75 results
Search Results
2. Education and the Challenges for Democracy.
- Author
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Reimers, Fernando M.
- Subjects
CITIZENSHIP education ,DEMOCRACY ,CIVICS education ,EDUCATIONAL change - Abstract
Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
3. Educación preescolar y habilidades en estudiantes: un análisis de contribuciones marginales sobre la educación secundaria.
- Author
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Cortez Soto, Sara Nohemí and Moreno Treviño, Jorge Omar
- Subjects
PRESCHOOL education ,LEARNING ability ,EARLY childhood education ,SECONDARY education ,ACADEMIC ability - Abstract
Copyright of Revista de Economía (Universidad Autónoma de Yucatán) is the property of Universidad Autonoma de Yucatan, Facultad de Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
4. Brecha y desigualdad digital en la educación argentina.
- Author
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González, Fabián Enrique and Arévalo-Wierna, Carla
- Subjects
INFORMATION & communication technologies ,ACADEMIC achievement ,EDUCATIONAL resources ,ACCESS to information ,HIGH schools - Abstract
Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
5. LOS IMAGINARIOS SOCIOTÉCNICOS DE LA POLÍTICA EDUCATIVA DIGITAL EN MÉXICO (2012-2022).
- Author
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Dussel, Inés and Williams, Federico
- Subjects
TECHNOLOGICAL innovations ,DIGITAL technology ,GREY literature ,SCHOOL enrollment ,EDUCATIONAL equalization ,IMAGINATION ,FREEDOM of association - Abstract
Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
6. La escuela, ¿gran igualadora o mecanismo de reproducción? La desigualdad social y educativa más de 50 años después de Coleman.
- Author
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Martínez Rizo, Felipe
- Abstract
Copyright of Revista Latinoamericana de Estudios Educativos is the property of Centro de Estudios Educativos, A.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
7. From Determinism to Agency: Narratives of Secondary Technical-Vocational Education Graduates Who Access University.
- Author
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Concha Saldías, Claudia Mónica, Sánchez Sánchez, Gerardo Ignacio, and Schilling Lara, Caroll Alejandra
- Subjects
GRADUATE education ,SECONDARY education ,VOCATIONAL schools ,SOCIAL integration ,SECONDARY schools - Abstract
Copyright of Pensamiento Educativo is the property of Pontificia Universidad Catolica de Chile, Facultad de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
8. RECUPERAÇÃO PARALELA: REPERCUSSÕES NA PERMANÊNCIA ESCOLAR E NA APRENDIZAGEM.
- Author
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Franco Novaes, Gláucia Torres, Bauer, Adriana, de Sá Barretto, Elba Siqueira, and Rosa Lombardi, Maria
- Subjects
EDUCATIONAL equalization ,ELEMENTARY schools - Abstract
Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
9. La brecha socioeducativa derivada del Covid-19: posibles abordajes desde el marco de la justicia social.
- Author
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Albalá Genol, Miguel Ángel and Guido, Juan Ignacio
- Subjects
SOCIAL justice ,FAMILIES ,CLASSROOMS ,EDUCATIONAL equalization ,STUDENTS ,EDUCATIONAL sociology - Abstract
Copyright of Revista Latinoamericana de Estudios Educativos is the property of Centro de Estudios Educativos, A.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
- Full Text
- View/download PDF
10. Las Transiciones a la Educación Secundaria Post Obligatoria en Cataluña: Un Análisis desde la Sociología de la Política Educativa.
- Author
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Tarabini, Aina and Jacovkis, Judith
- Subjects
EDUCATION policy ,EDUCATIONAL sociology ,SECONDARY education ,SOCIOLOGY education ,COMPULSORY education - Abstract
Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
- Full Text
- View/download PDF
11. El Programa de Educación Inicial No Escolarizada del Conafe: buenas prácticas para contrarrestar las desigualdades sociales.
- Author
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Villaseñor Palma, Karla
- Abstract
Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
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12. Educando a los hijos de los pobres. Un Movimiento Mundial Paradójico.
- Author
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Reimers, Fernando M.
- Abstract
Copyright of Revista Latinoamericana de Estudios Educativos is the property of Centro de Estudios Educativos, A.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2015
13. Un análisis comparado de las desigualdades de acceso a la universidad en Argentina, España y México en 2013.
- Author
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Fachelli, Sandra, Derteano, Pablo Molina, and Torrents, Daniel
- Abstract
Copyright of Education & Law Review / Revista de Educación y Derecho is the property of Revista de Educacion y Derecho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2015
14. Transitions to upper secondary education in Catalonia: A sociological analysis of education policy
- Author
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Aina Tarabini and Judith Jacovkis
- Subjects
transiciones educativas ,educación postobligatoria ,desigualdad educativa ,política educativa ,formación profesional ,bachillerato ,orientación ,Education - Abstract
Transitions to upper secondary education are crucial to explain different degrees of social selectivity in diverse education systems. In Catalonia these transitions are especially relevant as the education system is formally comprehensive until the end of compulsory secondary schooling, and only at this point the system is divided in two different tracks: the academic and the vocational. The aim of the paper is to analyse the structural, institutional and discursive articulation of this transition point from the perspective of the sociology of the education policy. Specifically, the paper explores three dimensions of analysis: the structure of the education system, the planning of the supply, and the guidance models. The analysis is based on 28 in-depth interviews with policy makers and stakeholders in the field of upper secondary education in Barcelona. The results point out to the relevance of the political-institutional articulation, contradictions, tensions and omissions of different education systems in setting unequal opportunities of educational transition.
- Published
- 2020
- Full Text
- View/download PDF
15. Capacidades, hábitos y carácter: atribuciones docentes sobre el alumnado de Bachillerato y Formación Profesional
- Author
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Aina Tarabini, Alba Castejón, and Marta Curran
- Subjects
profesorado ,expectativas docentes ,itinerarios educativos ,transiciones educativas ,discurso docente ,desigualdad educativa ,Social Sciences ,Sociology (General) ,HM401-1281 - Abstract
La división de los sistemas educativos en itinerarios diferenciados —académico y profesional— es uno de los elementos centrales para explicar las pautas de estratificación y desigualdad social en el ámbito internacional. Entre los múltiples factores que dan cuenta de la relación entre itinerarios educativos y desigualdad social, la literatura especializada ha señalado el rol que desempeñan las expectativas docentes como factor crucial para entender la asignación de diferentes estudiantes a distintos itinerarios. En el contexto español, es todavía escasa la literatura que aborda el rol de las creencias docentes para entender las pautas de desigualdad social asociadas con las transiciones educativas de los y las jóvenes. En este contexto, el objetivo del artículo es analizar la imagen que el profesorado tiene construida del alumnado de Bachillerato y de Formación Profesional (FP) e investigar las características atribuidas a los y las estudiantes de ambos itinerarios formativos en términos de capacidades, hábitos y carácter. Partiendo de una perspectiva constructivista, el análisis se basa en 37 entrevistas en profundidad con tutores/as de ESO y Bachillerato y Formación Profesional de 8 centros educativos de la ciudad de Barcelona. Los resultados muestran una concepción ampliamente dicotómica del alumnado de Bachillerato y de FP. Estas concepciones tienen un papel clave en la legitimación discursiva de un sistema de educación posobligatoria altamente segmentado y desigual.
