El Aprendizaje Cooperativo, un camino hacia la inclusión educativa

La atención a la diversidad se ha convertido en un elemento básico de los sistemas educativos de muchos países. Las respuestas educativas que se han desarrollado en las escuelas, aquellas que entienden la diversidad como un valor enriquecer dentro del proceso educativo, han dado lugar a modelos muy diferentes. A nivel internacional, hay un movimiento que defiende la necesidad de promover los modelos inclusivos, que entienden la diferencia como una oportunidad para aprender juntos, y sitúa la metodología como uno de los pilares básicos del proceso de enseñanza-aprendizaje. En este sentido, el aprendizaje basado en la cooperación se presenta como una propuesta alternativa para trabajar en la escuela. Diferentes investigaciones realizadas a lo lardo de los últimos años ponen en evidencia las importantes contribuciones del trabajo cooperativo para la adquisición de valores y actitudes que mejoran la convivencia al mismo tiempo que facilitan un mejor desarrollo personal para todo el alumnado. Nuestro trabajo en la escuela primaria y secundaria nos ha permitido reflexionar y recoger información sobre nuestra experiencia alrededor de la atención a la diversidad en el marco de una escola que pretende caminar a la inclusión. El artículo presenta una reflexión sobre las contribuciones del aprendizaje cooperativo dentro de una escuela que busca la inclusión de todos los chicos y las chicas, basándonos para ello en nuestras experiencias profesionales propias así como en el análisis y la interpretación de las contribuciones principales recogidas en la bibliografía nacional e internacional.

The Narrative Value of Dance Communication: "habitus", musicality and emotion

The richness of dance comes from the need to work with an individual body. Still, the body of the dancer belongs to plural context, crossed by artistic and social traditions, which locate the artists in a given field. We claim that role conflict is an essential component of the structure of collective artistic creativity. We address the production of discourse in a British dance company, with data that spawns from the ethnography ‘Dance and Cognition’, directed by David Kirsh at the University of California, together with WayneMcGregor-Random Dance. Our Critical Discourse Analysis is based on multiple interviews to the dancers and choreographer. Our findings show how creativity in dance seems to be empirically observable, and thus embodied and distributed shaped by the dance habitus of the particular social context.

Education and self-regulation of learning for gifted pupils: Systemic design and development.

Gifted pupils differ from their age-mates with respect to development potential, actual competencies, self-regulatory capabilities, and learning styles in one or more domains of competence. The question is how to design and develop education that fits and further supports such characteristics and competencies of gifted pupils. Analysis of various types of educational interventions for gifted pupils reflects positive cognitive or intellectual effects and differentiated social comparison or group-related effects on these pupils. Systemic preventive combination of such interventions could make these more effective and sustainable. The systemic design is characterised by three conditional dimensions: differentiation of learning materials and procedures, integration by and use of ICT support, and strategies to improve development and learning. The relationships to diagnostic, instructional, managerial, and systemic learning aspects are expressed in guidelines to develop or transform education. The guidelines imply the facilitation of learning arrangements that provide flexible self-regulation for gifted pupils. A three-year pilot in Dutch nursery and primary school is conducted to develop and implement the design in collaboration with teachers. The results constitute prototypes of structured competence domains and supportive software. These support the screening of entry characteristics of all four-year old pupils and assignment of adequate play and learning processes and activities throughout the school career. Gifted and other pupils are supported to work at their actual achievement or competency levels since their start in nursery school, in self-regulated learning arrangements either in or out of class. Each pupil can choose other pupils to collaborate with in small groups, at self-chosen tasks or activities, while being coached by the teacher. Formative evaluation of the school development process shows that the systemic prevention guidelines seem to improve learning and social progress of gifted pupils, including their self-regulation. Further development and implementation steps are discussed.

The U.N. convention on the rights of the child: Relevance and application to pediatric clinical bioethics

This article provides an overview of the relevance and import of the U.N. Convention on the Rights of the Child (CRC) to child health practice and pediatric bioethics. We discuss the four general principles of the CRC that apply to the implementation of all rights contained in the document, the right to health articulated in Article 24, and the important position ascribed to parents in fulfilling the rights of their children. We then examine how the CRC is implemented and monitored in law and practice. The CRC and associated principles of child rights provide strategies for rights-based approaches to clinical practice and health systems, as well as to policy design, professional training, and health services research. In light of the relevance of the CRC and principles of child rights to children’s health and child health practice, it follows that there is an intersection between child rights and pediatric bioethics. Pediatric bioethicists and child rights advocates should work together to define this intersection in all domains of pediatric practice.

