Educational evaluation

Students who are required to repeat a subject at university are often not only low achieving, but also unmotivated and lacking in self-confidence. METHOD. In this study, we evaluate the effect of implementing a combination of three innovative techniques (flipped classroom, team-based learning and frequent testing) in groups of students who are repeating a subject. We assess the impact of the new teaching strategy on the final course grade through econometric analysis. Our sample consists of more than a thousand students who were repeating a subject in the Bachelor's degrees in Business Administration or Economics of the University of Barcelona. RESULTS. We find that students benefit from guided autonomous study, continuous feedback and teamwork. The benefits are reflected primarily in higher final grades and an increase in the number of students who sat the final exam. The results hold up even after controlling for age, gender and average overall grade. DISCUSSION. Although the study was carried out with groups of students who were repeating a subject in economic theory, their success suggests that the new teaching approach could be successfully applied to other subject areas and among groups of students who are taking a subject for the first time.

En este trabajo se analizo el uso de un foro virtual como herramienta para promover los aprendizajes y tematica en torno a la reaccion de descomposicion del agua en la asignatura de Quimica I de la Escuela Nacional Colegio de Ciencias y Humanidades (cch) de la unam. Se empleo el metodo cualitativo de investigacion-accion con una muestra de 10 grupos a conveniencia del semestre 2017-1 del Plantel Sur. Al realizar el analisis con las categorias empleadas se encontro que el uso del foro en el aula virtual fomento la construccion social del aprendizaje, con una actitud de honestidad, respeto y tolerancia. Sin embargo, es necesario que alumnos y docentes incrementen su participacion y seguimiento de foros educativos.

This research was aimed to analyze the mastery of the concept of pressure on interactive demonstration learning model with formative feedback. The study involved 45 students of class VIII SMP Negeri 2 Rembang. The learning process is designed using the interactive learning demonstration stages in which it integrates with formative feedback. Tests form two-tiers as a measure of mastery of student concepts given before and after learning. The test results were analyzed qualitatively and quantitatively. The result of the analysis shows that the learning has an influence on the mastery of student concept with very strong category (very strong). The result of the improvement of students' master comprehension score before and after learning is in the medium category. Students experience an increased level of mastery of the concept from low to high on cognitive indicators of inhibiting (C1), and an increase in concept mastery level from low to moderate on understanding indicators (C2). Overall score indicator mastery of the concept of pressure. In the cognitive indicators of understanding (C3) and analysis (C4) has increased in the low category. Abstrak: Penelitian ini bertujuan untuk menganalisis penguasaan konsep tekanan pada model pembelajaran interactive demonstration disertai formative feedback. Penelitian ini melibatkan 45 siswa kelas VIII SMP Negeri 2 Rembang. Proses pembelajaran dirancang menggunakan tahapan-tahapan pembelajaran interactive demonstration yang didalamnya terintegrasikan dengan formative feedback. Tes bentuk two-tiers sebagai alat ukur penguasaan konsep siswa yang diberikan sebelum dan sesudah pembelajaran. Hasil tes dianalisis secara kualitatif dan kuantitatif. Hasil analisis menunjukkan bahwa pembelajaran tersebut memiliki pengaruh terhadap penguasaan konsep siswa dengan kategori sangat kuat (very strong). Hasil peningkatan skor penguasaan konsep siswa sebelum dan setelah pembelajaran berada pada kategori sedang. Siswa mengalami peningkatan level penguasaan konsep dari rendah menuju tinggi pada indikator kognitif mengingat (C1), dan mengalami peningkatan level penguasaan konsep dari rendah menuju sedang pada indikator memahami (C2). Secara keseluruhan, skor indikator penguasaan konsep tekanan. Pada indikator kognitif memahami (C3) dan analisis (C4) mengalami peningkatan yang masih dalam kategori rendah.

Se presenta una reflexión sobre el trabajo colaborativo e interdisciplinario que realizaron profesores expertos para construir contenido, actividades y estrategias de aprendizaje y evaluación para la asignatura de Ciencias de la Salud I, del Plan de Estudios del Bachillerato a Distancia. El principal objetivo de este enfoque didáctico, que parte de la experiencia y el conocimiento de docentes expertos en las diferentes áreas del saber, es que los estudiantes logren aprendizajes integrales e interdisciplinarios, relacionen lo que están estudiando con otras disciplinas y puedan encontrar respuestas tanto a situaciones problema escolares como de la vida cotidiana.

