Journal of Supranational Policies of Education (JOSPOE)最新文献

{"title":"ALGUNAS ÁREAS DE TRABAJO ESENCIALES EN EL PROGRAMA DEL DIPLOMA DEL BACHILLERATO INTERNACIONAL","authors":"Antonio Muñoz Castillo","doi":"10.15366/jospoe2020.12.005","DOIUrl":"https://doi.org/10.15366/jospoe2020.12.005","url":null,"abstract":"El artículo que se presenta tiene como objetivo ofrecer una propuesta de mejora en la implementación del Diploma del Bachillerato Internacional en ciertas parcelas que se han definido como esenciales para el desarrollo del programa. De esta manera, se proponen tres grandes áreas de perfeccionamiento para cualquier centro educativo que imparta el Diploma relacionadas con los siguientes aspectos: rendimiento académico del alumnado, liderazgo pedagógico y desempeño docente. Estas tres líneas de actuación abarcan los ámbitos académico y organizativo de los centros educativos y son parcelas esenciales para hacer avanzar el programa Diploma, además, están totalmente relacionadas con la implementación de las normas y aplicaciones concretas que rigen los programas del Bachillerato Internacional. \u0000Consecuentemente, este artículo pone énfasis en algunos aspectos que favorecen la mejora de la calidad educativa en el centro educativo en el marco y contexto de la implementación del programa Diploma del Bachillerato Internacional. De esta forma, el objetivo es señalar áreas concretas de trabajo y una serie de buenas prácticas asociadas que puedan servir de instrumento a cualquier colegio del Mundo IB para el perfeccionamiento y desarrollo del Diploma.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128780101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PROFESORADO EUROPEO EN PISA 2015: UN ENFOQUE DE MODELACIÓN MULTI NIVEL PARA LA INFRAESTRUCTURA DE LAS TIC Y LA FORMACIÓN DOCENTE","authors":"Leo van Waveren, Christine Sälzer","doi":"10.15366/jospoe2019.9.005","DOIUrl":"https://doi.org/10.15366/jospoe2019.9.005","url":null,"abstract":"","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116788181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"¿PUEDEN LOS PADRES DE ESTUDIANTES DE 15 AÑOS INFLUIR EN SU RENDIMIENTO EN CIENCIAS?","authors":"Elisa Caponera, Carlo Di Chiacchio, Sabrina Greco, Laura Palmerio","doi":"10.15366/jospoe2019.9.006","DOIUrl":"https://doi.org/10.15366/jospoe2019.9.006","url":null,"abstract":"espanolEl objetivo principal de este estudio ha sido evaluar la relacion entre la participacion parental y el rendimiento de los alumnos en ciencia utilizando un enfoque de la modelizacion de ecuaciones estructurales (SEM).Puesto que no se puede eliminar las diferencias en la situacion economica, social y cultural de los estudiantes (ESCS), es vital entender que estrategia puede ser mas eficiente para promover la equidad en los sistemas escolares diferentes. Entre las estrategias posibles, la participacion parental recientemente se ha concebido como un factor relevante. Se analiza los datos de una muestra representativa de la participacion de los estudiantes italianos de 15 anos en las evaluaciones de PISA 2015. Los datos de Italia se han sido comparados con los datos de otros paises de la UE en la zona del Mediterraneo que son culturalmente similares a Italia y han participado en las encuestas parentales opcionales, concretamente Francia, Malta, Portugal y Espana. Alumnos han completado las pruebas de PISA y sus padres – las encuestas opcionales que incluian las preguntas sobre la ESCS, las actitudes y creencias con respeto a ciencia y sus expectativas con respeto a las trayectorias educativas de sus hijos.El modelo ha sido satisfactorio para explicar los resultados de pruebas de PISA en ciencia: el modelo predicado ha mostrado un buen ajuste a los datos con 25% de la variacion explicada. Los resultados han mostrado que la ESCS contribuye en la prediccion del rendimiento en ciencia; mas aun los resultados manifiestan los efectos positivos y significantes de los factores como la participacion parental en la intermediacion de las relaciones entre la ESCS y el rendimiento de las pruebas de PISA, sobre todo en Francia, Malta y Portugal. Aunque los efectos de mediacion no han sido grandes, pero han sido estadisticamente significados para todos los paises que consideran y sugieren que la participacion parental asume un papel de mediacion en efectos de la ESCS en el rendimiento en ciencia, lo que se evidencia por los efectos indirectos significantes observados en el analisis de SEM. La participacion parental incrementada se puede considerar como una intervencion util para reducir las diferencias relacionadas a la ESCS en el rendimiento escolar. EnglishThe main aim of this study was to evaluate the relationship between parental involvement and student science achievement using a structural equation modeling (SEM) approach. Since it is not possible to eliminate the differences in students’ economic, social and cultural status (ESCS), it is vital to understand which strategy could be most effective to promote equity in different school systems. Among the possible strategies, parental involvement has recently been conceived as a relevant factor. Data from a representative sample of 15-year-old Italian students