- Published
- 2020
- Full Text
- View/download PDF
16. Efectos secundarios y motivaciones de las personas jóvenes para escoger Formación Profesional
- Author
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Rafael Merino Pareja, José Saturnino Martínez García, and Ona Valls
- Subjects
educación secundaria ,itinerario formativo ,elección escolar ,desigualdad educativa ,Social Sciences ,Sociology (General) ,HM401-1281 - Abstract
El presente artículo analiza primero las expectativas que tienen las personas jóvenes en su último año de educación obligatoria respecto al camino a elegir después de su educación obligatoria, singularmente entre la opción académica y la opción profesional. En segundo lugar, estudia las motivaciones de las personas jóvenes que han escogido la opción de la Formación Profesional. Se parte del marco teórico de los efectos secundarios de Boudon y del marco de la identificación con la institución escolar. Se utilizan técnicas bivariadas y multivariadas para valorar los datos de un estudio longitudinal que empezó en el curso 2013-2014 con una muestra de 2.056 jóvenes. Los principales resultados son que el nivel de estudios de la familia y sobre todo las notas influyen en la expectativa de ir al Bachillerato o a la Formación Profesional. La mayoría de jóvenes que escogen la Formación Profesional tienen elevadas motivaciones expresivas e instrumentales, y en general muestran también un elevado grado de autonomía en sus opciones profesionales.
- Published
- 2020
- Full Text
- View/download PDF
17. Intergenerational Educational Mobility and Interest in Pursuing a Doctoral Degree among University Students in Chile.
- Author
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Torres, Rodrigo and Naranjo, David
- Subjects
DOCTORAL degree ,EDUCATIONAL mobility ,INTERGENERATIONAL mobility ,COLLEGE students ,ACADEMIC degrees ,EDUCATIONAL attainment - Abstract
Copyright of Psocial is the property of Revista de Investigacion en Psicologia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
18. El proceso extraordinario de escolarización. Un estudio cualitativo de las percepciones de sus protagonistas.
- Author
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Hidalgo, Nina, Cerrillo, Rosario, Lizana Peinado, Ignacio, and López-Bueno, Helena
- Subjects
SEGREGATION in education ,STUDENT mobility ,EDUCATIONAL equalization ,SCHOOL principals ,SCHOOL year - Abstract
Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
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19. Volver a la escuela: interrupción y regreso escolar en los jóvenes de la ciudad de México.
- Author
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Blanco, Emilio
- Abstract
Copyright of Estudios Sociológicos is the property of El Colegio de Mexico AC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2014
20. Estrutura de Classes, Educação e Queda da Desigualdade de Renda (2002-2011).
- Author
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de Souza, Pedro Herculano Guimarães Ferreira and de Oliveira Carvalhaes, Flavio Alex
- Subjects
EDUCATIONAL equalization ,SOCIAL classes ,EDUCATION ,SOCIAL structure ,CLASS analysis - Abstract
Copyright of Dados - Revista de Ciências Sociais is the property of DADOS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2014
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21. Desigualdad social en la finalización de la educación secundaria y la progresión a la educación terciaria. Un análisis multinacional a la luz de los casos del sur de Europa y América Latina
- Author
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Patricio Solis
- Subjects
desigualdad educativa ,transiciones educativas ,industrialización tardía ,estratificación social ,Social Sciences ,Sociology (General) ,HM401-1281 - Abstract
En este artículo se analiza la desigualdad de oportunidades educativas (DOE) en las probabilidades de finalizar la educación secundaria y progresar a la educación terciaria en las cohortes de nacimiento de 22 países, incluidos dos del sur de Europa (España y Portugal) y tres de América Latina (Argentina, Chile y México). Se evalúan dos de las tesis más influyentes en la investigación comparativa multinacional: la hipótesis de selección de Mare y la hipótesis de desigualdad mantenida al máximo de Raftery y Hout. Los resultados muestran que estas hipótesis encuentran poco sustento en los datos, particularmente cuando se utilizan medidas de DOE basadas en riesgos relativos en lugar de odds ratio. Los países del sur de Europa y América Latina presentan altos niveles de desigualdad, particularmente en la finalización de la educación secundaria, y los países de industrialización temprana experimentan un desplazamiento de la desigualdad de la educación secundaria a la educación terciaria. A su vez, la DOE se reduce sustancialmente en fases tempranas del proceso de expansión educativa. Esto sugiere que es necesario revisar algunas de las hipótesis centrales de los estudios de estratificación educativa, a la luz de las experiencias de países con procesos de industrialización más tardíos y heterogéneos.
- Published
- 2018
- Full Text
- View/download PDF
22. DESIGUALDADES ESPACIALES EN EL ACCESO A LA EDUCACIÓN: CARTOGRAFÍA DE UNA SEGMENTACIÓN EDUCATIVA.
- Author
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Camino-Esturo, Edorta
- Subjects
EDUCATIONAL equalization ,EDUCATIONAL attainment ,RIGHT to education ,CLUSTER analysis (Statistics) ,SEGREGATION in education - Abstract
Copyright of Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
23. La segregación escolar y su impacto en el rendimiento académico del alumnado de educación primaria en España.
- Author
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Cabrera, Leopoldo and Bianchi, Daniel
- Subjects
SCHOOL children ,CULTURAL literacy ,EDUCATIONAL sociology ,EQUALITY ,PRIMARY education ,ACADEMIC achievement ,SOCIAL classes - Abstract
Copyright of Social & Education History / Historia Social y de la Educación is the property of Social & Education History / Historia Social y de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
24. Equidad de Acceso a la Educación Superior: El "Puntaje Ranking de Notas" Como Mecanismo de Inclusión en el Sistema de Admisión de Chile.
- Author
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Casanova Cruz, Daniel
- Abstract
Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2015
- Full Text
- View/download PDF
25. LA FORMACIÓN PERMANENTE Y SU RELACIÓN CON OTRAS VARIABLES EDUCATIVAS. LA MEDIDA DEL COMPROMISO EDUCATIVO CON LA FORMACIÓN PERMANENTE EN LOS PAÍSES DE LA UNIÓN EUROPEA.
- Author
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Hernàndez i Dobon, Francesc J. and Villar Aguilés, Alícia
- Subjects
- *
CONTINUING education , *EDUCATION , *EDUCATIONAL indicators , *EDUCATIONAL outcomes , *EDUCATIONAL equalization , *EQUALITY , *SOCIAL history - Abstract
This work aims to study the relationship of lifelong learning with other social and educational variables for the European Union framework. The latest objective is to determinate regularities of supranational abroad and to present a predictor of lifelong learning we call index of educational commitment. The European contextual dimension is relevant for the homogeneity accounting for this type of study and because it has been a particularly political redefinition of lifelong learning by the Strategic Framework Education & Training 2020. Furthermore, standardized and periodic sources are available for analysis. The main contribution of this paper is, therefore, an index of educational commitment that allows us to advance our understanding of the relationship between education and society with statistical foundation and determine the level of educational commitment in different frames and territorial scope. [ABSTRACT FROM AUTHOR]
- Published
- 2015
26. Gasto público y de las familias en educación en España: diferencias entre centros públicos y concertados.
- Author
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Rogero-García, Jesús and Andrés-Candelas, Mario
- Subjects
- *
PUBLIC schools , *GOVERNMENT aid to private schools , *PRIVATE schools , *EDUCATION policy , *FAMILY-school relationships , *EDUCATION , *PUBLIC spending , *EDUCATIONAL equalization , *ECONOMICS - Abstract
This paper estimates public and private (household) spending per student on education in early childhood, primary and secondary education in Spain, in public educational institutions and in publicly-funded private educational institutions. We use 2007 data from the Household Spending on Education Survey and the Statistics on Public Spending on Education. Public expenditure on education per student in publicly-funded private educational institutions was 49.9% that spent on public educational institutions. The cost assumed by families in public institutions was 38.7% that spent on publicly-funded private educational institutions. The total expenditure per student on publicly-funded private educational institutions was 66.9% that spent on public educational institutions. Enrollment in publicly-funded private educational institutions implies a reduction of public expenditure on education and the transfer of part of those educational expenses to families. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
27. Family and State Spending on Education in Spain: Differences between Public and Publicly-Funded Private Educational Institutions.
