Archivo mensual: diciembre 2006

Encuesta Universidad Adolfo Ibáñez-Fondecyt: Las universidades se autoexaminan

mercurio1.gif Reportaje publicado por el diario El Mercurio, domingo 24 diciembre 2006, que da cuenta de los resultados de una encuesta a autoridades de las universidades chilenas realizada en el marco del proyecto FONDECYT N° 1050138 sobre dinámicas del mercado universitario.
Ver texto del Reportaje más abajo.
Ver aquí Gráficos que ilustran el texto y presentan resultados preliminares de la encuesta.
Recursos y artículos asociados
Sistema privatizado y mercados universitarios: competencia reputacional y sus efectos, mayo 2006
Mercados Universitarios: Ideas, Instrumentaciones y Seis Tesis en Conclusión, marzo 2006
El mercado avanza sobre la educación superior: un Reader dinámico, noviembre 2005
Transformaciones de la universidad pública, septiembre 2005

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La publiversidad

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Columna de opinión publicada en el cuerpo Artes y Letras del diario El Mercurio, 17 diciembre 2006.
Ver texto completo más abajo.
Columnas de opinión relacionadas
Insatisfactorias universidades, noviembre 2006
Poder y privilegios universitarios, febrero 2006
Rectores magníficos, noviembre 2005
La universidad: su nombre, agosto 2005
Universidades: su origen, agosto 2005
Marketing universitario, agosto 2005
Gobierno universitario, agosto 2005

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Education Next: en circulación N° 1, 2007

ednext.png Se encuentra en circualción la edición N° 1 del 2007 de la revista Education Next de la Hoover Institution, Stanford University.
Índice
features
Games Charter Opponents Play
How local school boards—and their allies—block the competition
Joe Williams
Courtroom Alchemy
Adequacy advocates turn guesstimates into gold
James Guthrie, Matthew Springer
New Leaders for Troubled Schools
Jacquelyn Davis works with D.C.’s education bureaucracy
Tyler Currie
Learning Facts
The brave new world of data-informed instruction
Julie Landry Petersen
Preschool Is School, Sometimes
Making early childhood education matter
Robert Pianta
forum
The NCLB Restruct-a-tron
Does the law’s great big machine for overhauling schools produce anything worthwhile?
Easy Way Out
“Restructured” usually means little has changed
Sara Mead
Charters as a Solution?
So far, states and districts have opted for anything but
Nelson Smith
research
Photo Finish
Teacher Certification Doesn’t Guarantee a Winner
Thomas Kane, Jonah Rockoff, Douglas Staiger
Judging Money
When courts decide how to spend taxpayer dollars
Josh Dunn, Martha Derthick
check the facts
The NCES Private-Public School Study
Findings are other than they seem
Paul Peterson, Elena Llaudet
from the editors
Misdirected Energy
Schools get an A in resisting reform.
Michael Petrilli
the legal beat
Affirmative Action Docketed
The Supreme Court takes up race-based school assignment
Josh Dunn, Martha Derthick
correspondence
Readers Respond
Teacher Gender; Hope in New Orleans; Miracle Math; PE in Schools; Newark’s Cory Booker; National Standards
book reviews
The Triumph of Look-Say
Dumbing-down reading instruction
Diane Ravitch
The “Crits” Capture Presidential Power
Top Education researchers denounce scientific research
Nathan Glazer
what next
No Business Like Show Business
Hollywood and Hip-Hop Discover Charter Schools
Michael Petrilli
school life
Reflections on the One-Room Schoolhouse
If children showed any aptitude and ambition for learning, they were not hampered by restrictions [or] rules
Polly Pope Hirsch
Revise aquí números anteriores.


