Desentrañando componentes del clima educativoel caso del proyecto educativo Rubik.

  1. Pellicer Iborra , Carmen
  2. García Monge , Alfonso
  3. Gómez González, Francisco Javier 1
  4. Jiménez Ruiz , María
  1. 1 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

Revista:
Revista electrónica interuniversitaria de formación del profesorado

ISSN: 1575-0965

Año de publicación: 2023

Título del ejemplar: Laboratorios de investigación en el aula: principios y modelos educativos basados en la evidencia

Volumen: 26

Número: 2

Páginas: 17-35

Tipo: Artículo

DOI: 10.6018/REIFOP.559431 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Revista electrónica interuniversitaria de formación del profesorado

Resumen

La creación de un clima educativo es determinante para el aprendizaje, el bienestar del alumnado y la satisfacción docente. A través de un estudio de caso centrado en tres colegios con un alto nivel de diversidad socio-cultural, lingüística y de capacidades que desarrollan el proyecto educativo Rubik, se analizaron diferentes componentes que podrían contribuir a generar un buen clima educativo. El constante acompañamiento cercano y riguroso del profesorado, las expectativas positivas hacia cada escolar, la despenalización del error como parte fundamental del aprendizaje, la construcción de un tejido de interdependencia y ayuda entre el alumnado, el desarrollo de la autonomía, la responsabilidad y la metacognición sobre los propios procesos, la utilización de metodologías que facilitan la personalización y la significatividad, y la orientación hacia el aprendizaje y el logro académico se presentan como algunos de los componentes que generan un clima educativo favorable a la inclusión y la implicación del alumnado.