- Author
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Rogero-García, Jesús and Andrés-Candelas, Mario
- Subjects
- *
PUBLIC schools , *GOVERNMENT aid to private schools , *PRIVATE schools , *EDUCATION policy , *FAMILY-school relationships , *EDUCATION , *PUBLIC spending , *EDUCATIONAL equalization , *ECONOMICS - Abstract
This paper estimates public and private (household) spending per student on education in early childhood, primary and secondary education in Spain, in public educational institutions and in publicly-funded private educational institutions. We use 2007 data from the Household Spending on Education Survey and the Statistics on Public Spending on Education. Public expenditure on education per student in publicly-funded private educational institutions was 49.9% that spent on public educational institutions. The cost assumed by families in public institutions was 38.7% that spent on publicly-funded private educational institutions. The total expenditure per student on publicly-funded private educational institutions was 66.9% that spent on public educational institutions. Enrollment in publicly-funded private educational institutions implies a reduction of public expenditure on education and the transfer of part of those educational expenses to families. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
28. Clase social de origen y rendimiento escolar como predictores de las trayectorias educativas.
- Author
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Bernardi, Fabrizio and Cebolla, Héctor
- Subjects
- *
SOCIAL classes , *EDUCATIONAL equalization , *EDUCATIONAL quality , *COMPULSORY education , *EVALUATION of schools , *SOCIAL capital , *ACADEMIC achievement , *ACADEMIC achievement & society - Abstract
This paper explores the impact of school performance (primary effects) and the structure of costs and benefits that individuals of different social class face (secondary effects) on the transition from compulsory to non-compulsory education in Spain. We find that both predictors of educational paths seem to operate through an interactive effect, which contributes to reproducing educational inequalities. This interaction suggests that school performance is not interpreted in the same way by individuals from different social classes. In concrete, the resources and social capital of upper class families provide compensation effects leading to a greater probability of students from upper classes with poor grades reaching post-compulsory secondary education and higher education in comparison to lower class students with the equivalent grades. Therefore, inequality by social class of origin is greatest among students with the lowest grades. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
29. Social Class and School Performance as Predictors of Educational Paths in Spain.
- Author
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Bernardi, Fabrizio and Cebolla, Héctor
- Subjects
- *
SOCIAL classes , *EDUCATIONAL equalization , *EDUCATIONAL quality , *COMPULSORY education , *EVALUATION of schools , *SOCIAL capital , *ACADEMIC achievement , *ACADEMIC achievement & society - Abstract
This paper explores the impact of school performance (primary effects) and the structure of costs and benefits that individuals of different social class face (secondary effects) on the transition from compulsory to non-compulsory education in Spain. We find that both predictors of educational paths seem to operate through an interactive effect, which contributes to reproducing educational inequalities. This interaction suggests that school performance is not interpreted in the same way by individuals from different social classes. In concrete, the resources and social capital of upper class families provide compensation effects leading to a greater probability of students from upper classes with poor grades reaching post-compulsory secondary education and higher education in comparison to lower class students with the equivalent grades. Therefore, inequality by social class of origin is greatest among students with the lowest grades. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
30. Efectos secundarios y motivaciones de las personas jóvenes para escoger Formación Profesional
- Author
-
Ona Valls, Rafael Merino Pareja, and José Saturnino Martínez García
- Subjects
Educación secundaria ,desigualdad educativa ,Desigualtat educativa ,Sociology and Political Science ,Desigualdad educativa ,educación secundaria ,Social Sciences ,Itinerari formatiu ,Secondary education ,Elecció escolar ,Training pathways ,Educational inequality ,elección escolar ,HM401-1281 ,Elección escolar ,Itinerario formativo ,School choice ,Sociology (General) ,Educació secundària ,Social Sciences (miscellaneous) ,Sociología de la educación ,itinerario formativo - Abstract
El presente artículo analiza primero las expectativas que tienen las personas jóvenes en su último año de educación obligatoria respecto al camino a elegir después de su educación obligatoria, singularmente entre la opción académica y la opción profesional. En segundo lugar, estudia las motivaciones de las personas jóvenes que han escogido la opción de la Formación Profesional. Se parte del marco teórico de los efectos secundarios de Boudon y del marco de la identificación con la institución escolar. Se utilizan técnicas bivariadas y multivariadas para valorar los datos de un estudio longitudinal que empezó en el curso 2013-2014 con una muestra de 2.056 jóvenes. Los principales resultados son que el nivel de estudios de la familia y sobre todo las notas influyen en la expectativa de ir al Bachillerato o a la Formación Profesional. La mayoría de jóvenes que escogen la Formación Profesional tienen elevadas motivaciones expresivas e instrumentales, y en general muestran también un elevado grado de autonomía en sus opciones profesionales. Aquest article analitza primer les expectatives que tenen les persones joves en el seu últim any d'educació obligatòria respecte del camí que han de triar després de l'educació obligatòria, singularment entre l'opció acadèmica i l'opció professional. En segon lloc, estudia les motivacions de les persones joves que han escollit l'opció de la Formació Professional. Es parteix del marc teòric dels efectes secundaris de Boudon i del marc de la identificació amb la institució escolar. Es fan servir tècniques bivariades i multivariades per valorar les dades d'un estudi longitudinal que va començar el curs 2013-2014 amb una mostra de 2.056 joves. Els resultats principals són que el nivell d'estudis de la família i sobretot les notes influeixen en l'expectativa d'anar al Batxillerat o a la Formació Professional. La majoria de joves que escullen la Formació Professional tenen elevades motivacions expressives i instrumentals, i en general mostren també un elevat grau d'autonomia en les seves opcions professionals. This article analyses young people's expectations in their last year of compulsory education regarding which path to choose after completing compulsory education, particularly between academic and professional tracks. Secondly, it analyses the motivations of young people who have chosen the vocational training option. The theoretical framework is grounded in Boudon's theory of secondary effects and identification with the school institution. Bivariate and multivariate techniques are used to analyse data from a longitudinal study that began in the academic year 2013-2014 with a sample of 2,056 young people. The main results are that the family's educational level, but especially grades influence the expectation of going to high school or doing vocational training. The majority of young people who choose vocational training have high expressive and instrumental motivations and generally exhibit a large degree of autonomy in their vocational choices.
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- 2020
31. «Argumentos» para la elección del centro educativo: un estudio de caso con padres portugueses.
