P. D. Ferreira, J. M. Carvalho, Vânia S. Pinto, Teresa Martins
Este estudo visa compreender melhor o que influencia e determina as decisoes em ambientes caracterizados pela complexidade e pela incerteza, e contribuir para o desenvolvimento de recomendacoes para a pratica. Com base nos trabalhos de Davidson-Arad e Benbenishty (2008, 2010), pretendeu-se saber como e que estudantes do ensino superior, em areas cientificas relacionadas com as profissoes envolvidas no processo de decisao sobre os projetos de vida de criancas e jovens em perigo, decidiriam em presenca de um caso concreto, em diferentes cenarios. Participaram no estudo 200 estudantes do ensino superior, de diferentes regioes de Portugal. Utilizou-se um desenho fatorial (2×2), o que implicou o uso de um questionario vinheta com quatro versoes, descrevendo um caso de uma crianca com suspeitas de ser vitima de violencia, e em que se pondera qual a decisao a tomar no momento e, caso seja retirada da sua familia biologica, se deve ou nao ser reunificada dois anos apos essa decisao. Entre os resultados principais destaca-se que os estudantes reconhecem o risco da crianca estar a sofrer danos significativos, fisicos e emocionais, mas decidiram, maioritariamente, a favor de uma intervencao junto da familia biologica, evitando a remocao da crianca do seu contexto de vida. Contudo, perante uma decisao favorecendo o acolhimento familiar eles consideraram, ao reavaliarem o caso apos dois anos, tambem maioritariamente, que a crianca deveria permanecer junto da familia de acolhimento. Evidencia-se, com significado estatistico, que a tomada de decisao foi influenciada, no primeiro momento, pela concordância ou nao da mae face com a retirada e, no segundo momento, pelo desejo ou nao da crianca de reunificacao com a familia biologica. Conclui-se que o desenvolvimento de criterios profissionais de avaliacao e de tomada de decisao, passa pela integracao no programa curricular dos cursos superiores na area da protecao infantil, do estudo dos criterios para a retirada, das condicoes para a reunificacao e das vantagens de se envolver a crianca e a familia biologica na intervencao.
{"title":"Decisión, riesgo e incertidumbre. ¿Retirada o reunificación de los niños y jóvenes en peligro?","authors":"P. D. Ferreira, J. M. Carvalho, Vânia S. Pinto, Teresa Martins","doi":"10.7179/PSRI_2016.28.16","DOIUrl":"https://doi.org/10.7179/PSRI_2016.28.16","url":null,"abstract":"Este estudo visa compreender melhor o que influencia e determina as decisoes em ambientes caracterizados pela complexidade e pela incerteza, e contribuir para o desenvolvimento de recomendacoes para a pratica. Com base nos trabalhos de Davidson-Arad e Benbenishty (2008, 2010), pretendeu-se saber como e que estudantes do ensino superior, em areas cientificas relacionadas com as profissoes envolvidas no processo de decisao sobre os projetos de vida de criancas e jovens em perigo, decidiriam em presenca de um caso concreto, em diferentes cenarios. Participaram no estudo 200 estudantes do ensino superior, de diferentes regioes de Portugal. Utilizou-se um desenho fatorial (2×2), o que implicou o uso de um questionario vinheta com quatro versoes, descrevendo um caso de uma crianca com suspeitas de ser vitima de violencia, e em que se pondera qual a decisao a tomar no momento e, caso seja retirada da sua familia biologica, se deve ou nao ser reunificada dois anos apos essa decisao. Entre os resultados principais destaca-se que os estudantes reconhecem o risco da crianca estar a sofrer danos significativos, fisicos e emocionais, mas decidiram, maioritariamente, a favor de uma intervencao junto da familia biologica, evitando a remocao da crianca do seu contexto de vida. Contudo, perante uma decisao favorecendo o acolhimento familiar eles consideraram, ao reavaliarem o caso apos dois anos, tambem maioritariamente, que a crianca deveria permanecer junto da familia de acolhimento. Evidencia-se, com significado estatistico, que a tomada de decisao foi influenciada, no primeiro momento, pela concordância ou nao da mae face com a retirada e, no segundo momento, pelo desejo ou nao da crianca de reunificacao com a familia biologica. Conclui-se que o desenvolvimento de criterios profissionais de avaliacao e de tomada de decisao, passa pela integracao no programa curricular dos cursos superiores na area da protecao infantil, do estudo dos criterios para a retirada, das condicoes para a reunificacao e das vantagens de se envolver a crianca e a familia biologica na intervencao.","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133741226","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}
Laura García Raga, Inmaculada Chiva Sanchis, Ana Moral Mora, Genoveva Ramos Santana
In this paper we present a study to know the valuation of school mediation as an educational strategy taking into account the views of students in five schools in secondary Valencia, where the formal mediation process has been active for at least two years. It also seeks to identify the strengths and weaknesses identified.To achieve the objectives it has collected information from 593 students through an ad hoc difference between issues that all students must answer questionnaire; questions addressed only the students who have gone to mediation service; and finally issues to respond only the students who have acted as mediators.Through descriptive exploratory study conducted, is highlighted as a result the great general agreement exists on the part of students participating in valuing very positively to mediation, particularly their impact on conflict resolution and prevention of serious and violent situations. On the other hand, as for improvement, poor training in mediation and little relation to those benefits linked with faculty is detected, since mediation seems so positively influence the teaching faculty teaching in the classroom and in the relationships between students and faculty. In conclusion, the study shows that school mediation is considered advantageous for students and an opportunity that helps them manage their own conflicts, although there are aspects that should work towards the educational potential of school mediation in the improving coexistence and configuration of democratic citizenship.
