Ruta de gestión escolar para el aseguramiento del aprendizaje en estudiantes extraedad
The present research was guided to configure a management route for the assurance of learning in extra-age students of the educational institutions Cien Pesos and the Tablas. The study is part of an empirical epistemological approach, under a probabilistic paradigm and the inductive method. A resear...
- Autores:
-
Valle Rodríguez, Liliana
Botero Mercado, Rosa
- Tipo de recurso:
- Fecha de publicación:
- 2021
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/8858
- Acceso en línea:
- https://hdl.handle.net/11323/8858
https://repositorio.cuc.edu.co/
- Palabra clave:
- Management path
Learning assurance
Extra-age students
Ruta de gestión
Aseguramiento del aprendizaje
Estudiantes extraedad
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
| Summary: | The present research was guided to configure a management route for the assurance of learning in extra-age students of the educational institutions Cien Pesos and the Tablas. The study is part of an empirical epistemological approach, under a probabilistic paradigm and the inductive method. A research route was designed that consisted of three phases: in phase I, of an empirical nature and descriptive-explanatory level, a field study was approached through which it was possible to characterize the situational dimensions related to the foreign student population; Phase II, of a theoretical-referential nature, descriptive-explanatory and prescriptive level, allowed the elaboration of an analysis on the theoretical implications of school management for the assurance of the learning of extra-age students; and in phase III, of a heuristic-explanatory-prescriptive type, the configuration of a management route was finalized to ensure the learning of the students in question. Various techniques were used and instruments were designed according to the nature of each phase. Among the most outstanding results it is mentioned that there is no characterization of the extra-age students and that the attention of these students is not contemplated in projects and plans of educational institutions for the assurance of learning, despite the openness of teachers to particularize their Attention to these students who, on the other hand, present difficulties in managing soft skills and their relationship with regular students tends to be conflictive. Finally, the integration of empirical and theoretical data led to the configuration of the planned school management route. |
|---|