Educational quality: more than standardized test scores
Keywords:
Education quality, social capital, human capital, standardized tests, assessment, leadershipAbstract
There is a widespread conception among researchers and educational authorities that the quality of education depends solely on the students 'performance in standardized tests. This article, on the contrary, stems from the fact that schools are increasingly the only State presence in rural o poor communities and, hence, educational quality should be determined by the nature and extent of the school’s contribution to the sustainable social and economic development of those communities. This paper is aimed at giving some suggestions on how schools can build social and human capital by using their resources under an effective leadership. With this article, the author provides theoretical and practical insights that can he used by school leaders, policy actors, parents, educators, students, and political authorities interested in improving the quality of educational processes.
How to reference this article:
GÓMEZ YEPES, Ricardo, “Calidad Educativa: más que resultados en pruebas estandarizadas”, Revista Educación y Pedagogía, Medellín, Universidad de Antioquia, Facultad de Educación Vol XVI Nº 38, (enero-abril), 2004, pp 75-89.
Received: may 2004
Accepted: august 2004
Downloads
References
AHMAD, S., 1990, “Adam Smith’s four invisible hands”, History of Political Economy, Vol. 22, N.° 2, pp. 137-144.
ÁLVAREZ, B., 1994, The success of researchers and the capacity of research institutions in developing countries, Ottawa, Canada, International Development Research Center.
ALVARIÑO, C. y VIZCARRA, R„ 1999, “Gestión para la innovación en educación: desafíos para las escuelas particulares subvencionadas”, en: CARIOLA, R y VARGAS, J., eds., Educación particular subvencionada, Santiago, CONACEP.
APPLE, M. W., 1996, Cultural politics and education, New York, Teachers College Press.
_________ , 2001., Educating the “Right” Way: Markets, Standards, God, and Inequality New York, Routledge/Falmer.
__________ , 2003, Whose markets, whose traditions? Ponencia presentada en la Conferencia sobre perspectivas internacionales sobre paz y reconciliación, University of Melbourne.
ARANCIBIA, V, 1992, “Efectividad escolar: un análisis comparado”, Estudios públicos, N.° 47, pp. 101-125.
BALL, S., 1990, Education inequality and school reform: values in crisis. Inaugural Lecture, London, Kings College.
BRONFENBRENNER, U., 1979, The ecology of human development: Experiments by nature and design, Cambridge, MA, Harvard University Press.
BROWNLIE, F. etal., 2003, Enhancing Learning. Report of the Student Achievement Task Force, British Columbia, Ministry of Education.
CARVAJAL, J. et al., 2003, Programa de evaluación de la educación básica: pruebas SABER lenguaje y matemáticas grados 3°, 5o, 7oy 9o, Bogotá, ICFES.
CAVAYE, J., 1999, The Role of Government in Community Capacity Building, Brisbane, Queensland Government Information Series.
CEPAL, 1997, La brecha de la equidad, Santiago de Chile CEPAL.
_________, 2002, Escalafón de la competitividad de los departamentos de Colombia, Bogotá, CEPAL.
COLEMAN, J. et al., 1966, Equality of educational opportunity, Washington, US Government Printing Office.
CREEMERS, B„ PETERS, T. y REYNOLDS, D., eds., 1989, School Effectiveness and School Improvement, Rockland, Mass, Swets & Zeitlinger.
CRLRA, 2000, Managing Change through VET: The role of Vocational Education and Training in regional Australia, Launceston, Centre for Research and Learning in Regional Australia, University of Tasmania.
_________ , 2001, Building dynamic learning communities: Ten regional case studies, Launceston, Centre for Research and Learning in Regional Australia University of Tasmania.
CROOKS, T., 1998, “The impact of classroom evaluation practices on students”, Review of Educational Research, Vol. 58, N.° 4, pp. 438-481.
DALE, R., 1990, The impact of the restructuring of the education in New Zealand and Britain, Paper presented at the Research Into Educational Policy Conference, Wellington.
DIXON, B., 1996, “The great family network”, Educational Leadership, Vol. 53, N.° 7, pp. 27-29.