- Author
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Sá, Virgínio and Antunes, Fátima
- Subjects
- *
SCHOOL choice , *EDUCATION , *EDUCATION policy , *EQUALITY , *EDUCATIONAL equalization , *PARENT-child relationships - Abstract
Taking as an empirical basis some of the data from a questionnaire applied to a sample of approximately eight hundred parents from three public secondary schools, this paper discusses how various categories of parents organise «hierarchies of excellence» through the «arguments for choice» that they prioritise when choosing their children's school for entrance into secondary education (year 10 of schooling, equivalent to the year 4 of compulsory secondary education in Spain - ESO). The analysis of the data highlights that, in all segments of parents, a group can be found that attaches great importance to academic indicators; in addition, an unequal concentration of these groups was verified in the three establishments studied, which reflects a predominance of different types of public in each school. Thus, even though the importance attributed to the «arguments for choice» varies according to the educational level of the parents, in the cases studied the «hierarchies of excellence» are distinguished, above all, by the school variable. [ABSTRACT FROM AUTHOR]
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- 2013
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32. Social inequality in the conclusion of secondary education and the progression to tertiary education: A multinational analysis with cases from Southern Europe and Latin America
- Author
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Solis, Patricio
- Subjects
desigualdad educativa ,transiciones educativas ,industrialización tardía ,estratificación social ,desigualtat educativa ,transicions educatives ,industrialització tardana ,estratificació social ,educational inequality ,educational transitions ,late industrialization ,social stratification - Abstract
En aquest article s’analitza la desigualtat d’oportunitats educatives (DOE) en les probabilitats d’acabar l’educació secundària i progressar cap a l’educació terciària en les cohorts de naixement de 22 països, inclosos dos del sud d’Europa (Espanya i Portugal) i tres de l’Amèrica Llatina (Argentina, Xile i Mèxic). S’avaluen dues de les tesis més influents en la recerca comparativa multinacional: la hipòtesi de selecció de Mare i la hipòtesi de desigualtat mantinguda al màxim de Raftery i Hout. Els resultats mostren que aquestes hipòtesis troben poc suport en les dades, particularment quan es fan servir mesures de DOE basades en riscos relatius en lloc d’odds ratio. Els països del sud d’Europa i de l’Amèrica Llatina presenten alts nivells de desigualtat, particularment en acabar l’educació secundària, i els països d’industrialització primerenca experimenten un desplaçament de la desigualtat de l’educació secundària a l’educació terciària. Alhora, la DOE es redueix substancialment en fases primerenques del procés d’expansió educativa. Això suggereix que cal revisar algunes de les hipòtesis centrals dels estudis d’estratificació educativa, tenint en compte les experiències de països amb processos d’industrialització més tardans i heterogenis., This article analyzes inequality in educational opportunity (IEO) in the probability of finishing secondary education and accessing tertiary education across birth cohorts of 22 countries, including two Southern European (Spain and Portugal) and three Latin American countries (Argentina, Chile and Mexico). Two of the most influential hypotheses of comparative multinational research are evaluated: Mare’s selectivity hypothesis and Raftery and Hout’s Maximally Maintained Inequality hypothesis. The results show that both hypotheses are not supported by empirical trends, particularly when measures of IEO are based on relative risks rather than odds ratios. Southern European and Latin American countries show the highest inequality levels, particularly in the conclusion of secondary education, and early industrialized countries experience a displacement of inequality from secondary to tertiary education. In addition, IEO is greatly reduced in the early stages of the educational expansion process. This suggests that it is necessary to revise some of the most influential hypotheses on educational stratification research in light of the experiences of countries with late and more heterogeneous experiences of industrialization., En este artículo se analiza la desigualdad de oportunidades educativas (DOE) en las probabilidades de finalizar la educación secundaria y progresar a la educación terciaria en las cohortes de nacimiento de 22 países, incluidos dos del sur de Europa (España y Portugal) y tres de América Latina (Argentina, Chile y México). Se evalúan dos de las tesis más influyentes en la investigación comparativa multinacional: la hipótesis de selección de Mare y la hipótesis de desigualdad mantenida al máximo de Raftery y Hout. Los resultados muestran que estas hipótesis encuentran poco sustento en los datos, particularmente cuando se utilizan medidas de DOE basadas en riesgos relativos en lugar de odds ratio. Los países del sur de Europa y América Latina presentan altos niveles de desigualdad, particularmente en la finalización de la educación secundaria, y los países de industrialización temprana experimentan un desplazamiento de la desigualdad de la educación secundaria a la educación terciaria. A su vez, la DOE se reduce sustancialmente en fases tempranas del proceso de expansión educativa. Esto sugiere que es necesario revisar algunas de las hipótesis centrales de los estudios de estratificación educativa, a la luz de las experiencias de países con procesos de industrialización más tardíos y heterogéneos.
- Published
- 2019
33. Los Imaginarios sociotécnicos de la política educativa digital en México (2012-2022)
- Author
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Inés Dussel and Federico Williams
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Imaginarios sociotécnicos ,Education policies ,Sociotechnical imaginaries ,Tecnologías digitales ,México ,Desigualdad educativa ,Digital Technologies ,Políticas educativas ,Educational inequality ,Education - Abstract
Este artículo presenta un análisis de las políticas educativas mexicanas sobre tecnologías digitales y desigualdad a partir del concepto de “imaginarios sociotécnicos” de Jasanoff y Kim (2015). El corpus está compuesto por más de 220 documentos del período 2012-2022, que corresponde a dos administraciones (sexenios) con orientaciones políticas contrapuestas, e incluye fuentes oficiales y “literatura gris” (periódicos y blogs). Estos documentos se analizaron buscando problematizaciones y puntos nodales relevantes sobre la imaginación de futuros sociotécnicos a partir del software Infranodus y de una lectura crítica. Los resultados permiten reflexionar sobre las prioridades educativas en relación con las tecnologías digitales y la desigualdad en ambos periodos. Pese a la retórica contrapuesta de ambos sexenios, hay algunos supuestos compartidos: la asociación directa entre tecnologías digitales y crecimiento económico, la retórica de la inevitabilidad del cambio tecnológico, y la posibilidad de reducir la desigualdad con ofertas virtuales que amplíen la cobertura. Entre los puntos divergentes, en el sexenio Los imaginarios sociotécnicos de la política educativa digital en méxico (2012-2022) 40 reciente hay más preocupación por la desigualdad, un desplazamiento discursivo hacia conceptos como cultura digital y otros que quieren superar las visiones tecnocráticas. Sin embargo, no hay referencias al Big Data ni a la colonización de datos, y lo digital aparece restringido a mejorar ingresos y acceder a equipos y conectividad. La ausencia de orientaciones y debates respecto al avance de la algoritmización en la educación y a la nueva gobernanza digital plantea preguntas sobre la capacidad de estas políticas de orientar las prácticas educativas ante los desafíos contemporáneos., This paper presents an analysis of Mexican educational policies that address digital technologies and the issue of inequality using the concept of ‘sociotechnical imaginaries’ (Jasanoff & Kim, 2015). The corpus includes over 220 documents from 2012-2022, which corresponds to two governments (sexenios, six-year periods) that have seemingly contrasting political leanings and encompasses official materials and “grey literature” (periodicals and blogs). It was analyzed looking for problematizations and nodal points relevant to the imagination of sociotechnical futures using the software Infranodus and performing a close critical reading. The findings open some reflections on educational priorities related to digital technologies and inequality in both periods. Even if these governments have opposed political rhetorics, there are some shared assumptions: a direct association between digital technologies and economic growth, the rhetoric of the inevitability of technological change, and the promise of reducing inequalities with virtual education that will expand school enrolment. Among the divergent points, in the recent sexenio there is more talk about inequality, a discursive shift from digital skills towards digital cultures and notions that are supposed to overcome technocratic views. However, there are no references to Big Data or data colonialism, and digitalization is limited to improving people’s income and access to equipment and connectivity. The absence of guidelines and debates regarding the growth of algorithmic processes in education and digital governance raises questions about the potency of these policies to effectively guide educational practices amid contemporary challenges., Rijskbanken Jubileum Fond, que financia el Proyecto RED (Reconfigurations of Educational (In)Equalities in a Digital World) (GI19-1500)