{"title":"Fortalezas y debilidades de la mediación escolar desde la perspectiva del alumnado de educación secundaria","authors":"Laura García Raga, Inmaculada Chiva Sanchis, Ana Moral Mora, Genoveva Ramos Santana","doi":"10.7179/PSRI_2016.28.15","DOIUrl":"https://doi.org/10.7179/PSRI_2016.28.15","url":null,"abstract":"In this paper we present a study to know the valuation of school mediation as an educational strategy taking into account the views of students in five schools in secondary Valencia, where the formal mediation process has been active for at least two years. It also seeks to identify the strengths and weaknesses identified.To achieve the objectives it has collected information from 593 students through an ad hoc difference between issues that all students must answer questionnaire; questions addressed only the students who have gone to mediation service; and finally issues to respond only the students who have acted as mediators.Through descriptive exploratory study conducted, is highlighted as a result the great general agreement exists on the part of students participating in valuing very positively to mediation, particularly their impact on conflict resolution and prevention of serious and violent situations. On the other hand, as for improvement, poor training in mediation and little relation to those benefits linked with faculty is detected, since mediation seems so positively influence the teaching faculty teaching in the classroom and in the relationships between students and faculty. In conclusion, the study shows that school mediation is considered advantageous for students and an opportunity that helps them manage their own conflicts, although there are aspects that should work towards the educational potential of school mediation in the improving coexistence and configuration of democratic citizenship.","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134224554","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}
R. V. Baños, Olga González Mediel, Berta Palou Julián
Introduccion y objetivos . La inmigracion implica un reto y una oportunidad para nuestra sociedad en cuanto a la integracion de las personas migradas, especialmente para la juventud, etapa decisiva en el proceso de inmigracion, pues a estas edades se adoptan y fijan caracteristicas, elementos, creencias, se empieza a pensar de forma autonoma y a preocuparse por su destino personal, mas alla de lo que piensen sus familiares y ganando peso las opiniones de su grupo de iguales. Una autentica integracion implica la creacion de un nuevo espacio compartido entre migrantes i no migrantes donde se interacciona y se generan beneficios mutuos tanto socioeconomicos como culturales. La finalidad de este articulo es analizar el proceso de integracion socioeducativa de la juventud de origen extranjero en Cataluna, especificamente, de los jovenes de entre 14 y 18 anos, desde la doble perspectiva de los extranjeros y del resto de jovenes. Metodologia y tratamiento de datos . Para dar respuesta a los objetivos se ha desarrollado un estudio por encuesta, mediante el “cuestionario de cohesion social entre jovenes" (adaptado de Palou, 2010). Han participado 52 centros educativos en Cataluna, constituyendo una muestra de 3.830 jovenes. Los datos obtenidos han sido analizados estadisticamente utilizando el paquete estadistico SPSS. Dada la naturaleza de las variables se han realizado pruebas de contraste de Chi-cuadrado y pruebas de contraste y correlacion no parametricas, dado que el indice de conocimiento de diversidad cultural no cumple algunos supuestos parametricos. Resultados y discusion. Los resultados obtenidos apuestan por un concepto de integracion basado en cuatro dimensiones: estructural, cognitiva-cultural, social y de identidad. En la dimension estructural el tiempo de estancia juega a favor de una concepcion mas abierta del aspecto normativo de la integracion. Respecto a la dimension cognitiva y cultural, se obtiene que el uso del castellano como lengua comun en todos los contextos es mayoritario, aunque el conocimiento de la lengua catalana sea general y los casos de bilinguismo y multilinguismo sean habituales. Destaca tambien que la gran mayoria se implica en actividades culturales; aunque solo un tercio lo hace en actividades del barrio. En la dimension social de la integracion, no hay diferencias entre la juventud extranjera y la autoctona. Sin embargo, la juventud autoctona participa mas en actividades de aula y centro, incluidas las de una cierta responsabilidad, y los jovenes de origen extranjero, en actividades de barrio. Finalmente, en la dimension de la identidad, destacan datos como que solo un 16% se siente de su pais de origen. Cuanto mas tiempo llevan los jovenes extranjeros viviendo en el lugar de acogida, elementos del pais de origen como las normas y conductas, la forma de ser de las personas, la comida, la ropa y la musica, pierden importancia, a favor de los elementos tipicos del pais de acogida. En cambio, elementos como la religion
