La reforma esperada: una educación para todos y para cada uno de ellos

El presente trabajo sustenta la posibilidad de las reformas a gran escala. Reformas sostenibles y con resultados drásticos en una legislatura. Para lo cual son necesarias dos condiciones. En primer lugar que todos los ciudadanos se unan en torno a un sueño común o propósito moral, y en segundo lugar una sólida y dinámica teoría de la acción para el cambio del sistema, dicha teoría viene a ser un conjunto de elementos guía de las acciones a nivel de sistema. Presenta dos casos de reformas exitosas en aprendizajes: la Estrategia Nacional de Lectura y Escritura en el Reino Unido y la Estrategia de Ontario en Canadá. Todo lo anterior enfocado en dos vertientes teóricas: la del derecho a la educación y la teoría de la acción de Michael Fullan

Influence of occupants’ behaviour on energy use in buildings. Field survey case study

In order to achieve the energy saving and reduction of CO2 emissions objectives set by EU policies, it is essential to decrease the amount of energy absorbed by buildings to ensure occupants’ thermal-hygrometric well-being. To this aim, the two most popular ways are the energy requalification of the existing built heritage and the search for the best performing building technological systems solutions. A further research line, which is becoming increasingly important, involves the modification of users’ behaviour as they become aware of the consequences of their energy choices. Detecting, analysing and understanding occupants’ behaviour is a key element in profiling users’ incorrect habits, evaluating the building energy performance and simulating and optimizing the building energy consumption during operation phas

Schools that have their own voice. Experiences of a self-evaluation process in 30 educational institutions

The purpose of the research was to obtain a better understanding of the processes of school self-evaluation. To this end, an attempt was made to understand the experiences and perceptions of the main actors involved in an institutional self-evaluation process in which the possibility of a participative construction of the school model was offered, as well as the indicators and evaluation instruments of the same. This self-assessment process lasted two years and involved 30 schools of different educational levels and had the presence of a facilitator and an economic incentive from the regional government. The information was gathered from a survey and documentary review. The results of the study showed that people are open to collaborate and be part of self-evaluation processes. Furthermore, the figure of external support for the development of capacities is necessary. It was also discovered that the economic incentive is an element that can contribute to the initial adoption, however there is a risk of generating dependency on this extrinsic motivatio

Rare diseases leading to childhood Glaucoma. epidemiology, pathophysiogenesis, and management

Noteworthy heterogeneity exists in the rare diseases associated with childhood glaucoma. Primary congenital glaucoma is mostly sporadic; however, 10% to 40% of cases are familial. CYP1B1 gene mutations seem to account for 87% of familial cases and 27% of sporadic cases. Childhood glaucoma is classified in primary and secondary congenital glaucoma, further divided as glaucoma arising in dysgenesis associated with neural crest anomalies, phakomatoses, metabolic disorders, mitotic diseases, congenital disorders, and acquired conditions. Neural crest alterations lead to the wide spectrum of iridocorneal trabeculodysgenesis. Systemic diseases associated with childhood glaucoma include the heterogenous group of phakomatoses where glaucoma is frequently encountered in the Sturge-Weber syndrome and its variants, in phakomatosis pigmentovascularis associated with oculodermal melanocytosis, and more rarely in neurofibromatosis type 1. Childhood glaucoma is also described in systemic disorders of mitotic and metabolic activity. Acquired secondary glaucoma has been associated with uveitis, trauma, drugs, and neoplastic diseases. A database research revealed reports of childhood glaucoma in rare diseases, which do not include glaucoma in their manifestation. These are otopalatodigital syndrome, complete androgen insensitivity, pseudotrisomy 13, Brachmann-de Lange syndrome, acrofrontofacionasal dysostosis, caudal regression syndrome, and Wolf-Hirschhorn syndrome

Implementación de Comunidades de Aprendizaje en el Perú durante los años 2014 - 2018

