Actuaciones de éxito Educación Secundaria

8/13/2019 Actuaciones de xito Educacin Secundaria

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Coordinator contactdetails

Project details

CREA, Centre o f Resea rch inTheories a nd Prac tices tha tOvercome Inequalities.

Ba rcelona S cience P arkEdifici Florens a, C/ Ado lfFlorensa , 808028 Ba rce lona (S P AIN)Tel. + 34 93 403 45 48/49Fax: + 34 93 403 45 62Email: [email protected] ://ww w. ub. es /includ-e d/

INCLUD-ED. Stra tegiesfor inclusion a nd soc ialcohesion in Europe fromeducation

Priority 7. Citizens andGovernance in aKnowledge-basedSociety. IntegratedProject. 6th FP.European Commission2006-2011

CITIZENS AND GOVERNANCEIN THE KNOWLEDGE-BASED SOCIETY

CREA, Universitat de B arce lonaDepa rtment of Educa tion. University of Cyprus

Depa rtment of Applied S ciences o f Education and Depa rtment ofP syc hology. Faculty of Beha vioural Sciences . University of

Helsinki (Finla nd)"Brczi Gusztv" Faculty of Special Education. Etvs Lornd

University (Hunga ry)Ba ltic Institute of S ocial S ciences (Latvia)

School of Education. University of Nottingham (UK)

EFFECTIVE EDUCATIONALPRAC TICES AT A

SECOND ARY EDU CATION ALLEVEL

Project 2Europea n effective ed uca tiona l prac tice s:

how is ed uca tion c ontributing to overcome or

reproduce soc ia l exclusion?


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INDEX

1 INTRODUCTION..... ....... ...... ....... ...... ....... ... 5 EFFECTIVE EDUCATIONAL P RACTICES .. .. . 11 2.1 12Heterog eneous ab ility cla ssrooms ...... 12 2.2 Use of additional human resources in theheterogeneous classroom ....... . . . . . . . . . . . . . . . . . . . . 13 2.3 C ooperative learning...... . . . . . . . . . . . . . . . . . . . . . . . . 15 2.4 Extending lea rning time ...... ....... ...... ...... 16 2.5 Inclusion through high expec tations ...... . 17 3. COMMUNITY P ARTIC IP ATION. .. .. .. .. .. .. .. . 20 3.1 .Community participation in decision-making proces ses ..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 3.2 Comm unity pa rtic ipa tion in st udent learningproces ses ..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 3.3 Community ed ucation...... . . . . . . . . . . . . . . . . . . . . . . 25 3.4 The inclusion o f multic ulturalism intopla nning instrumental subjects ..... . . . . . . . . . . . . . . . 27 4. S UMMARY AND CONC LUSIONS :S TRATEGIES AND P RACTICES FOREDUCATIONAL INCLUSION... .... ... .... ... ... ... . 29


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INTRODUCTION

1.1 Inclusive education and socialinclusion

In an increasingly knowledge-based society,academic success is a key factor inoverc oming s oc ia l exc lusion. The longer

children stay in school and the moreopportunities they have to complete uppersecondary education or to access tertiaryeducation, the better equipped they become tobe included into the labour market and to facethe demands of participating in a democratic

soc iety. This relationship be tween ac adem icsuccess and social inclusion means thatschools themselves must be inclusiveinstitutions that can provide opportunities forlea rning t o a ll child ren reg a rdless of their

ethnicity, ge nder, religion o r physica l ab ility.Researchers in the field of education haveexamined the various problems related toeducational failure over many years, and havegenera ted extensive knowledge on the c ausesand consequences of educational exclusion.Wha t rema ins rela tively unde r-resea rched issuccessful educational practices: the schoolsand communities which, despite the obstacles,manage to guarantee success for all the

students.

1.2W hat is this monograph, w here does itcome from and who is it addressed to?

This Monograph is pa rt of the INCLUD-EDProject Strategies for inclusion and social

cohesion in Europe from education, anIntegrated Project from the 6th FrameworkP rogramme . The projec ts ma in ob jec tive is toanalyse educational strategies that contributeto overcoming inequalities and promotingsocial cohesion and educational strategies that


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generate social exclusion, particularly focusingon vulnerab le and margina lised groups.

