Inhalt: Student achievement: a rising tide of mediocrity? -- The case for federal policy to raise education standards -- Education policy and politics before 1983 -- The politics of goals 2000 -- ...Title I and voluntary national tests -- The No Child Left Behind Act -- Improving federal standards policy.
Desde o ano 2000, o Brasil não tem apresentado bons resultados nas provas do Programme for International Student Assessment (PISA). Tal desempenho tem sido considerado pela mídia brasileira como um ...“fracasso”. Este artigo tem como objetivo investigar quem/quais são os responsáveis pelo desempenho dos estudantes brasileiros nas provas do PISA de acordo com a mídia brasileira. Para tanto, foram discutidas as perspectivas de avaliação de autores que versam sobre o tema, levantando como discussão a relação entre avaliação e qualidade da educação, do ponto de vista da “pedagogia do exame”. Em seguida, foi feito um levantamento de notícias de oito jornais brasileiros que mencionam o PISA em seu conteúdo. Após um procedimento de agrupamento desses textos, seguindo as orientações da Análise de Conteúdo, obteve-se 18 grupos, que foram analisados e discutidos. Em geral, destaca-se que, embora o discurso midiático apresente possíveis responsáveis pelo desempenho do Brasil no PISA, também denuncia a falta de investimentos e políticas públicas voltadas à educação no país. Também apontam para uma concepção que entende que “educação de qualidade” é sinônimo de nota alta nas provas do PISA, tomando a educação de países que têm alto rendimento nessas aferições como modelo para o Brasil.
The phenomenon can be encountered day by day that at primary schools there are just a few Roma children among well-performing students, while among students who fail in fulfilling the requirements ...there are a great amount of Roma pupils. The question may come to the surface intuitively: What are the reasons behind that? The paper aims to discover and explain this problem relying on the relevant literature.
The aim of the present study was to analyze the effects of a mindfulness training psycho-educative program on impulsivity and aggression levels in a sample of high school students.
A randomized ...controlled trial with pre-test-post-test measurements was applied to an experimental group and a control group (waiting list). The Barratt Impulsivity Scale (BIS-11) Patton et al. (1995) and the Aggression Questionnaire (Buss and Perry, 1992) were used.
Statistical analyses showed a significant decrease in the levels of impulsivity and aggressiveness in the experimental group compared with the control group. These results have important implications for improving the level of academic engagement and self-efficacy of students and for reducing school failure.
This is one of the first studies showing the effectiveness of mindfulness training at reducing impulsive and aggressive behaviors in the classroom. The efficacy of mindfulness-based programs is emphasized.
El pueblo gitano presenta un alto riesgo de exclusión social. Partiendo de que la educación se erige como uno de los elementos clave para la inclusión social y entendiendo que el profesorado es una ...pieza fundamental para el éxito educativo del alumnado gitano, esta investigación busca conocer lo que piensan y conocen sobre ellos. Para ello, se ha realizado una investigación cualitativa mediante entrevistas a once docentes de Educación Secundaria Obligatoria de diferentes especialidades y con experiencia en atención a alumnado gitano en un mismo centro educativo de la Región de Murcia. Los resultados del análisis de contenido revelan que el profesorado es consciente de la desventaja en que se encuentra el pueblo gitano con respecto a diferentes dimensiones que determinan la inclusión-exclusión social. Asimismo, se observa un gran desconocimiento sobre su cultura e historia, se desvelan algunas causas que determinan su éxito escolar y se exponen algunas estrategias educativas para favorecerlo. Por último, los profesionales apuntan algunos retos para mejorar la situación educativa del alumnado gitano. Se concluye insistiendo en la necesidad de favorecer la inclusión social del pueblo gitano poniendo especial atención en la formación del profesorado y en la colaboración entre distintos agentes educativos
Equally performing, unfairly evaluated Salza, Guido
Research in social stratification and mobility,
February 2022, 2022-02-00, Letnik:
77
Journal Article
Recenzirano
•Despite grade repetition being commonly used, little is known about its link with inequality of educational opportunities.•The study uses a large dataset to analyze the probability to repeat a grade ...for different social and migratory backgrounds.•Net of prior performance, grade repetition is considerably higher for students with low educated or migrant parents.•Moreover, students with a privileged background enjoy an additional advantage in the academic track.•The paper critically assesses likely explanations, such as differences in parents’ support and teachers’ expectations.
Grade repetition requires students with poor performance to repeat the same grade for an additional year. Despite it being commonly used, little attention has been paid to its link with inequality of educational opportunities. Based on a new large longitudinal dataset of a cohort of secondary students in Italian high schools, the present paper questions the extent to which less advantaged students (in terms of parents’ educational title and migration background) are retained in grade 9 beyond pre-existing performance differences. The paper also addresses the role of school context (in terms of track and social composition) in determining a grade repetition. This paper provides evidence that, among students with comparable (poor) performance, the risk of repeating a year is substantially higher for those with parents who have less than a high school degree or have a migrant background. Additionally, grade repetition chances for students with highly educated parents are even lower in academic tracks and schools with advantaged social composition. Eventually, the paper critically assesses likely explanations for the observed gap, such as differences in parents’ support and teachers’ expectations.
Con la finalidad de prevenir el fracaso escolar y facilitar la graduación en Educación Secundaria Obligatoria del alumnado con dificultades no atribuibles a su falta de estudio y esfuerzo, la Ley ...Orgánica de Mejora de la Calidad Educativa aprobó el Programa de Mejora del Aprendizaje y Rendimiento (PMAR). Siete años después de su puesta en marcha, este trabajo tiene como objetivos describir cómo se ha implementado y qué resultados ha obtenido PMAR en centros de Andalucía y Madrid. Primero, se realiza un estudio dedicado al análisis de la normativa que regula el programa en ambas comunidades autónomas. Segundo, se llevan a cabo entrevistas semiestructuradas orientadas a conocer la opinión de nueve responsables educativos de los departamentos de orientación. Los resultados evidencian limitaciones estructurales que afectan al desarrollo del programa en ambas comunidades y regulaciones normativas que explican un trato diferenciado del alumnado en cada territorio. Se pone de manifiesto la baja eficacia de esta medida como estrategia para prevenir el fracaso escolar y se concluye enfatizando la necesidad de repensar en apoyos más tempranos, sostenidos en el tiempo y que faciliten la inclusión del alumnado con dificultades en su grupo de pertenencia.
Childhood temperament has a well-documented influence on later life outcomes, notably behavior problems, quality of interpersonal relationships, and academic achievement. However, there is at present ...a lack of brief measures that assess temperament characteristics which are represented across models of temperament in the late childhood and early adolescence period. To redress this gap, the aim of the current study was to develop and validate a short questionnaire that extends an earlier integrative measure of temperament, the Integrative Child Temperament Inventory (ICTI) to the late childhood period. The new measure (named Integrative Late Childhood Temperament Inventory, ILCTI) includes all five components of the ICTI (frustration, behavioral inhibition, attention/persistence, activity level, sensory sensitivity), plus affiliation. German- or English-speaking parents rated a total of 525 children, aged 8 to 14 years. Confirmatory factor analyses supported the predicted structure of the new measure. Examination of fit indices and psychometric analyses showed that 24 items are sufficient to capture all six dimensions reliably. Next to convergent validity with established measures of temperament and personality, we also present analyses of associations with measures of externalizing problems, internalizing problems, and school failure all of which support the instrument's clinical utility. Thus, despite its brevity, the ILCTI is a reliable and valid measure of late childhood temperament that can be helpful in assessing risk of developing behavior problems or school failure.
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