{"title":"LA INTEGRACIÓN DE JÓVENES EXTRANJEROS EN CATALUNYA","authors":"R. V. Baños, Olga González Mediel, Berta Palou Julián","doi":"10.7179/PSRI_2016.28.11","DOIUrl":"https://doi.org/10.7179/PSRI_2016.28.11","url":null,"abstract":"Introduccion y objetivos . La inmigracion implica un reto y una oportunidad para nuestra sociedad en cuanto a la integracion de las personas migradas, especialmente para la juventud, etapa decisiva en el proceso de inmigracion, pues a estas edades se adoptan y fijan caracteristicas, elementos, creencias, se empieza a pensar de forma autonoma y a preocuparse por su destino personal, mas alla de lo que piensen sus familiares y ganando peso las opiniones de su grupo de iguales. Una autentica integracion implica la creacion de un nuevo espacio compartido entre migrantes i no migrantes donde se interacciona y se generan beneficios mutuos tanto socioeconomicos como culturales. La finalidad de este articulo es analizar el proceso de integracion socioeducativa de la juventud de origen extranjero en Cataluna, especificamente, de los jovenes de entre 14 y 18 anos, desde la doble perspectiva de los extranjeros y del resto de jovenes. Metodologia y tratamiento de datos . Para dar respuesta a los objetivos se ha desarrollado un estudio por encuesta, mediante el “cuestionario de cohesion social entre jovenes\" (adaptado de Palou, 2010). Han participado 52 centros educativos en Cataluna, constituyendo una muestra de 3.830 jovenes. Los datos obtenidos han sido analizados estadisticamente utilizando el paquete estadistico SPSS. Dada la naturaleza de las variables se han realizado pruebas de contraste de Chi-cuadrado y pruebas de contraste y correlacion no parametricas, dado que el indice de conocimiento de diversidad cultural no cumple algunos supuestos parametricos. Resultados y discusion. Los resultados obtenidos apuestan por un concepto de integracion basado en cuatro dimensiones: estructural, cognitiva-cultural, social y de identidad. En la dimension estructural el tiempo de estancia juega a favor de una concepcion mas abierta del aspecto normativo de la integracion. Respecto a la dimension cognitiva y cultural, se obtiene que el uso del castellano como lengua comun en todos los contextos es mayoritario, aunque el conocimiento de la lengua catalana sea general y los casos de bilinguismo y multilinguismo sean habituales. Destaca tambien que la gran mayoria se implica en actividades culturales; aunque solo un tercio lo hace en actividades del barrio. En la dimension social de la integracion, no hay diferencias entre la juventud extranjera y la autoctona. Sin embargo, la juventud autoctona participa mas en actividades de aula y centro, incluidas las de una cierta responsabilidad, y los jovenes de origen extranjero, en actividades de barrio. Finalmente, en la dimension de la identidad, destacan datos como que solo un 16% se siente de su pais de origen. Cuanto mas tiempo llevan los jovenes extranjeros viviendo en el lugar de acogida, elementos del pais de origen como las normas y conductas, la forma de ser de las personas, la comida, la ropa y la musica, pierden importancia, a favor de los elementos tipicos del pais de acogida. En cambio, elementos como la religion","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130791116","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}
Jordi Longás Mayayo, Jordi Riera i Romaní, Mireia Civís Zaragoza
El objetivo de esta investigacion es valorar la incidencia del asesoramiento sobre la gestion del cambio iniciado en el Programa CaixaProinfancia, programa que desde 2007 se desarrolla en las areas metropolitanas mas pobladas de 9 Comunidades Autonomas de Espana, atendiendo una media anual superior a 35.000 familias y 55.000 menores, gracias a la colaboracion de 351 entidades del tercer sector. En 2010 se desarrollo un complejo proceso de asesoramiento en el que participa una red de 12 universidades espanolas para redireccionar el programa, enmarcado en un paradigma mas asistencialista, hacia un modelo centrado en las capacidades y el empoderamiento de los participantes y con el territorio como referente ineludible Por tal motivo se han realizado dos investigaciones evaluativas complementarias: a) un analisis estadistico descriptivo de la evolucion en la incidencia del programa sobre menores, familias y territorios, realizado a partir de la informacion recogida por el aplicativo de gestion del programa; b) una evaluacion cualitativa de la percepcion de impacto por parte de los grupos de interes, realizada a partir de la informacion recogida mediante grupos focales y entrevistas. Los resultados muestran un progresivo giro de una primera atencion fragmentada y puntual hacia una atencion