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En el presente documento queremos compartir nuestra experiencia al fortalecer las estrategias que usamos como docentes tutoras en nuestro ejercicio como pares académicos, orientando a docentes de primaria de dos instituciones educativas oficiales del municipio de Facatativá, en el marco de las políticas de calidad educativa del Ministerio de Educación Nacional. Durante los acompañamientos en las clases de lenguaje y matemáticas, en búsqueda de mejorar las prácticas pedagógicas de los docentes, nos inquietó profundamente la manera en que se hace la realimentación a los estudiantes buscando establecer aprendizajes significativos. Es así que, diseñamos una sesión de trabajo situado, un formato de observación de clase basado en la tabla de géneros conversacionales de Mejía et al. (2012) y una guía para orientar el diálogo pedagógico con los docentes una vez finalizadas las clases acompañadas. Durante este ejercicio investigativo, identificamos elementos relevantes de la práctica docente y el papel fundamental de la realimentación en relación con los procesos de enseñanza-aprendizaje. Teniendo en cuenta que al ser una investigación acción, el papel de la reflexión fue fundamental para el fortalecimiento de nuestro quehacer como tutoras incidiendo en la práctica del docente de aula. Por consiguiente, uno de los principales alcances estuvo determinado en la orientación que realizamos al docente, haciéndonos conscientes de la realimentación como "una herramienta poderosa para el cambio" (Vives y Varela, 2017) y un punto de referencia en la evaluación formativa.
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
Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back!
"This book is a comprehensive collection of research with an emphasis on emerging technologies, community value, and corporate partnerships, providing strategies to implement partnerships"--Provided by publisher.
If educating populations that have been affected by crises or natural disasters is vital to the rebuilding of communities, this book argues that education should figure as priority among all the crucial issues to be addressed, as it is essential to the future of these populations. It is meant as an aid to organizations and educational planners, with discussions of issues such as funding, inclusive education, safety in schools, trauma healing, curriculum activities and distance learning.--Publisher's description.
A powerful earthquake struck the northern areas of Pakistan, India, and Afghanistan on 8 October 2005. THe impact was most severe in Pakistan, where over 75 000 people were killed, 12 000 were injured and disabled, and over 2.8 million people were left homeless. This study documents the education sector's response to the earthquake in northern Pakistan and AJK from its immediate aftermath to July 2007.
This book is a volume in the Penn Press Anniversary Collection. To mark its 125th anniversary in 2015, the University of Pennsylvania Press rereleased more than 1,100 titles from Penn Press's distinguished backlist from 1899-1999 that had fallen out of print. Spanning an entire century, the Anniversary Collection offers peer-reviewed scholarship in a wide range of subject areas.