- Published
- 2023
34. LAS JORNADAS DE PUERTAS ABIERTAS ESCOLARES: ¿UN DISPOSITIVO CASI-COMERCIAL?
- Author
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Gonzàlez Balletbò, Isaac, González Motos, Sheila, Martínez, Roger, and Benito Pérez, Ricard
- Subjects
QUASI-markets ,SCHOOL autonomy ,EDUCATIONAL innovations ,EDUCATIONAL equalization ,ETHNOGRAPHIC analysis - Abstract
Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
35. Causas del fracaso escolar en contextos de vulnerabilidad sociocultural desde la perspectiva docente.
- Author
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Diez-Elola, Mariana
- Abstract
Copyright of Cultura Educación y Sociedad is the property of Corporacion Universidad de la Costa, CUC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
36. Sobre el futuro: Narrativas laborales de estudiantes de liceos técnico-profesionales en tres claves de desigualdad.
- Author
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Rubilar Donoso, Gabriela, Muñiz-Terra, Leticia, and Domínguez-Amorós, Màrius
- Published
- 2019
37. La enseñanza explícita en la discusión didáctica actual
- Author
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Gori, Agustín, Diuk, Beatriz, and Feldman, Daniel
- Subjects
learning outcomes ,enseñanza explícita ,desigualdad educativa ,visible pedagogies ,resultados de aprendizaje ,educational inequality ,didactic models ,modelos didácticos ,pedagogías visibles ,explicit teaching - Abstract
Based on a review of the international literature, this paper aims to characterize what is usually termed “explicit teaching”. An analysis of the way in which this teaching model is described in the field of empirical research on classroom practices was carried out. The purpose is to study the ways in which explicit teaching is specified in real practices that express, in a probabilistic and variable way, the conceptual formalizations of the didactic model. This work is driven by the concern about educational inequality and the search for possible answers from the point of view of teaching practices. In this framework, the conceptual delimitation of these didactic formats and of the place they hold in the educational debate about how to promote significant improvements in learning outcomes in Latin America becomes relevant., El artículo se propone caracterizar, a partir de una revisión de la literatura internacional, los rasgos que constituyen la denominada “enseñanza explícita”. Se realiza, para ello, un análisis del modo en que este modelo de enseñanza es descripto en el campo de la investigación empírica sobre prácticas en el aula, con el propósito de estudiar las formas en que esta propuesta se concreta en prácticas reales que expresan, de un modo probabilístico y variable, las formalizaciones conceptuales del modelo didáctico. El trabajo realizado debe contextualizarse en la preocupación por los problemas de la desigualdad educativa y por las posibles repuestas desde el punto de vista de la enseñanza. En este marco adquiere relevancia la delimitación conceptual de estos formatos didácticos y del lugar que ocupan en el debate educativo acerca de cómo promover mejoras sustantivas en los resultados de aprendizaje en América Latina.
- Published
- 2023
38. Desigualdad educativa y su relación con la distribución del ingreso en los estados mexicanos
- Author
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Dr. Antonio Favila Tello and Dr. José César Lenin Navarro Chávez
- Subjects
Desigualdad educativa ,Coeficiente de Gini ,escolaridad ,ingresos económicos ,educational inequality ,Gini coefficient ,Education ,Education (General) ,L7-991 - Abstract
El presente trabajo aborda la temática de la desigualdad educativa en México cuantificando los coeficientes de Gini para la educación por entidad federativa para; posteriormente, estos datos se utilizan como insumo para indagar acerca de la relación entre la desigualdad en la distribución de los ingresos trimestrales por hogar y el grado de desigualdad educativa en estas entidades, utilizando para ello en método de mínimos cuadrados ordinarios. Los resultados sugieren la existencia de profundas brechas de desigualdad entre entidades, encontrándose las condiciones más adversas en Chiapas, Oaxaca, Guerrero y Michoacán, y una influencia menor de la desigualdad educativa sobre la desigualdad del ingreso en los estados mexicanos. Abstract This paper addresses the issue of educational inequality in Mexico quantifying the Gini coefficients for education by state for 2015; then this data is used as input to inquire about the relationship between inequality in the distribution of quarterly household income and the degree of educational inequality in these entities , using the ordinary least squares method . The results suggest the existence of deep inequality gaps between entities, locating the most adverse conditions in Chiapas, Oaxaca, Guerrero and Michoacán. Also a minor influence of educational inequality on income inequality in the Mexican states is proven. Recibido: 11 de marzo de 2016 Aceptado: 28 de noviembre de 2016
- Published
- 2017
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39. El incómodo lugar de la educación pública en el sistema educacional chileno. Análisis sociohistórico del proceso de decaimiento de la educación pública chilena.
- Author
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Barrientos S., Pablo and Ilabaca T., Tomás
- Abstract
Copyright of Revista Latinoamericana de Estudios Educativos is the property of Centro de Estudios Educativos, A.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2016
40. Equity of Access to Higher Education: The 'Class Rank' as a Mechanism of Inclusion in the Chilean Admission System
- Author
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Daniel Casanova
- Subjects
Equidad en la educación ,acceso a la educación superior ,admisión universitaria ,desigualdad educativa ,Education - Abstract
In Chile, from the year 2013, “Class Rank” was introduced as a new factor of university selection in the Chilean admission system, which aim is to improve equity in access to higher university education. This policy has provoked diverse objections and the evaluation carried out has shown almost no impact in altering the inequity of access in general. However, this called diversity of Chilean higher education, is expected to have significant effect in the most selective programs, which have a more socially elitized group of students. This paper analyzes the results of the “Class Rank” mechanism in relation to its objectives, in a set of the highest selective majors. Based on the record of selected applicants from the years 2012 to 2014, an indicator of socioeconomic classification of each student was constructed. The aim of this indicator is to follow the changes in the social composition of the selected students in the most selective programs, before and after the introduction of the “Class Rank” in the admission process. It is concluded that there are no changes in the socioeconomic dimension, from the incorporation of “Class Rank” in the admissions process. At the same time a more open debate is proposed about the relation among the inclusion policies and selection methodologies at higher university level.
