Institutional practices : a key factor for improving school effectiveness

The work presents the development and main results of a research project related to school performance during the initial cycle of secondary school in Cordoba (Argentina). The object was to study the relationship between institutional practices (institutional organization and learning assessment) an...

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Detalles Bibliográficos
Autores principales: Brígido, Ana María, Ríos, Graciela
Formato: conferenceObject
Lenguaje:Inglés
Publicado: 2021
Materias:
SECONDARY EDUCATION
INSTITUTIONAL PRACTICES
SCHOOL EFFECTIVENESS
Acceso en línea:http://hdl.handle.net/11086/20509
Aporte de:
Repositorio Digital Universitario (UNC) de Universidad Nacional de Córdoba
id I10-R14111086-20509
record_format dspace
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-141
collection Repositorio Digital Universitario (UNC)
language Inglés
topic SECONDARY EDUCATION
INSTITUTIONAL PRACTICES
SCHOOL EFFECTIVENESS
spellingShingle SECONDARY EDUCATION
INSTITUTIONAL PRACTICES
SCHOOL EFFECTIVENESS
Brígido, Ana María
Ríos, Graciela
Institutional practices : a key factor for improving school effectiveness
topic_facet SECONDARY EDUCATION
INSTITUTIONAL PRACTICES
SCHOOL EFFECTIVENESS
description The work presents the development and main results of a research project related to school performance during the initial cycle of secondary school in Cordoba (Argentina). The object was to study the relationship between institutional practices (institutional organization and learning assessment) and performance from a sociological perspective. The reference framework was Basil Bernstein?s theory on "code" and "pedagogical discourse". A descriptive design was used, on a random sample of secondary schools in the city, stratified by performance levels. By means of quantitative data (repetition rates; teacher surveys; characteristics of the institutions) the general features of the institutions were described, the teachers? positioning regarding their role was characterized and indexes were calculated. With data from interviews with directors and group discussions in focal groups of teachers and students, an in-depth analysis of institutional practices was made. Main results: Practices regarding institutional organization differ between schools with differing performance; direction management accounts the differences. Those regarding learning assessments, on the other hand, are relatively homogenous throughout the schools. A number of proposals for the improvement of practices are posed based on the results obtained.
format conferenceObject
author Brígido, Ana María
Ríos, Graciela
author_facet Brígido, Ana María
Ríos, Graciela
author_sort Brígido, Ana María
title Institutional practices : a key factor for improving school effectiveness
title_short Institutional practices : a key factor for improving school effectiveness
title_full Institutional practices : a key factor for improving school effectiveness
title_fullStr Institutional practices : a key factor for improving school effectiveness
title_full_unstemmed Institutional practices : a key factor for improving school effectiveness
title_sort institutional practices : a key factor for improving school effectiveness
publishDate 2021
url http://hdl.handle.net/11086/20509
work_keys_str_mv AT brigidoanamaria institutionalpracticesakeyfactorforimprovingschooleffectiveness
AT riosgraciela institutionalpracticesakeyfactorforimprovingschooleffectiveness
bdutipo_str Repositorios
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