The INCLUD-ED co nso rtium is c omprised of 15Europea n pa rtner institutions which ha ve b eenconducting interdisciplinary research thatcovers a wide range of dimensions related toeduca tiona l inclusion and soc ia l co hesion.

One pa rt of the 5-year INCLUD-ED Projectinvolved examining 20 schools throughoutEurope . These sc hoo ls w ere from all differentareas of education (Pre-Primary, Primary,Se conda ry, S pecial Education 1, and VocationalTraining). The 20 sc hoo ls were c hose n ba sed

on the following criteria: they were schoolscontaining children with a low SES and aminority background but which had alsoachieved good academic results in comparisonto other schools located in similar contexts. Inother words, these were sc hools that ma nagedto overcome obstacles which usually lead toacademic failure and which have providedevidence of academic success for studentsfrom marginalised groups. Based on a review

of the existing literature, the research on these

1 Special education has been studied in ordinaryeducational systems and not in segregatedprogrammes.

unique schools focused on examining howparticular practices generate the rightco nditions to lea d to ed uca tiona l succ es s. Thea im o f this Monograp h is to share the results o fthe INCLUD-ED research on effective

educational practices at a secondary level.

1.3What is it useful for?

This Mono grap h is use ful for teac hers, pa rents,education policy makers and otherpractitioners in secondary education who areinterested in taking a positive step towardseffective educational practices in their schoolsa nd co mmunities. The Monogra ph is acompilation of the effective practicesidentified in the schools studied around Europewhich have demonstrated that they lead togood academic results, especially within thecontext of schools containing students with alow SES2 and a minority background. Despitethe differences between the various stateeducational systems throughout Europe theseMonog raphs are a use ful resource. This isbecause they present effective educational

2 Students w ith low soc ioeco nomic status .


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practices in a variety of contexts anddemonstrate the way in which the saidprac tices ca n lead to educa tional success .

1.4The importance o f scientific knowledge

in educational practices

INCLUD-ED Project is based on thecontributions of International ScientificC ommunity. The ed uca tiona l prac tice s whichare pursuing the success and the effectivenessneed to be based on the scientific knowledge.Educa tional systems ca n be generated throughdialogue between researchers andpractitioners in education. With this aim,INCLUD-ED p ro jec t us es the C ritic a lCommunicative Methodology which takes adialogic approac h to the collection o f data andconstruction of interpretations about theeveryday reality of the social agents involved.The d ia log ue which is es tablished betw eensocial actors and International ScientificCommunity lead to advance to a newknowledg e c reation. The go a l of theMonograph is to present the scientific findingsof the INCLUD-ED project and to promotemore research-based theory in effectivepractices in educa tion.

1.5Effective educa tional practices in

Secondary Education: Case Studies.

The effect ive educa tiona l prac tice s includedinto this monograph are the result of the fourcase studies carried out in Cyprus, Latvia andSpain.


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2.

EFFECTIVE EDU CATION AL

PRACTICES

The INCLUD-ED projec ts res ults ha ve s how nthat effective Secondary schools use a varietyof approaches to ensure that all students havethe opportunity to learn. More specifically,these schools faced the challenges ofSecondary education by ensuring that teachersuse inclusive p ractices in the classroom andby inviting community participation to supportstudents learning. At a time when diversityin

terms of SES, language, ethnicity, religion orabilityis seen as an obstacle by manyeducators, these schools have proven thatwhen diversity is used as a n as set the sc hool ismore likely to ge nerate pos itive learning results

for all students. The resea rch ha s a lso show nthat practices such as streaming, thesegregation of remedial groups from theclassroom and the isolation of students withdisa bilities res ult in a c ulture o f lowexpectations a nd produce lower outcomes. Onthe c ontrary, w hen students a re mixed in termsof ability and when the classroom is supportedby more teachers or volunteers then studentslearn from each other and strive to achieve

be tter res ults. The effect ive ed uca tionalpractices presented here can be used as ageneral guideline for education practitionerswho want to create more inclusive schools andcommunities.