DUKE, D. y LEITHWOOD, K„ eds., 1994, Defining effective leadership for Connecticut’s schools, Connecticut, University of Connecticut.
EPSTEIN, J., 1995, “School/family/community partnerships: Caring for the children we share”, Phi Delta Kappan, Vol. 76, N.° 9, pp. 701-712.
__________ , 1996, “Advances in family, community, and school partnerships”, New Schools, New Communities, Vol. 12, N.° 3, pp. 5-13.
EPSTEIN etal., 1997, School, family, community partnerships: Your handbook for action,
Thousand Oaks, CA, Corwin.
ESPINOZA, S., 1995, Escuelas de calidad y sus procesos organizacionales: un cambio hacia el mejoramiento de la educación, Tesis para optar al título de Psicólogo, Pontificia Universidad Católica de Chile, Santiago de Chile.
ESTÉVEZ, C., 1997, Evaluación integral por procesos: una experiencia construida desde y en el aula, Bogotá, Magisterio.
GARCÍA MÁRQUEZ, G., 1992, Extraños peregrinos: doce cuentos, México, Editorial Diana.
GLASER, R., 1963, “Instructional technology and the measurement of learning outcomes: Some questions”, American Psychologist, Vol. 18, N.° 8, pp. 519-521.
HADDAD, W. D. et al., 1990, Education and development Evidence for new priorities, (World Bank Discussion Paper, 95), Washington, D.C., World Bank.
HANUSHEK, E., 1981, “Throwing money at schools”, Journal of Policy Analysis and Management, N.° 1, pp. 19-41.
_________ , 1997, “Assessing the effects of school resources on student performance: An Update”, Educational Evaluation and Policy Analysis, Vol. 19, N.° 2, pp. 141-164.
HOWE, M., 1987, “Using cognitive psychology to help students learn how to learn”, en: RICHARDSON, T.; EYSENCK, M. y PIPER, D., eds., Student learning: research in education and cognitive psychology, Milton Keynes, Open University Press and Society for Research into Higher Education.
JAMES, M., 1998, Using assessment for school improvement, Oxford, Heinemann.
KENYON, P y BLACK, A, eds., 2001, Rural small town renewal: Overview and case studies, Barton, ACT, Industries Research and Development Corporation.
KETSETZIS, M.; RYAN, B. y ADAMS, G„ 1998, “Family processes, parent-child interactions, and child characteristics influencing schoolbased social adjustment”, Journal of Marriage & the Family, Vol. 60, N.° 2, pp. 374-387.
KILPATRICK, S.; BELL, R. y FALK, I., 1999, “The role of group learning in building social capital”, Journal of Vocational Education & Training, Vol. 51 N.° 1, pp. 129-144.
KLIKSBERG, B., 2002, América Latina una región en riesgo: pobreza, inequidad e institucionalidad social, Washington, Banco Interamericano de Desarrollo.
LOCKHEED, M. y VERSPOOR, A., 1991, Improving primary education in developing countries, Oxford, World Bank/Oxford University Press.
MARTÍNEZ, L., 2003, La calidad educativa y su evaluación, Mexico, Instituto Nacional Para la Evaluación de la Educación.
MCCORMACK, C., 1998, Building and education system, New York, Wiley Computer Publishing.
MEYERS, C., 1986, Teaching students to think critically, San Francisco, Jossey-Bass.
MIZ ALA, A. y ROMAGUERA, P, 2002, Equity and educational performance (N.° 1000936), Washington, Interamerican Development Bank.
MIZALA, A. ROMAGUERA, P y REINAGA, T., 2000, Determinants of Student Achievement and School Effects in Bolivia, Santiago de Chile, Centro de Economía Aplicada, Universidad de Chile.
MURCIA, J., 1991, Proceso pedagógico y evaluación, Bogotá, Anthropos.
MURPHY, R., 1990, “National assessment proposal: analyzing the debate”, en: FLUDE; M. y HAMMER, M., eds., The education reform act, 1988, London, Falmer Press.
NÚÑEZ, J. et al., 2002, “¿Qué pasa con los colegios públicos?”, Cuartillas de Economía, N.° 1, pp. 2-3.