This research was motivated by the absence of an instrument for assessing the independence of students in basic beauty subjects that were tested for validity and reliability. The purpose of this study was to determine the validity and reliability of the content of the students' independence assessment instruments in basic beauty subjects at SMK that had previously been compiled. The instruments developed were observation sheets for teachers and self-assessments for students. Analysis of the content validity of the instrument used the Aiken V coefficient and the reliability of the instrument content was determined by the ICC In this validity and reliability test, it involves 3 expert judgments to assess the instrument. The three expert judgments are development and research experts, beauticians, and beauty practitioners. Based on the results of this research, it shows that the observation sheet and self-assessment are proven valid with the Aiken'V coefficient of 0.69 where th...

Este capítulo explica los principios psicométricos fundamentales para construir instrumentos de evaluación en español como lengua extranjera (ELE). Se distingue entre evaluación sumativa y formativa y se enfatiza que cualquier instrumento debe garantizar tres criterios esenciales: objetividad, validez y confiabilidad. Asimismo, se describen distintos tipos de validez —de contenido, de criterio y de constructo— y se destaca la importancia de definir claramente el constructo que se desea medir para asegurar la calidad técnica y ética de los exámenes.

Cases of student’s unrest are on the rise despite the spirited effort by the education stakeholders to curtail them. They have recently taken a violent dimension, leading damage of property and even loss of life during fires in school. This is an indicator of a relationship gone sour right from orientation, where the learners neither connect nor associate themselves with the school community, facilities and the programmes offered. The researchers used critical analysis research methodology to critically analyse the impact of secondary schools orientation programmes dynamics on the student’s school connectedness in secondary schools in Kenya. Using this method, the researchers assessed the various orientation programmes dynamics and how they impact on the students’ school connectedness against the backdrop of the induction programmes currently undertaken in secondary schools. The study found out that the orientation programmes offered in secondary schools exclude key stake holders, f...

The purpose of the study is to explore the awareness and attitude on plagiarism among research scholars of Panjab University, Chandigarh (India). A structured questionnaire was designed and distributed among research scholars from various academic disciplines at Panjab University, Chandigarh (India). The survey examines level of awareness and attitudes of respondents on various aspects of plagiarism based on a five point Likert Scale. A total of 152 valid questionnaires were analysed with the help of Excel and SPSS. Results of the study revealed that research scholars were aware about plagiarism issues in academia. “Cut copy paste of text” was top ranked awareness statement with 4.2 ± 1.28 as Mean ± SD value whereas, the lowest awareness (3.42 ± 1.33) was observed with regards to the statement “Collusion is helping someone else to plagiarise”. Overall, the poor attitude was observed among the respondents. Accurate referencing, plagiarism checking before submission of paper or thesis...

Seeing the observation result, the evidence from teachers' reports and final tests show that writing is the weakest aspect of students' work in English and supported by semi-structured interview given with a group of students having problem in English writing. The method was pre-experimental, and the Eighth grade of A is chosen as the sample. The findings show that there is significant difference in the mean score between students’ writing before and after treatment. It is also indicated from the result of hypothesis testing, it results in Ho is rejected because 0.000 < 0.025 (2-tailed) and based on t-test criteria, if t-test is bigger than t-table, it means that Ha is accepted and Ho is rejected. Besides students’ writing skill achievement with portfolio assessment is better than students without the assessment at the level of believe 95%. Portfolio assessment has positive correlation with students’ writing skill, it shows from the result of r-test in this study is 0.671...

The primary objective of the paper is to claim that it is reasonable to shift the focus from the assessment of learning and for learning to assessment as learning, through which the learners self-regulate and freely reflect on learning processes and outcomes. At the same time, they build evaluative capacity and participate in decisions about their education. This paper presents the case of the Practical Training in postgraduate studies of teachers and, in particular, students of the “Educational Evaluation” specification. It describes the structure of the Practical Training and the ways in which democratic skills of postgraduate students were attempted to be cultivated. It also presents part of a research carried out to freely capture and evaluate the students’ own expectations from their participation in the Practicum, during the academic year 2023-2024. Through the qualitative method of content analysis, it is concluded that postgraduate students need to be heard and taken into consideration when designing a University Practicum, and they eager to learn in an interactive way that promotes their professional development and arises professional opportunities.
Key words: Assessment as Learning, Evaluation Capacity Building, Practicum of Educational Evaluation, students’ expectations assessment

This paper reports on a study examining continuing professional development for consultant doctors. Using a mixture of qualitative (interviews, letters, observation) and quantitative (online questionnaire) methods, the views of CPD providers and users were surveyed. The study met the following objectives: comparing and contrasting the experiences of CPD across the range of specialties; identifying and describing the range of different models of CPD employed across the different specialties and clinical contexts; considering the educational potential of reflective practice in CPD and its impact on professional practice; and exploring how different professionals judge the effectiveness of current CPD practices. The effectiveness of CPD, as inferred from the comments made by interviewees and questionnaire respondents, relates to the impact on knowledge, skills, values, attitudes, behaviours and changes in practice in the work place. The quality of CPD was seen as inextricably linked to any improvements in the quality of the professional practices required for service delivery. There was widespread consensus as to the value of learning in professional settings. There was recognition that there needs to be a move away from tick boxes to the in-depth identification of learning needs and how these can be met both within and external to the workplace, with learning being adequately enabled and assessed in all locations.

