Merling Murguia Moré, Tania Hernández Nodarse, M. Morales
Today the educational attention to people with special educational necessities assumes a position around the educational inclusion. In this article are analyzed the studies published on the topic.. The gathered information and the empiric evidences give bill of the transformations that should be operated in the work of the speech therapist to adapt to this reality and to optimize the attention to the scholars with disorders of the oral communication. Therefore, the objective of the article is to propose how redimensionar the role of the speech therapist to contribute to the educational inclusion of schoolchildrens of the Primary Education with disorders of the oral communication.
{"title":"EL ROL DEL LOGOPEDA EN LA INCLUSIÓN EDUCATIVA DE LOS ESCOLARES CON TRASTORNOS DE LA COMUNICACIÓN ORAL","authors":"Merling Murguia Moré, Tania Hernández Nodarse, M. Morales","doi":"10.23824/ASE.V0I26.574","DOIUrl":"https://doi.org/10.23824/ASE.V0I26.574","url":null,"abstract":"Today the educational attention to people with special educational necessities assumes a position around the educational inclusion. In this article are analyzed the studies published on the topic.. The gathered information and the empiric evidences give bill of the transformations that should be operated in the work of the speech therapist to adapt to this reality and to optimize the attention to the scholars with disorders of the oral communication. Therefore, the objective of the article is to propose how redimensionar the role of the speech therapist to contribute to the educational inclusion of schoolchildrens of the Primary Education with disorders of the oral communication.","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"170 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129416257","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}
Santiago Esteban Frades, Avelino Sarasúa Ortega, J. Rubio, Manuel Zulueta Castañeda
A summary of the round table discussion developed in The Congress of Education Inspectors held in October 2016 in Valladolid. The main ideas that were discussed were how throughout the history of the Inspectors have always been involved in innovation and how the "White Paper of the teaching profession and its School environment" is that the inspection becomes a significant agent of the educational change. A methodological change is urgently needed in classrooms and centers with a work by competencies, the inspection should, through control and supervision, verify that these innovations are being carried out. That paradigmatic change that is being happening in the educational field requires a rethinking of the inspection functions and the new role that inspectors must assume, taking into account that there are different inspections in Europe that are already changing the model. Some Autonomous Regions are publishing innovation rules and granting inspection to their monitoring and evaluation systems. There are three possible and compatible models of performance of the innovative inspection: one, based on the control and supervision so that apply the rule that makes innovation possible; another, which is to enable the pedagogical autonomy of the centers; And the third model of collaboration and involvement in the innovation of the centers. It is dangerous for inspection to be dedicated only to the main functions are those of control and supervision and avoid oversaturation of many actions that are not his own. There must be a leadership and coordination on the part of the inspection of educational services that involve the centers, but points out the danger that this may dilute the inspection role. The inspection would have to have more pedagogical training in order to do their job well and have more influence in the centers and the faculty.
{"title":"Mesa redonda: Papel de la inspección en la innovación educativa","authors":"Santiago Esteban Frades, Avelino Sarasúa Ortega, J. Rubio, Manuel Zulueta Castañeda","doi":"10.23824/ASE.V0I26.580","DOIUrl":"https://doi.org/10.23824/ASE.V0I26.580","url":null,"abstract":"A summary of the round table discussion developed in The Congress of Education Inspectors held in October 2016 in Valladolid. The main ideas that were discussed were how throughout the history of the Inspectors have always been involved in innovation and how the \"White Paper of the teaching profession and its School environment\" is that the inspection becomes a significant agent of the educational change. A methodological change is urgently needed in classrooms and centers with a work by competencies, the inspection should, through control and supervision, verify that these innovations are being carried out. That paradigmatic change that is being happening in the educational field requires a rethinking of the inspection functions and the new role that inspectors must assume, taking into account that there are different inspections in Europe that are already changing the model. Some Autonomous Regions are publishing innovation rules and granting inspection to their monitoring and evaluation systems. There are three possible and compatible models of performance of the innovative inspection: one, based on the control and supervision so that apply the rule that makes innovation possible; another, which is to enable the pedagogical autonomy of the centers; And the third model of collaboration and involvement in the innovation of the centers. It is dangerous for inspection to be dedicated only to the main functions are those of control and supervision and avoid oversaturation of many actions that are not his own. There must be a leadership and coordination on the part of the inspection of educational services that involve the centers, but points out the danger that this may dilute the inspection role. The inspection would have to have more pedagogical training in order to do their job well and have more influence in the centers and the faculty.","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129682938","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}
In spite of the changes to education norms in our country in the last ten years, where we have tried to integrate the different curriculum components in teaching and learning design, it is still typical to detect (1) curriculum plans that encourage rote learning and (2) teachers that continue teaching in the same style in which they were taught as students, and/or simply copying the textbook, even though sometimes it doesn´t provide the appropriate teaching and reliable assessment which meets the needs of our society. The insufficient academic training of (1) teachers, superintendents, and education authority members and (2) staff assessment that assures the best teaching practices in the classrooms, may be contributing to the inability to improve our education system. With respect to these deficiencies, we may come to the conclusion that the inclusion of these competencies in the curriculum and evaluation is a superficial action to fullfill European education requirements, more than a real plan to improve teaching and learning processes, and therefore, learning results in our country.
