Study Of School Failure In Secondary Education From The Experience Of The Different Actors Involved In School
Author(s):
Estefanía Martínez Valdivia (presenting / submitting)
Conference:
ECER 2014
Network:
05. Children and Youth at Risk and Urban Education
Format:
Paper

Session Information

05 SES 02, School Dropout: Local Community and Teacher Perceptions of Risk Factors, and Multi-Actor Perspectives on School Failure

Paper Session

Time:
2014-09-02
15:15-16:45
Room:
B017 Anfiteatro
Chair:
Mark Hadfield

Contribution

The aim of this research work is to ascertain the reasons behind the high dropout and failure rates in Spain, from the diverse perspectives of the agents which are part of the school (teachers / advisers and tutors, retired teachers, counselors, dropouts and experienced professionals with dropouts).  Basically, the goal is to explain not only the possible liability of the school itself, but also the didactic-pedagogical action of the teacher in this field. Therefore, taking into account the experience in the area, there might be improvements.

Throughout this paper it will be provided first, an introduction to the phenomena of failure and early school dropout and a study of the most important factors influencing them with the intention of determining the main causes of these phenomena. Secondly, the relationship between the quality of education and school failure will be introduced. Thirdly, there will be an analysis of how the school and its agents may possibly generate school failure or success. Hence, we can be more accurate when proposing preventive measures (Didactic and Pedagogical approaches). Clearly, such reasoning is based on international and national data (Spain).

Consequently there are five underline goals in this paper:

  1. Introducing the opinions of teachers (with long education experience) about the possible influence of school and education over the failure of the students.
  2. Several Didactic-Pedagogical actions (which can be considered as effective by the school and in the classroom itself to avoid school failure) will be derived from teacher’s daily life experiences.
  3. Presenting the view of retired teachers about the studied cases. At least, as much as they can demonstrate from their unique professional perspective.
  4. From real school failure cases experienced by professionals: a) Understanding their considerations about the factors having an impact on       the school failure and the possible influence of teaching and school itself; b) Offering suggestions to guide the actions of schools and teachers in the future to avoid, where possible, these failure situations.
  5. Learning from the experience of students who lived situations of failure / dropout and are immersed in training activities offered by the educational system connected with the employment.

Method

Considering that the intention of this paper is learning the kind of measures, solutions and proposals that can be provided to the phenomena of study (school failure and dropout) from the experience of agents, a mixed methodological approach has been selected. On the one hand, the methodological approach will be qualitative, which is the most appropriate way to make the investigation of this knowledge possible and so forth to fulfill the objective. Hence, the biographical narrative method has also been chosen with the intention of finding an explanation to the facts that occur in the classroom. This is a very important point since real life experiences are being considered. Therefore, the most suitable tools for this research will be interviews and group discussions. On the other hand, there will be a quantitative part where teachers will be rated not only those who work nowadays but also those who retired, as tutors, all being regarded as good teachers with long experience of school failure. The model sample of this research is called intentional based on criteria, Granada centers with a high percentage of school failure will be selected, which will work with various stakeholders such as teachers, teacher-tutors, retired teachers, counselors, dropouts and experienced professionals.

Expected Outcomes

This research is part of my dissertation so we are currently working on it. Thus, I can state the assumptions of the research. First of all, we want to know how the school could be acting as a generator failure / success in the school context understanding that teaching performance (didactic-pedagogic) could have a clear impact on this phenomenon. Secondly, we believe that school failure can be prevented from the school overall and particularly in the classroom using good teaching methods (pedagogic-didactic component). Finally, those people who have lived and known experiences of school failure could be excellent transmitters of information, as well as motivators and collaborators in failure prevention agents. After obtaining the data, we will have enough to provide new knowledge and proposals in order to reduce school failure. Such knowledge from the experienced teachers, even those who are retired, will give us some privileged knowledge of a lifetime in teaching. Some other teachers, who are still active and being both guardians or not, are regarded as good teachers and are leaders in their profession, they will also give us interesting guidelines to act against this phenomenon, which is one of the main points of discussion in current education. There are also other experiences from people who left the education field but recently returned to the same, they suffered this phenomenon personally and now they can offer good advice. There are even stories from students who are currently living that failure, which is interesting to analyze as well.