Analyzing mathematics and reading achievement outcomes from a district-level random assignment study fielded in over 500 schools within 59 school districts and seven states, the authors estimate the 1-year impacts of a data-driven reform initiative implemented by the Johns Hopkins Center for Data-Driven Reform in Education (CDDRE). CDDRE consultants work with districts to implement quarterly student benchmark assessments and provide district and school leaders with extensive training on interpreting and using the data to guide reform. Relative to a control condition, in which districts operated as usual without CDDRE services, the data-driven reform initiative caused statistically significant districtwide improvements in student mathematics achievement. The CDDRE intervention also had a positive effect on reading achievement, but the estimates fell short of conventional levels of statistical significance.

Analyzing mathematics and reading achievement outcomes from a district-level random assignment study fielded in over 500 schools within 59 school districts and seven states, the authors estimate the 1-year impacts of a data-driven reform initiative implemented by the Johns Hopkins Center for Data-Driven Reform in Education (CDDRE). CDDRE consultants work with districts to implement quarterly student benchmark assessments and provide district and school leaders with extensive training on interpreting and using the data to guide reform. Relative to a control condition, in which districts operated as usual without CDDRE services, the data-driven reform initiative caused statistically significant districtwide improvements in student mathematics achievement. The CDDRE intervention also had a positive effect on reading achievement, but the estimates fell short of conventional levels of statistical significance.

This study on a social transformative contribution to understanding special needs and inclusive education, is pegged on a tripod upon which empowerment (the apex of social transformation) rests: health, education and household economies. It focuses on integral health defined as "a complete state of physical, mental and social well-being, and not merely the absence of disease or infirmity'… [it] is the result of a dynamic interaction between biological, psychological and social processes'" (WHO, Const., 1948). It narrows down to special needs, exploring literature on persons living with disabilities. Starting from the author's childhood and young adulthood experience with persons with special needs, it elucidates on the definitions used, the categories, and the causes of the special needs' cases. It goes on to give the divergent interventions carried out in relation to persons with special needs, including barriers to these interventions. .

Es comprensible que el diseño instruccional, en ésta su cuarta generación, y la elaboración de un curso con materiales y recursos en línea no sigue los mismos pasos que un curso tradicional. Es ese tal vez el primero de los objetivos del presente trabajo; lograr el diseño de un curso

Esboçado este balanço teórico-especulativo, resta-nos deixar a sugestão de consulta e análise aprofundada de trabalhos que constituem referências incontornáveis da análise das experiências de autonomia das cerca de duas dezenas de escolas portuguesas que celebraram em 2008 contratos de autonomia com o Ministério da Educação, através das direções regionais de educação, como sejam os documentos “Balanço de um ano de governação das escolas por contrato” e “Serviço público de educação e níveis de autonomia na gestão das escolas”. Além do mais, o movimento que conduziu à celebração dos contratos de autonomia e que está já hoje relativamente documentado assentou, de uma certa maneira, no princípio da devolução de poderes às escolas ao considerar que alguns interesses públicos do Estado pudessem ser contratualizados e ficado a cargo das escolas novas competências

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Tidak diijinkan karya tersebut diunggah ke dalam aplikasi Repositori Perpustakaan Universitas karena di scan lembar pengesahan tidak mencantumkan keterangan tanggal lulus ujian.Tujuan penelitian ini mengevaluasi pelaksanaan program budaya membaca di SD N Tengaran Kabupaten Semarang dari aspek konteks, input, proses, dan produk. Jenis penelitian ini adalah penelitian evaluatif dengan model CIPP. Teknik pengumpulan data yang digunakan adalah teknik wawancara, studi dokumen, dan observasi. Validasi data dilakukan dengan triangulasi sumber dan teknik. Beberapa tahapan yang dilakukan dalam analisis meliputi: deskripsi, reduksi, display data dan verifikasi data. Hasil penelitian dari aspek konteks menunjukkan bahwa program budaya membaca sangat dibutuhkan siswa di SD N Tengaran. Dari aspek input, program budaya membaca telah menjawab kebutuhan siswa dengan ditopang SDM, sarana prasarana, anggaran, jadwal serta mekanisme kerja yang memadai. Dari aspek proses, pelaksanaan program budaya mem...

