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Deberes y derechos del profesorado y de la comunidad educativa es una propuesta para fomentar la cooperación de los distintos sectores educativos, mejorar las relaciones personales que obligadamente se dan en la organización de los centros docentes, llegar a acuerdos y resolver situaciones concretas. No son un fin sino un medio de comunicación ética que perfecciona el ejercicio profesional, la educación familiar, las actividades del centro y el funcionamiento del sistema educativo. Deberes y derechos son inseparables porque tienen metafísicamente el mismo objeto: conseguir los fines escolares y reportar beneficios individuales y sociales a quienes los practican. Si deber hace alusión a la obligación que contraen las personas en relación con lo regulado, los derechos son un medio para poder cumplir con los deberes. La comunidad educativa tiene la capacidad de pactar deberes y derechos adaptados a la problemática del centro, que siendo útiles para el fin que persiguen, son fuente de igualdad y de convivencia pacífica. Faustino Larrosa Martínez es profesor de Didáctica y Organización Escolar en la Facultad de Educación de la Universidad de Alicante.
Se divide en tres apartados: problemáticas escolares que se detectan, plan de acogida y las líneas de actuación con alumnos de etnia gitana. Concluye con un anexo formado por once documentos dedicados a la solicitud de ayuda de libros, los documentos necesarios para realizar la matrícula, nota de contacto inicial, carta de bienvenida, derechos y deberes, características del centro, optativas, nota informativa, cuestionario, vocabulario, información general, etc.
Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as "ivory towers" being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach
This book documents and disseminates experiences from a wide range of universities, across the five continents, which showcase how the principles of sustainable development may be incorporated as part of university programmes, and present transformatory projects and programmes, showing how sustainability can be implemented across disciplines. Sustainability in a higher education context is a fast growing field. Thousands of universities across the world have signed declarations or have committed themselves to integrate the principles of sustainable development in their activities: teaching, research and extension, and many more will follow.
The International Handbook of Educational Change is a state of the art collection of the most important ideas and evidence of educational change. The book brings together some of the most influential thinkers and writers on educational change. It deals with issues like educational innovation, reform, restructuring, culture-building, inspection, school-review, and change management. It asks why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social, economic, cultural and political forces that are driving educational change. School leaders, system administration, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find this book an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change, no other work provides as comprehensive coverage of the field of educational change.
This book provides a series of instructional resources, at the aptitudinal, cognitive-strategic, and affective-motivational levels to be applied in the classroom. It integrates in a single text some techniques, programs, and instructional procedures that the participating authors consider relevant for educational practice, and which are very useful tools for the professionals involved in educational intervention. To achieve this purpose, several professors from various universities have developed a conjoint proposal. Starting from the main research tendencies in educational and instructional psychology, they have systematised this research-derived knowledge, making it both practical and useful.
"Collection of articles on academic feminism, gender relations and history in the Basque Country"--Provided by publisher.