Referencias bibliográficas

  • Abbod, M., Chiou, Y.-R., Yang, S.-H., Fan, S.-Z., & Shieh, J.-S. (2011). Developing a monitoring psychological stress index system via photoplethysmography. Artificial Life and Robotics, 16(3), 430–433. https://doi.org/10.1007/s10015-011-0976-y
  • Aldridge, J. M., & McChesney, K. (2018). The Relationships between School Climate and Adolescent Mental Health and Wellbeing: A Systematic Literature Review. International Journal of Educational Research, 88, 121–145. https://doi.org/10.1016/j.ijer.2018.01.012
  • Aldrup, K., Klusmann, U., Lüdtke, O., Göllner R., & Trautwein, U. (2018). Student Misbehavior and Teacher Well-being: Testing the Mediating Role of the Teacher-student Relationship. Learning and Instruction, 58, 126–136. https://doi.org/10.1016/j.learninstruc.2018.05.006
  • Aloe, A. M., Shisler, S., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review, 12, 30-44. https://doi.org/10.1016/j.edurev.2014.05.003
  • Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of school psychology, 35(1), 61-79. https://doi.org/10.1016/S0022-4405(96)00029-5
  • Blake, P. R., Piovesan, M., Montinari, N., Warneken, F., & Gino, F. (2015). Prosocial norms in the classroom: The role of self-regulation in following norms of giving. Journal of Economic Behavior & Organization, 115, 18-29. https://doi.org/10.1016/j.jebo.2014.10.004
  • Blase, J. J. (1986). A Qualitative Analysis of Sources of Teacher Stress: Consequences for Performance. American Educational Research Journal, 23(1), 13-40. https://doi.org/10.3102/00028312023001013.
  • Buriel, R. (1983). Teacher-student interactions and their relationship to student achievement: A comparison of Mexican American and Anglo-American children. Journal of Educational Psychology, 75, 889–897.
  • Casteel, C. A. (1998). Teacher-Student Interactions and Race in Integrated Classrooms. The Journal of Educational Research, 92(2), 115–120. https://doi.org/10.1080/00220679809597583.
  • Clunies-Ross, P., Little, E., & Kienhuis, M. (2008). Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology, 28, 693 - 710. https://doi.org/10.1080/01443410802206700
  • Cohen, J., & Geier, V. K. (2010). School climate brief: School climate research summary. Center for Social and Emotional Education, 1(1). http://www.schoolclimate.org/climate/papers-briefs
  • Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers college record, 111(1), 180-213. https://doi.org/10.17763/haer.76.2.j44854x1524644vn
  • Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. https://doi.org/10.1037/a0029356
  • Colognesi, S., Vassart, C., Blondeau, B., & Coertjens, L. (2020). Formative peer assessment to enhance primary school pupils’ oral skills: Comparison of written feedback without discussion or oral feedback during a discussion. Studies in Educational Evaluation, 67. https://doi.org/10.1016/j.stueduc.2020.100917.
  • Cushing, L., Horner, H., & Barrier, H. (2003). Validation and congruent validity of a direct observation tool to assess student social climate. Journal of Positive Behavior Interventions, 5(4), 225-237. https://doi.org/10.1177/1098300703005004060
  • Doyle, W. (2006). Ecological approaches to classroom management. In C. M. Evertson and C. S. Weinstein (eds.) Handbook of Classroom Management: Research, Practice, And Contemporary Issues. (pp.97–125). Erlbaum,
  • Dulay, S., & Karadağ, E. (2017). The Effect of School Climate on Student Achievement. In Karadag, E. (eds) The Factors Effecting Student Achievement. Springer, Cham. https://doi.org/10.1007/978-3-319-56083-0_12.
  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. Child development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
  • Feinstein, J. S., Gould, D., & Khalsa, S. S. (2022). Amygdala-driven apnea and the chemoreceptive origin of anxiety. Biological psychology, 170. https://doi.org/10.1016/j.biopsycho.2022.108305
  • Galbo, J. J. (1983). Teacher anxiety and student achievement. Educational Research Quarterly, 7(4), 44–49.
  • Gibbs, G., &Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, (1), 3-31
  • Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20(4), 304-315.
  • Goddard, R. D., Sweetland, S. R., & Hoy, W. K. (2000). Academic emphasis of urban elementary schools and student achievement in reading and mathematics: A multilevel analysis. Educational Administration Quarterly, 36(5), 683-702. https://doi.org/10.1177/00131610021969164
  • Goetz, J.P., & Lecompte, M.D. (1988). Etnografía y diseño cualitativo en investigación educativa, Morata.
  • Good, T., Cooper, H., & Blakely, S. (1980). Classroom interaction as a function of teacher expectations, student sex and time of year. Journal of Educational Psychology, 72, 378–385.
  • Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30, 79–90.
  • Graham, S., Bellmore, A. D., & Mize, J. (2006). Peer victimization, aggression, and their co-occurrence in middle school: pathways to adjustment problems. Journal of abnormal child psychology, 34(3), 363–378. https://doi.org/10.1007/s10802-006-9030-2
  • Guba, E. G. (1981): Criteria for Assesing the truthworthiness of naturalistic inquiries ERIC/ECTJ Anual, 29(2), 75-91.
  • Gunter, P. L., Shores, R. E., Jack, S. L., Rasmussen, S. K., & Flowers, J. (1995). On the Move Using Teacher/Student Proximity to Improve Students’ Behavior. Teaching Exceptional Children, 28(1), 12–14. https://doi.org/10.1177/004005999502800103.
  • Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625–638. https://doi.org/10.1111/1467-8624.00301
  • Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x
  • Hanrahan, S. J. & Isaacs, G. (2001). Assessing self-and peer-assessment: The students' views. Higher Education Research & Development, 20(1), 53-70
  • Henrich, C., Brookmeyer, K., & Shahar, G. (2005). Weapon violence in adolescence: Parent and school connectedness as protective factors. Journal of Adolescent Health, 37(4): 306–312.
  • Howe, C., & Abedin, M. (2013). Classroom dialogue: a systematic review across four decades of research. Cambridge Journal of Education, 43(3), 325–356. https://doi.org/10.1080/0305764X.2013.786024.
  • Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic optimism of schools: A force for student achievement. American educational research journal, 43(3), 425-446. https://doi.org/10.3102/00028312043003425