This article examines the extent to which parental socioeconomic status (SES) affects the likelihood of a child becoming a topperforming student, offering an international perspective by reporting this relationship in 31 developed countries. The impact of 3 important educational system characteristics (differentiation in terms of early tracking, standardisation, and private schooling) on the relationship between parental SES and top performance was determined. We employed multilevel logistic regression models on data from the Programme for International Student Assessment (PISA) 2015 (N = 216,980) to reveal that children with low parental SES have a lower probability of becoming a topperforming student than those with high parental SES, although this association differs between countries. The negative relationship between a disadvantaged parental background and top performance was not affected by the educational system characteristics under investigation.

Los cambios que se producen en la sociedad del siglo XXI conllevan la necesidad de cambios en el sistema educativo, entre otros, un enfoque competencial de la enseñanza; énfasis en el aprendizaje, no solo de los individuos, sino también de las instituciones educativas; mayor autonomía de los centros; liderazgo de los equipos directivos y cultura de la evaluación y la mejora continua. Este nuevo escenario exige también enfocar la Inspección hacia la mejora del sistema educativo, y por tanto, de los centros y de los procesos de enseñanzaaprendizaje, así como replantear las funciones de supervisión, control y asesoramiento y hacer prevalecer la función de evaluación sobre el resto de funciones que tiene encomendadas. En este contexto, la evaluación debe ser una responsabilidad compartida entre los centros y la Administración, mediante procesos de evaluación interna o autoevaluación y procesos de evaluación externa de los centros llevados a cabo por la Inspección.

johannes landgren Kyrkomusiken upplevs idag av många som marginaliserad i den samhälleliga kontexten. Samtidigt är det fortfarande så att det kyrkomusikaliska uttrycket behåller sitt grepp om såväl utövare som lyssnare. Trots intensiv aktivitet på området lyser dock kyrkomusiken, med några få undantag, med sin frånvaro i en större samhällelig-estetisk debatt. Genom nedanstående frågeställningar är avsikten att lyfta in kyrkomusiken i denna debatt samt att väcka frågor om konstmusikens roll i kyrkan och kyrkomusikens roll som en möjlig brobyggare till annan estetisk verksamhet. Grundfrågorna i denna artikel lyder: Hur ser kyrkomusikens position ut i vårt samhälle och i vår kyrka idag? Hur kan man definiera en möjlig ansats till en framtida kyrkomusikens estetik mitt i ett sargat och splittrat samtidsklimat? Med hjälp av tre huvudrubriker: Musikens estetik och förändrade roll, Kyrkomusikens positionering och Kyrkomusikens tjänande funktion, belyses en problematik som vid första anblicken verkar tillbakablickande, men som i en samtidsbelysning möjligen framstår som mer aktuell än någonsin. Är musiken en avspegling av kosmos? Finns det i musiken nedlagt en vilja till att återspegla och manifestera skapelsens hela fullhet? Just denna problematik sysselsatte många av antikens och senare även senantikens och barockens tänkare. Musiken hade tydliga kopplingar till retorik och talekonst, något som skapade en musiksyn där musiken sågs som ett tal i toner, ett sätt att övertyga, kommunicera och försätta i affekt.

Este articulo presenta un analisis de la formacion docente universitaria a fin de ofrecer un diagnostico para la mejora de las acciones en marcha. Contribuye al debate respecto a la formacion del profesorado universitario al recoger en clave comparativa aspectos como las diferentes tematicas de formacion, los destinatarios de la misma y sus relaciones. Utilizando una metodologia exploratoria, descriptiva y cuantitativa, apoyada en el analisis de contenido, se analizo la oferta formativa de algunas de las universidades espanolas mejor posicionadas en el Ranking of World Universities (ARWU). Los resultados evidencian como principales tematicas las referidas a metodologia, evaluacion y tecnologia, asi como que la mayoria de las horas de formacion se dirigen a profesores con mas de cinco anos de experiencia. Las conclusiones destacan la importancia de incorporar tematicas sobre inclusion y de disenar cursos para cada momento formativo del profesorado como aspectos significativos.

This paper offers an analysis of university teacher training with the aim of providing an assessment to improve ongoing initiatives. It contributes to the debate on university teacher training by comparing aspects such as different training topics, the profiles of teachers who take part in such training, and the relationship between these characteristics. An exploratory, descriptive and quantitative methodology supported by content analysis analyzes the training offered by some of the best-placed Spanish universities in the Academic Ranking of World Universities (ARWU). The results show that the main topics addressed are methodologies, assessment and technology, and most hours of training were intended for teachers with more than five years’ experience. The conclusions highlight the importance of introducing 1 Información disponible en http://www.shanghairanking.com/ La formación docente universitaria: claves formativas de universidades españolas Montes y Suárez Revista Electrónica ...

