A meta-analysis. California: Cambrigde University Press. Educational Psychology Review, vol. Michael Spector, M. Palabra Clave, vol.
Categorizando a los usuarios de sistemas Baptista y M. McPherson eds. Proceedings of the Interna- digitales. Lisboa, The design and develo- ment. Searson y M. Ochoa eds. Jacksonville, Es- Education, vol. Instruction based on visualizations. Handbook of tivos. En Ismael E. Los modelos tecno-educa- research on learning and instruction pp. Nueva tivos, revolucionando el aprendizaje del siglo XXI pp. Cognitive theory of multimedia learning.
Revista Iberoamericana Julie. As- Supporting teachers with mobile technology. Which instructional design models are bile learning: Learning theories, human cognition and design educators using to design virtual world instruction? MER- principles. British Journal of Educational Technology, vol.
Monterrey, N. El Dr. Que en paz descanse. La presente obra busca precisamente cumplir con esas expectativas. Contextos educativos. El estudio, de corte cualitativo, presenta conclusiones esclarecedoras: el discurso cotidiano de los docentes reprueba el sexismo, pero no se implementan suficientes acciones para eliminarlo. Se analizan los puntos de vista de normalistas y sus formadores.
Guerra y J. To achieve this, precedents and perspectives at national and international levels were documented and a global vision was reached on trends and theoretical orientations, from the point of view of the quality and educational management by the UNESCO, UN, OECD, elements from the National Education Policy and the Educational Reform of The methodology approach was interpretive hermeneutic given its social character, to understand the context that determines the conditions in which the subject of research develops.
It was based on documentary research, and the content analysis and comparative study techniques were employed. The results stress the need for administrative change to find a new way of conceiving SS as a process of systematic evaluation, characterized by constant accompaniment and pedagogical advice to the teaching practice of educational institutions. They also propose the promotion and development of the necessary administrative skills and competencies to carry out their functions better.
This requires more efficient processes of collaboration, leadership, decision making, creativity, communication, administration and educational management.
Keywords: leadership, educational management, quality of education and counseling. Figura 1. En cuanto a los perfiles de la SE solo se mencionan los rasgos de orden administrativo. De la Orden, A. Plan Nacional de Desarrollo Reforma Educativa. Propuesta al H. Distrito Federal. Lecturas pp. Schmelkes, S.
Hacia una mejor calidad de nuestras escuelas. SEP Plan Sectorial de Desarrollo Educativo The challenge of strategic planning in the educational institution Strategic planning is a permanent, continuous and systematic process that analyzes the relationship between the members of an educational community. This research presents the analysis of the internal and external conditions of the Secundaria General Transferida No. A situational diagnosis was performed, which is a tool that allows to know and evaluate the operating conditions of an organization, based on the analysis of four variables: strengths, weaknesses opportunities and threats SWOT.
To prepare this diagnosis of the environment, a survey for teachers was designed and applied, and semi-structured interviews were conducted for administrators.
Descriptive field methodology was used with cross-sectional design. The data was analyzed with descriptive statistics, included in the table of environments both internal strengths and weaknesses and external opportunities and threats. A scatter chart was created, constructing the SWOT impact matrix. This impact matrix allows decisions to be made, to reform the mission, vision, objectives and values of the institution, and to design the strategies consistent with the SWOT and impact matrices.
These were classified in strategies of consolidation, contingency, growth and change. In each, programs, activities and projects were designed to reduce threats and weaknesses and transform them into opportunities and strengths.
The proposed strategic plan capitalizes on human and material resources, establishes performance indicators, and designs actions and strategies to achieve the goals of the educational institution.
Keywords: strategic planning, educational diagnosis, educational strategies, school management, prospective. Atiende alumnos, cuenta con director y 1 subdirector, 36 docentes, prefecto, trabajadora social, 4 administrativas y 2 conserjes.
Impuntualidad y ausentismo de alumnos. David, F. Diez de Castro, P. Felcman I. Argentina: Ediciones Cooperativas. Fleitman, J. Negocios Exitosos. Fuster, J. Koontz, H. Una perspectiva global y empresarial.
Revista Ciencia Administrativa, 2. Sallenave, J. Serna, H. Steiner, G. Lo que todo director debe saber. Whiteley, R. The Customer Driven Company. Estados Unidos: Addison-Wesley. Daily school management practices of elementary education administrators We reviewed literature that offers theoretical-conceptual elements about the professional practices of the elementary school principal, as well as some processes that take place in schools. The daily practices carried out by principals, particularly those related to school management, were analyzed.
