scholarly journals Programas de Reenganche educativo y condiciones organizativas para su implementación: la importancia de la coordinación curricular

2020 ◽  
Vol 38 (2 Jul-Oct) ◽  
pp. 17-44
Author(s):  
María Teresa González González ◽  
Mª Trinidad Cutanda-López
Keyword(s):  
School Improvement ◽  
Vocational Training ◽  
Structured Interviews ◽  
Organizational Conditions ◽  
Occupational Reintegration ◽  
Organizational Perspective ◽  
Practical Development ◽  
Training Schools ◽  
Multiple Units ◽  
Positive Results

Esta aportación deriva de un proyecto de investigación[1] en el que se analizan programas de reenganche para jóvenes en situación de vulnerabilidad con resultados positivos (aumento del enganche con los aprendizajes y reinserción educativa o socio-laboral). Se centra en aspectos organizativos, en particular, en la coordinación entre el profesorado en dos de los casos analizados en la Región de Murcia (España): Aulas Ocupacionales y Formación Profesional Básica. El texto ofrece algunos resultados sobre las distintas vías de coordinación en el seno de tales programas para su desarrollo en la práctica.  Marco Teórico. Se articula sobre dos pilares: 1) procesos de mejora escolar y condiciones organizativas para posibilitarla, 2) influencia del funcionamiento educativo y organizativo del centro escolar en dinámicas de desenganche. Metodología. Diseño de “caso múltiple de múltiples unidades”. Se diseñaron diversos instrumentos de recogida de información. Se comenta únicamente aquella derivada de entrevistas semiestructuradas a profesionales implicados en los citados programas, analizada cualitativamente. Resultados. Los mecanismos y dinámicas de coordinación, en cuanto que condición organizativa, destacan como pilares fundamentales de estos programas, complejos en el discurrir de los mismos y también con algunas limitaciones. Conclusiones. La coherencia y relevancia curricular constituyen uno de los puntos flacos de la coordinación, agudizada por la departamentalización de los Institutos de Educación Secundaria. Su complejidad requiere ámbitos de coordinación más funcionales.   [1] Proyecto I+D (2016). "Procesos de reenganche educativo y socio-laboral de adolescentes en situación de vulnerabilidad. Estudio de casos e implicaciones socioeducativas". EDU2016-76306-C2-1-R.     This contribution derives from an investigation project where re-engagement programs for young students in situation of vulnerability with positive results (an increase in the engagement of their learning and educational and social-occupational reintegration) are analyzed. It explores organizational aspects, in particular coordination among teachers, in two educational contexts in the Region of Murcia (Spain): Training Centers and Basic Vocational Training Schools. The study reports on the practical development of the coordination processes found within the above-mentioned two contexts. Theoretical Framework: It articulates on two pillars: 1) processes for school improvement and organizational conditions to enable them, 2) influence of specific educational and organizational systems on disengagement dynamics. Methodology: "Multiple-cases of multiple-units" design. Although different instruments for the collection of information were designed, the study reports solely on the semi-structured interviews conducted with the professionals involved. Results: The mechanisms and dynamics of coordination, looked at from an organizational perspective, stand out as complex but fundamental pillars of these programs, whether they present some limitations related to curricular aspects. Conclusions: Coherence and curricular relevance reveal themselves as one of the weakest points of coordination. This is aggravated by the division into departments typical of Secondary High Schools. Their complexity requires more functional coordination scopes.

Klaipėdos mokinių požiūris į narkomanijos problemą

2013 ◽  
Vol 23 (1) ◽  
pp. 60-64
Author(s):  
Dalia Jurgaitienė ◽  
Diana Šopagienė
Keyword(s):  
Drug Use ◽  
General Education ◽  
Vocational Training ◽  
Drug Testing ◽  
Drug Problem ◽  
Professional Schools ◽  
Drug Detection ◽  
Illegal Drug Use ◽  
Anonymous Questionnaire ◽  
Training Schools