Se encuentra en circualción la edición N° 1 del 2007 de la revista Education Next de la Hoover Institution, Stanford University.
Índice
features
Games Charter Opponents Play
How local school boards—and their allies—block the competition
Joe Williams
Courtroom Alchemy
Adequacy advocates turn guesstimates into gold
James Guthrie, Matthew Springer
New Leaders for Troubled Schools
Jacquelyn Davis works with D.C.’s education bureaucracy
Tyler Currie
Learning Facts
The brave new world of data-informed instruction
Julie Landry Petersen
Preschool Is School, Sometimes
Making early childhood education matter
Robert Pianta
forum
The NCLB Restruct-a-tron
Does the law’s great big machine for overhauling schools produce anything worthwhile?
Easy Way Out
“Restructured” usually means little has changed
Sara Mead
Charters as a Solution?
So far, states and districts have opted for anything but
Nelson Smith
research
Photo Finish
Teacher Certification Doesn’t Guarantee a Winner
Thomas Kane, Jonah Rockoff, Douglas Staiger
Judging Money
When courts decide how to spend taxpayer dollars
Josh Dunn, Martha Derthick
check the facts
The NCES Private-Public School Study
Findings are other than they seem
Paul Peterson, Elena Llaudet
from the editors
Misdirected Energy
Schools get an A in resisting reform.
Michael Petrilli
the legal beat
Affirmative Action Docketed
The Supreme Court takes up race-based school assignment
Josh Dunn, Martha Derthick
correspondence
Readers Respond
Teacher Gender; Hope in New Orleans; Miracle Math; PE in Schools; Newark’s Cory Booker; National Standards
book reviews
The Triumph of Look-Say
Dumbing-down reading instruction
Diane Ravitch
The “Crits” Capture Presidential Power
Top Education researchers denounce scientific research
Nathan Glazer
what next
No Business Like Show Business
Hollywood and Hip-Hop Discover Charter Schools
Michael Petrilli
school life
Reflections on the One-Room Schoolhouse
If children showed any aptitude and ambition for learning, they were not hampered by restrictions [or] rules
Polly Pope Hirsch
Revise aquí números anteriores.


El discurso del logro académico

BestSchools2.jpg Acaba de publicarse en los Estados Unidos el libro de Thomas Amstrong titulado:The Best Schools: How Human Development Research Should Inform Educational Practice
Ahora que Chile se apresta a adoptar estándares curriculares, y elevar la presión sobre las escuelas, conviene tener presenta el deabte y los debates que sobre este tópico emregen en otras latitudes.
En el primer capítulo (ver completo más abajo), el autor describe los supuestos de lo que denomina el discurso del “logro académico”, que contrapone al discurso educacional del “desarrollo humano”. Su tesis es que el actual movimiento en favor de presionar a las escuelas para que los alumnos logren los estábares fijados por la autoridad, como se viene impulsando intensamente en el país del norte a partir de la dictación de la No Child Left Behind Act del año 2001, trae consigo negativas consecuencias para los alumnos, los profesores y los colegios.
A partir de ahí desarrolla su visión de los ocho supuestos que forman la base del discurso del “logro académico”:
Assumption #1: Academic content and skills are the most important things to be learned.
Assumption #2: Measurement of achievement occurs through grades and standardized testing.
Assumption #3: Academic Achievement Discourse favors an academic curriculum that is rigorous, uniform, and required for all students.
Assumption #4: Academic Achievement Discourse is primarily future-oriented.
Assumption #5: Academic Achievement Discourse is comparative in nature.
Assumption #6: Academic Achievement Discourse bases its claims for validity on scientifically based research.
Assumption #7: Academic Achievement Discourse generally takes place in a top-down environment in which individuals with greater political power impose programs, procedures, and policy on individuals with less power.
Assumption #8: The bottom line in Academic Achievement Discourse hinges on grades, test scores, and ultimately, money.
Luego, el autor expone en este capítulo cuáles serían, a su juicio, los efectos negativos del discurso del “logro académico” sobre las prácticas de la escuela:
Negative Consequence #1: Academic Achievement Discourse results in a neglect of areas of the curriculum that are part of a well-rounded education students need in order to experience success and fulfillment in life.
Negative Consequence #2: Academic Achievement Discourse results in a neglect of positive instructional interventions that cannot be validated by scientifically based research data.
Negative Consequence #3: Academic Achievement Discourse encourages teaching to the test.
Negative Consequence #4: Academic Achievement Discourse encourages student cheating and plagiarism.
Negative Consequence #5: Academic Achievement Discourse encourages manipulation of test results by teachers and administrators.
Negative Consequence #6: Academic Achievement Discourse encourages the student use of illegal substances as performance aids.
Negative Consequence #7: Academic Achievement Discourse transfers control of the curriculum away from educators in the classroom and toward the organizations that set the standards and exams.
Negative Consequence #8: Academic Achievement Discourse produces harmful levels of stress in teachers and students.
Negative Consequence #9: Academic Achievement Discourse increases the chances that students will be retained from year to year and drop out before graduation.
Negative Consequence #10: Academic Achievement Discourse fails to take into consideration individual differences in cultural backgrounds, learning styles and rates, and other crucial factors in the lives of real children.
Negative Consequence #11: Academic Achievement Discourse undercuts the intrinsic value of learning for its own sake.
Negative Consequence #12: Academic Achievement Discourse results in the institution of developmentally inappropriate practices in the schools.
Índice
Foreword
Introduction
Chapter 1. Academic Achievement Discourse
Chapter 2. Human Development Discourse
Chapter 3. Early Childhood Education Programs: Play
Chapter 4. Elementary Schools: Learning How the World Works
Chapter 5. Middle Schools: Social, Emotional, and Metacognitive Growth
Chapter 6. High Schools: Preparing Students to Live Independently in the Real World
Conclusion
Appendix. Summary of How Human Development Research Should Inform Educational Practice
References
Recursos asociados
Estándares y Evaluación, sitio PREAL – GRADE
Recursos para maestros: Aproximación a los estándares curriculares, Santillana, s/f
Estándares educacionales: ¡la pieza faltante!, Claudia Tamassia, UNESCO, 2006pdf_icon91.gif 180 KB
The Fall of the Standard-Bearers, Diane Ravitch, The Chronicle of Higher Education, 10 May 2006
Estándares de currículo: Algunas tendencias internacionales e implicancias para su implementación en América Latina, PREAL, 2006pdf_icon91.gif768 KB
Incentives, not national controlJames Peyser, Education Next N° 4, 2006
The Politics of No Child Left Behind, Andrew Rudalevige, Education Next N° 4, 2003
Estándares curriculares en Colombia, mayo 2002