Dimensionality hyper-reduction and machine learning for dynamical systems with varying parameters

Thesis (Ph.D.)--University of Washington, 2016-08

Research in practice: Bringing behavioural change from lab to studio

Design influences behaviour, whether it's planned or not. Service Design has a great opportunity to lead the emerging field of design for behavioural change, helping guide and shape experiences to benefit users, service providers and wider society. In this article, presented as an evolving conversation between research and practice, Nick Marsh (EMC Consulting) and Dan Lockton (Brunel University) discuss and explore design patterns for influencing behaviour through Service Design, and how Service Designers and academics can work together for social benefit.

Modelling and estimating models of physician labour supply and productivity

Ma thèse s’intéresse aux politiques de santé conçues pour encourager l’offre de services de santé. L’accessibilité aux services de santé est un problème majeur qui mine le système de santé de la plupart des pays industrialisés. Au Québec, le temps médian d’attente entre une recommandation du médecin généraliste et un rendez-vous avec un médecin spécialiste était de 7,3 semaines en 2012, contre 2,9 semaines en 1993, et ceci malgré l’augmentation du nombre de médecins sur cette même période. Pour les décideurs politiques observant l’augmentation du temps d’attente pour des soins de santé, il est important de comprendre la structure de l’offre de travail des médecins et comment celle-ci affecte l’offre des services de santé. Dans ce contexte, je considère deux principales politiques. En premier lieu, j’estime comment les médecins réagissent aux incitatifs monétaires et j’utilise les paramètres estimés pour examiner comment les politiques de compensation peuvent être utilisées pour déterminer l’offre de services de santé de court terme. En second lieu, j’examine comment la productivité des médecins est affectée par leur expérience, à travers le mécanisme du "learning-by-doing", et j’utilise les paramètres estimés pour trouver le nombre de médecins inexpérimentés que l’on doit recruter pour remplacer un médecin expérimenté qui va à la retraite afin de garder l’offre des services de santé constant. Ma thèse développe et applique des méthodes économique et statistique afin de mesurer la réaction des médecins face aux incitatifs monétaires et estimer leur profil de productivité (en mesurant la variation de la productivité des médecins tout le long de leur carrière) en utilisant à la fois des données de panel sur les médecins québécois, provenant d’enquêtes et de l’administration. Les données contiennent des informations sur l’offre de travail de chaque médecin, les différents types de services offerts ainsi que leurs prix. Ces données couvrent une période pendant laquelle le gouvernement du Québec a changé les prix relatifs des services de santé. J’ai utilisé une approche basée sur la modélisation pour développer et estimer un modèle structurel d’offre de travail en permettant au médecin d’être multitâche. Dans mon modèle les médecins choisissent le nombre d’heures travaillées ainsi que l’allocation de ces heures à travers les différents services offerts, de plus les prix des services leurs sont imposés par le gouvernement. Le modèle génère une équation de revenu qui dépend des heures travaillées et d’un indice de prix représentant le rendement marginal des heures travaillées lorsque celles-ci sont allouées de façon optimale à travers les différents services. L’indice de prix dépend des prix des services offerts et des paramètres de la technologie de production des services qui déterminent comment les médecins réagissent aux changements des prix relatifs. J’ai appliqué le modèle aux données de panel sur la rémunération des médecins au Québec fusionnées à celles sur l’utilisation du temps de ces mêmes médecins. J’utilise le modèle pour examiner deux dimensions de l’offre des services de santé. En premierlieu, j’analyse l’utilisation des incitatifs monétaires pour amener les médecins à modifier leur production des différents services. Bien que les études antérieures ont souvent cherché à comparer le comportement des médecins à travers les différents systèmes de compensation,il y a relativement peu d’informations sur comment les médecins réagissent aux changementsdes prix des services de santé. Des débats actuels dans les milieux de politiques de santé au Canada se sont intéressés à l’importance des effets de revenu dans la détermination de la réponse des médecins face à l’augmentation des prix des services de santé. Mon travail contribue à alimenter ce débat en identifiant et en estimant les effets de substitution et de revenu résultant des changements des prix relatifs des services de santé. En second lieu, j’analyse comment l’expérience affecte la productivité des médecins. Cela a une importante implication sur le recrutement des médecins afin de satisfaire la demande croissante due à une population vieillissante, en particulier lorsque les médecins les plus expérimentés (les plus productifs) vont à la retraite. Dans le premier essai, j’ai estimé la fonction de revenu conditionnellement aux heures travaillées, en utilisant la méthode des variables instrumentales afin de contrôler pour une éventuelle endogeneité des heures travaillées. Comme instruments j’ai utilisé les variables indicatrices des âges des médecins, le taux marginal de taxation, le rendement sur le marché boursier, le carré et le cube de ce rendement. Je montre que cela donne la borne inférieure de l’élasticité-prix direct, permettant ainsi de tester si les médecins réagissent aux incitatifs monétaires. Les résultats montrent que les bornes inférieures des élasticités-prix de l’offre de services sont significativement positives, suggérant que les médecins répondent aux incitatifs. Un changement des prix relatifs conduit les médecins à allouer plus d’heures de travail au service dont le prix a augmenté. Dans le deuxième essai, j’estime le modèle en entier, de façon inconditionnelle aux heures travaillées, en analysant les variations des heures travaillées par les médecins, le volume des services offerts et le revenu des médecins. Pour ce faire, j’ai utilisé l’estimateur de la méthode des moments simulés. Les résultats montrent que les élasticités-prix direct de substitution sont élevées et significativement positives, représentant une tendance des médecins à accroitre le volume du service dont le prix a connu la plus forte augmentation. Les élasticitésprix croisées de substitution sont également élevées mais négatives. Par ailleurs, il existe un effet de revenu associé à l’augmentation des tarifs. J’ai utilisé les paramètres estimés du modèle structurel pour simuler une hausse générale de prix des services de 32%. Les résultats montrent que les médecins devraient réduire le nombre total d’heures travaillées (élasticité moyenne de -0,02) ainsi que les heures cliniques travaillées (élasticité moyenne de -0.07). Ils devraient aussi réduire le volume de services offerts (élasticité moyenne de -0.05). Troisièmement, j’ai exploité le lien naturel existant entre le revenu d’un médecin payé à l’acte et sa productivité afin d’établir le profil de productivité des médecins. Pour ce faire, j’ai modifié la spécification du modèle pour prendre en compte la relation entre la productivité d’un médecin et son expérience. J’estime l’équation de revenu en utilisant des données de panel asymétrique et en corrigeant le caractère non-aléatoire des observations manquantes à l’aide d’un modèle de sélection. Les résultats suggèrent que le profil de productivité est une fonction croissante et concave de l’expérience. Par ailleurs, ce profil est robuste à l’utilisation de l’expérience effective (la quantité de service produit) comme variable de contrôle et aussi à la suppression d’hypothèse paramétrique. De plus, si l’expérience du médecin augmente d’une année, il augmente la production de services de 1003 dollar CAN. J’ai utilisé les paramètres estimés du modèle pour calculer le ratio de remplacement : le nombre de médecins inexpérimentés qu’il faut pour remplacer un médecin expérimenté. Ce ratio de remplacement est de 1,2.