The aim is to examine students‘ views of Klaipeda in drug addiction and drug detection tests. Completed an anonymous questionnaire of general education and vocational training schools survey. Total of 544 questionnaires were used for analysis: 276 questionnaires from general education and 268 from vocational education schools. 48.7 percent of them were boys and 51.3 percent girls . Respondents‘ average age: 17.6 from general education and 18.4 from professional schools. The article discusses how students evaluate drug problem in Lithuania politically, morally, economically, and socially. Also, there were discussed, what are the causes of teenage drug use. The second part attempts to explore how students evaluate the drug detection tests. It was found that 44.3 percent boys and 41.5 percent girls agree that students should be tested for illegal drug use. 39.8 percent boys and 18.8 percent girls do not agree, but 15.9 percent boys and 18.8 percent girls do not have an opinion on this issue. More than half of students think that their parents would prefer that the school would be school drug testing. 79.6 percent students believe that schools should eliminate drugs - spread students and 48.2 percent and drug-using students.

Total Quality Management in Mauritian education and principals’ decision-making for school improvement

2014 ◽  
Vol 52 (6) ◽  
pp. 833-849 ◽  
Author(s):  
Jean Claude Ah-Teck ◽  
Karen E. Starr
Keyword(s):  
Decision Making ◽  
Quality Management ◽  
School Improvement ◽  
Total Quality Management ◽  
Critical Role ◽  
Cultural Dimensions ◽  
Total Quality ◽  
Structured Interviews ◽  
Educational Decisions ◽  
Content Type

Purpose – Reflecting the Mauritian government's “quality” agenda and its focus on school leadership, this paper reports the findings of research exploring Mauritian principals’ views about the use of total quality management (TQM) for school improvement. While aspects of this research have been reported elsewhere, the purpose of this paper is to focus on school leaders’ use of data and evidence in making decisions for school improvement. Design/methodology/approach – The paper reports on qualitative aspects within a mixed methods research with data collected by means of semi-structured interviews conducted with a purposive sample of six principals. The analysis of the data were an exercise in grounded theory building. Findings – The paper expands the knowledge of principals as quantitative data users arguing that qualitative information based on professional discourses, human judgements and lived experiences should be equally valorised if TQM is used for making informed educational decisions. Research limitations/implications – The research relied on principals’ views as the unique source of data. The perspectives of the other stakeholders would offer a richer description of leadership reality in Mauritian schools. Practical implications – The paper suggests a more participatory decision-making model for effective change that could rightfully engage all stakeholders through various complementary quantitative and qualitative processes. It further recommends that alongside the core systemic qualities of TQM, there are ethical, moral and cultural dimensions of leadership that could enhance the teaching and learning environment. Originality/value – While confirming some extant research, the paper brings new thinking to understanding the critical role of principals within the TQM scenario of data-driven decision making.

scholarly journals Experiencia docente en procesos de mejora de la eficacia escolar: la Ley de Subvención Escolar Preferencial en un establecimiento municipalizado de la comuna de La Florida

2016 ◽  
pp. 169
Author(s):  
Manuel Pineda Torres
Keyword(s):  
Public School ◽  
School Improvement ◽  
School Effectiveness ◽  
Teaching Experience ◽  
Phenomenological Approach ◽  
Metropolitan Region ◽  
Organizational Conditions ◽  
Effective Implementation ◽  
La Florida ◽  
Management Staff