mas integral y continuada, con intensificacion del acompanamiento social. Se tienen evidencias de evolucion en los procesos de trabajo y colaboracion de las entidades sociales. Aunque no puede confirmarse el impacto positivo respecto a la efectividad del programa para sacar a los participantes de la pobreza, se reconocen mejoras en el desarrollo de oportunidades y factores de resiliencia en los participantes. Principalmente se explican por la calidad del acompanamiento personalizado y sistematico que se realiza. Las dificultades que frenan el proceso son: a) de tipo normativo y/o administrativo, b) de escasez de recursos de las entidades y las administraciones para realizar un trabajo socioeducativo de calidad, y c) resistencias al cambio de la cultura profesional y la cultura politica por parte de los agentes involucrados
{"title":"Asesoramiento al programa CaixaProinfancia; evaluación del cambio hacia un modelo de acción socioeducativa","authors":"Jordi Longás Mayayo, Jordi Riera i Romaní, Mireia Civís Zaragoza","doi":"10.7179/PSRI_2016.28.07","DOIUrl":"https://doi.org/10.7179/PSRI_2016.28.07","url":null,"abstract":"El objetivo de esta investigacion es valorar la incidencia del asesoramiento sobre la gestion del cambio iniciado en el Programa CaixaProinfancia, programa que desde 2007 se desarrolla en las areas metropolitanas mas pobladas de 9 Comunidades Autonomas de Espana, atendiendo una media anual superior a 35.000 familias y 55.000 menores, gracias a la colaboracion de 351 entidades del tercer sector. En 2010 se desarrollo un complejo proceso de asesoramiento en el que participa una red de 12 universidades espanolas para redireccionar el programa, enmarcado en un paradigma mas asistencialista, hacia un modelo centrado en las capacidades y el empoderamiento de los participantes y con el territorio como referente ineludible Por tal motivo se han realizado dos investigaciones evaluativas complementarias: a) un analisis estadistico descriptivo de la evolucion en la incidencia del programa sobre menores, familias y territorios, realizado a partir de la informacion recogida por el aplicativo de gestion del programa; b) una evaluacion cualitativa de la percepcion de impacto por parte de los grupos de interes, realizada a partir de la informacion recogida mediante grupos focales y entrevistas. Los resultados muestran un progresivo giro de una primera atencion fragmentada y puntual hacia una atencion mas integral y continuada, con intensificacion del acompanamiento social. Se tienen evidencias de evolucion en los procesos de trabajo y colaboracion de las entidades sociales. Aunque no puede confirmarse el impacto positivo respecto a la efectividad del programa para sacar a los participantes de la pobreza, se reconocen mejoras en el desarrollo de oportunidades y factores de resiliencia en los participantes. Principalmente se explican por la calidad del acompanamiento personalizado y sistematico que se realiza. Las dificultades que frenan el proceso son: a) de tipo normativo y/o administrativo, b) de escasez de recursos de las entidades y las administraciones para realizar un trabajo socioeducativo de calidad, y c) resistencias al cambio de la cultura profesional y la cultura politica por parte de los agentes involucrados","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126656049","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}
{"title":"Redes territoriales de acción socioeducativa, una apuesta por la innovación social colaborativa","authors":"Jordi Longás Mayayo","doi":"10.7179/PSRI_2016.28.01","DOIUrl":"https://doi.org/10.7179/PSRI_2016.28.01","url":null,"abstract":"","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126602115","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}
Nienke M. Moolenaar, Kees J. de Jong, E. R. Osagie, Chris Phielix
In research on educational reform implementation, scholars have highlighted the importance of teacher collaboration in support of increased student achievement. In this study, we examine whether teachers’ knowledge exchange in social networks is related to key elements that have been associated with increased student achievement, namely teacher self-efficacy and commitment. Drawing on social capital theory, we study teachers’ social networks to assess whether greater access to resources, as captured by a more central network position, is related to a greater sense of teacher efficacy and commitment. We collected survey and social network data from eight elementary schools in the Netherlands (N=114), which were then analyzed using social network analysis and correlational analysis. Results suggest positive relationships between teachers’ social network indicators, teacher self-efficacy, and commitment to the organization and to students. Our findings yield directions for more relationally oriented educational policy instruments.
