Indicadores y criterios de calidad de buenas prácticas coeducativas. Una propuesta innovadora
01 Apr 2013-Vol. 17, Iss: 1, pp 201-220
TL;DR: In this article, a trabajo se plantea en el marco del proyecto Teon XXI sobre uso de las TIC aplicadas a la co-educación.
Abstract: Resumen: Este trabajo se plantea en el marco del proyecto Teon XXI sobre uso de las TIC aplicadas a la coeducacion. En este contexto nuestro objetivo es la elaboracion de una escala observacional para evaluar buenas practicas coeducativas, que sirva de complemento a las metodologias cualitativas habitualmente utilizadas. El instrumento se compone de cinco criterios o indicadores de calidad (eficacia, efecto transformador, sostenibilidad, legitimidad, replicabilidad) definidos en base a conceptos clave que articulan una graduacion a intervalos oscilante entre 0 y 4. Los resultados de la aplicacion por cuatro jueces a diez practicas seleccionadas de centros escolares andaluces por su relevancia coeducativa mostraron su adecuada fiabilidad. Concluimos la conveniencia del proceso mismo de construccion de este tipo de escalas como vehiculo para la reflexion sobre el concepto de buena practica, dada su multidimensionalidad y complejidad de definicion. Asimismo, se recomienda el analisis desagregado de los distintos criterios para su evaluacion. Palabras clave: buena practica, coeducacion, criterios e indicadores de calidad, escala.
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01 Jan 1995
TL;DR: The Search for a Women's Language The Assertiveness Bandwagon Two Sexes, Two Cultures On Conversational Humor Toward a Feminist Theory of Gender and Communication.
Abstract: Talk across the Gender Gap The Search for a Women's Language The Assertiveness Bandwagon Two Sexes, Two Cultures On Conversational Humor Toward a Feminist Theory of Gender and Communication
273 citations
Dissertation•
18 Dec 2015
TL;DR: The idea of programa prensa-escuela-Escuela (PPSE) was introduced in the Tesis doctoral programa as mentioned in this paper, a bibliografia revision of the bibliocrafia.
Abstract: El interes de los medios por acercarse al mundo educativo fue significativo en los anos 80 del siglo pasado cuando varios diarios comenzaron a realizar actividades destacadas que conectaban el periodismo y las aulas. Ademas, en 1985, la Asociacion de Editores de Diarios Espanoles (AEDE) y el Ministerio de Educacion lanzaron una iniciativa denominada “Programa Prensa-Escuela” que concluyo en 1990. En la actualidad, algunos de esos proyectos pioneros, como “La Voz de la Escuela” o “Ideal en Clase”, siguen adelante, junto a otros que, posteriormente, han ido engrosando el abanico de posibilidades periodistico-escolares para el alumnado, el profesorado y, en menor medida, los padres. En la presente Tesis doctoral se ha llevado a cabo una revision de la bibliografia en torno al termino “programa prensa-escuela”, que no obedece a la misma idea gestada en el Programa de 1985. Por este motivo, se ha propuesto una conceptualizacion inedita de los proyectos agrupados bajo esa etiqueta, atendiendose a la trayectoria de cada uno de los que se ajustan a la nueva definicion. Con el animo de concretar que programas existen en el 2015, se ha recabado informacion de las 48 cabeceras con mayor tirada en Espana, para despues estructurar esos datos y presentar las actividades que los periodicos desarrollan entre el alumnado de Educacion Secundaria. Posteriormente, se sientan las bases de un futuro analisis de contenido mediante la descripcion de los suplementos escolares de La Voz de Galicia y El Pais, de notable relevancia y que dan cuenta de la coexistencia de diferentes perspectivas de la funcion de la prensa en la educacion. Brevemente, se ha considerado tambien la relacion de estas iniciativas con otras de diferentes paises, haciendo hincapie en sus similitudes y sus objetivos pedagogicos. De esta manera, se ha logrado dar testimonio de las lineas metodologicas por las que se rigen las multiples actividades, lo que, finalmente, ha conducido a abordar el papel del profesorado y algunas valoraciones de estos sobre los proyectos. Por ultimo, se han aportado unas indicaciones de mejora, donde han quedado reflejados los diversos aspectos previamente analizados.