References

Calvo, J.M. (2009). Éxito en educación. Madrid: Editorial Creación Carbonell Sebarroja, J. (2010). Desde la escuela: alternativas al fracaso escolar. En Canalda, A., Carbonell, J. Diaz-Aguado, M.J. et. al. (2010). En busca del éxito educativo: Realidades y soluciones. Madrid: Fundación Antena 3. Consejo Escolar del Estado (2012). Informe sobre el estado y situación del sistema educativo. Curso 2010/11. Madrid: Ministerio de Educación. Duro, E.; Kit, I. (coord.); Botte, E.; España, S. et.al. (2007). Escuelas que trabajan para superar el fracaso escolar. Buenos Aires: UNICEF Elmore, R. (2010). Mejorando la escuela desde la sala de clases. Santiago de Chile: Fundación Chile Enguita, M. Mena, L. y Riviere, J. (2010). Fracaso y Abandono Escolar en España. Barcelona: Fundación La Caixa. Enkvist, I. (2011). Las claves del éxito educativo: el caso finlandés. Estudios públicos. 123, 289-334 Escudero, J.M. (2009). Comunidades docentes de aprendizaje, formación del profesorado y mejora de la educación. Ágora para la EF y el Deporte, 10, 7-31. Fernández Batanero, J. M. (2011). Abandono escolar y prácticas educativas inclusivas. Revista Latinoamericana de Inclusión Educativa, 5(2), pp. 43-58. Recuperado 20 de marzo, 2013, de http://www.rinace.net/rlei/numeros/vol5-num2/art2.pdf. Hopkind, D. (2008). Mejorando la calidad de la educación para todos. En Hopkins, D. (2008). Hacia una buena escuela. Experiencias y lecciones. Santiago de Chile: Fundación Chile Hopkins, D. y Higham, R. (2008). Estrategias diferenciadas para el mejoramiento de las escuelas. En Hopkins, D. (2008). Hacia una buena escuela. Experiencias y lecciones. Santiago de Chile: Fundación Chile Marchesi, A. y Hernández Gil, C. (2003). El fracaso escolar una perspectiva internacional. Pp. 25-57 Madrid: Alianza editorial MC. Kinsey (2007). Cómo hicieron los sistemas educativos con mejor desempeño para alcanzar sus objetivos. Recuperado 25 de mayo 2013, de http://www.mckinseyonsociety.com/downloads/reports/Education/Como_hicieron_los_sistemas_educativos.pdf Ministerio de Educación (2013). PISA 2012. Programa para la Evaluación Internacional de los Alumnos. Informe Español. Secretaría General Técnica. Ministerio de educación (2011). Actuaciones de éxito en las escuelas europeas. Madrid: Secretaría General Técnica Ministerio de Educación (2011a). Objetivos Educativos Europeos y Españoles. Estrategia de educación y formación 2020. Informe español 2010/2011.Madrid: Secretaría de estado y Formación Profesional OECD (2013). Education at a Glance 2013: OECD Indicators. OECD Publishing. Recuperado 20 de diciembre 2013, de http://dx.doi.org/10.1787/eag-2013-en OCDE (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers. París: OCDE Perrenoud, P. (1996). La construcción del éxito y del fracaso escolar: hacia un análisis del éxito, del fracaso y de las desigualdades como realidades construidas por el sistema escolar. Madrid y A Coruña: Morata / Fundación Paideia.

Author Information

Estefanía Martínez Valdivia (presenting / submitting)
University of Granada, Ciencias de la Educación
Didáctica y Organización Escolar
Maracena

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