{"title":"Conexiones de valor: una perspectiva del capital social sobre las redes sociales de profesores, el compromiso y la autoeficacia","authors":"Nienke M. Moolenaar, Kees J. de Jong, E. R. Osagie, Chris Phielix","doi":"10.7179/PSRI_2016.28.06","DOIUrl":"https://doi.org/10.7179/PSRI_2016.28.06","url":null,"abstract":"In research on educational reform implementation, scholars have highlighted the importance of teacher collaboration in support of increased student achievement. In this study, we examine whether teachers’ knowledge exchange in social networks is related to key elements that have been associated with increased student achievement, namely teacher self-efficacy and commitment. Drawing on social capital theory, we study teachers’ social networks to assess whether greater access to resources, as captured by a more central network position, is related to a greater sense of teacher efficacy and commitment. We collected survey and social network data from eight elementary schools in the Netherlands (N=114), which were then analyzed using social network analysis and correlational analysis. Results suggest positive relationships between teachers’ social network indicators, teacher self-efficacy, and commitment to the organization and to students. Our findings yield directions for more relationally oriented educational policy instruments.","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117353028","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}
District and school leaders play particularly important roles in leading districtwide improvement, as they are increasingly held accountable for bringing about change and improvement for educational innovation and excellence. While conventional districtwide governance places much of its focus on technical and administrative matters such as policy development, supervision, and monitoring progress. This technical focus often overlooks the fundamental aspect that drives the progress of improvement—the social infrastructure shaped by interpersonal relationship. Responding to recent scholarships that calls for a networked approach to governance, this study examined the change effort of a districtwide leadership team over three points in time drawing on social network theory and analysis focused on district governance. Specifically, we focused on the type of interpersonal relationship in which leaders engaged with each other in sharing and exchanging innovative ideas as these efforts may support better governance. Additionally, we explored organizational learning as a way to examine climate in support of districtwide innovative efforts during change process. Our findings from leaders indicated increased innovative behaviors and perceived climate on organizational learning over time. The findings suggested that leaders increased connections around risk taking, regardless of their work level over time. This increased connectedness around innovation was coupled with an increase in leaders’ perception of the district’s learning climate, suggesting a cohesive approach to governance and improvement.
{"title":"Difusión de la innovación: la red social y el enfoque de aprendizaje organizativo para la gobernanza de un equipo de liderazgo de todo el distrito","authors":"Yi-Hwa Liou, Alan J. Daly","doi":"10.7179/PSRI_2016.28.04","DOIUrl":"https://doi.org/10.7179/PSRI_2016.28.04","url":null,"abstract":"District and school leaders play particularly important roles in leading districtwide improvement, as they are increasingly held accountable for bringing about change and improvement for educational innovation and excellence. While conventional districtwide governance places much of its focus on technical and administrative matters such as policy development, supervision, and monitoring progress. This technical focus often overlooks the fundamental aspect that drives the progress of improvement—the social infrastructure shaped by interpersonal relationship. Responding to recent scholarships that calls for a networked approach to governance, this study examined the change effort of a districtwide leadership team over three points in time drawing on social network theory and analysis focused on district governance. Specifically, we focused on the type of interpersonal relationship in which leaders engaged with each other in sharing and exchanging innovative ideas as these efforts may support better governance. Additionally, we explored organizational learning as a way to examine climate in support of districtwide innovative efforts during change process. Our findings from leaders indicated increased innovative behaviors and perceived climate on organizational learning over time. The findings suggested that leaders increased connections around risk taking, regardless of their work level over time. This increased connectedness around innovation was coupled with an increase in leaders’ perception of the district’s learning climate, suggesting a cohesive approach to governance and improvement.","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129909990","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 recent proliferation of governance networks at all levels and in different policy areas has led to a growing number of studies focusing on interactive forms of governance. This paper aims to contribute to the development of governance research by looking at how collaboration in governance networks can help to spur social and educational innovation. The paper begins by defining the concept of governance networks and then provides a systematic overview of different theories that explain the current rise of governance networks. Next, it defines the concept of innovation and discusses how collaboration in networks can enhance innovation. Finally, it discusses how collaborative innovation can be initiated, facilitated and catalysed through new forms of leadership and management.