{"title":"TIEMPOS DE RESULTADOS DE APRENDIZAJE","authors":"Ignacio Polo Martínez","doi":"10.23824/ASE.V0I26.570","DOIUrl":"https://doi.org/10.23824/ASE.V0I26.570","url":null,"abstract":"In spite of the changes to education norms in our country in the last ten years, where we have tried to integrate the different curriculum components in teaching and learning design, it is still typical to detect (1) curriculum plans that encourage rote learning and (2) teachers that continue teaching in the same style in which they were taught as students, and/or simply copying the textbook, even though sometimes it doesn´t provide the appropriate teaching and reliable assessment which meets the needs of our society. The insufficient academic training of (1) teachers, superintendents, and education authority members and (2) staff assessment that assures the best teaching practices in the classrooms, may be contributing to the inability to improve our education system. With respect to these deficiencies, we may come to the conclusion that the inclusion of these competencies in the curriculum and evaluation is a superficial action to fullfill European education requirements, more than a real plan to improve teaching and learning processes, and therefore, learning results in our country.","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125959555","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}
Our legal system considers the provision of educational services through public, private and maintained schools. The rules and course of action of inspection must conform to some guidelines which respect the different legal status of each type of school, but to ensure the essential content of the right to education regulated in article 27 of the Spanish Constitution. The dilemma between the rights of ownership of a school and the authority of the Administration is not always easy to resolve, but we must try to combine this autonomy of management, organisation and functioning with the application of the main principles that guarantee the right to education under conditions of equality in accordance with the Constitution and laws, as well as the existence of an education system that is characterized by general education programming, the effective involvement of all the concerned sectors, and the free and compulsory basic education. From a general perspective it can be understood that there is a gradation in the already stated intervention of administration and inspection, ranging from their wider or more extensive ability in public schools to the minimum intervention in private establishments, passing through an intermediate situation in the case of maintained centers subsidised with public funds that offer formal education.
{"title":"DIFERENCIAS EN LA ACTUACIÓN DE LA INSPECCIÓN DE EDUCACIÓN EN CENTROS PÚBLICOS, PRIVADOS Y CONCERTADOS","authors":"Francisco Javier Galicia Mangas","doi":"10.23824/ase.v0i26.572","DOIUrl":"https://doi.org/10.23824/ase.v0i26.572","url":null,"abstract":"Our legal system considers the provision of educational services through public, private and maintained schools. The rules and course of action of inspection must conform to some guidelines which respect the different legal status of each type of school, but to ensure the essential content of the right to education regulated in article 27 of the Spanish Constitution. The dilemma between the rights of ownership of a school and the authority of the Administration is not always easy to resolve, but we must try to combine this autonomy of management, organisation and functioning with the application of the main principles that guarantee the right to education under conditions of equality in accordance with the Constitution and laws, as well as the existence of an education system that is characterized by general education programming, the effective involvement of all the concerned sectors, and the free and compulsory basic education. From a general perspective it can be understood that there is a gradation in the already stated intervention of administration and inspection, ranging from their wider or more extensive ability in public schools to the minimum intervention in private establishments, passing through an intermediate situation in the case of maintained centers subsidised with public funds that offer formal education.","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124135046","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}
The General Plan of Action and Training Inspectorate course Education for 2015-2016, approved by Resolution 15/10/2015, by the Deputy Ministry of Education, Universities and Research of Castilla-La Mancha, establishes several priority actions, among which it is the "Monitoring student assessment process coursing teachings of Vocational Training in Castilla-La Mancha." In parallel to this performance inspection and in collaboration with the Department of Electricity of a Secondary School in the province of Albacete, the inspector poses an evaluative innovation center focused on an internal process of evaluation of teaching practice.