2.1Hete rogeneous ability classrooms

Effective Secondary schools organize thestudents in heterogeneous ability classrooms.Students, teachers and parents reported thatthis practice has positive effects on studentacademic results. Furthermore, when studentsin these heterogeneous ability groups work


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interactively, their communication andcooperation skills are improved as well as theirmotivation. In ad dition, students sa id tha t whentheir clas sma tes e xpla in a q uestion in their ownwords it is often easier to understand than

when the teacher is giving explanations. Inmany occasions, students who would not payattention to the teacher are more likely toparticipate in an activity if their classmatesexpec t from them to follow the class .

2.2Use of add itional human resources in

the heterogeneous classroom

In order for heterogeneous ability classroomsto work more effectively, the teacher must besupported in the classroom with assistanttea c hers, volunteers o r fam ily memb ers. Thissupport can take many forms but the basicidea is that in a heterogeneous abilityclassroom where students have differentneeds, it would be impossible for a singleteacher to attend to all students withoutneglecting some of them. The presence ofadditional human resources in the classroomaccelerates the learning process because thegroups ca n ac hieve more tasks w ith the help o fan adult and receive immediate feedback on

their work. The resea rch identified two effec tiveapproac hes in this c a se:

Students with disabilities areintegrated in regular classrooms with

the support of a special needsteacher. Results show that includingstud ents w ith d isa b ilities in regularclassrooms is not only beneficial forthe disabled student; it is also animpo rtant lea rning experienc e fo r allstudents. While the special needsstudent may receive a few hours ofindividualized work with thespecialized teacher, it is very

important tha t they s pend the ma jorityof school time integrated in regularclass rooms . The spec ial needsteacher along with the parents,usually designs an individualizedcurriculum that can allow the studentto continue learning while beingintegrated.

Another method used was thepractice of double teaching in whichcase the class is divided in twoheterogeneous groups ( inclusive splitclasses ) and there is one teacher foreac h group. This g ives tea c hers bettercontrol of the situation and helps


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them to focus on students who needmore a ttention.

2.3Coop erative learning

Teac hers in effective Sec onda ry scho olsrealized the importance of grouping students inclass in heterogeneous groups in terms ofability in order to encourage them to supportea ch other or lea rn from ea ch other. Tea chersalso believed that cooperative learning has apositive impact on students motivation andac hievement. The effec ts o f these inclusivemethods are positive for all students. Studentswith difficulties are assisted by other studentsor adults or multiple teachers whereasstudents who are already succeeding learn byexplaining to others w hat the y know . Theeffects on socialization are important becausethese practices improve solidarity in thec las sroom a nd overcome the ma rginaliza tion o fstudents. Cooperative learning may bechallenging for teachers to implement but thereis evidence that w hen it is a pplied with the useof additional human resources then it cangenerate better results because it motivatesstude nts to w ork harder.

2.4Extending learning time

Secondary schools offer the possibility of

extending learning time and this is specificallyimportant for students from disadvantagedba ckground s. Tea che rs believe tha t it isimportant to spend individual time with thestudents in order to assess their level andprovide additional support. Some approachesin exte nding learning time a re:

The sc hoo l orga nizes lea rning s upportclasses in the afternoon where students

can receive help to do their homework orcatch up in a subject they have fallenbehind.

Students are assigned Learning Mentorswho provide individualized assistance totheir lea rning need s. These me ntors c a nbe pa rents o r other adults who volunteer inthe school and they help with organizationand support of the teachers work.Learning Mentors work very closely withforeign-spea king students or students withd isa bilities.

The s choo l orga nizes revision class es a fterregular school hours or during weekendsbefore high stakes exams. In this way,students are provided with additional


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support to continue making academicprogress.

2.5

Inclusion through high expectations

2.5.1

HIGH EXPECTATIONS FROM ALL STUDENT S

Tea c hers sa id tha t it is important to m a inta inhigh expectations and to make sure thateveryone has a chance to succeed even

tho ugh the reality is tha t there a re individua ldifferences and students cannot have equalresults. Tea c hers had very high expec ta tionsfrom their students and they focused on eachpersons individual strengths and weaknessesin order to help them achieve as high aspo ssible. Teac hers explained tha t they ha vehigh expectations from all students, not simplythose who are already high performers.Furthermore, if the teachers were aware of aminority group that does not achieve as highas the others then they develop strategies toensure that these students are supported andhave high expec tations from themse lves.