OECD, 2001, The Wellbeing of Nations: The role of human and social capital, Paris, Organization for Economic Cooperation and Development.
PIERCE, S.; ALFONSO, E. y GARRISON, M„ 1998, “Examining proximal processes in young children’s home environments: A preliminary report”, Family & Consumer Sciences Research, Vol. 27, N.° 1, pp. 3-34.
PIÑEROS, J. y RODRÍGUEZ, A., 1999, School Inputs in Secondary Education and their Effects on Academic Achievement: A study in Colombia, Washington, The World Bank.
PONG, S., 1997, “Family structure, school context, and eighth-grade math and reading achievement”, Journal of Marriage & the Family, Vol. 59, N.° 3, pp. 734-746.
PUTNAM, R., 1993, Making democracy work: Civic traditions in modern Italy, Princeton, NJ, Princeton University Press.
_________ , 2000, Bowling Alone: The collapse and revival of American community, New York, Simon & Schuster.
RAUDENBUSH, S., KID CHAN APANISH, S. y KANG, S. J., 1991, “The effects of preprimary access and quality on educational achievement in Thailand”, Comparative Education Review, Vol. 35, N.° 2, pp. 255-273.
REIMERS, F., 2000, Unequal schools, unequal chances: the challenges of equal opportunity in the Ameritas, Cambridge, MA, Harvard University Press.
REPÚBLICA DE COLOMBIA, 1998, Constitución Política de Colombia, Bogotá, Panamericana Editorial.
ROTGER, B., 1990, Evaluación formativa, Madrid, Cincel.
SANDERS, M. G., 1998, “The effects of school, family, and community support on the academic achievement of African American adolescents”, Urban Education, N.° 33(3), pp. 385-409.
SERVAT, B., 1996, “Participación y eficacia en la escuela: estudios empíricos”, Boletín de Investigación Educacional, N.° 11, Facultad de Educación, Pontifica Universidad Católica de Chile, pp. 245-285.
VÉLEZ, E.; SCHIEFELBEIN, E. y VALENZUELA, J., 1994, Factores que afectan el rendimiento escolar en la educación primaria: revisión de la literatura de América Latina y el Caribe, Retrieved march 29, 2004, from http://atzimba.crefal.edu.mx/nimce/docums/Velezd.pdf
WEBSTER-STRATTON, C., 1997, “From parent training to community building. Families in Society”, The Journal of Contemporary Human Services, Vol. 78, N.° 2, pp. 156-171.
ZÁRATE, G., 1992, “Experiencias educacionales exitosas: un análisis a base de testimonios”, Estudios públicos, N.° 47, pp. 127-158.
Bibliografía
ÁLVAREZ-MÉNDEZ, J. M., Investigación cuantitativa/ cualitativa ¿Una falsa disyuntiva? España, Morata, 1986.
ARY, D.; CHESER-JACOBS, L. y RAZAVIEH, A., Introduction to research in education, 4.a ed., Fort Worth, TX, Holt, Rhinehart & Winston, Inc, 1990.
BABBIE, E., The Practice of Social Research, 8.a ed., Belmont CA, Wadsworth Publishing Co, 1998.
BREWER, J. y HUNTER, A., Multimethod research: a synthesis of styles, Newbury Park, CA, Sage, 1989.
BURNS, R., Introduction to Research Methods, 4.a ed., Frenchs Forest, NSW Longman, 2000.
CRABTREE, B. F. y MILLER, W L„ eds., Doing qualitative research, 2.a ed., Thousand Oaks, CA, Sage, 1999.
LECOMPTE, M. D. y PREISSLE, J., Ethnography and qualitative design in educational research, San Diego, CA, Academic Press, 1993.
MILES, M. B. y HUBERMAN, M., Qualitative PATTON, M., Evaluation and Research Methods, data analysis: an expanded sourcebook, 2.a éd., Newbury Park, CA, Sage, 1990. Thousand Oaks, CA, Sage, 1994.
Downloads
Published
How to Cite
Issue
Section
License
Esta obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional