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Puntos focales para la enseñanza de matemáticas PreK – 8° grado

focal.jpg El Consejo Nacional de Profesores de Matemática de los Estados Unidos de América, conocido por su sigla en inglés como NCTM, ha dado a conocer el documento Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics, que contiene una nueva estrategia para la enseñanza de las matemáticas durante el ciclo de la educación obligatoria.
Se trata de una visión centrada en conceptos y en el desarrollo de habilidades básicas, que en Chile podría servir para suscitar un debate entre especialistas y profesores, particularmente en un momento en que se busca mejorar la calidad de la educación y a la luz de los bajos rendimientos que alcanzan los estudiantes chilenos en el área de las matemáticas.
La parte más valiosa de este Informe se contiene en en el análisis y sugerencias para la enseñanza de las matemáticas en cada uno de los grados desde el Pre Kinder hasta el 8° grado, material que sin duda puede ser de gran utilidad para los profesores, para estudiantes de pedagogía y para los docentes de las Facultades y escuelas de Pedagogía.
Más abajo se resumen los principales aspectos del Informe “Puntos Focales”, cuyo Índice ofrece una visión de los contenidos allí abordados:
Preface
Acknowledgments
Introduction
1. Why Identify Curriculum Focal Points?
2. What Are Curriculum Focal Points?
3. How Should Curriculum Focal Points Be Used?
4. How Do the Curriculum Focal Points Relate to Principles and Standards for School Mathematics?
5. Curriculum Focal Points for Mathematics in Prekindergarten through Grade 8
Curriculum Focal Points and Connections for Prekindergarten
Curriculum Focal Points and Connections for Kindergarten
Curriculum Focal Points and Connections for Grade
Curriculum Focal Points and Connections for Grade 2
Curriculum Focal Points and Connections for Grade 3
Curriculum Focal Points and Connections for Grade 4
Curriculum Focal Points and Connections for Grade 5
Curriculum Focal Points and Connections for Grade 6
Curriculum Focal Points and Connections for Grade 7
Curriculum Focal Points and Connections for Grade 8

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Educación: ¿y ahora, qué hacer?

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Educación: ¿y ahora, qué hacer?, columna de opinión de José Joaquín Brunner publica en el diario El Mercurio, 12 diciembre 2006.
Ver texto completo más abajo
Recursos asociados
INFORME FINAL: Consejo Asesor Presidencial para la Calidad de la Educacación, diciembre 2006
Consejo Asesor Presidencial: PROPUESTAS Y DEBATES, diciembre 2006

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