From Educational Segregation to Transformative Inclusion

Recent studies conducted in Europe using communicative methodology highlight that different ways of grouping students has a direct effect on their academic output. This article analyzes how said research methodology identifies and analyzes those student groupings that provide greater academic success and improve classroom coexistence at Spanish educational centers. Said methodology entails all of the research participants researchers, teachers, families, and students reflecting on the consequences of streaming, mixture, and inclusion for student academic achievement. Following this, our conclusions are compared with the policies and educational practices implemented in Spanish schools, which are not based on scientific knowledge and do not usually lead to academic success. Finally, recommendations are presented for future educational policies with the aim of providing an alternative for teachers and educational managers that would substantially improve student academic success.

Decreasing educational differences in mortality over 40 years: evidence from the Turin Longitudinal Study (Italy)

BACKGROUND: Recent studies suggest that inequalities in premature mortality have continued to rise over the last decade in most European countries, but not in southern European countries. METHODS: In this study, we assess long-term trends (1971-2011) in absolute and relative educational inequalities in all-cause and cause-specific mortality in the Turin Longitudinal Study (Turin, Italy), a record-linkage study including all individuals resident in Turin in the 1971, 1981, 1991 and 2001 censuses, and aged 30-99 years (more than 2 million people). We examined mortality for all causes, cardiovascular disease (CVD), all cancers and specific cancers (lung, breast), as well as smoking and alcohol-related mortality. RESULTS: Overall mortality substantially decreased in all educational groups over the study period, although cancer rates only slightly declined. Absolute inequalities decreased for both genders (SII=962/694 in men/women in 1972-1976 and SII=531/259 in 2007-2011, p<0.01). Among men, absolute inequalities for CVD and alcohol-related causes declined (p<0.05), while remaining stable for other causes of death. Among women, declines in absolute inequalities were observed for CVD, smoking and alcohol-related causes and lung cancer (p<0.05). Relative inequalities in all-cause mortality remained stable for men and decreased for women (RII=1.92/2.03 in men/women in 1972-1976 and RII=2.15/1.32 in 2007-2011). Among men, relative inequalities increased for smoking-related causes, while among women they decreased for all cancers, CVD, smoking-related causes and lung cancer (p<0.05). CONCLUSIONS: Absolute inequalities in mortality strongly declined over the study period in both genders. Relative educational inequalities in mortality were generally stable among men; while they tended to narrow among women. In general, this study supports the hypothesis that educational inequalities in mortality have decreased in southern European countries.

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The life-design paradigm is among those rooted in Guichard's (2009) life self-construction model that describes the identity processes underlying the development of multiple social selves. In this chapter, which is a tribute to the major contribution of Jean Guichard to the field of educational and vocational guidance and counseling, we will try to explicate the links between career adaptability and subjective identity forms. Both highlight two different and important processes that are interdependent and which should be simultaneously considered in the life design paradigm. These processes allow people to behave as active agents in their environment and are of high importance in the contemporary socioeconomic context, characterized by globalization, an increase in employment insecurity, the destructuralization of one's life course, and individualization. This chapter argues that both career adapt-abilities and identity processes rely on reflexivity and self-awareness abilities. For this reason the system of subjective identity forms, as defined by Guichard, can be considered as a meta-competency allowing adaptation, meaning making, but also the allocation of process resources.

The Dialogic Turn in Educational Psychology

The increasing presence of and claim for dialogue in today"s society has already had an impact on the theory and practice of learning. Whereas in the past individual and cognitive elements were seen as crucial to learning, since about two decades ago, scientific literature indicates that culture, interaction and dialogue are the key factors. In addition, the research project of highest scientific rank and with most resources dedicated to the study of school education in the Framework Program of the European Union: INCLUD-ED shows that the practices of successful schools around Europe are in line with the dialogic approach to learning. This article presents the dialogic turn in educational psychology, consisting of moving from symbolic conceptions of mind and internalist perspectives that focus on mental schemata of previous knowledge, to theories that see intersubjectivity and communication as the primary factors in learning. The paper deepens on the second approach.

