Estrategias de consulta al alumnado como palanca para la mejora escolarresultados de una investigación colaborativa

  1. Noelia Ceballos-López 1
  2. Adelina Calvo-Salvador 1
  3. Ignacio Haya-Salmón 1
  1. 1 Universidad de Cantabria
    info

    Universidad de Cantabria

    Santander, España

    ROR https://ror.org/046ffzj20

Journal:
Culture and Education, Cultura y Educación

ISSN: 1135-6405,  1578-4118

Year of publication: 2019

Volume: 31

Issue: 4

Pages: 796-813

Type: Article

DOI: 10.1080/11356405.2019.1656937 DIALNET GOOGLE SCHOLAR

More publications in: Culture and Education, Cultura y Educación

Sustainable development goals

Abstract

This article presents the results of a study carried out in nine schools in Cantabria (Spain) over a five-year period under the Student Voice philosophy. Experiences are described in early childhood and primary and secondary education, as well as in ‘second chance contexts’. The study has been carried out within a qualitative-collaborative framework using ethnographic data collection techniques (semi-structured interviews, participant observations and images). The analysis was conducted using a system of categories and codes compiled according to inductive and deductive processes with the MAXQDA qualitative analysis program. Specifically, the Student Consultation Phase carried out in all the schools is analysed in order to ensure that all students participate and are heard, including those who have tended to have greater difficulties or less presence in school. A review is carried out of the consultation strategies used, the means of communication (languages) and the issues that have been the focus of dialogue and improvements: curricular developments, coexistence, the design of spaces and classroom management. We conclude that reflection on curricular matters tends to be scarce, and that adults still have a significant presence in the management of the dialogue process, which needs to be directed more by children and young people.

€ View funding

Funding information

This work was supported by the Ministerio de Economía y Competitividad [Ref. EDU2011-29928-C03-03]. / Este trabajo ha recibido el apoyo del Ministerio de Economía y Competitividad [Ref. EDU2011-29928-C03-03].