who participated in the Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) 2015 wer","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124675091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"LA BRECHA DE GÉNERO EN MATEMÁTICAS Y EN LECTURA: LA PERSPECTIVA DEL ESTUDIANTE","authors":"J. Rapp, Francesca Borgonovi","doi":"10.15366/jospoe2019.9.001","DOIUrl":"https://doi.org/10.15366/jospoe2019.9.001","url":null,"abstract":"The gender gap in maths favouring boys at school has gained considerable attention throughout the last decades. Since maths skills are critical for STEM academic studies and for properly integrating in math-related occupations in the labour market, this gap is a source of social concern. The existence and origin of this gender gap have been highly debated. Scholars representing socio-cultural approaches have emphasized the fact that it has been narrowing along the years, and also its variability across countries, and the correlation between the extent of the gap and various socio-cultural factors, such as measures of country’s gender inequality, to debunk biologically based explanations. However, despite dozens of publications the issue seems far from resolved. The reverse gender gap in reading has been documented consistently across countries and ages. The gap favouring girls has received less attention although language skills are as crucial for workforce success as maths. Comparing the gender gaps in reading and in maths revealed that the two gaps are highly correlated across countries and over time and that there is a consistent rank order in their magnitude. Accordingly, when the gap in maths would get smaller, usually the reverse gap in reading would get larger. Due to this reciprocity, in all circumstances, even when girls outperform boys in maths, girls tend to perform better in reading than in maths and boys tend to perform better in maths than in reading. In this study a comparative approach was used to explore the gaps in maths and reading mutually and comprehensively by applying the within-group perspective to the personal level. Using PISA 2012 data on about half a million 15 year old students and 10 thousand schools in 63 countries, we examined the intra-student difference between achievements in maths and reading and a series of potential explanatory correlates. Out of dozens of individual and school factors, gender was identified as the most dominant predictor of the within-student difference. The results were consistent across countries and may explain the persistence of gender stereotypes regarding maths performance and the under representation of women in STEM.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123297676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EQUIDAD EN LOS SISTEMAS EDUCATIVOS DE LA UNIÓN EUROPEA: UN ESTUDIO BASADO EN PISA 2015","authors":"Remco Feskens, Floor Van Oort, Cor Sluijter","doi":"10.15366/jospoe2019.9.004","DOIUrl":"https://doi.org/10.15366/jospoe2019.9.004","url":null,"abstract":"","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"22 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127810629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"METAS EDUCATIVAS 2021. LA EDUCACIÓN TÉCNICA PARA EL DESARROLLO SOCIAL EN EL PARAGUAY","authors":"Daxi Silvana Duarte de García","doi":"10.15366/JOSPOE2018.8.002","DOIUrl":"https://doi.org/10.15366/JOSPOE2018.8.002","url":null,"abstract":"The objective of the study is to contribute to the reflection on the level of achievement that the States signatories of the project have reached in relation to the 11 educational goals proposed by the Educational Goals Project 2021, three years after the end of the period of its development; and analyze the progress made in Paraguay of the goal of the Sixth Educational Goals 2021, that of Favoring the connection between education and employment through technical-professional education (ETP). The work is part of a review and documentary analysis, based on a collection of bibliographic and electronic sources from different authors and multilateral organizations, specifically in the publications of the qualitative and quantitative indicators of Miradas sobre la Educacion en Iberoamerica: Advance in Educational Goals 2021, in the years 2014, 2016 and 2018 respectively and other compilations published locally. Data was taken from different entities to contrast the information and finally propose the strengthening of Paraguayan education to achieve a greater professional technical capacity in the national population, to respond to the labor demand of the industrial sector, but aware that a development Economic development must go hand in hand with social development based on education, the only way of social change.