The purpose of this study was to deconstruct the communication that occurs in the post-observation conference in music teacher evaluation. If music teachers and evaluators are to communicate effectively, demonstrate and assess various dimensions of music teaching, accurately judge the professional qualities and pedagogical actions of music teachers, and apply such judgements in measuring music teacher effectiveness, then the beliefs, thoughts, words, actions, habits, and values of those music teachers and evaluators must be appropriately and deeply understood. This study utilized aspects of ethnography and critical discourse analysis in examining the dialogue between sets of ensemble directors and their evaluators in the context of music teacher evaluation. The primary theoretical foundation of this study flows from James Paul Gee's writings on the theory and practice of discourse analysis. Thus, I examined the attributes of discourse among evaluators and music teacher dyads and the means by which significance, social goods, and relationships shaped the music teacher evaluation process. The results indicated the language-in-use during the post-observation conferences in the music teacher evaluation process shaped the nature and quality of communication vii between music teachers and their evaluators. Music teachers and evaluators used language to indicate significance through repetition of and/or direct statements of importance. The results did not indicate any discrepancies on the situated meanings of terms associated with interpretation of the rubric when applied to the band rehearsal. Social goods, such as growth in band enrollment, teacher rating, and pay, were exchanged within the verbal and written discourse, or implied within the communication process itself. Relationships were more difficult to detect through the verbal language of the evaluative conferences. However, nonverbal clues during post-observation conferences offered insight into the type of relationship that had been built or was in place, and it was noted that the nonverbal language, such as eye contact and posture, reflected the quality of communication in these music teacher evaluation conferences. The importance of this study rests within the context of understanding the role of communication in music teacher evaluations.

Denominational schooling makes up an important part of European educational systems. Given its specificity, denominational schooling can be expected to place a greater weight on values teaching and moral education. As such, it may be more effective in bringing about certain attitudes and opinions. It also may be more successful in creating a warm and caring atmosphere, thus helping students to better emotionally connect to the school community. This paper set out to empirically test some of these hypotheses by making use of three waves of data collected in the framework of the Program for International Student Assessment study. We compare public and publicly supported private (as a proxy to denominational) schools on two dimensions, namely the emotional integration with the rest of the school community, and the concern and feelings of responsibility towards the environment. But for Austria, Belgium and Spain, no evidence could be found that the type of the school has any impact on the reported psychological adaptation to the school. In these three countries, publicly supported private schools tend to be more successful in integrating their students. Also students in public and private dependent schools were equally environment oriented, taking into account several student and school characteristics. The lack of schooling sector differences in attaining noncognitive aims may have at least three causes. First, ecological issues could be salient enough not to necessitate any special religious or moral reinforcement in order to gain traction. Second, public schools may use religious education or ethics just as fruitfully and consequently, they are just as successful in values and norms transmission. Third, it is possible that schools play a minor role in introducing students to environmental dilemmas and concerns, this role being taken over by the family or the media.

Desde el campo educativo es muy importante fortalecer las competencias de pensamiento crítico y el interés por la filosofía. En la actualidad es fundamental desarrollar estrategias que permitan no solo fortalecer la dimensión académica, también, favorecer la parte humana y formar al hombre íntegramente es significativo. De ahí que esta investigación se centró en el desarrollo del pensamiento crítico, desde los estudios que proponen algunos autores, promueve el desarrollo del pensamiento crítico en los estudiantes de tercer medio del Internado Nacional Barros Arana, en Chile, Vargas Fernández (2010) propuso que hay dificultades en los estudiantes de noveno grado del año 2008-2009 de la Escuela Americana de Tegucigalpa, Honduras, para formular pensamientos propios y Vargas Rodríguez (2015) con estudiantes de noveno grado en una institución privada de la ciudad de Bogotá, buscó fortalecer el pensamiento propio valiéndose de herramientas como el cine. La investigación tiene como enfoque el cualitativo y la investigación es de tipo Acción Participativa, así lo investigado no se queda en el papel, sino que se desarrolla. De esta manera, se abren espacios en los que el maestro puede proponer nuevas actividades y estrategias para enseñar y el estudiante tendrá nuevas formas de aprender. Pensamiento crítico, didáctica, pensamiento propio, TIC.

Esse artigo tem por objetivo tracar um perfil da educacao integral em Manaus, a partir da implantacao dos Centros Educacionais de Tempo Integral – os CETIs – iniciada em 2010. Tendo por base a experiencia adquirida com os levantamentos realizados em alguns municipios do estado de Rondonia, procedeu-se a aplicacao de um survey multifatorial, combinado com uma entrevista de roteiro fechado, com a finalidade de coletar dados sobre o processo de implantacao, com enfase na estrutura, funcionamento e gestao dos Centros. Os resultados aqui apresentados fazem parte do momento inicial (2013), ainda predominantemente quantitativo, de uma pesquisa em andamento sobre a educacao integral em Manaus, cujo momento final, predominantemente qualitativo, esta previsto para 2017. Assim, sao apresentados aqui o perfil do corpo administrativo, docente e gestor, alem da estrutura e funcionamento desse modelo de escola concebido especialmente para atender as finalidades da educacao de tempo integral.