El presente artículo es un esfuerzo de sistematización y análisis de las teorías de la acción utilizadas en el proyecto Comunidades de Aprendizaje entre los años 2015-2018 en el Perú. Así mismo, se realiza un análisis del proceso de escalonamiento en torno a cuatro categorías: profundidad, sostenibilidad, difusión y empoderamiento. Los resultados muestran que existe un mayor empoderamiento y difusión cuando se utiliza un enfoque de movimiento social, así mismo un enfoque de trabajo en redes fortaleciendo el trabajo de los directores y entre directores, según las zonas geográficas en las que se encuentran adscritos.  El artículo concluye que se han realizado avances en estas cuatro categorías, sin embargo el cambio educativo es altamente incierto y es un proceso lento; asimismo, el ejercicio de explicitación y revisión continua de la teoría de la acción ha sido útil para la mejora de la implementación. Se espera que sea un aporte para implementadores de programas educativos, como directores y docentes

Escuelas que tienen su propia voz. Experiencias de un proceso de autoevaluación en 30 instituciones educativas

The purpose of the research was to obtain a better understanding of the processes of school self-evaluation. To this end, an attempt was made to understand the experiences and perceptions of the main actors involved in an institutional self-evaluation process in which the possibility of a participative construction of the school model was offered, as well as the indicators and evaluation instruments of the same. This self-assessment process lasted two years and involved 30 schools of different educational levels and had the presence of a facilitator and an economic incentive from the regional government. The information was gathered from a survey and documentary review. The results of the study showed that people are open to collaborate and be part of self-evaluation processes. Furthermore, the figure of external support for the development of capacities is necessary. It was also discovered that the economic incentive is an element that can contribute to the initial adoption, however there is a risk of generating dependency on this extrinsic motivationEl propósito de la investigación fue obtener una mejor comprensión de los procesos de autoevaluación escolar para lo cual se buscó comprender las vivencias y percepciones de los principales actores involucrados en un proceso de autoevaluación institucional. En este se ofreció la posibilidad de una construcción participativa del modelo de escuela, así como los indicadores e instrumentos de evaluación de la misma. Dicho proceso de autoevaluación tuvo una duración de dos años e involucró a 30 escuelas de diferentes niveles educativos. La información se recabó a partir de una encuesta y revisión documental. Los resultados del estudio mostraron que las personas están abiertas a colaborar y ser parte de procesos de autoevaluación y, además, que es necesaria la figura de un apoyo externo para el desarrollo de capacidades. También se descubrió que el incentivo económico es un elemento que puede contribuir para la adopción inicial; sin embargo, se corre el riesgo de generar dependencia de dicha motivación extrínseca