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- 2015
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41. Modalities of care and educational inequality in pandemic times: the Sierra Tarahumara experience
- Author
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Jaime César Mendoza Caro and Jordi Abellan Fernández
- Subjects
0504 sociology ,Political science ,05 social sciences ,050401 social sciences methods ,050301 education ,Education (General) ,General Medicine ,derecho a la educación ,política educativa ,educación a distancia ,desigualdad educativa ,covid-19 ,L7-991 ,Educational inequality ,0503 education ,Humanities - Abstract
The purpose of this paper is to document the experiences faced by a group of basic education teachers in the Sierra Tarahumara in the State of Chihuahua, Mexico facing the health contingency caused by COVID-19. Data collection was carried out through a multiple response electronic questionnaire and a semi-structured interview to determine if the remedial strategies promoted by the Ministry of Public Education respond to the characteristics of a region distinguished by marginality, technological precariousness and communication problems. This study uses a mixed methodology based on the narrative technique, which is complemented with a description of absolute frequencies and percentages connected with the difficulties shared by the teachers. The research results reveal intensification in daily activities, a remarkable commitment to the profession and also reveals the challenges that teachers face in containing learning losses. Furthermore, the most critical findings can be used as input for the design of educational public policy measures aimed at inclusive care of students at risk of school failure. El propósito de este artículo es documentar las experiencias que enfrentan un grupo de docentes de educación básica en la Sierra Tarahumara del Estado de Chihuahua, México, ante la contingencia sanitaria provocada por el COVID-19. La recolección de datos se realizó a través de un cuestionario electrónico de respuesta múltiple y una entrevista semiestructurada para determinar si las estrategias remediales promovidas por la Secretaría de Educación Pública responden a las características de una región caracterizada por la marginalidad, la precariedad tecnológica y los problemas de comunicación. En el estudio se emplea una metodología mixta con base en la técnica narrativa, que se complementa con una descripción de frecuencias absolutas y porcentajes conectados con las dificultades que comparten los maestros. Los resultados de la investigación revelan una intensificación en las actividades diarias, un notable compromiso con la profesión y ponen al descubierto los desafíos que confronta el profesorado para contener las pérdidas de aprendizaje. Asimismo, los hallazgos más críticos se pueden utilizar como insumo para el diseño de medidas de política pública educativa encaminadas a la atención inclusiva de los estudiantes en riesgo de fracaso escolar. O objetivo deste artigo é documentar as experiências enfrentadas por um grupo de professores de educação básica na Serra Tarahumara, no Estado de Chihuahua, México, diante da contingência sanitária causada pela COVID-19. A coleta de dados foi realizada através de um questionário eletrônico de múltipla escolha e uma entrevista semiestruturada para determinar se as estratégias de remediação promovidas pela Secretaria de Educação Pública respondem às características de uma região marcada pela marginalidade, precariedade tecnológica e problemas de comunicação. O estudo utiliza uma metodologia mista baseada na técnica narrativa, que se complementa com uma descrição de frequências absolutas e porcentagens ligadas às dificuldades compartilhadas pelos professores. Os resultados da pesquisa demonstram uma intensificação das atividades diárias, um compromisso notável com a profissão e revelam os desafios que os professores enfrentam para conter a perda de aprendizagem. Além disso, os resultados mais críticos podem ser utilizados como insumo para a elaboração de medidas de políticas públicas educacionais encaminhadas ao cuidado inclusivo de estudantes em risco de fracasso escolar O objetivo deste artigo é documentar as experiências vividas por um grupo de professores da educação básica na Serra Tarahumara, no Estado de Chihuahua, México, diante da contingência de saúde causada pelo COVID-19. La recolección de datos se realizó a través de un cuestionario electrónico de respuesta múltiple y una entrevista semiestructurada para determinar si las estrategias remediales promovidas por la Secretaría de Educación Pública responden a las características de una región caracterizada por la marginalidad, la precariedad tecnológica y los problemas de comunicação. O estudo utiliza uma metodologia mista baseada na técnica narrativa, que é complementada por uma descrição de frequências absolutas e percentagens relacionadas com as dificuldades partilhadas pelos professores. Os resultados da pesquisa revelam uma intensificação das atividades cotidianas, um notável compromisso com a profissão e revelam os desafios que os professores enfrentam para conter as perdas de aprendizagem. Da mesma forma, os achados mais críticos podem ser usados como subsídios para a formulação de medidas de políticas públicas educacionais voltadas para o atendimento inclusivo de alunos em risco de fracasso escolar.
- Published
- 2021
42. La dimensión temporal de la convivencia: tensiones entre los tiempos escolares y los ritmos juveniles
- Author
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Pedro Fernando Nuñez
- Subjects
JÓVENES ,CONVIVENCIA ESCOLAR ,purl.org/becyt/ford/5 [https] ,purl.org/becyt/ford/5.3 [https] ,General Medicine ,DESIGUALDAD EDUCATIVA - Abstract
En este artículo exploramos los procesos de convivencia escolar que tuvieron lugar en la última década en la Argentina, en particular en tres centros urbanos (Ciudad de Buenos Aires, localidades de la Provincia de Buenos Aires y Comodoro Rivadavia en Chubut). El estudio da cuenta de las tensiones entre los pasos previstos por las políticas públicas y los ritmos escolares, el uso del tiempo escolar como aspecto regulable y el rol de los espacios institucionales. El trabajo de campo se realizó en nueve establecimientos donde se aplicó una encuesta, se hicieron entrevistas con estudiantes y docentes y utilizamos materiales institucionales como los Acuerdos Institucionales de Convivencia y las actas de sanción. Los resultados sugieren que las políticas de convivencia escolar, si bien implican propuestas que incentivan otros modos de regular los conflictos, preservan formas tradicionales de pensar la disciplina, orientadas a regular el control de los horarios y los cuerpos juveniles. In this paper we explore the processes of school coexistence that took place in the last decade in Argentina, particularly in three urban centers (City of Buenos Aires, localities of the Province of Buenos Aires and Comodoro Rivadavia in Chubut). The work allows to account for the tensions between the steps foreseen by public policies and school rhythms, the use of school time as an adjustable aspect, the differences between the time of the actions and that of the sanctions and the role of institutional spaces. The field work was carried out in nine establishments where a survey was applied, interviews were conducted with students and teachers and we used institutional materials such as the Institutional Agreements of Coexistence and the sanction certificates. The results suggest that the policies of school coexistence, while involving proposals that encourage other ways of regulating conflicts, preserve traditional ways of thinking about discipline, aimed at regulating the control of schedules and youth bodies Fil: Nuñez, Pedro Fernando. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Instituto de Investigaciones Sociales de América Latina. - Facultad Latinoamericana de Ciencias Sociales. Instituto de Investigaciones Sociales de América Latina; Argentina
- Published
- 2019
43. ¿Por qué faltan los jóvenes a la escuela? : una exploración de la experiencia escolar del alumnado absentista en Cataluña
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Alicia Razeto Pavez and Maribel Garcia Gracia
- Subjects
Desescolarización ,Students transition ,media_common.quotation_subject ,Desigualdad educativa ,Deschooling ,Absentismo escolar ,Peer group ,Boredom ,School absenteeism ,Education ,Educational inequality ,Friendship ,Biography ,Truancy ,medicine ,Absenteeism ,Sociology ,medicine.symptom ,Transición de estudiantes ,Social psychology ,Biografía ,School system ,media_common ,Meaning (linguistics) - Abstract
El artículo explora el fenómeno del absentismo escolar desde una perspectiva biográfica en un grupo de jóvenes de centros educativos de secundaria en Cataluña. A partir de un enfoque metodológico cualitativo se analiza la visión de los jóvenes sobre su experiencia escolar, el significado que atribuyen a la escuela y las razones de su absentismo escolar. Lejos de los discursos dominantes sobre la deprivación cultural y social, los resultados muestran que se trata de un proceso relacionado con las rupturas y dificultades escolares. Los factores escolares fueron los más reconocidos, seguidos por los factores personales y familiares. Priman las causas escolares relacionadas con el binomio adolescencia-escuela, y con las relaciones interpersonales en el aula y el clima escolar, si bien no siempre se traduce en un desapego de estos jóvenes respecto del sistema escolar The paper explores the phenomenon of school absenteeism from a biographical perspective in a group of young people from secondary schools in Catalonia. A qualitative methodological approach is used to analyze young people's views on their school experience, the meaning they attach to school and the reasons for their absenteeism. Far from the dominant discourses on cultural and social handicap, the results show that it is a process related to school breakdowns and difficulties. School factors were the most recognized, followed by personal and family factors. The causes related to adolescence, the relevance of the bond of friendship and the influence of peer groups, a process that seems to be exacerbated by the boredom and lack of motivation that come with being in class, related to the detachment of young people from the school system.