{"title":"COEVALUACIÓN EN LA SUPERVISIÓN DE LA FORMACIÓN PROFESIONAL. EL INSPECTOR COMO IMPULSOR DE UN PROCESO GENERATIVO DE INNOVACIÓN","authors":"J. Ramón","doi":"10.23824/ASE.V0I26.575","DOIUrl":"https://doi.org/10.23824/ASE.V0I26.575","url":null,"abstract":"The General Plan of Action and Training Inspectorate course Education for 2015-2016, approved by Resolution 15/10/2015, by the Deputy Ministry of Education, Universities and Research of Castilla-La Mancha, establishes several priority actions, among which it is the \"Monitoring student assessment process coursing teachings of Vocational Training in Castilla-La Mancha.\" In parallel to this performance inspection and in collaboration with the Department of Electricity of a Secondary School in the province of Albacete, the inspector poses an evaluative innovation center focused on an internal process of evaluation of teaching practice.","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123032431","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}
A comparative description of the current Action Plans of the Education Inspection of the Junta de Andalucia, the Basque Country and the Community of Madrid is made. It establishes the common and divergent elements, as well as the objectives, contents and main lines of action in the three C.C.AA. The underlying inspection model is briefly evaluated. Finally, we conclude with some of the desirable characteristics in the PGA in the discourse of 21st century inspection.
{"title":"LOS PLANES GENERALES DE ACTUACIÓN DE LA INSPECCIÓN EDUCATIVA DE ANDALUCÍA, MADRID Y EL PAÍS VASCO","authors":"Cristóbal Barea Romero","doi":"10.23824/ase.v0i26.579","DOIUrl":"https://doi.org/10.23824/ase.v0i26.579","url":null,"abstract":"A comparative description of the current Action Plans of the Education Inspection of the Junta de Andalucia, the Basque Country and the Community of Madrid is made. It establishes the common and divergent elements, as well as the objectives, contents and main lines of action in the three C.C.AA. The underlying inspection model is briefly evaluated. Finally, we conclude with some of the desirable characteristics in the PGA in the discourse of 21st century inspection.","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128014595","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}
This paper contains my own thoughts concerning what I have called new dynamics of the conflict between two sides in Schools. It begins by presenting the contrast between traditional conflicts, where both sides believed their argument was a private affair, and these new dynamics where one or both sides of the conflict tend to make it public and work to win support for their cause. The furious confrontation some people seek and the waves of indignation they set off bring to mind the frequent social media shitstorms we hear about. As a consequence, as the conflict festers, the inspector of education receives countless visits, phone calls and protest letters, an uproar designed to influence her decision. Next, some real cases are discussed, although no information is given of the people taking parts in the events to safeguard identities. Finally, I propose a checklist that involves a sequence of steps designed to protect the inspector from pressure and help her deal more efficiently with problems of this nature.
{"title":"NUEVAS DINÁMICAS DEL CONFLICTO ENTRE PARTES EN LOS CENTROS EDUCATIVOS","authors":"P. Gil","doi":"10.23824/ASE.V0I26.566","DOIUrl":"https://doi.org/10.23824/ASE.V0I26.566","url":null,"abstract":"This paper contains my own thoughts concerning what I have called new dynamics of the conflict between two sides in Schools. It begins by presenting the contrast between traditional conflicts, where both sides believed their argument was a private affair, and these new dynamics where one or both sides of the conflict tend to make it public and work to win support for their cause. The furious confrontation some people seek and the waves of indignation they set off bring to mind the frequent social media shitstorms we hear about. As a consequence, as the conflict festers, the inspector of education receives countless visits, phone calls and protest letters, an uproar designed to influence her decision. Next, some real cases are discussed, although no information is given of the people taking parts in the events to safeguard identities. Finally, I propose a checklist that involves a sequence of steps designed to protect the inspector from pressure and help her deal more efficiently with problems of this nature.","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129722081","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}
When we first decided to do a presentation of a paper about the School Notebook, a digital tool created to register the inspection interventions in education centers, we were encouraged by the rising interest and awareness over this tool that has been implemented by the Inspectorates of Education of the Basque Country. Our main goal is to present the school notebook in the current context, considering its origins and understanding that due to the continuous teamwork to be carried out by the future inspectors, the actual notebook will continue evolving to a more complex and advanced scenario. In conclusion, the present paper´s aim is to reflect on and analyze certain elements to open new doors to the inspectorate. Therefore, we are presenting a model we have created to work within our Autonomous Community considering its virtues and potentialities. We are also pointing out some key elements we should improve towards excellence and efficiency within our professional careers.