ResumenEl presente artículo da a conocer las principales condiciones bajo lascuales se desarrollan los planes de mejoramiento escolar adscritos a laLey de Subvención Escolar Preferencial al interior de un establecimientomunicipalizado, reconociendo tales aspectos a partir de la experiencia delos docentes y miembros del equipo de gestión que han sido partícipesde dichos procesos de cambio en los años 2013-2014. La investigaciónse efectuó en un centro escolar municipal ubicado en la comuna de LaFlorida, Región Metropolitana de Chile. Para reconocer las condiciones quepermean la implementación efectiva de los planes de mejora se considerópertinente utilizar un diseño cualitativo con un enfoque fenomenológico.Los hallazgos obtenidos permitieron indicar que, para la implementaciónde planes de mejoramiento educativo, es necesaria la existencia tantode condiciones organizacionales óptimas como también la existencia debuenas relaciones entre los miembros de la comunidad educativa. Además,adquiere relevancia el tipo de relaciones que posee el establecimiento con lasorganizaciones externas que apoyan y supervisan los procesos de cambio,ya que dichas entidades influyen en el funcionamiento de los planes demejoramiento escolar.Palabras clave: mejora de la eficacia escolar, experiencia docente,organización escolar, condiciones organizacionales.The experience of teaching in processesimproving school effectiveness: PreferentialSchool Subsidy Act in a public school of LaFlorida municipalityAbstractThis article shows the main conditions under which the school improvementplans are developed, attached to the Preferential School Subsidy Act within apublic school. It acknowledges these aspects from the experience of teachersand management staff involved in these processes of change in the years2013-2014. The research was carried out in a public school located in themunicipality of La Florida, Metropolitan Region, Chile. In order to recognizethe conditions that pervade the effective implementation of improvementplans, the use of a qualitative design with a phenomenological approach wasconsidered appropriate.Findings indicate to the need of optimal organizational conditions as wellas good relations among members of the educational community for theimplementation of plans for educational improvement. Furthermore, thetype of relationship among the school and external organizations supportingand monitoring the process of change is becoming increasingly relevant, asthese entities affect how school improvement plans work.Keywords: improving school effectiveness, teaching experience, schoolorganization, organization conditions.Experiência docente em processos de melhorada eficácia escolar: a Lei de Subvenção EscolarPreferencial num estabelecimento municipalizadodo município Da FloridaResumoO presente artigo descreve as principais condições onde se desenvolvem osplanos de melhora escolar associadas à Lei de Subvenção Escolar Preferencialao interior de um estabelecimento municipalizado, reconhecendo essesaspectos a partir da experiência dos professores e membros da equipede gestão que foram partícipes destes processos de mudança nos anos2013-2014. A pesquisa foi realizada numa escola municipal localizada nomunicípio de La Florida, Região Metropolitana de Chile. Para reconheceras condições que permeiam a aplicação efetiva dos planos de melhoria foiconsiderado pertinente usar um desenho qualitativo com uma abordagemfenomenológica.Os resultados obtidos permitiram indicar que, para a execução de planosde melhoramento educativo, foi necessária a existência de condiçõesorganizacionais óptimas, como também a existência de bons relacionamentosentre os membros da comunidades educativa. Além disso, torna-se relevanteo tipo de relações que possui o estabelecimento com as organizações externas que apoiam e acompanham os processos de mudança, já que estas entidadesafetam o funcionamento dos planos de melhora escolar.Palavras-chave: melhora da eficácia escolar, experiência docente, organizaçãoescolar, condições organizacionais.

scholarly journals Experiencia docente en procesos de mejora de la eficacia escolar: la Ley de Subvención Escolar Preferencial en un establecimiento municipalizado de la comuna de La Florida

2016 ◽  
pp. 169
Author(s):  
Manuel Pineda Torres
Keyword(s):  
Public School ◽  
School Improvement ◽  
School Effectiveness ◽  
Teaching Experience ◽  
Phenomenological Approach ◽  
Metropolitan Region ◽  
Organizational Conditions ◽  
Effective Implementation ◽  
La Florida ◽  
Management Staff