Educational resources offered by the European Board of Physical and Rehabilitation Medicine (EBPRM)

Background .- Physical and Rehabilitation Medicine (PRM) is a very demanding medical speciality. To ensure high standard of research and care in PRM all across Europe, it is crucial to attract gifted trainees and offer them high quality education. At undergraduate level, many medical schools in Europe omit to offer teaching on disabled persons and on basic PRM knowledge. Thus PRM is hardly known to medical students. For postgraduate trainees access to evidence-based knowledge as well as teaching of research methodology specific to PRM, rehabilitation methodology, disability management and team building also need to be strengthened to increase the visibility of PRM. Action .- To address these issues the EBPRM proposes presently a specific undergraduate curriculum in PRM including the issues of disability, participation and handicap as a basis for general medical practice and postgraduate rehabilitation training. For PRM trainees many educational documents are now available on the EBPRM website. A growing number of educational sessions for PRM trainees take place during international and national PRM Congresses which can be accessed at low cost. Educational papers published regularly in European rehabilitation journals and European PRM Schools are offered free or at very low cost to trainees.

Use of open educational resources at the UOC

The Open University of Catalonia (UOC: Universitat Oberta de Catalunya) is currently implementing its 2009-2014 Strategic Plan, which devotes an entire section to open educational resources. The working group on this topic is drafting a report that establishes the objectives to be met, analyses the current lay of the land and sets out the actions required to meet the objectives. This paper examines each of these three points.

MultiCampus Open Educational Resources : the case of OER-HE

In this paper we address the implementation strategies regarding Open Educational Resources within a multicampus setting. A comparison is made between 3 institutions that are taking a very different approach: K.U.Leuven, which is a traditional university, the Open Universiteit (Netherlands) which is in the process of starting up the Network Open Polytechnics, and the Universitat Oberta de Catalunya. We are looking deeper into the pedagogical and organizational issues involved in implementing an OER strategy and show how OER holds the promise of flexible solutions for reaching at first sight very divergent goals.

A Formal Framework for Specifying, Reusing and Implementing Educational Settings. Second level

Peer-reviewed

Barriers and Motivators for Using Open Educational Resources in Schools

In an explorative study, we investigated on German schoolteachers how they use, reuse, produce and manage Open Educational Resources. The main questions in this research have been, what their motivators and barriers are in their use of Open Educational Resources, what others can learn from their Open Educational Practices, and what we can do to raise the dissemination level of OER in schools.

Broadening the CRM domain of application to higher educational (e-learning) environments

In this paper, we reflect about the broadening of the field of application of CRM from the business domain to a wider context of relationships in which the inclusion of non-profit making organizations seems natural. In particular, we focus on analyzing the suitability of adopting CRM processes by universities and higher educational institutions dedicated to e-learning. This is an issue that, in our opinion, has much potential but has received little attention in research so far.

Nuevas perspectivas de la orientación profesional para responder a los cambios y necesidades de la sociedad de hoy = New Perspectives in Career Counseling which Respond to the Changes and Needs of Society Today

In this paper a brief outline of the origin and development of vocational guidance and career development during the 20thcentury is presented We elaborate a summary of the changes society has suffered during the last decades, and which affect career counselling either directly or indirectly, and which imply a need for modifications in the current approach to career counselling. Subsequently, we propose new perspectives that will be needed to face these changes, and which have been suggested by different authors. Also some competencies needed by career counselors while acting at different levels of intervention are suggested

Regional returns to physical capital: are they conditioned by educational attainment?

This paper provides novel empirical evidence of the indirect effect of educational attainment on regional economic growth, through its influence on the profitability of investment in physical capital. We test the hypothesis that the regional heterogeneity of the return to physical capital can be directly related to the existing heterogeneity in the educational attainment of workers. The results for the Spanish case support our hypothesis that the higher the educational attainment of workers the greater the returns on investment in physical capital. In fact, this effect seems to be sufficiently strong to have counterbalanced the traditional mechanism of decreasing returns to capital accumulation.

Educational Data Mining: cerrando el círculo del proceso de aprendizaje en entornos virtuales

Development of methods to explore data from educational settings, to understand better the learning process.