Students feel that their teachers expect ofthem to go to the university. Many studentssaid that the teachers are constantly makingsure that no one falls behind and they areholding them accountable for their progress

a nd grad es. This a ttention, persistence andhard work from the teachers motivate thestudents to wo rk harder.

In many occasions students from culturalminorities have very good academic resultsa nd high exp ec tat ions for their future. Theteachers also believe that the students arecapable and they believe that if they aresupported enough to learn the local language

they can have excellent academic results.Some teachers also believed that minorityparents have very high expectations from theirchildren. Immigrant parents believe thateducation is important especially because theyknow how difficult manual labour is and theyfee l their c hild ren ca n find jobs for universitygraduates that have better working conditions.In one case study the educational level ofimmigrant parents was higher then the

educational level of the local community.Tea che rs expla ined tha t many immigra nts a reeducated but unable to exercise theirprofession once they move to a foreigncountry.


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2.5.2

CAREER COUNSELLING: P RACTICALS UPPORT FOR HIGH EXPECTATIONS

It is not enough that teachers convey tostudents high expectations; they must alsoprovide them with the necessary information toachieve their dreams. This is particularlyimportant for Secondary education since itdetermines a students success in accessingtertiary e duca tion:

Tea che rs invited university stude nts to ta lkwith secondary school students andexplain their options after graduation. Ingeneral, the school provided opportunitiesto the students to learn about their futureoptions beyond se conda ry school.

In one case study every student wasinterviewed by a teacher at Year 10 inorder to discuss the students aspirationsand plans as well as ways to makeprogress towa rds these go als.

In one case study universities visitedsecondary schools to discuss university

education with the students and informthem on their options.

3.

CO M MU NITY PARTICIPATION

Secondary education does not traditionallyinvolve parental participation as much as

primary or pre-primary education and this wasevident in most case studies. However, therewere parents who said that they could easilybe involved and participate if they wanted to.Tea che rs be lieve tha t pa rental partic ipa tion isindispensable for students success.


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Community participation can take differentforms, from the involvement of the school ineducating the community to the communitysrole in the everyday function of the school.

The INCLUD-ED projec t identified ma ny w a ysin which the community was encouraged topa rticipate in the students learning. S eco ndaryschool students are more motivated and moresuc ces sful when they feel tha t their parents a rein c lose communic ation w ith their teachers a ndwhen they realize that their progress ismonitored by the school and recognizedaccordingly. It is a common misconceptionamong teac hers tha t some p arents d o not visit

the school or do not inquire about theirchildrens progress because they do not careabout their learning. In fact, the INCLUD-EDproject s howed that w hen teachers encourag eparental participation then they find thatparents of low education and low SES tendview their involvement with more reluctanceand apprehension. Given the opportunity toparticipate most parents are not only happy tocontribute to the school but they can also

benefit from a co nnection w ith the sc hool.

3.1Com munity participation in dec ision-

making processes

3.1.1

CONSULTATION WITH PARENTS ABOUTSCHOOL ADMINISTRATION AND STUDENTS

PROGRESS

There is a P arents Asso c ia tion tha tregularly meets with the school staff todiscuss issues related to the function ofthe school. In one case study the schoolwas very active in engaging thecommunity immigrant minority, the churchand other organizations that could provideboth financial and organizationala ss istanc e to the scho ol. The Pa rentsAssociation was active in connecting theschool with the community, especially fora fter sc hool and summer programs . Theseconnections brought up issues that wereimportant for both students and parents,such as the idea of setting up a


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Lang uage /Trans lation Cen tre for immigra ntfamilies.

In one case study the school had a verysuccessful record in eliciting theinvolvement of religious and ethnic

minority parents by working withc ommunity minority lea de rs. The w ork ofthe school wa s a ppreciated by the parentswho believed that the schoolscommitment to student achievementplayed a role in the outstanding results ofthe minority students.