15 citations
TL;DR: In this paper, an exploración cuantitativa de la autoestima en 118 sujetos of 4, 5, 6, and 6o de Educacion Primaria, comparando despues with distintas variables moduladoras.
Abstract: Los resultados obtenidos en el diagnostico de altas capacidades son significativamente menores en ninas que en ninos; sin embargo, no se encuentran estudios concluyentes que confirmen diferencias en la inteligencia en funcion del sexo. La literatura publicada situa los estereotipos de genero y la autoestima como variables fundamentales en la brecha existente. Razonadamente, hemos realizado una investigacion cuantitativa de la autoestima en 118 sujetos de 4o, 5o y 6o de Educacion Primaria, comparando despues los resultados en funcion de distintas variables moduladoras. Se ha utilizado la Escala de Autoestima de Rosenberg. Los resultados confirman que si existen diferencias en la autoestima en funcion del sexo, siendo las ninas las que presentan niveles mas bajos. El rendimiento academico es otra variable que correlaciona positivamente con la autoestima. No se han hallado resultados significativos que relacionen el constructo evaluado con la edad, el curso, las altas capacidades diagnosticadas o el tipo de centro de los sujetos. Las conclusiones se centran en la demanda de nuevas investigaciones que analicen la posible vinculacion de la discriminacion de la mujer con su no adecuada autoestima, centrandonos en las mujeres con altas capacidades.
9 citations
09 Oct 2015
TL;DR: In this article, the authors discuss academic and scientific literature regarding good school practices in a panoramic perspective, focusing on the scientific production in the Ibero-American context.
Abstract: This article discusses academic and scientific literature regarding good school practices in a panoramic perspective, focusing on the scientific production in the Ibero-American context. It is a study on the state of knowledge, resulting from a thorough bibliographic survey to identify underlying concepts, trends and main approaches in the literature studied. In the Luso-Brazilian context there is the tendency of a politicized and probing discussion of the underlying ideological references to good school practices, whereas, in the Spanish context, there is a predominance of a scientific community which, based on a systemic point of view, studies the best practices under the prism of the construction of an effective school.
4 citations
Journal Article•
TL;DR: The authors apply sociological doing gender theory for developing a criterion about how to build a new gender school culture, involving sociocultural, relational and individual levels in an ethnographic microanalysis.
Abstract: This paper, within the TEON XXI research project, examines and describes best practices in Physical Education with gender perspective. We apply sociological doing gender theory for developing a criterion about how to build a new gender school culture, involving sociocultural, relational and individual levels in an ethnographic microanalysis. The adjustment between these
4 citations
References
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TL;DR: In this article, the authors present guidelines for choosing among six different forms of the intraclass correlation for reliability studies in which n target are rated by k judges, and the confidence intervals for each of the forms are reviewed.
Abstract: Reliability coefficients often take the form of intraclass correlation coefficients. In this article, guidelines are given for choosing among six different forms of the intraclass correlation for reliability studies in which n target are rated by k judges. Relevant to the choice of the coefficient are the appropriate statistical model for the reliability and the application to be made of the reliability results. Confidence intervals for each of the forms are reviewed.
21,185 citations
TL;DR: Doing Difference as discussed by the authors is an extension of doing gender to cover race and class and treats the production of these "differences" as transparently accessible both to the sociological observer and (often) to social participants themselves.
