referencial teórico que respaldou a pesquisa baseou-se em autores que analisam o período atual, como David Harvey e Istvan Mészáros, e o conceito de democracia baseado em Ellen Wood. Os dados, predominantemente qualitativos, foram coletados por meio de entrevistas com os gestores da política, análise de documentos, observações na escola e entrevistas com professores, diretores e equipe pedagógica. Em termos gerais, concluiu-se que as relações entre o público e o privado manifestam-se no período atual, tanto no que se refere à alteração da propriedade (público não-estatal), quanto em relação ao que permanece na propriedade estatal, mas reorganiza os processos educacionais na lógica do mercado.
Los mecanismos de la distorsión entre edades y cursos en Brasil: una fractura étnica y social, y un reto para la política educativa.
Authors: Rambla Xavier , Saldanha Pereira Rosangela , Gallego Liliana María
Published: January 2016

El artículo contextualiza la distorsión entre las edades estudiantiles y los cursos escolares en el marco de las desigualdades que fracturan el sistema educativo en Brasil. Luego analiza el peso de los distintos componentes de la pobreza multidimensional sobre la probabilidad de que un estudiante se encuentre en esta circunstancia de distorsión edad-curso. Este análisis permite revisar dos mecanismos mencionados por la literatura internacional como importantes factores de las desigualdades educativas, a saber: la acumulación de privaciones económicas, sociales y culturales a lo largo de la vida, y el acaparamiento de oportunidades a través de procesos de clausura social. En Brasil se observa que ambos contribuyen significativamente al rezago escolar.
Computer skills and digital media uses among young students in Rio de Janeiro
Authors: Duarte Rosalia , Cazelli Sibele , Migliora Rita Peixoto , Coimbra Carlos Alberto
Published: January 2016

The main purpose of this paper is provide information relevant for  the formulation of new policies for the integration of technology in education from  the  discussion of research results that analyse computer skills and digital media uses among students (between 12 to 18 years old) from schools in the city of Rio de Janeiro, Brazil. The schools surveyed were selected by a stratified random sample. The questionnaire allowed for statistical measurement of theoretical constructs employing non parametrical item response theory. The schools showed a homogeneous pattern with regard to the frequency of use and the ability of students to perform tasks on the computer. Most students use the computer and the Internet at home. The use of computers in schools is minimal and does not influence the students' ability. Even so, the use of a computer at school positively affects the frequency of use and suggests that schools can play a role in promoting digital inclusion. The availability of media resources at home, how long students have been using a computer and cultural practices during the students’ free time had notable positive correlations with the student’s abilities. The results suggest that the relation between age and abilities in the use of computer and internet was not significant, except in reference to school delays which were related to age and to students’ grades, i.e., the more delayed a student is, the less able he/she will be.
Significant Trends in the Development of Finnish Teacher Training Education Programs (1860-2010)
Authors: Uusiautti Satu , Määttä Kaarina
Published: January 2016

The roots of teacher training in Finland extend to the 1860s. The evolution of teacher training was closely connected to the history of elementary education and changes in educational policy and the Finnish society. Recently, the Finnish educational system and its teacher education programs have fared extremely well in international comparisons. This raises a question concerning the kinds of initiatives and policies that this story has involved. This article will provide some answers, and it also discusses the trends and developmental aspirations that have molded the approaches to teacher training in this country. The article is based on Finnish research literature on teacher training and relevant contemporary developmental reports and laws. The main purpose is to provide a review of the historical development of Finnish teacher training—its significant achievements and the most crucial turning points—and then to discuss their contribution to the educational outcomes in the current system.
El significado de estudiar para los jóvenes de bachillerato
Authors: Ibarra Uribe Luz Marina , Escalante Ferrer Ana Esther , Fonseca Bautista César Darío
Published: January 2016

El En el año 2008, en México se implantó la Reforma Integral de la Educación Media Superior. En este artículo utilizamos como estrategia metodológica un estudio de caso para analizar, en el marco de esta reforma, el comportamiento de la trayectoria escolar de la cohorte 2008-2011 de un bachillerato tecnológico en el estado de Morelos, y mostrar un acercamiento a las expectativas de egreso de jóvenes estudiantes de dicho bachillerato. Esto a partir de la satisfacción con su formación y del significado que le confieren a estudiar. En el análisis del trayecto escolar de los jóvenes de la cohorte mencionada, primera formada bajo el modelo educativo de dicha reforma, encontramos que los resultados en los indicadores educativos son prácticamente los mismos que se observaban antes de la implantación de la RIEMS. Por otra parte, podemos reportar que los jóvenes reconocen y valoran el carácter propedéutico de sus estudios para alcanzar movilidad social y económica. En este trabajo se recuperan las percepciones entre los estudiantes de más alto promedio escolar del plantel y las de aquellos jóvenes que se encuentran en riesgo de abandonar la escuela por la cantidad de materias no acreditadas a lo largo de un semestre.
La Autonomía de las escuelas en Portugal: El caso del Agrupamiento de Escuelas de Algoz – Silves
Authors: Rodríguez Miranda Francisco de Paula , Pozuelos Estrada Francisco José , García Prieto Francisco Javier
Published: January 2016

