Escuelas coherentes: validez de contenido de una rúbrica para evaluar centros desde la visión del profesorado

Lucía Rodríguez Olay; Isabel Muñoz San Roque; Elsa Santaolalla Pascual; Olga Martín Carrasquilla; Arántzazu Soria Martínez

doi:10.14422/mis.v80.i157.y2022.005

Authors

Lucía Rodríguez Olay Universidad de Oviedo https://orcid.org/0000-0002-3704-9962
Isabel Muñoz San Roque Universidad Pontificia Comillas https://orcid.org/0000-0003-1757-5700
Elsa Santaolalla Pascual Universidad Pontificia Comillas https://orcid.org/0000-0003-2492-9976
Olga Martín Carrasquilla Universidad Pontificia Comillas https://orcid.org/0000-0002-0220-5742
Arántzazu Soria Martínez Junta de Castilla y León https://orcid.org/0000-0003-0208-7480

DOI:

https://doi.org/10.14422/mis.v80.i157.y2022.005

Keywords:

quality, schools, rubric, efficiency, quality standards

Abstract

The aim of this article is to analyse the content validity of an instrument in rubric format to be completed by teachers to measure key performance indicators in schools following the coherent schools approach. During the process of designing and validating the content of the instrument, the complexity of a concept that encompasses multiple dimensions, not only of the school, but also of the entire school community, was noted. This has led researchers to highlight the relationships between the various elements that make up a school and, in this way, the existing connections between the academic, socio-economic and personal aspects that interact with each other have also been determined. The results of the evaluation of the instrument created show that the number of questions included needs to be reduced either because they are not relevant or because they are not clear. The instrument can be useful to those institutions who are interested in measuring different standards that can lead to their improvement and in determining their degree of coherence, so that they can apply the instrument and obtain results that contribute to determining future strategies.

References

Boyer, R. (1985). States against markets: the limits of globalization. Routledge.

Buchman, M., & Floden, R. E. (1991). Programme coherence in teacher education: A view from the USA. Oxford Review of Education, 17(1), 65-72. https://doi.org/10.1080/0305498910170105

Buzan, T. (2013). Cómo crear mapas mentales: utiliza al máximo la capacidad de tu mente. Ediciones Urano.

Canrinus, E. T., Bergem, O. K., Klette, K., & Hammerness, K. (2015). Coherent teacher education programmes: Taking a student perspective. Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2015.1124145

Coleman, J. (1977). Parents, Teachers, and Children: Prospects for Choice in American Education. Institute for Contemporary Studies.

Delors, J., Mufti, I., Amagi, I., Carneiro, R., Chung, F., Geremek, B., Gorham, W., Kornhauser, A., Manley, M., Padrón-Quero, M., Savané, M. A., Singh, K., Stavenhagen, R., Won-Suhr, M. y Nanzhao, Z. (2000). La educación encierra un tesoro. https://bit.ly/3B1AZeU

Ernest, L. (1985). High School: A Report on Secondary Education in America. Harper Collins.

Fullan, M., & Kirtman, L. (2019). Coherent school leadership. Forging clarity from complexity. ASCD.

Fullan, M., & Quinn, J. (2016). Coherence. The Right Drivers in Action for Schools, Districts, and Systems. Thousand Oaks, Corwin.

Fullan, M., Quinn, J., & Adam, E. (2016). The taking action guide to building coherence in schools, districts, and systems. Thousand Oaks, Corwin.

Goh, P. S., & Yusuf, Q. (2017). Validation of the Malaysian Version of the Teacher Education Program Coherence Questionnaire. Australian Journal of Teacher Education, 42(12). https://doi.org/10.14221/ajte.2017v42n12.3

Gonçalves, D. y Almeida, S. (2016). Learning and teaching using digital books: Opportunities and Constraints. Profesorado. Revista de Currículum y Formación de Profesorado, 20(1), 49-60. https://bit.ly/3sEpK8H

Grant, G. (1988). The World We Created at Hamilton High. Harvard University Press.

Grossman, P., Hammerness, K., McDonald, M., & Ronfeldt, M. (2008). Constructing coherence: Structural predictors of perceptions of coherence in NYC teacher education programmes. Journal of Teacher Education, 59(4), 273-287. https://doi.org/10.1177/0022487108322127

Hammerness, K. (2006). From coherence in theory to coherence in practice. Teacher College Record, 108(1), 1241-1265. https://doi.org/10.1111/j.1467-9620.2006.00692.x

Hammerness, K. (2013). Examining features of teacher education in Norway: Looking for vision, coherence and connections to practice. The Scandinavian Journal of Educational Research, 57(4), 400-419. https://doi.org/10.1080/00313831.2012.656285

Hill, P. T., Maas, T. (2015). The Case for Coherent High Schools. University of Washington Center on Reinventing Public Education.