Validation of the self-regulated online learning questionnaire

Abstract The number of students engaged in Massive Open Online Courses (MOOCs) is increasing rapidly. Due to the autonomy of students in this type of education, students in MOOCs are required to regulate their learning to a greater extent than students in traditional, face-to-face education. However, there is no questionnaire available suited for this online context that measures all aspects of self-regulated learning (SRL). In this study, such a questionnaire is developed based on existing SRL questionnaires. This is the self-regulated online learning ques- tionnaire. Exploratory factor analysis (EFA) on the first dataset led to a set of scales differing from those theoretically defined beforehand. Confirmatory factor analysis (CFA) was conducted on a second dataset to compare the fit of the theoretical model and the exploratively obtained model. The exploratively obtained model provided much better fit to the data than the theoretical model. All models under investigation provided better fit when excluding the task strategies scale and when merging the scales measuring metacognitive activities. From the results of the EFA and the CFA it can be concluded that further development of the questionnaire is necessary.

Understanding Teacher and Student Learning Situated in a School-wide Implementation of Fractions Instruction

Thesis (Ph.D.)--University of Washington, 2016-06

Are we positively or negatively affected? : A study on how people react to food-related communication messages

Background- Communication messages today are all about influencing and persuading people. Two main types of messages can be seen when studying the healthy food trend on Instagram and how it is impacting attitude formation and change; these two are positive and negative messages. However, different communication messages are not the only deciders of attitude formation and change. There is one more significant factor that impacts attitude formation and change; this factor is identification with the message sender. Purpose- The purpose of this thesis is to identify whether positively or negatively themed messages on Instagram have a stronger impact on a person's attitudes regarding healthy food consumption. We will further examine if identification with the message sender additionally impacts attitude formation and change. Method- In order to fulfill the purpose of the thesis we used a qualitative research approach. We conducted interviews with 40 respondents that belonged to our main target group. Furthermore we conducted a robustness check with six respondents. All 46 respondents included in the qualitative study were Instagram users, and all the respondents in the main target group were students. Findings and Conclusion- After analyzing the empirical results together with suitable theories, some main conclusions could be drawn. The study demonstrated that positive communication messages are the preferred message type on Instagram. We further conclude that identification with the message sender does indeed have an additional impact on attitude formation and change. Based on this study we can say that communication messages and identification with the message sender work together in forming and changing attitudes regarding healthy food on Instagram. Practical Implications- This thesis gives valuable indications to companies, organizations and decision makers in order to direct marketing practices in terms of communication messages on social media, particularly Instagram. Moreover it gives insights for managers to be able to create communication messages that correspond to the expectations of the society. Keywords- Communication messages, attitude formation and change, identification with the message sender.

Suggestions to public libraries and local historical societies relative to collecting and preserving materials of local history, 1904

Public libraries and historical societies should work together in collecting and preserving materials of local history. This brochure is a guide for their collaboration.

Redes de conversação como possibilidade de formação do professor tutor virtual na mediação pedagógica da educação profissional a distância