El desarrollo de la autonomía en el sistema educativo portugués ha experimentado diversas oscilaciones desde su promulgación en 1976. En la actualidad, en el contexto de la crisis económica, se observa una mayor regulación del currículum y su recentralización; sin embargo bajo el paraguas gerencialista han resurgido los contratos de autonomía con unas eminentes posibilidades de descentralización. En este artículo desgranamos hasta dónde es capaz de llegar una comunidad educativa cuando puede decidir con flexibilidad sobre su organización y gestión. El contrato de autonomía se erige como el canalizador de una serie de cambios que ha reformado completamente al centro educativo. Este es el estudio de caso del Agrupamiento de Escuelas de Algoz-Silves.
Education policies for gender equity: Probing into state responses
Authors: Stromquist Nelly P.
Published: January 2016

The implementation of non-discriminatory sex legislation provides theoretical and empirical grounds to examine responses by the state to gender equality. Tracing the trajectory of one such law in the U.S.—Title IX—over a period of 40 years, this study analyzes the extent to which the state: (1) acted as a unitary body, and (2) functioned to dismantle its own oppressive gender features. By examining the federal government’s three core branches (executive, legislative, and judicial), the study finds differential responses by branch, with the greatest variability expressed by the executive branch, revealing the state to be less than a coherent institution. The study also shows only modest efforts to enforce the law, raising doubts about the commitment of the state to transform the social relations of gender. The state’s framing of gender equality exclusively in terms of non-discriminatory practices falls short of fostering changes in gender mentalities and identities in U.S. educational institutions—an outcome reflected in the persistent gender clustering of fields of study at the university level.
Las sucesivas reformas de la formación profesional en España o la paradoja entre integración y segregación escolar
Authors: Merino Rafael
Published: January 2016

Las sucesivas reformas de la formación profesional se enfrentan a una paradoja: si se establece una vía separada de la vía académica se devalúa socialmente y queda marcada con un fuerte sesgo social. Si se intenta integrar la formación académica y profesional en un mismo currículum comprensivo las prácticas de profesores y alumnos hacen que se incorporen de facto caminos distintos para alumnos con bajo rendimiento escolar. En el presente artículo se analiza cómo se diseñó el encaje de la formación profesional en la enseñanza secundaria en las dos grandes reformas educativas que hubo en España en 1970 y en 1990, y cómo el diseño normativo y las acciones de los actores no siempre coincidieron. Se incluye una reflexión sobre la reciente propuesta de nueva reforma educativa del gobierno español, el proyecto de LOMCE del año 2012.
Uma abordagem multirreferencial da formação em sua complexidade
Authors: Ardouin Thierry
Published: January 2016

O artigo questiona a complexidade no campo da formação de adultos, apresentando e adotando uma postura construtivista, psicossocial e multirreferencial. Se a formação de adultos faz parte da educação, ela é constituída por uma pluralidade de domínios, de abordagens, de estatutos, de atores e de públicos que contribuem para caracterizá-la. A formação está em interação com as esferas da educação, do trabalho e da sociedade, constituindo os chamados "mundos sociais da formação". A formação de adultos está submetida a certos paradoxos como a lógica da formação operacional e de desenvolvimento de pessoas, de desenvolvimento individual e da sociedade. A formação deve tomar em conta estas tensões, guardando seus fundamentos humanistas.
Mulheres de meios populares e a construção de modos de participação nas culturas do escrito (Minas Gerais, Brasil, Século XX)
Authors: Galvão Ana Maria de Oliveira , Queiroz Kelly Aparecida De Sousa , Jinzenji Mônica Yumi
Published: January 2016