- Published
- 2021
44. Escuela y diversidad cultural en la educación primaria de personas jóvenes y adultas en Santiago del Estero, Argentina
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Raúl Esteban Ithuralde and Ana Gabriela Dumrauf
- Subjects
Diversidad ,Adult basic education ,media_common.quotation_subject ,Desigualdad educativa ,Ciencias de la Educación ,Desigualdad social ,Municipal level ,Education ,Interculturalidad ,Educación de adultos ,Pedagogy ,Situated ,Sociology ,Sociocultural evolution ,Inclusion (education) ,Diversity (politics) ,media_common - Abstract
En este trabajo exploramos las formas en que se nombra y procesa la diversidad en escuelas y centros de educación básica de adultos en la ciudad de Santiago del Estero (Argentina) y zonas urbanas y periurbanas aledañas. Para ello analizamos la normativa a nivel nacional y provincial; realizamos observaciones participantes en ocho de dichas instituciones, donde además entrevistamos al personal docente y directivo, así como al estudiantado. Encontramos que el personal docente y directivo ejerce un trabajo comprometido a favor de construir una matrícula para estas instituciones escolares, con el propósito de evitar la exclusión educativa. Este personal reconoce la diversidad del estudiantado en cuanto a sus saberes escolares, generacionales y de necesidades, pero invisibiliza la diversidad sociocultural en un sentido amplio. Finalmente, caracterizamos estrategias para el abordaje de la diversidad, mayormente homogeneizantes, que construyen geografías situadas de inclusión/exclusión en estas instituciones educativas., This paper explores the ways in which diversity is named and processed in schools and Adult Basic Education centers in the city of Santiago del Estero and its surrounding urban and peri-urban areas. In order to do this, we examined the regulations at both the national and provincial level and carried out a series of participant observations in eight of these institutions. Furthermore, we interviewed members of the teaching and management staff as well as the students. We found that the teaching and management personnel carry out a committed work in favor of building a diverse student body which avoids educational exclusion in their institutions. The staff acknowledges the diversity of the students in terms of their school and generational knowledge as well as their needs, but makes sociocultural diversity in a broad sense invisible. Finally, we identified that the strategies for approaching diversity in place in these institutions are mostly homogenizing and tend to develop “situated geographies” of inclusion / exclusion., Instituto de Física de Líquidos y Sistemas Biológicos, Facultad de Humanidades y Ciencias de la Educación
- Published
- 2020
45. Educational Inequality in Mexico, 1990-2010: The Case of the Country’s States
- Author
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José César Lenin Navarro Chávez and Antonio Favila Tello
- Subjects
Desigualdad educativa ,Estratificación social ,México. ,Education - Abstract
This paper studies educational inequality in Mexico, examining educational differences between the country’s states. To carry out this analysis, an adaptation of the statistical measure known as the Gini coefficient was used. The results show marked differences between Mexican states with regard to education. There are large inequality gaps between the states in Mexico that have persisted over time despite the fact that the data indicate that education has become more equal in all of the country’s states.
- Published
- 2013
46. El Programa de Educación Inicial No Escolarizada del Conafe: buenas prácticas para contrarrestar las desigualdades sociales
- Author
-
Karla Monserrat Villaseñor Palma
- Subjects
efectividad de programas ,educación no formal ,desigualdad educativa ,non-formal education ,educação inicial ,educational inequality ,early childhood education ,program effectiveness ,desigualdade educacional ,educação não formal ,efetividade de programas ,Education ,educación inicial - Abstract
Resumen La modalidad no escolarizada de atención y educación para la primera infancia se ha extendido en el mundo para llegar a niños que viven en situación de vulnerabilidad. En México, el Consejo Nacional de Fomento Educativo (Conafe) es responsable de administrar los programas compensatorios para abatir el rezago educativo, entre estos se encuentra el Programa de Educación Inicial No Escolarizada. Los resultados que presentamos en este artículo se derivan de una investigación sobre indicadores de buenas prácticas en AEPI en el Estado de Puebla, uno de los estados con mayor desigualdad social en México. Específicamente, presentamos algunos resultados que dan cuenta de cómo este programa contribuye a mejorar la calidad de vida de las madres y los niños que participan. Abstract Non-formal early education and care modality has spread worldwide as an unschooling modality to reach those children living in vulnerable situations. In Mexico, the National Council for Educational Development (conafe) is responsible for managing the compensation pro-grams to fight educational backwardness. One of these programs is the NonFormal Early Childhood Program. The results shown in this paper are part of a research on indicators of good practice in ecce in the State of Puebla, one of the states with greater social inequality in Mexico. More specifically, we present some results that account for how the program contributes to improving the quality of life of participating mothers and children. Resumo A modalidade não escolarizada de atenção e educação para a primeira infância estendeu-se pelo mundo para abranger as crianças que vivem em situações de vulnerabilidade. No México, o Conselho Nacional de Fomento Educacional (conafe) é responsável de administrar os programas compensatórios para neutralizar a deficiência educativa, entre eles está o Programa de educação inicial não escolarizada. Os resultados que apresentamos neste artigo surgem de uma pesquisa sobre indicadores de boas práticas em AEPI no estado de Puebla, um dos estados com maior desigualdade social no México. Especificamente, apresentamos alguns resultados que evidenciam como esse programa contribui para o aprimoramento da qualidade de vida das mães e as crianças que participam nele.
- Published
- 2019
47. DISCRIMINACIÓN SOCIAL Y DESIGUALDAD ESCOLAR EN LA HISTORIA POLÍTICA DE LA EDUCACIÓN BRASILEÑA (1822-2016): ALGUNAS NOTAS
- Author
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Veiga, Cynthia Greive
- Subjects
desigualdad educativa ,discrimination sociale ,social discrimination ,discriminación social ,schooling ,inégalité scolaire ,school inequality ,escolarización ,scolarisation ,escolarização ,desigualdade escolar ,discriminação social - Abstract
Resumo Este artigo problematiza, numa longa duração histórica, a discriminação social e desigualdade escolar presente na história política da educação brasileira. O principal objetivo é demonstrar os movimentos cíclicos das conquistas educacionais associados aos golpes políticos de sua subtração, de modo a melhor subsidiar os debates educacionais atuais, no contexto de imposição de governo por golpe parlamentar e recrudescimento do conservadorismo político-social. O estudo, ainda que sucinto, foi realizado por meio da investigação de diferentes fontes documentais, tais como legislação, relatórios e ofícios de governo, jornais e censos estatísticos, acrescido do diálogo com historiadores e historiadores da educação. Abstract This paper discusses the ever present in the long political history of Brazilian education social discrimination and inequality at school. The main objective is to demonstrate the cyclic movements of educational achievements and suppression of rights, seeking to provide better grounds for the current educational debates in relation to the governmental imposition through parliamentary coup and growing social political conservatism. However brief, this study was conducted by investigation of various documental sources, such as legislations, reports, government official communications, newspaper articles, statistical census, as well as dialogue with historians and education historians. Resumen Este artículo problematiza, en un largo período histórico, la discriminación social y la desigualdad escolar presentes en la historia política de la educación brasileña. El objetivo principal es demostrar los movimientos cíclicos de las conquistas educativas asociadas a los golpes políticos de su sustracción, con el fin de subsidiar mejor los debates educacionales actuales en el contexto de imposición de un gobierno por golpe parlamentario y el recrudecimiento del conservadurismo político y social. El estudio, aunque escueto, se llevó a cabo por medio de la investigación de diferentes fuentes documentales, como la legislación, informes y oficios de gobierno, periódicos y censos estadísticos, además del diálogo con historiadores e historiadores de la educación. Résumé Cet article problématise, sur une longue durée historique, la discrimination sociale et l’inégalité scolaire présente dans l’histoire politique de l’éducation brésilienne. Le principal objectif est celui de démontrer les mouvements cycliques des acquis éducationnels associés aux coups politiques de leur soustraction, de manière à mieux étayer les débats éducationnels actuels, dans le contexte de l’imposition d’un gouvernement par le biais d’un coup parlementaire et la recrudescence du conservatisme politico-social. L’étude, quoique succincte, a été réalisée par l’investigation de documents issus de différentes sources, tels la législation, des rapports et des circulaires dressés par des gouvernements, des journaux et des recensements statistiques, outre le dialogue avec des historiens et des historiens de l’éducation.