Jiménez, D., González, J. J. & Tornel, M. (2020). Metodologías activas en la universidad y su relación con los enfoques de enseñanza. Profesorado. Revista de Currículum y Formación de Profesorado, 24(1), 76-94. https://doi.org/10.30827/profesorado.v24i1.8173

Johnson, L., Adams, S. (2011). Challenge Based Learning: the report from the implementation project. The New Media Consortium. https://bit.ly/3ur0Xr3

López-Gómez, E. (2018). El método Delphi en la investigación actual en educación: una revisión teórica y metodológica. Educación XX1, 21(1), 17-40. https://doi.org/10.5944/educXX1.20169

Lores, B., Sánchez, P. y García, M. R. (2019). La formación de la competencia digital en los docentes. Revista de Currículum y Formación de Profesorado, 23(4), 234-260. https://doi.org/10.30827/profesorado.v23i4.11720

Marzano, R. J. (2003). What works in schools? Translating research into action. Alexandria, Association for Supervision and Curriculum Development.

Marzano, R. J., Pickering, D., Heflebower, T. (2011). The Highly Engaged Classroom. Bloomington, Marzano Research.

Morón, H., Morón, M. C. y Abril, D. (2020). La rúbrica como instrumento para evaluar mapas conceptuales desde la construcción creativa de los conocimientos: Una propuesta participativa. Profesorado. Revista de Currículum y Formación de Profesorado, 24(1), 246-264. https://doi.org/10.30827/profesorado.v24i1.8514

Newmann, F., Smith, B., Allensworth, E. & Bryk, A. (2001). Instructional Program Coherence: What It Is and Why It Should Guide School Improvement Policy. Educational Evaluation and Policy Analysis, 23(4), 297-321. https://doi.org/10.3102/01623737023004297

Nixon, J. (1991). Reclaiming coherence: Cross-curriculum provision and the National Curriculum. Journal of Curriculum Studies, 23(2), 187-192. https://doi.org/10.1080/0022027910230209

Oakes, J (1985). Keeping Track: How Schools Structure Inequality. Yale University.

Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) (2015). Marco de acción para la realización del Objetivo de Desarrollo Sostenible 4: Garantizar una educación inclusiva, equitativa y de calidad y promover oportunidades de aprendizaje durante toda la vida para todos. https://bit.ly/3gpqf0s

Páramo-Iglesias, M. B., Martínez-Figueira, M. E. & Raposo, M. (2017). CAAP-AP: Un cuestionario para evaluar la práctica docente a favor de la atención y planificación en Educación Infantil. Profesorado. Revista de Currículum y Formación de Profesorado, 21(2), 127-148. https://doi.org/10.30827/profesorado.v21i2.10328

Perlado, I., Muñoz, Y., Torrego, J. (2019). Implicaciones de la formación del profesorado en aprendizaje cooperativo para la educación inclusiva. Profesorado. Revista de Currículum y Formación de Profesorado, 23(4), 128-151. https://doi.org/10.30827/profesorado.v23i4.9468

Pineida, F. (2011). Competencies for the 21st Century: Integrating ICT to Life, School and Economical Development. Procedia. Social and Behavioral Sciences, 28, 54-57. https://doi.org/10.1016/j.sbspro.2011.11.011

Powell, A., Farrar, E., & Cohen, D. (1985). The Shopping Mall High School: Winners and Losers in the Educational Marketplace. Houghton-Mifflin.

Pritchett, L. (2015). Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning. RISE Working Paper Series.15/005. https://doi.org/10.35489/BSG-RISE-WP_2015/005

Robinson, V. M. J., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why, Best Evidence Synthesis. Ministry of Education.

Rodríguez, G. (2016). Análisis teórico-reflexivo sobre los factores que intervienen en la calidad de los aprendizajes y práctica docente: Theoretical y reflective analysis of the factors affecting the quality of learning y teaching practice. Gestión De La Educación, 6(1), 103-119. https://doi.org/10.15517/rge.v1i1.22723

Russell, T., McPherson, S., & Martin, A.K. (2001). Coherence and collaboration in teacher education reform. Canadian Journal of Education, 26(1), 37-55. https://doi.org/10.2307/1602144

Scott, C. (2015). ¿Qué tipo de aprendizaje se necesita en el siglo XXI?.UNESCO

Sizer, T.R. (1984). Horace’s compromise: The dilemma of the american high school. Houghton Mifflin. https://doi.org/10.1177/019263658406847527

United Nations Educational, Scientific, y Cultural Organization (UNESCO) (2007). Summary of the budget: 32 C/5 (2004-2005). https://bit.ly/3GtQSvN