{"title":"Transformando la gobernanza para la mejora de la innovación educativa y social","authors":"Jacob Torfing, Jordi Díaz-Gibson","doi":"10.7179/PSRI_2016.28.08","DOIUrl":"https://doi.org/10.7179/PSRI_2016.28.08","url":null,"abstract":"The recent proliferation of governance networks at all levels and in different policy areas has led to a growing number of studies focusing on interactive forms of governance. This paper aims to contribute to the development of governance research by looking at how collaboration in governance networks can help to spur social and educational innovation. The paper begins by defining the concept of governance networks and then provides a systematic overview of different theories that explain the current rise of governance networks. Next, it defines the concept of innovation and discusses how collaboration in networks can enhance innovation. Finally, it discusses how collaborative innovation can be initiated, facilitated and catalysed through new forms of leadership and management.","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134449474","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 CPI program is an initiative of the Obra Social “la Caixa” offering social and educational support by a social familiar and inter-dimensional work in response to child poverty. This paper presents a qualitative research that seeks to know the impact of the CaixaProinfancia program (CPI) in Mallorca from the interest groups perspective. Mallorca present one of highest poverty level in Spain, it is the autonomous community with the highest percentage of international migration and suffers a historic deficit of public services provision, mainly social. This paper collect the perception of families participating in the program, professionals involved and that of those key agents of the territory involved in the program. The program has generated positive changes especially in minors and to a smaller extent in families. Families recognized to acquire parenting skills that improve the domestic relations, to have more personal time and to feel supported both by the work of professionals in the programme and by other families approach. We can perceive some improvements in school, behavior, social relations and autonomy and motivation for studies in minors. The network has also developed along with services evolution, which boosted clear impact improvement. Mainly due to a community context development that has given meaning to the various carried actions. Altogether, the perceived program results are satisfactory and the success in the implementation of the various actions of the CPI program in Mallorca, allows access to new development program stages giving special prominence to community work.
{"title":"CaixaproInfancia program perceived impact assessment in Mallorca","authors":"Lluís Ballester Brage, C. González, J. Torelló","doi":"10.7179/PSRI_2016.28.05","DOIUrl":"https://doi.org/10.7179/PSRI_2016.28.05","url":null,"abstract":"The CPI program is an initiative of the Obra Social “la Caixa” offering social and educational support by a social familiar and inter-dimensional work in response to child poverty. This paper presents a qualitative research that seeks to know the impact of the CaixaProinfancia program (CPI) in Mallorca from the interest groups perspective. Mallorca present one of highest poverty level in Spain, it is the autonomous community with the highest percentage of international migration and suffers a historic deficit of public services provision, mainly social. This paper collect the perception of families participating in the program, professionals involved and that of those key agents of the territory involved in the program. The program has generated positive changes especially in minors and to a smaller extent in families. Families recognized to acquire parenting skills that improve the domestic relations, to have more personal time and to feel supported both by the work of professionals in the programme and by other families approach. We can perceive some improvements in school, behavior, social relations and autonomy and motivation for studies in minors. The network has also developed along with services evolution, which boosted clear impact improvement. Mainly due to a community context development that has given meaning to the various carried actions. Altogether, the perceived program results are satisfactory and the success in the implementation of the various actions of the CPI program in Mallorca, allows access to new development program stages giving special prominence to community work.","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128044404","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}
‘Social pedagogy’ is not a familiar term in South Africa. Instead, everything to do with education outside or beyond schooling is subsumed under ‘adult education’. Community education or alterna- tives are generally known as ‘radical’ or ‘popular’ education’ concerned with social, economic and political transformation. Based on the pedagogy of Paulo Freire and participatory development paradigms these are rooted in the mass democratic struggles against apartheid. This paper is based on extensive research by the authors as participant observers and activists, conducted over many years into university-based adult education on the one hand, and praxis outside academic institutions, on the other. The authors have a his- tory of engagement in worker education, and key elements of education in the non-racial trade union move- ment