ResumenEl presente artículo da a conocer las principales condiciones bajo lascuales se desarrollan los planes de mejoramiento escolar adscritos a laLey de Subvención Escolar Preferencial al interior de un establecimientomunicipalizado, reconociendo tales aspectos a partir de la experiencia delos docentes y miembros del equipo de gestión que han sido partícipesde dichos procesos de cambio en los años 2013-2014. La investigaciónse efectuó en un centro escolar municipal ubicado en la comuna de LaFlorida, Región Metropolitana de Chile. Para reconocer las condiciones quepermean la implementación efectiva de los planes de mejora se considerópertinente utilizar un diseño cualitativo con un enfoque fenomenológico.Los hallazgos obtenidos permitieron indicar que, para la implementaciónde planes de mejoramiento educativo, es necesaria la existencia tantode condiciones organizacionales óptimas como también la existencia debuenas relaciones entre los miembros de la comunidad educativa. Además,adquiere relevancia el tipo de relaciones que posee el establecimiento con lasorganizaciones externas que apoyan y supervisan los procesos de cambio,ya que dichas entidades influyen en el funcionamiento de los planes demejoramiento escolar.Palabras clave: mejora de la eficacia escolar, experiencia docente,organización escolar, condiciones organizacionales.The experience of teaching in processesimproving school effectiveness: PreferentialSchool Subsidy Act in a public school of LaFlorida municipalityAbstractThis article shows the main conditions under which the school improvementplans are developed, attached to the Preferential School Subsidy Act within apublic school. It acknowledges these aspects from the experience of teachersand management staff involved in these processes of change in the years2013-2014. The research was carried out in a public school located in themunicipality of La Florida, Metropolitan Region, Chile. In order to recognizethe conditions that pervade the effective implementation of improvementplans, the use of a qualitative design with a phenomenological approach wasconsidered appropriate.Findings indicate to the need of optimal organizational conditions as wellas good relations among members of the educational community for theimplementation of plans for educational improvement. Furthermore, thetype of relationship among the school and external organizations supportingand monitoring the process of change is becoming increasingly relevant, asthese entities affect how school improvement plans work.Keywords: improving school effectiveness, teaching experience, schoolorganization, organization conditions.Experiência docente em processos de melhorada eficácia escolar: a Lei de Subvenção EscolarPreferencial num estabelecimento municipalizadodo município Da FloridaResumoO presente artigo descreve as principais condições onde se desenvolvem osplanos de melhora escolar associadas à Lei de Subvenção Escolar Preferencialao interior de um estabelecimento municipalizado, reconhecendo essesaspectos a partir da experiência dos professores e membros da equipede gestão que foram partícipes destes processos de mudança nos anos2013-2014. A pesquisa foi realizada numa escola municipal localizada nomunicípio de La Florida, Região Metropolitana de Chile. Para reconheceras condições que permeiam a aplicação efetiva dos planos de melhoria foiconsiderado pertinente usar um desenho qualitativo com uma abordagemfenomenológica.Os resultados obtidos permitiram indicar que, para a execução de planosde melhoramento educativo, foi necessária a existência de condiçõesorganizacionais óptimas, como também a existência de bons relacionamentosentre os membros da comunidades educativa. Além disso, torna-se relevanteo tipo de relações que possui o estabelecimento com as organizações externas que apoiam e acompanham os processos de mudança, já que estas entidadesafetam o funcionamento dos planos de melhora escolar.Palavras-chave: melhora da eficácia escolar, experiência docente, organizaçãoescolar, condições organizacionais.

scholarly journals Stakeholders’ perspectives on the provision of vocational training for youth with disabilities in Sri Lanka: protocol for a mixed-methods study

BMJ Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. e056678
Author(s):  
Uvini Tharumali Colonne ◽  
Isuru Dharmarathna ◽  
Dhammika Deepani Siriwardhana ◽  
Tamara Handy ◽  
Madhushika Harshani Gamage ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Sri Lanka ◽  
Social Services ◽  
Vocational Training ◽  
Health And Safety ◽  
Mixed Methods Study ◽  
Structured Interviews ◽  
Youth With Disabilities ◽  
Middle Income ◽  
Low Middle Income Countries

IntroductionThe quality and the range of vocational training (VT) courses offered to youth with disabilities (YwD) in low-middle-income countries are underexplored. This protocol describes a study designed to gather perceptions of a range of stakeholders related to the quality and relevance of VT programmes conducted by the Department of Social Services in Sri Lanka. The purpose of this study is to communicate with authorities the ways in which they can improve their services by paying close attention to the needs and recommendations of all stakeholders.Methods and analysisA parallel mixed-methods study will be conducted at eight vocational training institutes (VTIs). A survey will be conducted with five participant groups; YwD presently enrolled in VTIs (n=358) and their caregivers (n=358), YwD who completed the VT (n=45) and their caregivers (n=45) and educators at VTIs (n=47). The qualitative component includes semi-structured interviews and focus group discussions. The three groups of participants include: educators, caregivers of potential YwD for future VT (6–10 per group) and key informants from state, corporate and non-governmental sectors (a total of 20). Quantitative and qualitative data will be analysed using descriptive and inferential statistics and cross-thematic analysis, respectively.Ethics and disseminationThis study received ethical clearance from the Ethics Review Committee, Faculty of Medicine, University of Kelaniya (Ref. No: P/15/02/2021). All data collection processes will abide by health and safety measures required by the national government. Written informed consent will be obtained from all participants. Results from this research will be disseminated, to local stakeholders and participants, via local and international conferences and publications in peer-reviewed journals.