Parents invited for: Parents Evenings,sc hool events such a s national or religiouscelebrations, to visit their childs class

teacher, when there are problems with thestudents ab ility to co mplete the work.

3.2Com munity participation in student

learning processes

3.2.1

P ARENTS AND COMMUNITY MEMBERSVOLUNTEER TO WORK IN THE CLASSROOM

Parents are present in the classroom notas observers but as adults who help thestude nts lea rn

Parents in the Learning Communitiesprogram participate in constructing avision for the school (Dream stage of theproject)

Parents take evening after school classeson ICT with their child ren.

3.2.2

P ARENTS AND COMMUNITY MEMBERSVOLUNTEER ASLEARNINGMENTORS

Parents work with students on coursework in the afternoon


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Parents or community members advisestudents on future ca reer options

In one case study there are ParentGovernors who follow closely and supportthe work of the school by serving as

connectors between the community andthe school.

3.3Community education

Tea c hers a nd fam ilies be lieve tha t co mmunityeducation is important, especially for subjectssuch as computer classes and use of theinternet which is an area where parents havemany gaps whereas students are much moreadvanced. Furthermore, teachers believe thata ny know ledg e the pa rents have is important insupporting their childrens education and italso strengthens the parent-child relationship.

In one case study the school organizeddialogic literary circles in which familymembers read classic universal literature andjointly discussed the books with the teachers,thus creating new educational experienceswhich have a direct impact on the educationalenvironment in the family. Parents, especially

parents with low education, became moreconfident and had higher expectations bothfrom thems elves a nd their c hildren. Thestudents reflected positively on the experienceof seeing their parents trying to read and learn.

In another case study the school hired asLearning Mentors memb ers o f the c ommunity,often women with low education, andsupported them in their education and inobtaining certification to become teachingassistants.

In schools where there was a lack ofcommunity education parents said that they

would be interested in attending them or theteachers helped parents to find educationprograms in other schools. Both parents andteachers acknowledged that such programshad great potential. In another case study theimmigrant community was instrumental incommunicating with the school the need forparental education and the school organizedcomputer classes and language courses forthe whole family.


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3.4 The inclusion of multiculturalisminto planning instrumental subjects

Tea c hers included multic ultura l perspec tives in

their courses and believed that it wasimportant to acknowledge all the culturesrepresented in the classroom. Many teachersfelt that the multicultural aspect of their schoolwas a challenge for them that made their workmore interesting and pushed them to workharder and more creatively. In many casestud ies, teac hers implemented program s in thearts, theatre and technology that theyconceived because of the rich multicultural

ca pital of the sc hoo l.

Multic ultura lism is inc luded in s ec ond a ryeducation curriculum in an attempt to reflectthe diversity of the student population in theschool. In some cases multiculturalism is partof core subjects (e.g. Language or SocialSciences) and teachers believe that it helpsstudents think more critically about theirsociety and broaden their worldviews. In this

case, they did not only present a historicalperspective on culture, they also engagedcurrent situations and the way the mediareprese nt racial a nd ethnic tensions in s oc iety.On the other hand, they also firmly believedthat the s c hool sho uld cultivate a different kind

of identity for all students, a n identity ba sed onthe school they attended and its specialmiss ion to support the s tudents s ucceed in life.In this way the teachers believed that thestudents could leave behind any divisive

tensions in the community and unite undertheir school identity which promotes mutualrespect, solidarity and coexistence.Incidentally, this functioned as a majorargument for the upholding the rule of wearinga uniform in seconda ry educ ation.

In one case study the official curriculumreflec ted multicultura lism more spe c ifica lly w ithevents organized by the school to celebrate a

c ultura l or religious event. Furthermore, theschool made an effort to hire teaching andadministrative staff that represented themulticultura lism of the sc hoo l community.


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4.

SUM M ARY AND CO NCLUSIONS:STRATEGIES AND PRACTICES

FOR EDUC ATIONAL INC LUSION

Secondary school teachers must receivetraining in how to use cooperative learningin the classroom or how to acceleratestudents learning by creatingheterogeneous ab ility g roups.