A educação a distância apoiada pelos meios de comunicação digital ampliou as possibilidades de interação, flexibilizando o processo de mediação pedagógica no tempo e no espaço. Nessa perspectiva, a educação profissional democratizou seu acesso, na qual os conhecimentos de nível técnico são customizados em um Ambiente Virtual de Aprendizagem (AVA) para serem mediados a distância. Esta tese, apresentada na forma de artigos, problematiza o processo de mediação pedagógica realizado pelo professor tutor virtual na Rede e-Tec Brasil do Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense (IFSul) Campus Visconde da Graça (CAVG). Nesse modelo de ensino, o professor tutor virtual é contratado para atuar, pelo período de dois anos, em todas as disciplinas curriculares de um curso técnico. Se, por um lado, isso permite-lhe conhecer a realidade de seus alunos; por outro, exige-lhe um esforço pedagógico de apropriação e mediação dos conteúdos específicos nas diversas disciplinas que integram os currículos de cada curso. A pesquisa buscou conhecer como o professor tutor virtual apropria-se dos conhecimentos específicos nos cursos técnicos para mediá-los pedagogicamente com os alunos. Apresentamos, como hipótese explicativa neste estudo, que é na convivência com o professor pesquisador que o professor tutor virtual encontra a possibilidade de se apropriar dos conhecimentos curriculares para poder mediá-los pedagogicamente com os alunos. Para sustentar teoricamente nossas proposições na experiência vivida, estabelecemos uma rede de conversação com os autores Humberto Maturana, Pierre Lévy, Lee Shulman e Maurice Tardif, por meio dos conceitos: cultura em redes de conversação; inteligência coletiva; conhecimento pedagógico do conteúdo; e formação profissional docente. Como procedimento metodológico, encontramos na técnica do Discurso do Sujeito Coletivo (DSC), de Lefèvre e Lefèvre, uma estratégia de abordagem qualitativa para analisar as recorrências encontradas nos discursos dos professores tutores virtuais. O estudo aponta que uma rede de conversação recursiva entre o professor pesquisador e o professor tutor virtual possibilita a apropriação de conhecimentos técnicos e específicos necessários ao processo de mediação pedagógica com os estudantes. Essa convivência, no caminho da constituição de um coletivo inteligente, favorece o trabalho colaborativo no ambiente da tutoria, contribuindo para profissionalizar o processo de mediação pedagógica na educação profissional a distância do IFSul CAVG. Supported by digital media, distance learning has increased the possibilities of interaction, easing the process of pedagogical mediation in time and space. From this perspective, the access to professional education has been democratized: technical knowledge is customized in a Learning Managing System and later delivered by means of mediated distance education courses. Structured in a sequence of articles, this dissertation addresses the problem of the pedagogical mediation process performed by on-line tutor teachers at Rede e-Tec Brasil of the Instituto Federal Sul- rio-grandense (IF-Sul), Campus Visconde da Graça (CAVG). This model of education establishes that on-line tutor teachers are hired to work with all the curriculum courses of a technical program for two years. If, on the hand, it allows these teachers to know the reality of their students well, on the other hand it demands them a pedagogical effort of appropriation and mediation of the specific contents guiding the various courses that comprise the curriculum of each program. This research aimed to find out how on-line tutor teachers appropriate expertise from technical programs to mediate it with their students in a pedagogical way. The explanatory hypothesis given is that by working together and sharing experience with the teacher/researcher, on-line tutor teachers will be able to appropriate of curricular knowledge and pedagogically mediate it with their students afterwards. To support our theoretical propositions, a network of conversation was established with authors like Humberto Maturana, Pierre Lévy, Lee Shulman, and Maurice Tardif through the concepts of culture in networks of conversation, collective intelligence, pedagogical content knowledge, and teacher training. As a methodological procedure, the technique of the Collective Subject Discourse (CSD), by Lefèvre and Lefèvre, was found to offer a strategy of qualitative approach to analyze the recurrences seen in the speech of on-line tutor teachers. The study shows that a recursive network of conversation between the teacher/researcher and the on-line tutor teacher enables the appropriation of specific and technical knowledge required for the process of pedagogical mediation with students. The experience of sharing a consensual professional relationship, in which one respects and accepts the other as a way of establishing a collective intelligence, encourages collaborative work in the tutoring environment, helping professionalize the process of pedagogical mediation in distance professional education at IFSul CAVG.