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121639861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DESARROLLO SOCIAL, POLÍTICAS PÚBLICAS Y CARRERA DOCENTE EN LA REPÚBLICA ARGENTINA. PRESENTE Y FUTURO DE LA FORMACIÓN DOCENTE CONTINUA","authors":"D. Stigliano","doi":"10.15366/JOSPOE2018.8.003","DOIUrl":"https://doi.org/10.15366/JOSPOE2018.8.003","url":null,"abstract":"Argentina undertook in 2007 an important educational reform with the enactment of the National Education Law. However, eleven years after the beginning of this innovative process and eight years after the publication of the OEI 2021 Educational Goals, no significant quality improvements are evident from the different assessments that are administered annually by different international organizations. The initial and continuous teacher training is an indispensable pillar for the sustainable development of a society. Educational policies for innovation are successful when they manage to act simultaneously on the rules and subjectivity of teachers. The political neglect of the second variable has generated \"renewed positions occupied by traditional teachers\". This paper analyzes the current moment of continuous teacher training in Argentina and lists some proposals for improving the teaching career and its impact on the learning process of students.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132147348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EL CAMINO HACIA LA IGUALDAD DE GÉNERO EN LA EDUCACIÓN ESCOLAR. EL CASO DE EL SALVADOR (2016-2020)","authors":"Carlos Martínez Herrer","doi":"10.15366/JOSPOE2018.8.005","DOIUrl":"https://doi.org/10.15366/JOSPOE2018.8.005","url":null,"abstract":"The path taken by Salvadoran society to achieve gender equality in non-university education is undeniable. The implementation of numerous companies, the technical assistance of many countries, the collaboration of international institutions, and their financial support evidence, baking data extracted from the official censuses, that El Salvador is at the forefront of Hispanic Americans countries in equality policies. This article analyzes the data published by the entities working on gender equality and oficial agencies in El Salvador, for a present portrait and immediate future of gender equality policies in education. The \"Human Capital\" project 2016-2020, implemented by the Ministry of Education, and financial and technical assistance of the Millennium Challenge Corporation (MCC) will be further analyzed.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131650124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EDUCACIÓN Y SUPRANACIONALIDAD: APROXIMACIÓN A LOS CONCEPTOS BÁSICOS","authors":"M. Matarranz, J. Valle","doi":"10.15366/JOSPOE2018.8.006","DOIUrl":"https://doi.org/10.15366/JOSPOE2018.8.006","url":null,"abstract":"Throughout the following pages we’ll find a text whose character is eminently didactic. The aim of this text is to show a conceptual approach to the supranational policies of education and its impact on the historical context and contemporary society. For this, we go into the notion of education, politics and education policy, by means of reference authors that help us to delimit and define the meanings of the proposed terms. Afterwards, we made an approach to the concepts of globalization and supranationality, delve into the determining factors that have led us to develop the globalized society presently and we delimit the concept of supranationality, its political connotations and its repercussion. Finally, we describe the object of study of the supranational policies of education as a young discipline in the field of international education, as well as its origin, its evolution and its current reality.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124793149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EL SISTEMA EDUCATIVO PARAGUAYO ANTE LOS DESAFÍOS SOCIALES DEL SIGLO XXI: UNA EVOLUCIÓN HISTÓRICA HACIA EL PROGRAMA METAS EDUCATIVAS 2021","authors":"Carlos Novella García","doi":"10.15366/JOSPOE2018.8.004","DOIUrl":"https://doi.org/10.15366/JOSPOE2018.8.004","url":null,"abstract":"In 2011, the Organization of Ibero-American States for Education and Culture assumed the responsibility of coordinating actions and monitoring a very ambitious educational program called \"Educational Goals 2021: the education we want for the bicentennial generation\". This article pretends to know the historical evolution of the Paraguayan educational system towards this program and analyze the progress and achievements of Paraguay, one of the signatory countries of this project. For this analysis we use national and international reports that allow us to know in detail and reliability the results of the application and development of the eleven goals of the educational program in the Paraguayan educational context. However, by extension of this article we focus on three of these eleven goals achieving very relevant results regarding the achievements and absences of the objectives of the goals analyzed. The data reflect a considerable advance in educational policies from 2011 to the present, although there are still notable shortcomings in aspects related, mainly, to the training, selection and strengthening of the teaching profession. It is necessary to point out that the educational statistical data to which we have had access was very limited since the last accessible MEC report from Paraguay is from 2011, so we had to resort to external reports.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130868337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}