Abstract: R e-reading Doing Gender has confirmed its status for me both as a landmark publication and as a missed opportunity. Its achievement was to build on, develop, and promote Garfinkel's (1967) focus on the mundane production of gender in interaction. What was missing was a description of a scholarly method for doing so. Doing Gender was published in the same year as my first book, The Social Construction of Lesbianism (Kitzinger 1987). Although my per spective derived from the sociology of knowledge (especially Berger and Luckmann 1967) and West and Zimmerman's from ethnomethodology, there were clear resonances between my interest in understanding how the category "lesbian" was constructed, negotiated, and managed and their concern with "what is involved in doing gender as an ongoing activity embedded in everyday interaction" (West and Zimmerman 1987, 130). What these two pieces also share is that neither had a methodology ade quate to its theoretical aims. According to West and Zimmerman (1987, 127) the aim of their article was primarily theoretical. Although various studies were cited as provid ing evidence of "doing gender," no particular attention was paid to the methodologies used in these studies, which seem-with a few exceptions to be a mix of analysis of ethnographic observation, interviews, and diaries. The implication of this omission is that the practices involved in "doing gender" can be isolated and described by relatively straightforward sociological observation and self-report. Effectively the same position is taken in Doing Difference (West and Fenstermaker 1995), which extends the ethnomethodological theory of gender to cover race and class (rele gating "sexual orientation" to footnote 15), and treats the production of these "differences" as transparently accessible both to the sociological observer and (often) to social participants themselves.
1,254 citations
TL;DR: Seven criteria for good qualitative research emerged and important divergent perspectives were observed in how these criteria should be applied to qualitative research, with differences based on the paradigm embraced by the authors.
Abstract: PURPOSE We wanted to review and synthesize published criteria for good qualitative research and develop a cogent set of evaluative criteria. METHODS We identified published journal articles discussing criteria for rigorous research using standard search strategies then examined reference sections of relevant journal articles to identify books and book chapters on this topic. A cross-publication content analysis allowed us to identify criteria and understand the beliefs that shape them. RESULTS Seven criteria for good qualitative research emerged: (1) carrying out ethical research; (2) importance of the research; (3) clarity and coherence of the research report; (4) use of appropriate and rigorous methods; (5) importance of reflexivity or attending to researcher bias; (6) importance of establishing validity or credibility; and (7) importance of verification or reliability. General agreement was observed across publications on the first 4 quality dimensions. On the last 3, important divergent perspectives were observed in how these criteria should be applied to qualitative research, with differences based on the paradigm embraced by the authors. CONCLUSION Qualitative research is not a unified field. Most manuscript and grant reviewers are not qualitative experts and are likely to embrace a generic set of criteria rather than those relevant to the particular qualitative approach proposed or reported. Reviewers and researchers need to be aware of this tendency and educate health care researchers about the criteria appropriate for evaluating qualitative research from within the theoretical and methodological framework from which it emerges.
824 citations
TL;DR: In this paper, the authors explore implications of a two-sided dynamic for understanding gendering processes in formal organizations, using stories from interviews and participant observation in multinational corporations, and define practicing gender as a moving phenomenon that is done quickly, directionally (in time), and (often) nonreflexively; is informed by liminal awareness; and is in concert with others.
Abstract: Recently, the study of gender has focused on processes by which gender is brought into social relations through interaction. This article explores implications of a two-sided dynamic—gendering practices and practicing of gender—for understanding gendering processes in formal organizations. Using stories from interviews and participant observation in multinational corporations, the author explores the practicing of gender at work. She defines practicing gender as a moving phenomenon that is done quickly, directionally (in time), and (often) nonreflexively; is informed (often) by liminal awareness; and is in concert with others. She notes how other conceptions of gender dynamics and practice inform the analysis and argues that adequate conceptualization (and potential elimination) of harmful aspects of gendering practices/practicing will require attention to (1) agency, intentionality, awareness, and reflexivity; (2) positions, power, and experience; and (3) choice, accountability, and audience. She calls f...
705 citations
TL;DR: In this paper, the authors argue that gender is a primary cultural frame for coordinating behavior and organizing social relations, and they describe the implications for understanding how gender shapes social behavior and organizational structures.
Abstract: In this article, I argue that gender is a primary cultural frame for coordinating behavior and organizing social relations. I describe the implications for understanding how gender shapes social behavior and organizational structures. By my analysis, gender typically acts as a background identity that biases, in gendered directions, the performance of behaviors undertaken in the name of organizational roles and identities. I develop an account of how the background effects of the gender frame on behavior vary by the context that different organizational and institutional structures set but can also infuse gendered meanings into organizational practices. Next, I apply this account to two empirical illustrations to demonstrate that we cannot understand the shape that the structure of gender inequality and gender difference takes in particular institutional or societal contexts without taking into account the background effects of the gender frame on behavior in these contexts.
579 citations