Tying it Together: Education-Focused Community Change Initiatives

Policymakers make many demands of our schools to produce academic success. At the same time, community organizations, government agencies, faith-based institutions, and other groups often are providing support to students and their families, especially those from high-poverty backgrounds, that are meant to impact education but are often insufficient, uncoordinated, or redundant. In many cases, these institutions lack access to schools and school leaders. What’s missing from the dominant education reform discourse is a coordinated education-focused approach that mobilizes community assets to effectively improve academic and developmental outcomes for students. This study explores how education-focused comprehensive community change initiatives (CCIs) that utilize a partnership approach are organized and sustained. In this study, I examine three research questions: 1. Why and how do school system-level community change initiative (CCI) partnerships form? 2. What are the organizational, financial, and political structures that support sustainable CCIs? What, in particular, are their connections to the school systems they seek to impact? 3. What are the leadership functions and structures found within CCIs? How are leadership functions distributed across schools and agencies within communities? To answer these questions, I used a cross-case study approach that employed a secondary data analysis of data that were collected as part of a larger research study sponsored by a national organization. The original study design included site visits and extended interviews with educators, community leaders and practitioners about community school initiatives, one type of CCI. This study demonstrates that characteristics of sustained education-focused CCIs include leaders that are critical to starting the CCIs and are willing to collaborate across institutions, a focus on community problems, building on previous efforts, strategies to improve service delivery, a focus on education and schools in particular, organizational arrangements that create shared leadership and ownership for the CCI, an intermediary to support the initial vision and collaborative leadership groups, diversified funding approaches, and political support. These findings add to the literature about the growing number of education-focused CCIs. The study’s primary recommendation—that institutions need to work across boundaries in order to sustain CCIs organizationally, financially, and politically—can help policymakers as they develop new collaborative approaches to achieving educational goals.

