Publication: Programas de reenganche educativo en la Región de Murcia (España). Percepciones del alumnado en Educación Secundaria Obligatoria
Authors
González, Mª Teresa ; Cutanda López, María Trinidad ; Bolarín Martínez, María José
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Facultad de Educación
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Publisher
Consejo Mexicano de Investigación Educativa
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DOI
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info:eu-repo/semantics/article
Description
Abstract
El propósito de este artículo es presentar y analizar experiencias positivas del alumnado en programas de reenganche escolar. Se parte de posicionamientos teóricos que subrayan la importancia del centro escolar en dinámicas curriculares y organizativas de tales programas para lograr resultados y experiencias positivas. Sobre el método, se trata de un estudio de caso múltiple de múltiples unidades; la información se recabó mediante cuestionarios/grupos de discusión y se analizó, respectivamente, cuantitativa y cualitativamente. Entre los resultados destaca la valoración positiva de componentes relacionales (peso fundamental) y pedagógicos (mayor importancia de lo práctico/profesional sobre lo académico). Las conclusiones indican que el estudiantado que cursa y supera programas destinados a reducir riegos de abandono escolar y acrecentar su motivación e interés por continuar su formación y educación percibe como aspectos básicos dos dimensiones: a) el cuidado y atención a lo relacional/emocional y b) proporcionar una información útil, relevante y próxima.
The purpose of this article is to present and analyze students’ positive experiences in learner engagement programs. The study is based on theoretical positions that emphasize the school’s importance in the curricular and organizational dynamics of learner engagement programs in attaining positive results and experiences. The method used was a case study of multiple units; information was collected through questionnaires and discussion groups that were analyzed quantitatively and qualitatively, respectively. The results include the positive evaluation of relationship components (fundamental weight) and pedagogical components (with greater emphasis on practical/professional aspects than on academic aspects). The conclusions indicate that students who participate in programs aimed at reducing dropout risks and increasing student interest in continuing their education, perceive two dimensions as basic aspects: a) attention to relationships/emotions, and b) content with useful, relevant, information.
The purpose of this article is to present and analyze students’ positive experiences in learner engagement programs. The study is based on theoretical positions that emphasize the school’s importance in the curricular and organizational dynamics of learner engagement programs in attaining positive results and experiences. The method used was a case study of multiple units; information was collected through questionnaires and discussion groups that were analyzed quantitatively and qualitatively, respectively. The results include the positive evaluation of relationship components (fundamental weight) and pedagogical components (with greater emphasis on practical/professional aspects than on academic aspects). The conclusions indicate that students who participate in programs aimed at reducing dropout risks and increasing student interest in continuing their education, perceive two dimensions as basic aspects: a) attention to relationships/emotions, and b) content with useful, relevant, information.
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Citation
RMIE, 2023, VOL. 28, NÚM. 96, PP. 129-158
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