{"title":"EL CUADERNO DE CENTRO COMO HERRAMIENTA PARA LA SUPERVISIÓN","authors":"Karmele Totoricagüena Barandica, Miren Jone Solabarrieta Badiola","doi":"10.23824/ASE.V0I26.576","DOIUrl":"https://doi.org/10.23824/ASE.V0I26.576","url":null,"abstract":"When we first decided to do a presentation of a paper about the School Notebook, a digital tool created to register the inspection interventions in education centers, we were encouraged by the rising interest and awareness over this tool that has been implemented by the Inspectorates of Education of the Basque Country. Our main goal is to present the school notebook in the current context, considering its origins and understanding that due to the continuous teamwork to be carried out by the future inspectors, the actual notebook will continue evolving to a more complex and advanced scenario. In conclusion, the present paper´s aim is to reflect on and analyze certain elements to open new doors to the inspectorate. Therefore, we are presenting a model we have created to work within our Autonomous Community considering its virtues and potentialities. We are also pointing out some key elements we should improve towards excellence and efficiency within our professional careers.","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"152 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116053907","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}
This presentation is intended to be a reflection on the role to be played by inspectors of education in the new social and educational scenario faced by schools and teachers of the 21st century. The traditional way of performing the functions of monitoring, evaluation and counseling does not allow inspectors to respond to the new needs of schools and the educational system. Its mission has to change; it has to break inertias and go beyond documentary supervision and the search for specific solutions to problems generated in (educational) centers. Inspectors should lead collaborative work with other external agents, who provide centers with the necessary support needed in the search for innovative educational projects involving the curricular and methodological transformation in the classroom.
{"title":"DEBE SER LA INSPECCIÓN IMPULSORA DE LA INNOVACIÓN EN LOS CENTROS EDUCATIVOS","authors":"M. Ibáñez","doi":"10.23824/ase.v0i26.578","DOIUrl":"https://doi.org/10.23824/ase.v0i26.578","url":null,"abstract":"This presentation is intended to be a reflection on the role to be played by inspectors of education in the new social and educational scenario faced by schools and teachers of the 21st century. The traditional way of performing the functions of monitoring, evaluation and counseling does not allow inspectors to respond to the new needs of schools and the educational system. Its mission has to change; it has to break inertias and go beyond documentary supervision and the search for specific solutions to problems generated in (educational) centers. Inspectors should lead collaborative work with other external agents, who provide centers with the necessary support needed in the search for innovative educational projects involving the curricular and methodological transformation in the classroom.","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"221 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131426346","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}
The Spanish education system has become one of the worst, as evaluated by the PISA-OCDE assessments. The tip of the iceberg of this education systemwhich constantly proves to have truly poor results- is showing itself in the children’s homes, by the assignment of homework. Despite the fact that an increasing number of studies show evidence that assigning homework to primary school children (especially the youngest ones) is useless, Spanish primary school students are overwhelmed with their school duties. Likewise, the World Health Organisation has reported that secondary school students feel they are living under high pressure due to their school responsibilities. It is imperative to enforce a change in the Spanish education system, with a clear aim of reducing homework load and students’ stress levels. Promoting the right change will provide the Spanish education system with better results and achieve students’ proper wellbeing.
{"title":"DEBERES ESCOLARES: EL REFLEJO DE UN SISTEMA EDUCATIVO","authors":"I. Martínez, E. Bailén","doi":"10.23824/ase.v0i25.543","DOIUrl":"https://doi.org/10.23824/ase.v0i25.543","url":null,"abstract":"The Spanish education system has become one of the worst, as evaluated by the PISA-OCDE assessments. The tip of the iceberg of this education systemwhich constantly proves to have truly poor results- is showing itself in the children’s homes, by the assignment of homework. Despite the fact that an increasing number of studies show evidence that assigning homework to primary school children (especially the youngest ones) is useless, Spanish primary school students are overwhelmed with their school duties. Likewise, the World Health Organisation has reported that secondary school students feel they are living under high pressure due to their school responsibilities. It is imperative to enforce a change in the Spanish education system, with a clear aim of reducing homework load and students’ stress levels. Promoting the right change will provide the Spanish education system with better results and achieve students’ proper wellbeing.","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"212 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115509296","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}
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