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Esta obra precisamente trata de identificar aquello que en una institución escolar incrementa o reduce su potencial de cambio. Distingue los principales aspectos estratégicos que deben considerarse: la organización del trabajo, las relaciones profesionales, la cultura y la identidad colectiva, la forma de ejercer el poder o la apertura al exterior. La autora muestra que las características de los centros innovadores son las mismas que encontramos en la «escuela eficaz». Esto no es de extrañar, ya que las escuelas eficaces están abiertas a la innovación y no dejan de buscar respuestas a los problemas de los alumnos y alumnas, de los padres y madres, y de los docentes. De este modo, la innovación no aparece como algo reservado a unos pocos centros privilegiados, sino un medio que ayuda a evolucionar positivamente a todos los centros que deseen iniciar un proyecto de cambio. Innovar no debe seguir siendo la excepción que oculta el inmovilismo general, sino un movimiento propio del sistema educativo en su conjunto.
What are the effects of recent public policies for reducing educational inequalities? How do privatization and other market-based education measures influence schooling in poverty contexts and teacher training programs? In what ways, and to what extent, can these programs take responsibility for improving low-income students’ learning? How do ethnic and cultural differences relate to socioeconomic differences at school? This collection of essays serves to improve the reader’s understanding of the complex relations between education and poverty. While it does this mainly by delving into problems and challenges of the Chilean educational system, they are also currently of international concern. The chapters, authored by leading scholars in Chile and worldwide, present theoretical reflections on, and reports of, contemporary educational research on such issues as social equality, schooling in low socioeconomic sectors, and teacher education, among others. The book will be particularly helpful for scholars from different disciplines who work in education as well as for teacher educators, schoolteachers, and policy makers. More generally, it will be also of interest to anyone who wants to form justified, well-informed beliefs on the ways in which various educational and socioeconomic institutions and processes could, and do, affect each other.
Based on an OECD study of school leadership practices and policies around the world, this book identifies four policy levers and a range of policy options to help governments improve school leadership now and build sustainable leadership for the future.
The central figure of this novel is a young man whose parents were executed for conspiring to steal atomic secrets for Russia. His name is Daniel Isaacson, and as the story opens, his parents have been dead for many years. He has had a long time to adjust to their deaths. He has not adjusted. Out of the shambles of his childhood, he has constructed a new life—marriage to an adoring girl who gives him a son of his own, and a career in scholarship. It is a life that enrages him. In the silence of the library at Columbia University, where he is supposedly writing a Ph.D. dissertation, Daniel composes something quite different. It is a confession of his most intimate relationships—with his wife, his foster parents, and his kid sister Susan, whose own radicalism so reproaches him. It is a book of memories: riding a bus with his parents to the ill-fated Paul Robeson concert in Peekskill; watching the FBI take his father away; appearing with Susan at rallies protesting their parents’ innocence; visiting his mother and father in the Death House. It is a book of investigation: transcribing Daniel’s interviews with people who knew his parents, or who knew about them; and logging his strange researches and discoveries in the library stacks. It is a book of judgments of everyone involved in the case—lawyers, police, informers, friends, and the Isaacson family itself. It is a book rich in characters, from elderly grand- mothers of immigrant culture, to covert radicals of the McCarthy era, to hippie marchers on the Pen-tagon. It is a book that spans the quarter-century of American life since World War II. It is a book about the nature of Left politics in this country—its sacrificial rites, its peculiar cruelties, its humility, its bitterness. It is a book about some of the beautiful and terrible feelings of childhood. It is about the nature of guilt and innocence, and about the relations of people to nations. It is The Book of Daniel.
This handbook is a guide for researchers in plurilingual education. It introduces notions of collaborative research, action-research, ethnography, conversation analysis and mediated discourse analysis. It also discusses ethics, how to collect and organize plurilingual and multimodal corpora, and write up research papers.Aquest manual és una guia per a la recerca en educació plurilingüe. S'hi introdueixen conceptes de recerca col·laborativa, recerca-acció, etnografia, anàlisi de la conversa i anàlisi del discurs mediat. També s'hi discuteixen qüestions d'ètica, maneres de recopilar i organitzar corpus plurilingües i multimodals, i d’escriure textos de recerca.Este manual es una guía para la investigación en educación plurilingüe. Se introducen conceptos de investigación colaborativa, investigación-acción, etnografía, análisis de la conversación y análisis del discurso mediado. También se discuten cuestiones de ética, maneras de recopilar y organizar corpus plurilingües y multimodales, y de redactar textos de investigación.
This brilliant and revolutionary theory of multiple intelligences reexamines the goals of education to support a more educated society for future generations. Howard Gardner’s concept of multiple intelligences has been hailed as perhaps the most profound insight into education since the work of Jerome Bruner, Jean Piaget, and even John Dewey. Here, in The Disciplined Mind, Garner pulls together the threads of his previous works and looks beyond such issues as charters, vouchers, unions, and affirmative action in order to explore the larger questions of what constitutes an educated person and how this can be achieved for all students. Gardner eloquently argues that the purpose of K–12 education should be to enhance students’ deep understanding of the truth (and falsity), beauty (and ugliness), and goodness (and evil) as defined by their various cultures. By exploring the theory of evolution, the music of Mozart, and the lessons of the Holocaust as a set of examples that illuminates the nature of truth, beauty, and morality, The Disciplined Mind envisions how younger generations will rise to the challenges of the future—while preserving the traditional goals of a “humane” education. Gardner’s ultimate goal is the creation of an educated generation that understands the physical, biological, and societal world in their own personal context as well as in a broader world view. But even as Gardner persuasively argues the merits of his approach, he recognizes the difficulty of developing one universal, ideal form of education. In an effort to reconcile conflicting educational viewpoints, he proposes the creation of six different educational pathways that, when taken together, can satisfy people’s concern for student learning and their widely divergent views about knowledge and understanding overall.