Three important factors of the organizational-administrative dimension were discussed: planning, staff development and institutional leadership, as well as how these factors influence their managerial practices. This is important because, in their practice, the principal should be responsible, above all, for compliance with the regulations issued by the administration, because he embodies the position of government of the education system closest to teachers and parents.
Likewise, we reviewed the guiding documents that delimit the functions of school principals and highlight the School Management Model, which supports and strengthens the leadership attitude of the principal for school planning. Keywords: school management, administrators, practices, functions. El contenido se aborda en apartados. El directivo para Harf y Azzerboni , p. Examinar las actividades que realiza el director respecto al desarrollo del personal en su centro de trabajo.
Igualmente se examina el concepto de liderazgo y se distinguen las acciones que realiza el directivo al asumir un liderazgo institucional y promover el trabajo colegiado SEP, En la tabla 1 se presenta un esquema entre los resultados esperados y los hallazgos obtenidos al aplicar el modelo descrito. Tabla 1 Esquema resultados esperados - hallazgos obtenidos elaborado por la investigadora Los resultados que se esperan de los Los resultados y hallazgos obtenidos en directivos.
Isaacs , p. Creswell, J. Thousand Oaks, CA: Sage. Los Angeles: Sage. Desarrollo profesional del docente. Harf, R. Buenos Aires, Argentina: Novedades Educativas. Isaacs, D. Pamplona: Universidad de Navarra. ITESM Curso Formando formadores. Madrigal, B. Habilidades directivas. Navarro, M. Puebla: Universidad Iberoamericana. Pozner, W. Buenos Aires: Aique. Monterrey: Castillo. Nivel de Primaria. Reporte Final. Programas Escuelas de Calidad.
Weinberg, P. It shows the current state of research in this area and in relation to the types of publications, the quantity of them in each educational level, institutional affiliation of researchers, among other aspects. Accordingly, the analysis outcomes identify those researchers whom, by their frequent individual and collective publications, can be considered as research leaders in science education in the national context. The knowledge about the current state of affairs in this research field, about research interests, affiliation and participation in postgraduate programs, etc.
Among the results, we highlight that basic educational level is the most researched with more quantity of publications and researchers compared with pre-graduate and higher education. The majority of research works reviewed was published in conference proceedings, as well as national or international educational research journals.
It was possible to identify consolidated groups with well-defined research interests, as well as the higher education institutions of affiliation, which are mostly located in Mexico City. Osorio, El trabajo completo puede consultarse en Balderas et al. Figura 3. Balderas, R. Carrasco, A. COMIE Garritz, A. Revista RBBA, 2 2 , Osorio, R. Calixto, R. Candela, A. Benlloch Burrull Coord.
McCarty Ed. Londres: Lawrence Erlbaum Associates, Inc. Quintanilla Gatica y A. Retos y propuestas pp. Canedo, S. Chamizo, J. Dos agendas que enfrentar. Flores, F. Flores, M. Gallegos, L. La multiplicidad de representaciones acerca de la estructura de la materia. Pozo y F. Flores Eds. Preschool Science Learning: the construction of representations and explanations about color, shadows, light and images. Manassero y A. Madrid: OEI. Madrid: Antonio Machado Libros.
Guerra, M. Characterizing teacher verbal interventions as a baseline for a personalized program of professional development: the challenge of addressing individual needs. California, E. Lyon, Francia. Pereda, S. Reyes, F. Philadelphia, EUA. Reyes, L. Tres estudios de caso de profesores de secundaria.
Concepciones respecto al aprendizaje y uso de las Tic's de los profesores de Ciencias Naturales. Trinidad, R. The elementary education professional as a researcher This document presents an exploration of the conditions that establish research as a component of the functions of the elementary education professional, highlighting references that provide normative support, such as the General Law of Professional Teaching Service and the various guidelines recently published by the National Institute for Education Assessment and, at the operational level, the School Improvement Route through the School Technical Council.
This study is based on the expectation that the Technical School Council will be consolidated as the collegiate body seeking explanations and solutions to the obstacles in students' learning and the professional development of the school community, through the generation of systematic inquiries based on pedagogical theories and assumptions, which will lead to an understanding of the events and processes involved in school and classroom action.
This involves adopting the reflexive competency as a component of the professional profile of the educator, as it enables understanding and educational transformation through formative research. Keywords: teaching skills, basic education, vocational training, pedagogical management, action research, educational legislation. Para Day , p. Brubacher et al. Referencias Arnaut, A.