Resumo: Este artigo apresenta em seqüência temporal algumas iniciativas e modelos de avaliação de sistemas educacionais no Brasil. Lembra a estrutura federativa do Estado brasileiro e o desdobramento das avaliações nos sistemas federal, estaduais e municipais de ensino. Aborda a questão da formação de pessoal em avaliação educacional, as características assu‐ midas pelas avaliações implementadas, tanto na educação básica, como no ensino superior. Apontam ‐se as mudanças de modelo e as controvérsias advindas com o desenvolvimento dessas avaliações. Comentam ‐se alguns de seus efeitos.

En el siglo XXI, la educación se ha convertido en una de las piedras angulares del desarrollo
humano y social. La búsqueda constante de la excelencia educativa ha llevado a investigadores
y educadores a explorar diversos contextos educativos en busca de estrategias innovadoras que
promuevan un aprendizaje significativo y efectivo. En este libro, nos adentraremos en el
fascinante mundo de la investigación en contextos educativos formales, no formales e informales,
donde se abre una ventana de oportunidades para explorar nuevas formas de enseñanza y
aprendizaje.
La educación formal, tradicionalmente asociada con el sistema escolar, ha sido objeto de
numerosos estudios a lo largo de la historia. Sin embargo, en las últimas décadas, la
investigación educativa ha ampliado su alcance y se ha extendido a contextos no formales e
informales. Los contextos no formales, como los museos, las bibliotecas o los centros
comunitarios, ofrecen oportunidades educativas fuera del ámbito escolar, donde los individuos
pueden aprender de manera autónoma y experiencial. Por otro lado, los contextos informales,
como la familia y la comunidad, proporcionan entornos educativos cotidianos que influyen en el
desarrollo y el aprendizaje de las personas.
En este libro, examinaremos la importancia y las implicaciones de la investigación en estos
tres contextos educativos, así como su interconexión y complementariedad. A través de una
exploración profunda y reflexiva, buscaremos descubrir nuevos horizontes en la educación y
brindar una perspectiva integral que permita comprender y aprovechar al máximo las
oportunidades educativas presentes en cada uno de estos ámbitos.

Modelos educativos, políticas de innovación y aseguramiento de la calidad Innovaciones en primaria. Escuelas que protagonizan el cambio educacional Innovaciones para el mejoramiento de la calidad y los resultados del aprendizaje. La lectoescritura: una prioridad de la educación primaria mejorar la calidad de la educación en América Latina. Políticas para mejorar los aprendizajes en a educación básica y fortalecer capacidades lectoras. Centroamérica y República Dominicana. Centros de Excelencia para la Capacitación de Maestros en Centroamérica -CETT Redes y alianzas público-privadas: ¿qué hace el sector empresarial para mejorar la efectividad de las escuelas? Acciones en torno a las políticas públicas y las agendas educativas. CUENTA REGRESIVA DE LA AGENDA EDUCATIVA 2030: ¿Qué políticas podrían hacer la diferencia

RESUMEN. ^Cuánto ha cambiado el desarrollo educativo en cinco afios?, •quE lugar ocupa éste en la enseñanza superior en el Reino Unido? Esce art(culo o^rece una visión de conjunto sobre el estado actual del desarrollo educativo en el Reino Unido y se propone identificar los cambios que han ocurrido durantc los últimos cinco años. El trabajo aporta tambiEn las respuestas de 53 directores de unidades de desarrollo educativo a un cuestionario basado en una investigación similar que se llevó a cabo en 1995. El trabajo analiza algunos de los principales factores contextuales que han afectado al desarrollo educativo a lo largo de este per(odo de cinco afios y ofrece una evaluación alentadora del crecimiento en el número de unídades o departamentos que han sido creados con una función de desarrollo educativo. ? What is its standing in UK higher education? 'I'his paper provides an overview of the current state of educational development in the uK and attempts to idcnrify thc changes that have occurred over the last five years. It reports on the responses of 53 heads ofeducational development units to a questionnaire bascd on a similar survry undertaken in 1995 and reported in this journal. The paper considers some of the major contactual factors which have influenced educational development aver this fivc-ycar period, and provides an encouraging assessment of the growth in thc number of units or depanements being established wirh an educationa) development rolt.