Lo que sí funciona en educación

In an episode of the series "Charlie Brown", the protagonist bet his friends that he would teach him to speak to Snoopy, his dog. After a week, they approached and claimed the bet arguing that the pet had failed to speak. Charlie's response was quite assertive and clear: "I didn't say I was going to learn to speak. I only bet that I was going to teach him to speak, and that's what I did." This story depicts the education dilemma of the twentieth century. We have generated a system, an infrastructure and a scaffolding that guarantees teaching, but not learning. It is no secret to anyone that when we have completed the curricular program, or believed to comply, more and more students do not achieve what is expected. As Dufour, Eaker and Karhanek say in the twentieth century the constant has been the time and support that the educational system offered to each student and in the twenty-first century the constant will be to guarantee quality learning in all students (2010). That is, in the twentieth century the time that has been offered to learn is the same for everyone, under the assumption that all students are equal and learn at the same time, and the learning has been the variable (figure 1). For every 1,100 hours of teaching in the primary education system, only 26.6% of students achieve the expected in mathematics, as shown by the results of the recent evaluation of second grade students in 2015. The same number of support for each student and a wide variation in learning achievements. What must happen in the 21st century is that the constant is that 100% of the students learn versus the current 26.6%, but for that a structural change is needed about the time and support offered to each student. We have to change the chip and understand that maybe some students will need 1,800 hours and other types of support to reach that 100% achievement. This implies rethinking the system and working on the most effective practices in education. How to achieve it? There comes the creativity and innovation of all those interested in students really learning.En un episodio de la serie “Charlie Brown”, el protagonista les apostó a sus amigos que le enseñaría a hablar a Snoopy, su perro. Luego de una semana, ellos se acercaron y le reclamaron la apuesta argumentando que la mascota no había logrado hablar. La respuesta de Charlie fue bastante asertiva y clara: “Yo no dije que iba a aprender a hablar yo solo aposté a que le iba a enseñar a hablar, y eso es lo que hice”. Esta historia grafica el dilema de la educación del siglo XX. Hemos generado un sistema, una infraestructura y un andamiaje que garantiza la enseñanza, pero no el aprendizaje. No es un secreto para nadie que cuando hemos cumplido el programa curricular, o creído cumplir, cada vez más estudiantes no logran lo esperado. Como dicen Dufour, Eaker y Karhanek en el siglo XX la constante ha sido el tiempo y el apoyo que el sistema educativo ofrecía a cada estudiante y en el siglo XXI la constante será el garantizar el aprendizaje de calidad en todos los estudiantes (2010). Es decir, en el siglo XX el tiempo que se ha ofrecido para aprender es el mismo para todos, bajo el supuesto de que todos los alumnos son iguales y aprenden en el mismo tiempo, y los aprendizajes han sido lo variable (figura 1). Por cada 1,100 horas de enseñanza en el sistema educativo en primaria solo 26,6 % de estudiantes logran lo esperado en matemática, como muestran los resultados de la reciente evaluación de estudiantes de segundo grado del año 2015. Igual número de apoyo para cada estudiante y una amplia variación en lo logros de aprendizajes. Lo que debe ocurrir en el siglo XXI es que la constante sea que el 100% de los estudiantes aprendan versus el 26,6 % actual, pero para eso se necesita un cambio estructural acerca del tiempo y apoyo que se ofrece a cada estudiante. Tenemos que cambiar de chip y entender que quizá algunos estudiantes necesitarán 1,800 horas y otros tipos de apoyo para que se pueda llegar a ese 100% de logro. Ello implica repensar el sistema y trabajar sobre las prácticas más efectivas en educación ¿Cómo lograrlo? Allí entra la creatividad e innovación de todos aquellos interesados en que los estudiantes realmente aprendan

Interacciones con sentido: efectos positivos de la tertulia literaria

An important duty of educators and policy makers is to close that gap between what is known and what is done. This text seeks to be a contribution of this task. Literary dialogic discussions are proposed as an effective strategy to ensure participation and interaction between students for better learning  Un deber importante de los educadores y los decisores de política es cerrar esa brecha entre lo que se sabe y lo que se hace. El presente texto busca ser un aporte de esta tarea. Se propone a las tertulias dialógicas literarias como una estrategia efectiva para garantizar la participación e interacción entre estudiantes para mejores aprendizajes &nbsp

Disposition to learning and democratic coexistence in public schools of Peru

This research seeks to identify the relationship between the disposition to learn and democratic coexistence in students  of schools that implement "Comunidades de Aprendizaje".  It also investigates whether there are significant differences for these same variables in independent samples that consider demographic factors. It is a quantitative research, with  non-experimental, correlational descriptive design.   A total of 9 944 students answered this censal survey, participating all students, from third grade of primary to fifth grade of high school engaged in literary circles in any of the 43 schools of the project located in Lima, Callao, Piura, Cusco, Apurímac, Huancavelica and Puno, both in urban and rural areas. The applied instrument was specifically designed for this research and serves as a baseline for the schools that implement the project. The descriptive results show high and very high levels for the disposition to learn and democratic coexistence.  These two variables show considerable and highly significant (0.01) positive correlation (0.678) and when analyzing them in independent samples, statistically significant differences were found concluding that the highest results are found in female students, at the primary level and in rural areas