as one of the most important organised forces of internal political resistance are suggested as informing curricula of university-based adult education. Since 1994 and the change to democracy, adult education departments in universities have increasingly been eroded or disappeared as separate departments or programmes. Like elsewhere in the north, we have witnessed the undermining and increased professionalization and institutionalization of adult education across contexts – and with it a marked reduction in radical outlook and purpose. However, the method- ological approach has remained committed to participation and dialogue, and, with the waning of commu- nity-based students who bring with them extensive experience from the field, there is a consistent emphasis on other, practice-based knowledges through guest educators, and by sending students to design and con- duct research and small interventions, at community level. Popular education outside the university takes numerous forms, and as an 18-month research project has shown, there are still many initiatives that target members of working class communities who have no other access to education. Much of this work is based on a ‘pedagogy of contingency’ in that it responds di rectly to local needs and concerns. However, not all of the popular education practices continue the tradi tion of radical, conscientising education. We describe three tensions or contradictions experienced by ed- ucators concerned with transformation; firstly, the tension between participation as a principle or a technique; secondly, the tension between individual or collective change; thirdly, the tension between working ‘bottom- up’ or ‘top-down’ in designing curricula and asking ‘Who leads, and who follows?’ in attempts to work dem- ocratically. We conclude that constraints and demands informed by neoliberal politics have made the work of activist academics and academic activists increasingly difficult. The paper concludes by suggesting that building global solidarity amongst adult educators who have carried their struggles from the past into the future, and younger educators who create new form
{"title":"Pedagogía Social en Sudáfrica: Manteniendo la tensión entre academia y activismo","authors":"Astrid von Kotze, S.M. Ismail, Lin Cooper","doi":"10.7179/PSRI_2016.27.13","DOIUrl":"https://doi.org/10.7179/PSRI_2016.27.13","url":null,"abstract":"‘Social pedagogy’ is not a familiar term in South Africa. Instead, everything to do with education outside or beyond schooling is subsumed under ‘adult education’. Community education or alterna- tives are generally known as ‘radical’ or ‘popular’ education’ concerned with social, economic and political transformation. Based on the pedagogy of Paulo Freire and participatory development paradigms these are rooted in the mass democratic struggles against apartheid. This paper is based on extensive research by the authors as participant observers and activists, conducted over many years into university-based adult education on the one hand, and praxis outside academic institutions, on the other. The authors have a his- tory of engagement in worker education, and key elements of education in the non-racial trade union move- ment as one of the most important organised forces of internal political resistance are suggested as informing curricula of university-based adult education. Since 1994 and the change to democracy, adult education departments in universities have increasingly been eroded or disappeared as separate departments or programmes. Like elsewhere in the north, we have witnessed the undermining and increased professionalization and institutionalization of adult education across contexts – and with it a marked reduction in radical outlook and purpose. However, the method- ological approach has remained committed to participation and dialogue, and, with the waning of commu- nity-based students who bring with them extensive experience from the field, there is a consistent emphasis on other, practice-based knowledges through guest educators, and by sending students to design and con- duct research and small interventions, at community level. Popular education outside the university takes numerous forms, and as an 18-month research project has shown, there are still many initiatives that target members of working class communities who have no other access to education. Much of this work is based on a ‘pedagogy of contingency’ in that it responds di rectly to local needs and concerns. However, not all of the popular education practices continue the tradi tion of radical, conscientising education. We describe three tensions or contradictions experienced by ed- ucators concerned with transformation; firstly, the tension between participation as a principle or a technique; secondly, the tension between individual or collective change; thirdly, the tension between working ‘bottom- up’ or ‘top-down’ in designing curricula and asking ‘Who leads, and who follows?’ in attempts to work dem- ocratically. We conclude that constraints and demands informed by neoliberal politics have made the work of activist academics and academic activists increasingly difficult. The paper concludes by suggesting that building global solidarity amongst adult educators who have carried their struggles from the past into the future, and younger educators who create new form","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129525025","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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