The educational evaluation is a set of organized and systematic actions that aim to achieve the goals of education. Additionally, this is a tool that assesses the degree of achievement of predetermined objectives, provides feedback to the teacher, identifies methods for shaping the teaching approach, and improves self-awareness. The purpose of this study is to explore the views of teachers regarding their evaluation and professional development. The preferred methodology is a qualitative approach which has used the semi-structured interview as a data collection technique with a sample of ten primary school teachers. The participating teachers have been working in public education from four to thirty-five years, while four of them serve as substitutes. With regard to the first research question, the categories of the analysis were created from the thematic analysis (atlas) of the data, literal, interpretative, and reflective aspects. The respondents considered the main purpose of their evaluation to be the improvement that results from the interlinkage between the identification of weaknesses and the implementation of training interventions. As far as the evaluation criteria are concerned, they mainly highlighted the teacher's professional skills, the learning environment, and the consistency of service. Persons close to the teacher, such as the director, colleagues, the teachers themselves, and the Education Advisοr are considered to be the most appropriate actors of their evaluation. According to the findings, the benefits of the evaluation include the rewarding of the teachers and the recognition of their work, as well as the establishment of a culture of evaluation, while the disadvantages include negative emotions and unfair practices (e.g., stress, fear, pressure, insecurity, competition), negative consequences (e.g., salary reduction, dismissal), categorization of teachers and additional workload. Professional development is regarded as extremely useful and necessary and is achieved

De Handleiding Vragenlijst Cultuur van Excellentie presenteert een zelf-diagnostisch instrument dat docenten, team, opleidingen of instellingen kunnen gebruiken om de cultuur van excellentie te peilen. De vragenlijst kan ook ingezet worden door beleidsmedewerkers of onderwijsadviseurs. De vragenlijst geeft inzicht in de mate waarin er sprake is van een cultuur waarin studenten willen, kunnen en mogen excelleren en hoe mensen denken over excelleren als concept. De vragenlijst is uitermate geschikt om verschillen tussen subculturen in kaart te brengen.

Si l'acte de reconnaissance des savoirs de l'experience par un jury specifique constitue la singularite de la demarche de VAE, c'est la construction du dossier de "preuves" qui en est le coeur et sa dynamique. Dans cet exercice, l'accompagnement occupe sans doute une place centrale. Celui-ci empruntant a d'autres pratiques sociales, il convient d'en identifier les specificites, non pas pour enrichir une typologie de l'accompagnement a l'ere post moderne, mais afin de montrer qu'en cette occurrence, il comporte une dimension a la fois epistemique et temporellement structurante qui ne se retrouve dans aucun autre mode d'accompagnement. Ainsi, notre contribution articule la distance comme condition d'emergence de la connaissance sur l'experience et la temporalite comme condition de construction d'une matiere a validation. (...)

Research shows that young students have different conceptions of learning in everyday classrooms. Assessing students' learning conceptions in education can generate important feedback for students and teachers. Development of adequate feedback tools are important, however validation studies are needed. The aim of this research is to study the reliability and validity of the Learning Conceptions Questionnaire and to investigate the factorial invariance of the Learning Conceptions Questionnaire scales. In the first exploratory study factor analyses resulted in eight scales divided over three dimensions: motivation, regulation and learning demands and activities. The second study on the basis of confirmative factor analyses indicate that the eight scales are internally consistent. It can be concluded that the validity of the Learning Conceptions Questionnaire complies with the psychometric standards of internal consistency and can be used to study a wide spectrum of ages on the transition between primary and secondary education.

This study focused on the role of school-society collaboration in the development of primary schools, emphasizing its influence on educational outcomes and community advancement. It provides an overview of school-society collaboration, tracing its historical evolution and theoretical foundations, while highlighting its significance in fostering robust educational frameworks. The study identifies key stakeholders-families, local communities, governments, private sector entities, and NGOs-and examines their contributions to the collaborative ecosystem. Mechanisms facilitating collaboration, such as parent-teacher associations, community programs, and partnerships with local businesses, are analyzed to illustrate their impact on educational improvement. The benefits of such collaboration include enhanced student performance, social and emotional development, and strengthened community identity and cohesion. However, challenges such as socioeconomic barriers, communication gaps, and policyrelated constraints are acknowledged, necessitating targeted interventions. Recommendations focus on strengthening partnerships, promoting inclusivity, developing sustainable models, and building stakeholder capacity to ensure effective collaboration. This study highlighted the importance of integrating collective responsibility in advancing primary education and fostering a shared commitment to societal development.