- Published
- 2017
48. Separación del alumnado por niveles en 4º de ESO y complejidad social de los centros. Límites y posibilidades del currículum comprensivo
- Author
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Merino, Rafael, García, Maribel, Torrent, Dani, and Valls, Ona
- Subjects
reforma educativa ,desigualdad educativa ,itinerarios ,escuela comprensiva ,educación secundaria ,rendimiento - Abstract
La agrupación o separación por niveles de rendimiento en la enseñanza secundaria es un tema muy estudiado en la sociología de la educación por su relación con el origen social de los alumnos, y muy discutido en la política educativa. En este artículo se contribuye al debate con el análisis empírico a partir de una muestra de 27 centros de secundaria y 1.782 alumnos de cuarto de ESO, de la ciudad de Barcelona. Con los datos de los centros se hace un análisis tipológico sobre la comprensividad, y con los datos de los alumnos se hace un análisis de rendimiento y de composición social de los centros. Los resultados muestran que existe mucha variedad y complejidad en la definición de comprensividad en las prácticas y opciones de los centros educativos, y que es mucho más difícil no establecer separaciones por nivel en centros de alta complejidad social. En los centros con menor complejidad, la comprensividad responde más a opciones de cada centro. Ability grouping according to the achievement students in secondary schools is a topic largely investigated in Sociology of Education, because the relationship between ability grouping and the students social background. The topic is also really controversial in educational policy. This paper wants to contribute to the issue with an empirical analysis based on a sample of 27 schools and 1782 tenth grade students from the city of Barcelona. The school data is used to construct typologies about the comprehensiveness of the schools, and the students data is used to analyze the achievement of pupils and the social composition of schools. The results show the enormous complexity and diversity of comprehensiveness among schools, but it seems to be more difficult not to segregate students according their achievement in schools with high degree of complexity. The comprehensiveness in schools with low degree of complexity could be a choice.
- Published
- 2017
49. Separation of Students by Levels in 4th of Middle School and Social Complexity. Limits and Possibilities of the Comprehensive Curriculum
- Author
-
Rafael Merino, Maribel Garcia Gracia, Dani Torrent, and Ona Valls
- Subjects
Educación secundaria ,Rendimiento ,Desigualdad educativa ,Itinerarios ,Educational reform ,Comprehensive school ,Reforma educativa ,Secondary school ,Pathways ,Achievement ,Escuela comprensiva ,Educational inequality - Abstract
La agrupación o separación por niveles de rendimiento en la enseñanza secundaria es un tema muy estudiado en la sociología de la educación por su relación con el origen social de los alumnos, y muy discutido en la política educativa. En este artículo se contribuye al debate con el análisis empírico a partir de una muestra de 27 centros de secundaria y 1.782 alumnos de cuarto de ESO, de la ciudad de Barcelona. Con los datos de los centros se hace un análisis tipológico sobre la comprensividad, y con los datos de los alumnos se hace un análisis de rendimiento y de composición social de los centros. Los resultados muestran que existe mucha variedad y complejidad en la definición de comprensividad en las prácticas y opciones de los centros educativos, y que es mucho más difícil no establecer separaciones por nivel en centros de alta complejidad social. En los centros con menor complejidad, la comprensividad responde más a opciones de cada centro. «Separation of Students by Levels in 4th of Middle School and Social Complexity. Limits and Possibilities of the Comprehensive Curriculum». Ability grouping according to the achievement students in secondary schools is a topic largely investigated in Sociology of Education, because the relationship between ability grouping and the students social background. The topic is also really controversial in educational policy. This paper wants to contribute to the issue with an empirical analysis based on a sample of 27 schools and 1782 tenth grade students from the city of Barcelona. The school data is used to construct typologies about the comprehensiveness of the schools, and the students data is used to analyze the achievement of pupils and the social composition of schools. The results show the enormous complexity and diversity of comprehensiveness among schools, but it seems to be more difficult not to segregate students according their achievement in schools with high degree of complexity. The comprehensiveness in schools with low degree of complexity could be a choice.
- Published
- 2017
50. Structure des Classes Sociales, Éducation et Diminution de l'Inégalité des Revenus (2002-2011)
- Author
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Flavio Carvalhaes and Pedro Herculano Guimarães Ferreira de Souza
- Subjects
desigualdad educativa ,Class (set theory) ,Multivariate statistics ,Class analysis ,Inequality ,estructura de clases ,media_common.quotation_subject ,educational inequality ,Univariate ,General Social Sciences ,inégalités des revenus ,Social class ,desigualdad de ingresos ,inégalités dans l'éducation ,structure de classes ,Statistics ,class structure ,lcsh:H1-99 ,Social inequality ,Fraction (mathematics) ,lcsh:Social sciences (General) ,income inequality ,Mathematics ,media_common - Abstract
This paper aims to reconcile the role ascribed to education as a major cause of the recent reduction in inequality in Brazil with a class analysis framework. A series of univariate and multivariate inequality decompositions were carried out, including the between-group/within-group decomposition of the GE(0) index and the regression-based decomposition suggested by Fields (2003). Our results show that a) whereas the class structure composition was relatively stable between 2002 and 2011, the educational composition changed dramatically; b) inequality between classes accounts for a larger fraction of total inequality than inequality between educational groups; and c) when class and education are analyzed simultaneously, the fraction of total inequality explained by education falls abruptly, while the relative share of class inequality remains constant. Thus, educational improvement was apparently much more important for the reduction in inequality than changes in the other dimensions captured by class structure. Dans cet article, on cherche à rapprocher l'importance attribuée à l'éducation comme cause de la récente diminution des inégalités au Brésil de l'optique de l'analyse des classes sociales. Dans ce but, on a procédé à une série de décompositions de l'inégalité des revenus du travail, y compris la décomposition du GE(0) et la décomposition via régression. Les résultats montrent que: a) la composition de la force de travail en termes de classes n'a guère changé entre 2002 et 2011, alors que la composition concernant l'éducation a présenté une altération significative; b) la typologie de classes utilisée explique mieux le niveau d'inégalités que celle des groupes d'éducation; c) quand on analyse simultanément classes sociales et éducation, on se rend compte que le pourcentage d'inégalités expliqué par l'éducation tombe brutalement, tandis que celui des classes sociales reste relativement constant. Bref, le progrès en éducation semble avoir été bien plus important pour la diminution des inégalités que les changements dans les autres secteurs pris en compte par la structure de classes, qui ont progressé très lentement. El objetivo de este texto es combinar el destaque dado a la educación como causa de la reciente reducción de la desigualdad en Brasil con el punto de vista del análisis de clases. Para ello, fueron realizadas una serie de descomposiciones de la desigualdad de los ingresos laborales, incluso la descomposición del GE(0) y la descomposición vía regresión. Los resultados muestran que: a) la composición de la fuerza de trabajo en términos de clases cambió poco entre 2002 y 2011, pero la composición educativa se modificó significativamente; b) la tipología de clases empleada explica mejor el nivel de desigualdad que los grupos educativos; c) cuando se analiza simultáneamente clases y educación, se percibe que el porcentaje de desigualdad explicado según la educación se reduce abruptamente, pero el de las clases permanece relativamente constante. En definitiva, el avance educativo parece haber sido mucho más importante para la reducción de la desigualdad que los cambios en las demás dimensiones captadas por la estructura de clases, que avanzaron muy lentamente.
- Published
- 2014
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