Como mulheres de meios populares constroem, ao longo de suas trajetórias de vida, modos de participação nas culturas do escrito? Que instâncias ocupam o papel de “agentes de letramento” nessa participação? Que tipos de participação são construídas? Este artigo busca, com base nos resultados de uma pesquisa concluída, analisar as táticas por meio das quais um grupo de mulheres negras, com experiências restritas ou inexistentes de escolarização, originárias em sua maioria de espaços rurais e atualmente moradoras de um aglomerado em Belo Horizonte, Brasil, construiu sua participação nas culturas do escrito, em meados do século XX. Baseados na metodologia da História Oral, entrevistamos 33 mulheres e realizamos o levantamento de dados secundários de suas localidades de origem. Os pressupostos da história cultural, da sociologia da leitura, e dos trabalhos que discutem as relações entre oralidade e cultura escrita fundamentaram a análise dos dados. Os resultados do estudo indicam que a família, a escola, os espaços urbanos e a participação em movimentos sociais foram as principais instâncias que possibilitaram um uso mais efetivo da leitura e da escrita. Mostraram, ainda, que os modos de participação nas culturas do escrito construídos pelas mulheres foram bastante distintos entre si: algumas se tornaram leitoras literárias, escrevem poemas e músicas, desenvolveram uma oralidade extremamente estruturada; a maioria, no entanto, vivencia uma relação de pouca aproximação com o mundo escrito: aprendeu a assinar o nome e desenvolveu táticas para viver em uma sociedade grafocêntrica, como a memorização e o apoio dos que dominam a leitura e a escrita.
Educação de Jovens e Adultos no Sistema Penitenciário: notas de pesquisa sobre a experiência brasileira
Authors: Julião Elionaldo Fernandes
Published: January 2016

A educação para jovens e adultos em situação de restrição e privação de liberdade no Brasil, ao longo dos últimos anos, vem se consolidando como uma política pública nacional. Dentre as principais conquistas destacam-se a aprovação de diretrizes nacionais que normatizam encaminhamentos e fundamentam princípios político pedagógicos para a sua execução nos estados da federação. Contribuindo para as discussões implementadas, principalmente nos espaços acadêmicos, este artigo, fruto de pesquisas realizadas ao longo de 15 anos de estudos, tem como objetivo apresentar algumas reflexões sobre a escola no sistema penitenciário brasileiro e sobre o papel da educação para jovens e adultos em contexto de privação de liberdade. Dentre as principais discussões, destacam-se, em linhas gerais, o cotidiano nos espaços escolares do cárcere; o perfil dos profissionais que atuam nestas escolas; o perfil do aluno, interno penitenciário; questões sobre a leitura e a existência das bibliotecas no cárcere; e sobre as perspectivas metodológicas implementadas nas escolas do sistema penitenciário.
Evasão Na EJA. Histórias De Abandono Ou Determinação? Usos e táticas de praticantes na autogestão da vida
Authors: Oliveira Inês Barbosa de , Coutinho Maria Clara Gama Cabral
Published: January 2016

A partir de narrativas de sujeitos da educação de jovens e adultos, este texto discute a ideia de evasão escolar propondo a problematização do tema, considerando a possibilidade de compreensão desta como uma possível forma de uso da escola mais do que como uma desistência ou abandono. Nossa hipótese de reflexão é a de que esses alunos, que abdicam de dar continuidade à sua escolarização, podem estar deixando a EJA por escolha de vida, em nome do direito que possuem de usar a escola a seu modo e a seu favor, optando por estar nela quando há interesses específicos naquilo que ela pode oferecer, e por não estar quando outros interesses a ela se sobrepõem, sem que isso comprometa seu direito a uma vida digna e plena. Esta é a perspectiva da justiça cognitiva, na qual as relações entre os conhecimentos são horizontalizadas e não hierárquicas, evidenciando um diálogo e um enredamento que não privilegiam necessariamente os conhecimentos formais, estabelecendo-se como uma relação mais ecológica, de complementaridade e interdependência entre os conhecimentos escolares e os conhecimentos aprendidos com a vida cotidiana. Consideramos, ainda, a possibilidade de essas escolhas serem compreendidas como modos de exercer o direito a aprender por toda a vida a partir de objetivos e hierarquias de valores para além dos hegemônicos, porque baseados no reconhecimento, na validade e na importância de diferentes conhecimentos e valores.
Class and Parents' Agency in West Virginia: Between Choices and Rights
Authors: Sherfinski Melissa
Published: January 2016

Universal pre-kindergarten (UPK) is a popular reform in West Virginia, offering part-time readiness-oriented instruction for four-year-olds and some three-year-olds with special needs. The reform joins public school sites and community partners (private preschool and/or Head Start resources) in the goal of pre-kindergarten for all eligible children, and has targeted the struggling lower-middle class. UPK may position parents between choices and rights by providing discrepant public and private choices for families who do not qualify for the Head Start strand while naming access “universal”. In this case study, I examine the context of access in relation to the discourses and politics of neoliberal globalism. Neoliberal globalism has shaped West Virginia’s UPK policy towards producing particular childhoods and roles for teachers and parents in service to the economic growth of the state. Specifically, I analyze the role of social class dynamics among lower-middle class parents who sought readiness opportunities in one UPK community. The results indicate that Bourdieu’s theory of social reproduction is relevant. Lower-middle class parents were active and instrumental choosers within the hybrid market system. Given two groups of lower-middle class participants (RMC-recent members of the lower-middle class descended from the middle class and HMC-historical members of the lower-middle class), RMC advantageously engaged resources traditionally designated for poor and working class families while HMC used  social networks built locally over time to support their choice-making. In order to re-think West Virginia UPK’s position towards cultural pluralism and social justice, I suggest several possibilities in the areas of policy, community deliberation, and educational practice.
Access to High School Arts Education: Why Student Participation Matters as Much as Course Availability
Authors: Thomas M. Kathleen , Singh Priyanka , Klopfenstein Kristin , Henry Thomas C.
Published: January 2016