Funders

Bibliographic References

  • Abiétar, M. (2012). Itinerarios escolares y programas de segunda oportunidad. Los Programas de Cualificación Profesional Inicial en la ciudad de Valencia. Retrieved from http://dugi-doc.udg.edu/handle/10256/7116
  • Ainscow, M. (2001). Desarrollo de escuelas inclusivas. Ideas, propuestas y experiencias para mejorar las instituciones escolares. Madrid: Narcea.
  • Angrosino, M. (2012). Etnografía y observación participante en la investigación cualitativa. Madrid: Morata.
  • Arnot, M., & Reay, D. (2007). A sociology of pedagogic voice: Power, inequality and pupil consultation. Discourse: Studies in the Cultural Politics of Education, 28, 311–325.
  • Beyer, L. E., & Liston, D. P. (2001). El currículum en conflicto. Madrid: Akal.
  • Bourke, L. (2009). Reflections on doing participatory research in health: Participation, method and power. International Journal of Social Research Methodology, 12, 457–474.
  • Bragg, S. (2007). “It’s not about systems, it´s about relationships”: Building a listening culture in a primary school. In D. Thiessen, & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school (pp. 659–680). Dordrech: Springer.
  • Calvo, A., Haya, I., & Susinos, T. (2012). El rol del orientador en la mejora escolar. Una investigación centrada en la voz del alumnado como elemento de cambio. Revista de Investigación en Educación, 10(2), 7–20.
  • Calvo, A., Rodríguez-Hoyos, C., & García, M. (2012). Lo mejor de todo es que nos escucháis. Investigar el aumento de la participación de los estudiantes en los Programas de Diversificación y de Cualificación Profesional Inicial. Revista de Educación, 35, 102–119.
  • Ceballos, N., Susinos, T., & Saiz, Á. (2016). How can we improve through pupil participation? An infants school experience. Journal of Research in Special Educational Needs, 16, 583–586.
  • Christianakis, M. (2010). Collaborative research and teacher education. Issues in Teacher Education, 19(2), 109–125.
  • Clark, A., & Moss, P. (2009). Listening to young children: The Mosaic approach. London: National Children’s Bureau for the Joseph Rowntree Foundation.
  • Clarke, G., Boorman, G., & Nind, M. (2011). “If they don’t listen i shout, and when i shout they listen”: Hearing the voices of girls with behavioural, emotional and social difficulties. British Educational Research Journal, 37, 765–780.
  • Cochran‐Smith, M. (2009). Good and just teaching: The case for social justice in teacher education. American Journal of Education, 115, 347–377.
  • Cook-Sather, A. (2006). Sound, presence, and power: “Student voice” in educational research and reform. Curriculum Inquiry, 36, 359–390.
  • Cremin, H., Mason, C., & Busher, H. (2011). Problematising pupil voice using visual methods: findings from a study of engaged and disaffected pupils in an urban secondary school. British Educational Research Journal, 37, 585–603.
  • Díaz de Rada, A. (2006). Etnografía y técnicas de investigación antropológica. Guía didáctica. Madrid: UNED.
  • Fielding, M. (2011). La voz del alumnado y la inclusión educativa: una aproximación democrática radical para el aprendizaje intergeneracional. Revista Interuniversitaria de Formación del Profesorado, 70, 31–61.
  • Fielding, M., & Bragg, S. (2003). Students as researchers. Making a difference. Cambridge: Pearson Pub.
  • Fielding, M., & Mcgregor, J. (2005, April). Deconstructing student voice: New spaces for dialogue or new opportunities for surveillance? Paper presented at the meeting of Symposium Speaking up and speaking out: International perspectives on the democratic possibilities of student voice, Montreal.
  • Fielding, M., & Moss, P. (2011). Radical education and the common school: A democratic alternative. London: Routledge.
  • Flick, U. (2009). Introducción a la investigación cualitativa. Madrid: Morata.
  • Flutter, J. (2007). Teacher development and pupil voice. The Curriculum Journal, 18(3), 343–354.
  • García-Corona, D., García-García, M., Biencinto, C., Pastor, L., & Juárez, G. (2010). Propuestas educativas para favorecer la equidad en ESO: respuestas educativas inclusivas a la diversidad. Cultura y Educación, 22, 297–312.
  • Gibbs, G. (2012). El análisis de datos cualitativos en Investigación Cualitativa. Madrid: Morata.
  • González-Falcón, I., Coronel-Llamas, J. M., & Correa-García, R. I. (2016). School counsellors in cultural diversity contexts. An analysis of their practice. Cultura y Educación, 28, 419–433.
  • Gunter, H., & Thomson, P. (2007). Learning about student voice. Support for Learning, 22, 181–188.
  • Hoskins, B., Janmaat, J. G., & Villalba, E. (2012). Learning citizenship through social participation outside and inside school: An international, multilevel study of young people´s learning of citizenship. British Educational Research Journal, 38, 419–446.
  • Huber, G. L. (2003). Introducción al análisis cualitativo de datos. In A. Medina, & S. Castillo (Eds.), Metodología para la realización de Proyectos de Investigación y Tesis Doctorales (pp. 81–129). Madrid: Universitas.
  • Kincheloe, J. L. (2007). Clarifying the purpose of engaging students as researchers. In D. Thiessen, & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school (pp. 745–774). Dordrecht: Springer.
  • Kvale, S. (2011). Las entrevistas en investigación cualitativa. Madrid: Morata.
  • Lodge, C. (2005). From hearing voices to engaging in dialogue: Problematising student participation in school improvement. Journal of Educational Change, 6, 125–146.
  • MacBeath, J., Demetriou, H., Rudduck, J., & Myers, K. (2003). Consulting pupils: A toolkit for teachers. Cambridge: Pearson Publishing. [Google Scholar]
  • Martin, N., Worrall, N., & Dutson-Steinfeld, A. (2005). Student voice: Pandora’s box or philosopher’s stone? Paper presented at the meeting International Congress for School Effectiveness and Improvement (ICSEI), Barcelona.
  • McCluskey, G., Brown, J., Munn, P., Lloyd, G., Hamilton, L., Sharp, S., & Mcleod, G. (2013). Take more time to actually listen”: Students’ reflections on participation and negotiation in school. British Educational Research Journal, 39, 287–301.
  • Mercer, G. (2002). Emancipatory Disability Research. In C. Barnes, M. Oliver, & L. Barton (Eds.), Disability studies today (pp. 118–137). Cambridge: Polity Press.
  • Mitra, D. (2007). Student voice in school reform: From listening to leadership. In D. Thiessen, & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school (pp. 727–744). Dordrecht: Springer.
  • Moliner, L., Moliner, O., & Sales, A. (2010). Conocer la cultura de un centro y las miradas del profesorado sobre la diversidad sociocultural y personal de la comunidad como punto de arranque para la transformación educativa. Cultura y Educación, 22, 283–296.
  • O’Kane, C. (2000). The development of participatory techniques: Facilitating children’s views about decisions which affect them. In P. Christensen, & A. James (Eds.), Research with children: Perspectives and practices (pp. 125–155). London: Falmer Press.
  • Rodríguez, M., Kohen, R., Delval, J., & Messina, C. (2016). From democratic school to civic and political participation. Cultura y Educación, 28, 99–129.
  • Rudduck, J., & Flutter, J. (2007). Cómo mejorar tu centro escolar dando la voz al alumnado. Madrid: Morata.
  • Susinos, T., & Ceballos, N. (2012). Voz del alumnado y presencia participativa en la vida escolar. Apuntes para una cartografía de la voz del alumnado en la mejora educativa. Revista de Educación, 359, 24–44.
  • Susinos, T., & Haya, I. (2014). Developing student voice and participatory pedagogy: A case study in a Spanish primary school. Cambrigde Journal of Education, 44, 385–399.
  • Thomson, P. (2007). Making it real: Engaging students in active citizenship projects. In D. Thiessen, & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school (pp. 775–804). Dordrecht: Springer.
Data source: Dialnet