Continuidad, reforma y cambio. Brubacher, J. Barcelona: Gedisa. Cerda, H. Formar docentes. Madrid: Narcea. Gobierno Federal Ley General del Servicio Profesional Docente. Desarrollo profesional del maestro: La competencia reflexiva. King, M. Redes, 11 21 , Melchor Aguilar, J. Cinta de Moebio, 14, Textos de Wilfred Carr. Paquay, L. Paquay, M. Charlier y P. Perrenoud Coords. Estrategias y competencias pp. Fase intensiva. Orientaciones para establecer la Ruta de mejora.
Vasilachis de Gialdino, I. Vasilachis de Gialdino Coord. It was born as an educational alternative for the young graduates of public middle schools in Santa Catarina, with the intent to contribute in the face of the lack of an educational offer to cover the existing demand at the high school level and with the conviction of promoting social development through the incorporation to the workforce or continuing professional studies.
After nine years of operations it has proven itself to be one of the main options and their indicators of efficiency and academic success, expressed in terms of enrollment, retention, and overall efficiency, have improved year after year. Faced with this, the present research aims to find out which are the elements of the institution's model responsible for the permanence and success of students.
Keywords: educational alternatives, access to education, technological baccalaureate, educational innovation, social participation.
Desde el origen de la preparatoria a la fecha, estudiantes han colaborado como profesores. La eficiencia terminal ha crecido de un Determinar el grado de involucramiento de los estudiantes en la preparatoria. Seguido del involucramiento y el compromiso emocional, tiene el mayor peso asociado a la permanencia el involucramiento y compromiso cognitivo de. Referencias Bean, J. The psychology underlying successful retention practices. Bean, J. American Educational Research Journal, 22 1 , Bourdieu, P.
Los herederos. Los estudiantes y la cultura. Argentina: Siglo XXI. Designing and Conducting Mixed Methods Research. Thousand Oak, CA: Sage. Feinstein, A. The evaluation of validity. New Haven: Yale. Fernandez, N. Paradigma, 30 2 , Fishbein, M. Attitudes toward objects as predictors of simple and multiple behavioral criteria. Psycological Review, 81, Fredricks, J. Review of Educational Research, 74 1 , Barcelona: PPU. Inventario autodescriptivo del adolescente IADA.
Hair, J. Multivariate Data Analysis 6a ed. Estados Unidos: Pearson Prentice Hall. Hoyle, R. Structural equation modeling: Concepts, issues, and applications. California: SAGE. Informe Journal of School Health, 74 7 , Lerner, R. Journal of Youth Adolescence, 39 7 , Student Engagement and High School Reform.
Educational leadership. PISA Results. Delgado y J. Oviedo, H. Quiroga, F. Informe de actividades PPSC. Monterrey: UDEM. Ricoy, C. Santa Catarina N. SENL a. Monterrey: SENL. SEP a. Spiegel, R. Educational research quarterly, 29 3 , VII pp. Terrail, J. Tinto, V. Review of Educational Research, 45 1 , Subatractive schooling.
US Mexican youth and the politics of caring. Vasilachis, I. Verdugo, E. Villa, L. Yuni, J. Mapas y herramientas para conocer la escuela. Argentina: Brujas. Zorrilla, J. After this man came his brothers, and eventually wives and children who had initially waited for them in Mexico. Finally, in the s single women from the rancho joined uncles and aunts in Chicago, and currently many young people, with and without families, continue to arrive, leaving the older generation behind in the rancho.
The network is now strong in Chicago, helping new arrivals with hous- ing and jobs. Many network members live, work, and socialize together, forming the fabric of each others' lives. Families save money by living with relatives before buying their own houses in core Mexican neighborhoods in Chicago, moving to "better" neighborhoods farther south in the city as heir situations improve economically.
Many also build homes in the rancho. Moreover, everyone with legal papers returns to Mexico frequently for special celebrations weddings, baptisms, and fiestas and to oversee their entrepreneurial avocado orchards. Thus the network is markedly trans- national, communicating with and talking about those not physically present on a daily basis. Even members of the second and third generations have strong interpersonal ties to the rancho, sometimes spending months.
They are socialized into ranchero ideologies and linguistic practices by their grandparents in Mexico and by their parents and other relatives in Chicago. Moreover, the neighborhoods in which they live in Chicago are often heavily Mexican and heavily ranchero, as are the public schools most children attend. Their neighborhoods provide plenty of Mexican food, music, clothing, jewelry, and so on. One can live most daily life in Spanish: at church which now has an altar to Mexico's Virgen de Guadalupe , at home, in the stores, on the streets, in community centers, and even—for some—at work.