There is renewed interest in the role of arts education in the curriculum of U.S. public schools not only because of the intrinsic value of the arts and its believed impact on achievement, but because cultivating creativity is thought to promote innovation and fuel economic growth. Still, we know little about basic access to arts education. Using individual-level administrative data from The University of Texas at Dallas Education Research Center (UTD-ERC), we develop several distinct indices of access to identify high schools rich in the arts. We find that high schools offering an extensive number of courses in the arts do not necessarily enjoy high rates of student participation. Policymakers who examine access based only on course counts in the arts will identify predominately large, non-rural high schools as having arts-rich environments. Evaluating arts programs along a single dimension, as is common in federal reports and other studies, fails to provide an accurate representation of access to arts education. Any examination of access to arts education should jointly consider course availability and student engagement in the arts. Policymakers can follow our approach and develop similar indices to assess the current state of arts education in their states.
DESAFIOS DA FORMAÇÃO DOCENTE NO CURSO DE PEDAGOGIA: aligeiramento e pragmatismo
Authors: Cação Maria Izaura
Published: January 2016

O artigo analisa as recentes políticas de formação de professores no Brasil em suas correlações com o trabalho e a profissão docente. Discute essa formação a partir das diretrizes traçadas pelo Banco Mundial na década de 1990, para a reforma do ensino superior nos chamados países em desenvolvimento, enfocando momentos decisivos para a implantação das políticas educacionais sob os pressupostos neoliberais. Estes operam a uma “nova” valorização da educação nesta fase de reestruturação do capitalismo, no sentido do esvaziamento da educação escolar; desfertilização da escola; desintelectualização do professor; aligeiramento, fragmentação e esvaziamento do conteúdo no processo de formação docente e à recontextualização, aos novos ditames, da relação teoria-prática. As reformas pós-LDB (Lei de Diretrizes e Bases da Educação Nacional – Lei nº 9394/1996), no que tangem à formação de professores, são analisadas em relação aos processos de reestruturação produtiva; ao debate sobre um novo paradigma do conhecimento e à relação teoria e prática nos cursos de formação. Nesse sentido, analisa a relação teoria-prática em face às Diretrizes Curriculares Nacionais para o Curso de Pedagogia (DCNCP), tendo como enfoque o Curso de Pedagogia da Faculdade de Filosofia e Ciências da Universidade Estadual Paulista, Campus de Marília, em seu processo de reestruturação. Formação ampla no que tange à atuação do licenciado, mas restrita quanto aos conteúdos oferecidos, torna improvável, em quatro anos, formação aprofundada para as atribuições previstas. Discutindo essas correlações, aponta perspectivas de formação humanizadora e crítica. Por fim, apresenta algumas conclusões preliminares considerando avaliação dos discentes do curso.
Segregación Social y Desigualdad de Logros Educativos en Argentina
Authors: Krüger Natalia
Published: January 2016

En este artículo se analiza el impacto de la segregación estudiantil por nivel socioeconómico sobre la equidad educativa en la escuela secundaria argentina. La presencia de segregación implica que los alumnos se distribuyen de forma desigual en el sistema, tendiendo a concentrarse en ciertos establecimientos según su origen social. El objetivo es evaluar si este proceso contribuye a incrementar la desigualdad de logros educativos. Empleando la base de datos de PISA 2009, se estiman modelos multinivel para examinar el efecto de la composición social estudiantil de las escuelas en el desempeño individual en las pruebas de Lectura. La evidencia apoya la existencia de efectos composicionales significativos que contribuyen a explicar la dispersión en los resultados. Esto indica que los jóvenes de bajo estatus socioeconómico enfrentan un doble riesgo educativo: a la desventaja inicial relacionada con su contexto social y familiar desfavorable se suma la probable asistencia a centros con una población estudiantil más vulnerable y la exposición a efectos de pares negativos. Los hallazgos permiten sostener la importancia de considerar a la composición social de las escuelas como una variable clave de política educativa, y señalan la necesidad de analizar medidas orientadas a fomentar la integración social en el sistema.
Toward educational testing reform: Inside reading achievement tests
Authors: Schutz Dick
Published: January 2016

The commentary (1) uses the U. S. National Assessment of Educational Progress (NAEP) as a prototype for examining standardized reading achievement tests at the item level, and (2) sketches an alternative based on an initiative underway in the United Kingdom.