arbitrado diferentes mecanismos de selección y de acreditación. Según el rector de la Universidad Complutense, el actual sistema no es del todo adecuado y propone en la siguiente reflexión algunas medidas para mejorarlo. No cabe ninguna duda de que el prestigio, la calidad, el ser o no ser, en definitiva, de una universidad, reside, en un alto tanto por ciento, en lo que sea su claustro de profesores. De ahí la importancia de reflexionar sobre la forma de selección y contratación de los profesores universitarios, así como de su retención y promoción después, esto es, de la definición de sus carreras académicas. Hace ya algunos años (era yo entonces vicerrector de profesorado de la Universidad Complutense) me preguntaron la opinión sobre el modo de selección de los profesores en la universidad española. Dije, entonces, que el sistema de acredita-brought to you by CORE View metadata, citation and similar papers at core.ac.uk

arbitrado diferentes mecanismos de selección y de acreditación. Según el rector de la Universidad Complutense, el actual sistema no es del todo adecuado y propone en la siguiente reflexión algunas medidas para mejorarlo. No cabe ninguna duda de que el prestigio, la calidad, el ser o no ser, en definitiva, de una universidad, reside, en un alto tanto por ciento, en lo que sea su claustro de profesores. De ahí la importancia de reflexionar sobre la forma de selección y contratación de los profesores universitarios, así como de su retención y promoción después, esto es, de la definición de sus carreras académicas. Hace ya algunos años (era yo entonces vicerrector de profesorado de la Universidad Complutense) me preguntaron la opinión sobre el modo de selección de los profesores en la universidad española. Dije, entonces, que el sistema de acredita-brought to you by CORE View metadata, citation and similar papers at core.ac.uk

La presente investigación tiene por objetivo conocer las percepciones de los estudiantes de Pedagogía en Inglés, Educación Básica y Educación Parvularia de la Universidad Bernardo O' Higgins, en relación a las características que debe poseer un buen profesor y de qué manera forman estos sus representaciones en torno a dicho concepto. Para llevar a cabo esta investigación, se realizó un estudio sobre la literatura existente en torno al concepto de profesor para luego aplicar una encuesta a los estudiantes de las áreas disciplinares mencionadas. 62 estudiantes respondieron la encuesta que constó de tres partes: en la primera, los alumnos

Research has indicated that the ever-changing emerging technologies have different impacts on music education
from many perspectives such as; music pedagogy, instruction methods, evaluation approaches. For almost 30 years
the online learning and education platforms based on Artificial Intelligence (AI) provides both teachers and
students with rich personal teaching/learning environments, methods, educational tools and improve the efficiency
of music education. Although there has been extensive publication in the field of AI in education and AI in the
music industry, it has been observed that publications on AI in music education have gained momentum since
2019. This situation is the most important motivation for conducting this research.
In this research, a bibliographic study was conducted through the document review method. Data were obtained
by scanning published scholar books/book chapters (n=1), articles (n=58) and conference papers (n=19) in selected
online databases and, were grouped and presented according to certain criteria. Studies between 2019-2023 that
included the terms "music education/teaching/learning" and "Artificial Intelligence (AI)" together in their titles
and abstracts (including keywords) both in English and Turkish were scanned. It was determined that 18 of the 58
articles examined were retracked and, most of the publications did not contain information about the research
design and method. Also it is found out that; most of the research focus on theoretical subjects such as; musical
analysis, composition, algorithmic systems, and a few on instrumental-mostly piano or vocal pedagogy. It has been
observed that studies on music education applications with AL are insufficient.
The importance and use of AI is increasing day by day, and research will continue to be conducted as long as this
issue is on the agenda. The main aim of this research is to provide a resource for experts and academics studying
in the field and shed light on future scientific studies on music education and AI. The scanning process in this
study is limited, therefore, in future research, it may be recommended to examine publications in different
languages and scientific theses in larger databases, within the framework of different criteria.
Keywords: Music education, Teaching Music, Artificial Intelligence, AI, Bibliography.

The subjectivity and objectivity of science are strongly associated to the nature of science, which is part of science education curricula worldwide. The issue under research is how an epistemological issue, like objectivity and subjectivity in science, could be introduced in science classes, so as to reflect the most realistic image of science. Following this line in the present study, concepts were related to what students and teachers should know, science education research and policy documents were explored, and current views within the philosophy of science were briefly summarized. We propose a distinction between the partially subjective scientific process and the rather objective end result of scientific inquiry as a schema promoting better understanding in science education. Intersubjectivity and critical transformation are then proposed as concepts which can enhance this schema. The history of science provides a suitable framework for teaching these ideas in science classes.

Mixture modeling was used to examined the: (a) heterogeneity and prevalence of the language and literacy profiles among 521 first grade students (Malaysian equivalent of Primary 1) and (b) predictors that optimize the classification of language and literacy profiles. Based on the Simple View of Reading as a theoretical framework, five language and literacy profiles were identified. These were students with: a) the weakest performance on average in literacy but slightly higher language skills, b) weak performance in both language and literacy, c) average performance in language and literacy, d) above average performance on language and literacy, and e) the strongest performance in language and literacy. Unique predictors of class membership differentiation for all groups were phonological awareness, teacher judgment on academic achievement, and socioeconomic status.