Assessing the impacts of community participation policy and practice in Scotland and England

Background: Community participation has become an integral part of many areas of public policy over the last two decades. For a variety of reasons, ranging from concerns about social cohesion and unrest to perceived failings in public services, governments in the UK and elsewhere have turned to communities as both a site of intervention and a potential solution. In contemporary policy, the shift to community is exemplified by the UK Government’s Big Society/Localism agenda and the Scottish Government’s emphasis on Community Empowerment. Through such policies, communities have been increasingly encouraged to help themselves in various ways, to work with public agencies in reshaping services, and to become more engaged in the democratic process. These developments have led some theorists to argue that responsibilities are being shifted from the state onto communities, representing a new form of 'government through community' (Rose, 1996; Imrie and Raco, 2003). Despite this policy development, there is surprisingly little evidence which demonstrates the outcomes of the different forms of community participation. This study attempts to address this gap in two ways. Firstly, it explores the ways in which community participation policy in Scotland and England are playing out in practice. And secondly, it assesses the outcomes of different forms of community participation taking place within these broad policy contexts. Methodology: The study employs an innovative combination of the two main theory-based evaluation methodologies, Theories of Change (ToC) and Realist Evaluation (RE), building on ideas generated by earlier applications of each approach (Blamey and Mackenzie, 2007). ToC methodology is used to analyse the national policy frameworks and the general approach of community organisations in six case studies, three in Scotland and three in England. The local evidence from the community organisations’ theories of change is then used to analyse and critique the assumptions which underlie the Localism and Community Empowerment policies. Alongside this, across the six case studies, a RE approach is utilised to examine the specific mechanisms which operate to deliver outcomes from community participation processes, and to explore the contextual factors which influence their operation. Given the innovative methodological approach, the study also engages in some focused reflection on the practicality and usefulness of combining ToC and RE approaches. Findings: The case studies provide significant evidence of the outcomes that community organisations can deliver through directly providing services or facilities, and through influencing public services. Important contextual factors in both countries include particular strengths within communities and positive relationships with at least part of the local state, although this often exists in parallel with elements of conflict. Notably this evidence suggests that the idea of responsibilisation needs to be examined in a more nuanced fashion, incorporating issues of risk and power, as well the active agency of communities and the local state. Thus communities may sometimes willingly take on responsibility in return for power, although this may also engender significant risk, with the balance between these three elements being significantly mediated by local government. The evidence also highlights the impacts of austerity on community participation, with cuts to local government budgets in particular increasing the degree of risk and responsibility for communities and reducing opportunities for power. Furthermore, the case studies demonstrate the importance of inequalities within and between communities, operating through a socio-economic gradient in community capacity. This has the potential to make community participation policy regressive as more affluent communities are more able to take advantage of additional powers and local authorities have less resource to support the capacity of more disadvantaged communities. For Localism in particular, the findings suggest that some of the ‘new community rights’ may provide opportunities for communities to gain power and generate positive social outcomes. However, the English case studies also highlight the substantial risks involved and the extent to which such opportunities are being undermined by austerity. The case studies suggest that cuts to local government budgets have the potential to undermine some aspects of Localism almost entirely, and that the very limited interest in inequalities means that Localism may be both ‘empowering the powerful’ (Hastings and Matthews, 2014) and further disempowering the powerless. For Community Empowerment, the study demonstrates the ways in which community organisations can gain power and deliver positive social outcomes within the broad policy framework. However, whilst Community Empowerment is ostensibly less regressive, there are still significant challenges to be addressed. In particular, the case studies highlight significant constraints on the notion that communities can ‘choose their own level of empowerment’, and the assumption of partnership working between communities and the local state needs to take into account the evidence of very mixed relationships in practice. Most importantly, whilst austerity has had more limited impacts on local government in Scotland so far, the projected cuts in this area may leave Community Empowerment vulnerable to the dangers of regressive impact highlighted for Localism. Methodologically, the study shows that ToC and RE can be practically applied together and that there may be significant benefits of the combination. ToC offers a productive framework for policy analysis and combining this with data derived from local ToCs provides a powerful lens through which to examine and critique the aims and assumptions of national policy. ToC models also provide a useful framework within which to identify specific causal mechanisms, using RE methodology and, again, the data from local ToC work can enable significant learning about ‘what works for whom in what circumstances’ (Pawson and Tilley, 1997).

Joint Action CHRODIS Work Package 5 - Good practices in the field of health promotion and chronic disease prevention across the life cycle: outcomes at a glance

Associated Partners in the Work Package 5: National Health Institute Doutor Ricardo Jorge (INSA), Portugal (Luciana Costa)