scholarly journals Eating and learning about food at school and on campus:

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
Estevan Leopoldo de Freitas Coca
Keyword(s):  
British Columbia ◽  
Qualitative Analysis ◽  
Public Procurement ◽  
Learning Processes ◽  
Structured Interviews ◽  
Metro Vancouver ◽  
Educational Spaces ◽  
Practical Development ◽  
Teaching Learning ◽  
The Relationship

Food is an interdisciplinary topic that transverses different areas of knowledge, allowing it to be used as a pedagogical resource in numerous teaching-learning processes and environments. This paper seeks to contribute to early debates on the relationship between public procurement and food pedagogies in schools and universities, a topic that is still little addressed in the literature. I explore the Farm to Cafeteria Canada (F2CC) network in Metro Vancouver, British Columbia, which beyond institutional procurement recognises food as a pedagogical resource at schools and on campus. My research is based on 18 site visits and qualitative analysis of documents and 9 semi-structured interviews conducted with institutional administrators associated with F2CC in Metro Vancouver. This paper demonstrates how the F2CC network activities in Metro Vancouver contribute not only to food procurement, but also to the practical development of pedagogical activities from different areas of knowledge and in different educational spaces.

scholarly journals ‘I felt closed in and like I couldn’t breathe’: A qualitative study exploring the mainstream educational experiences of autistic young people

2018 ◽  
Vol 3 ◽  
pp. 239694151880440 ◽  
Author(s):  
Craig Goodall
Keyword(s):  
School Improvement ◽  
Young People ◽  
Negative Impact ◽  
Educational Experiences ◽  
Advisory Group ◽  
Emotional Wellbeing ◽  
Structured Interviews ◽  
Social And Emotional ◽  
Mainstream School ◽  
Social And Emotional Wellbeing

Background and aim More autistic young people are being educated in mainstream schools. While existing research suggests that the outcomes of mainstream inclusion are mixed for autistic young people, few studies have examined their views and experiences directly. This article discusses the educational experiences of 12 autistic young people (aged 11–17 years) from their perspectives and how education could be improved to better support the others with autism. Methods A flexible qualitative participatory approach was used which incorporated a range of methods, including individual semi-structured interviews, diamond ranking activities and draw-and-tell activities. A Children’s Research Advisory Group (CRAG) advised on the methods used and matters to be explored. Results The young people offered insights into how education has been for them in mainstream school, mostly negative, but with islets of positive experience. Several described themselves as being socially, emotionally and physically isolated from peers, with loneliness and bullying experienced by some. Participants felt unsupported and misunderstood by teachers within a social and sensory environment that was antithetical to their needs. Some spoke of the dread they felt before and during school and the negative impact their experiences in mainstream has had on their wellbeing. Many participants suggested simple strategies and curriculum adaptations that they felt would have helped make their time at mainstream more successful. These include having more breaks, smaller class sizes, less homework, instructions broken down, safe places to use when anxious and teachers who listen to their concerns and take account of their needs. In short they want to be understood, supported and included. Conclusions There exists scope to better support autistic young people in mainstream education, as evidenced by the literature and the participants in this paper. The participants demonstrate that mainstream is not working for all and that changes, such as smaller class sizes, flexible pedagogy and understanding could improve education for autistic learners. Implications Autistic young people can and should be central to the discussion on school improvement. They also show that being academically able for mainstream school should not be the only aspect when deciding on the suitability of mainstream school for meeting their needs. The young person’s social and emotional wellbeing must be considered to ensure they can flourish, and not flounder.