For example, many adult women work in food preparation and other factories almost entirely with other Mexican women, limiting their exposure to En- glish. Many men, in contrast, have more opportunity to use English with English-speaking bosses and co-workers, although they, too, often work together in small Spanish-speaking groups, for example, in railroad construc- tion. Members of the second and third generations who go to school in Chi- cago learn English fluently by the end of elementary school, and some have difficulty with Spanish fluency and accuracy after years of schooling in English.
Some parents deliberately teach their children Spanish literacy, con- cerned that this aspect of their heritage will be lost as they acquire the much- needed English language, and some insist on the use of Spanish in the home. The next section explores language use in the network, framing the discus- sion in terms of language socialization. During this long-term ethnography, many children in the network have been born and raised, and those who were children at the beginning of the research are beginning to marry and have children themselves.
Farr in press describes and analyzes three ways of speaking that are culturally significant in this community. In this section we contrast a primary framework for speaking Goffman, , franqueza frankness, candor, and directness, including earthy, rough talk , in "serious" or regular talk with more playful and poetic uses of language.
Franqueza has been described elsewhere in detail Farr, a as the way in which men, women, and even children construct themselves as self-assertive and individualistic, a way of speaking that presumably developed in the mate- rial history of rancheros in frontier regions of Mexico. Thus, a ranchero sense of personhood includes knowing how to defenderse defend oneself verbally.
The way of speaking that expresses and constructs that sense of personhood, franqueza, is characterized by frequent use of directives usually as syntactic imperatives and direct questions sometimes even described with the verb interrogar [interrogate]. The following examples illustrate this direct style of speaking: Direct Questions ejPor que tu no has venido?! Why haven't you come?! What happened? Hurry up! As one woman put it, De lo que tiene uno mas miedo de ir [a hacer]— de una vez What one is most fearful of [doing]— confront it at once , evoking a well known proverb, Al mal trago darle prisa Bitter drinks should be gulped down.
Children are socialized to be strong, self-assertive individuals who frequently speak their minds directly and candidly with what has been called "the arro- gance of their Spanish heritage" Gonzalez, This direct, self-assertive way of speaking and behaving is exemplified in Chicago when people, out of pride, quit jobs abruptly when treated badly by employers or take chil- dren out of summer programs suddenly, without discussion when the teacher has yelled at them and made the children nervous.
Franqueza, then, is common in ordinary daily speech for "serious" communication. When talk turns playful, however, seriousness is put aside. The primary framework of direct utilitarian speech is then complemented by indirect teasing, jok- ing, and punning, often within the verbal activity of echando relajo jok- ing around Farr, , in press.
People show high regard for those who tienen gracia speak with wit and grace , who add sabor flavor to their speech Farr, Word play is constant, sometimes with doble sentido double meaning, one of which can be sexual , and a rich range of genres fill daily conversations with the delight of verbal artistry; children avidly attend to these speech events so thai lhey, too, can acquire such verbal skills. In the transcript below, a young aunt attempts to teach her 3-year-old niece to call her by her "new" name in Chicago Betty, based on her first name, Beatriz , rather than by her childhood nickname from the rancbo Ticha.
Names used in the transcript are pseudonyms. The mother, also in her 20s, playfully attempts to undermine the aunt's efforts, and the two women engage in a humorous battle of words via the child.
Also present is the senior author, though here she only laughs. For transcription conven- tions, see Introduction, footnote 2. The words in bold in lines show the mother teasing the aunt by undermining her efforts to get the child to use her new name. She does this by playfully suggesting inappropriate language for the child to say to her aunt—a sanitized version of "go to the devil. The words in bold in lines show the aunt's use of playful language that confuses the child.
The aunt expresses her frustration about her lack of success in getting the child to use her new name in line 34, when she switches to the formal pronoun le objec- tive form of usted from the informal te objective form of tu that she has been using in addressing the child.
This use of the formal pronoun indexes the formality of her role authority over the child and is used when adults reprimand children or direct their behavior. Yo no se de— [pause] Ticha. Me llamo Beatriz. Soy la Beti. A ver dime Beti. Dime "Hola Beti. Dile "iVeti pa' 'onde tiaV In a story. I don't know— [pause] Ticha. My name is Beatriz. I am Betty.
Let's see, say Betty to me. Say it. Say to me, "Hi Betty. How's it going? How are you? Well yes, that's my name, my name is Beatriz, but they call me Betty. Betty Betty. Let s see, say it to me. Zj Aunt: jQuien es ella? YV7L ' 1 Who is she? Tu tia Ticha no te quiere. Your Aunt Ticha doesn't love you. Who is ella?
0コメント