Extended learning time available to allstudents is crucial for Secondaryeducation which prepares students forhigh stakes exams and competition for

entry in highe r educ a tion. Afternoonclasses and support groups are especiallyimpo rta nt for minority st udents .

Schools can train parents to work asvolunteers in the classroom. Conduct a

survey to see whether parents areinterested in this. Examine differencesbetween rural and urban areas given thatparents in urban areas may be allemployed and not available forvolunteering.

Educational systems must developguidelines and sta ndards for the volunteerparents who will be working with thest udents . This is impo rtant in cent ralized

systems that require Ministry of Educationap proval. To this po int, an a dult apa rt fromregula r teachers is not a llowed to b e in theschool unless they are certified to workwith students.

Regular contact between teachers andparents, especially at the secondaryschool level is crucial. Parents of studentsat the secondary level feel that they arenot able to influence their children

anymore. Furthermore, they are also at aloss when trying to find ways tocommunicate with adolescents. For allthese reasons, they may tend todisengage from the school.


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It is important to provide different ways tocommunicate with the parents such as: aDaily Log, internet, instant messaging etc.Some parents, especially parents ofstudents with low achievement are more

hesitant to contact teachers but still needto be informed about their childsprogress.

Develop community education programsesp ec ia lly for things suc h as : ICT,language training for immigrant parents,dealing with adolescents and working withspec ia l educa tion students. Tertulias orliterary circles are also successful ways ofcommunity participation.


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STRATEGIES AND PRACTICES FOREDUCATIONAL SUCCESS

Seco ndary education in EuropeHeterogeneous group and additional support

Heterogeneo us abilityclassrooms withadditionalresources

The class es a re heterogeneous. Respons e to d iversityaccelerates learning and improvescoexistence in classrooms: Offering the same curriculum toall of the stude nts with greatersupport for students with specialneeds or learning difficulties. The diversity of the peo ple whoare incorporated into classrooms. Special-needs teacher supportinside the classroom. Individualised studentmonitoring.

Inclusive splitclasses

Reduced groups o fheterogeneous students

Encoura ging students t o help a nd interact w ith eac hother

Helping peers and interacting w ith them inheterogeneous groups.

Extend ing the lea rning time

E F F E C T I V E E D

U C A T I O N A L P R A C T I C E S

Learning a ctivities in support c lass es after regularschool hours. A Lea rning Mentor for ea ch s tudent.Revision classes before exams.

Inclusion thro ugh Hig h Expec ta tions High Expec tations from a ll students. Ca reer Counseling

Community participation in decision-making

processes . Consultation with parents about school administrationand students progress Multiple opportunities for pa rents to be involved(Pa rents Asso ciation, Pa rents Evenings). Community participation in learning activities The direct pa rticipa tion of fa milies in clas sroo ms a ndother learning spaces Parents and community members volunteer as LearningMentors Community educa tion

Co mmunity pa rticipa tion in learning a ct ivities

The direct pa rticipa tion of fa milies in clas sroo ms a ndother learning spaces Parents and community members volunteer as LearningMentors

Community education

Language and ICTClasses Tertulias o r Lea rning C ircles for the pa rents. C

O M U N I T Y P A R T I C I P A T I O N


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Coordinator :Universitat de Ba rcelonaCREA. Ba rcelona S cience Pa rk(S pa in)

Partners:Dona u-Universitae t Krems (AUSTRIA)

Centre for European Policy Studies(B ELG IUM)University of C yprus (CYP RUS)

Hels ingin Yliopist o (FINLAND)

Etvs Lornd University (HUNGARY)

Universita degli Studi di Firenze(ITALY)Dublin C ity U nivers ity (IRELAND)Vityauto Didziojo Universitetas(LITHUANIA)Unive rsita ta Ma lta (MALTA)

Baltic Institute of Social Science(LATVIA)Universitatea de Ves t d in Timiso ara(ROMANIA)Andragoski Center RepublikeS love nije (S LOVENIA)Universitat Autnoma de Barcelona(S P AIN)

The University of Nottingha m (UNITEDKINGDOM)

Actuaciones de éxito Educación Secundaria

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