Teacher Selection: School Principal Hiring Practices, Level of Training, and Confidence

2019 ◽  
Vol 7 (2) ◽  
pp. 106
Author(s):  
Laurie A. Kimbrel
Keyword(s):  
School Improvement ◽  
Personnel Selection ◽  
Teacher Selection ◽  
The United States ◽  
School Principal ◽  
Screening Tools ◽  
Primary Teacher ◽  
Structured Interviews ◽  
Quality Teachers ◽  
High Quality

Student success is dependent on teacher quality; therefore, principals must hire the most effective teachers in order to ensure continuous school improvement. This study investigated teacher hiring processes to determine the extent to which principals use research-based practices that are most likely to identify high-quality teachers. This study also sought information about the type of personnel selection training principals receive and confidence of the principal in their ability to hire high-quality teachers. Data were gathered using a survey e-mailed to principals in ten states in the southern and western regions of the United States. Analysis indicated that principals favor traditional interviews as the primary teacher selection instrument and are unlikely to utilize predictive screening tools or research-based structured interviews. In most cases, principals do not make final hiring decisions based on measurable data or research-based qualities known to be predictive of high teacher performance. Most principals reported minimal teacher selection training through one-time workshops and graduate courses and yet possess a high degree of confidence in their skill to hire the best teachers.

General practice is ‘different’: qualitative study of acculturation experiences of East Staffordshire general practice specialty trainees

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711101
Author(s):  
Dinusha Perera ◽  
Kay Mohanna
Keyword(s):  
General Practice ◽  
Secondary Care ◽  
Vocational Training ◽  
Theoretical Explanation ◽  
Sri Lankan ◽  
Specialty Training ◽  
Structured Interviews ◽  
Role Modelling ◽  
Training Scheme ◽  
Additional Support

BackgroundUndergraduate medical education and postgraduate foundation training are largely secondary care based. General practice trainees also spend nearly half of their training in hospital rotations. Little is known about factors that support effective transition into general practice specialty training or belongingness experiences throughout training.AimTo explore the reported experiences of general practice trainee transition into general practice, training in hospital settings, and views of the future.MethodSemi-structured interviews with 18 purposively selected trainees plus observation and stakeholder discussions by a visiting Sri Lankan general practice trainee attending the vocational training scheme in a participant observer role.ResultsMastering core skills of general practice, undergraduate and early experience in general practice during specialty training, and general practice trainer guidance and role modelling facilitated transition. A reduced sense of belongingness during hospital rotations impacted on training and work. Building bridging social connections, personal agency initiatives to bring general practice relevance into hospital training, and secondary care affiliative behaviours were adaptive strategies. Allocation to more general practice relevant duties was thought to create value within the hospital team. General practice trainees are thriving with the support of general practice trainers and colleagues, vocational training scheme, and good work/life balance. International graduates require additional support in specific areas.ConclusionAdequate support towards transition into general practice and fostering belongingness in hospital settings is important due to the wider impact on training, patient care, and primary/secondary care integration. We propose a theoretical explanation based on Wenger’s social learning model, which may have useful practical implications.

scholarly journals Decision-Making Rationales among Quebec VET Student Aged 25 and Older

2017 ◽  
Vol 4 (3) ◽  
pp. 226-248
Author(s):  
Louis Cournoyer ◽  
Frédéric Deschenaux
Keyword(s):  
Decision Making ◽  
Vocational Training ◽  
Life Experiences ◽  
Decision Makers ◽  
Return To Education ◽  
Career Decision Making ◽  
Structured Interviews ◽  
The Past ◽  
Decision Making Processes ◽  
Adjustment Strategies

Each year, a large number of students aged 25 years and over take part in vocational and education training (VET) programs in the Province of Quebec, Canada. The life experiences of many of these adults are marked by complex psychosocial and professional events, which may have influenced their career decision-making processes. This paper aimed to identify key rationales guiding the decisions of adults aged 25 years and older to return to education based on a thematic analysis of 30 semi-structured interviews with students enrolled in a VET program. The analysis focused on two theoretical axes: one biographical and the other interactionist. The first involved personal life courses and professional projects undertaken by the student in the past. The second examined tensions and conflicts between context forces and adjustment strategies adopted by the student. The results revealed five decision-making rationales that characterized the vast majority of the students’ experiences: 1) get out of a socioprofessional and economic slump; 2) know yourself better, personally and socially; 3) value the concrete and the practical; 4) take advantage of supporting conditions; and 5) reconcile proximity and the known. The relevance and implications of these findings for professionals and decision makers in vocational training are discussed.

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