  • Huang, F. L., & Cornell, D. (2018). The Relationship of School Climate with Out-of-school Suspensions. Children and Youth Services Review. 94, 378–389. https://doi.org/10.1016/j.childyouth.2018.08.013
  • Irvine, J. J. (1986). Teacher–student interactions: Effects of student race, sex, and grade level. Journal of Educational Psychology, 78(1), 14–21. https://doi.org/10.1037/0022-0663.78.1.14.
  • Janosz, M., Bouthillier, C., Bowen, F., Chouinard, R., & Desbiens, N. (2007). Rapport de validation du Questionnaire sur l’environnement socioéducatif des écoles primaires, Groupe de recherche sur les environnements scolaires (GRES). Montréal: Université de Montréal.
  • Jesmin, S., Kaiser, M. S., & Mahmud, M. (2020). Towards Artificial Intelligence Driven Stress monitoring for mental wellbeing tracking During COVID-19. 2020 IEEE/WIC/ACM International Joint Conference on Web Intelligence and Intelligent Agent Technology (WI-IAT), 845-851
  • Kohl, D., Recchia, S., & Steffgen, G. (2013). Measuring school climate: An overview of measurement scales. Educational Research, 55(4), 411-426. https://doi.org/10.1080/00131881.2013.844944
  • Kollar, I., & Fischer, F. (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning and instruction, 20(4), 344-348.
  • Koth, C. W., Bradshaw, C. P., & Leaf, P. J. (2008). A multilevel study of predictors of student perceptions of school climate: The effect of classroom-level factors. Journal of educational psychology, 100(1), 96.
  • Kuperminc, G. P., Leadbeater, B. J., Emmons, C., & Blatt, S. J. (1997). “Perceived school climate and difficulties in the social adjustment of middle school students.” Applied Developmental Science, 1(2): 76–88.
  • Leinhardt, G., Weidman, C., & Hammond, K. (1987). Introduction and Integration of Classroom Routines by Expert Teachers. Curriculum Inquiry, 17, 135-176. https://doi.org/10.1080/03626784.1987.11075284
  • Malinen, O. P., & Savolainen, H. (2016). The Effect of Perceived School Climate and Teacher Efficacy in Behavior Management on Job Satisfaction and Burnout: A Longitudinal Study. Teaching and Teacher Education, 60, 144–152. https://doi.org/10.1016/j.tate.2016.08.012
  • Mariage, T. V. (1995). Why students learn: The nature of teacher talk during reading. Learning Disability Quaterly, 18, 214-234
  • McEvoy, A., & Welker, R. (2000). Antisocial behavior, academic failure, and school climate: A critical review. Journal of Emotional and Behavioral disorders, 8(3), 130-140. https://doi.org/10.1177/106342660000800301
  • McNamara, P., & Humphry, R. (2008). Developing everyday routines. Physical & occupational therapy in pediatrics, 28(2), 141–154. https://doi.org/10.1080/01942630802031826
  • Misbah, Z., Gulikers, J. T., Widhiarso, W., & Mulder, M. (2021). Exploring connections between teacher interpersonal behaviour, student motivation and competency level in competence-based learning environments. Learning Environments Research, 25, 641–661. https://doi.org/10.1007/s10984-021-09395-6
  • Pauli, C. (2010). Fostering understanding and thinking in discursive cultures of learning. In Unpublished paper presented at the meeting of EARLI SIG (Vol. 10).
  • Pellerin, L. A. (2005). Student disengagement and the socialization styles of high schools. Social Forces, 84(2), 1159-1179. https://doi.org/10.1353/sof.2006.0027
  • Petite, J. y García-Monge, A. (2014). El cuerpo y la jornada escolar: estudio de caso sobre el comportamiento del alumnado de Educación Primaria ante la fatiga en el aula. Universidad de Valladolid.
  • Pfetsch, J. (2010). Zivilcourage in der Schule. Konzeption und Evaluation eines ZivilcourageTrainings zur Prävention aggressiven Verhaltens unter Schülern. University of Luxembourg.
  • Powell, M. A., Graham, A., Fitzgerald, R., Thomas, N., & White, N. E. (2018). Wellbeing in schools: what do students tell us? The Australian Educational Researcher, 45(4), 515-531. https://doi.org/10.1007/s13384-018-0273-z
  • Quin, D. (2017). Longitudinal and contextual associations between teacher–student relationships and student engagement: A systematic review. Review of Educational Research, 87(2), 345-387. https://doi.org/10.3102/2F0034654316669434
  • Redhead, D., Cheng, J. T., & O’Gorman, R. (2021). Status Competition and Peer Relationships in Childhood. In: Shackelford, T. K., Weekes-Shackelford, V. A. (eds) Encyclopedia of Evolutionary Psychological Science. Springer, Cham. https://doi.org/10.1007/978-3-319-19650-3_3639
  • Rodriguez-Navarro, H., García-Monge, A., & Rubio-Campos, M. D. C. (2014). The process of integration of newcomers at school: Students and gender networking during school recess. International Journal of Qualitative Studies in Education, 27(3), 349-363. https://doi.org/10.1080/09518398.2012.762472
  • Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. (2017). Affective teacher–student relationships and students' engagement and achievement: A meta-analytic update and test of the mediating role of engagement. School psychology review, 46(3), 239-261. https://doi.org/10.17105/SPR-2017-0035.V46-3
  • Rubin, L., LaMare, L., & Lollis, S. (1990). Social withdrawal in childhood: Developmental pathways to peer rejection. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 217–249). New York, NY: Cambridge University Press.
  • Schutz, P. A., Cross, D. I., Hong, J. Y., & Osbon, J. N. (2007). Teacher identities, beliefs, and goals related to emotions in the classroom. In Emotion in education (pp. 223-241). Academic Press.
  • Shantz, C. U., & Hartup, W. W. (Eds.). (1995). Conflict in child and adolescent development. Cambridge University Press
  • Shin, H., & Ryan, A. M. (2017). Friend influence on early adolescent disruptive behavior in the classroom: Teacher emotional support matters. Developmental psychology, 53(1), 114–125. https://doi.org/10.1037/dev0000250
  • Shores, R. E., Gunter, P. L., & Jack, S. L. (1993). Classroom Management Strategies: Are They Setting Events for Coercion? Behavioral Disorders, 18(2), 92–102. https://doi.org/10.1177/019874299301800207.
  • Stake, R. E. (2010). Qualitative Research: Studying How Things Work. Guilford Press.
  • Stewart, E. A. (2003). School social bonds, school climate, and school misbehavior: a multilevel analysis. Justice Quarterly, 20, 575–604. https://doi.org/10.1080/07418820300095621
  • Strijbos, J. W., Narciss, S. y Dünnebier, K. (2010). El contenido de la retroalimentación entre pares y el nivel de competencia del remitente en las tareas de revisión de la escritura académica: ¿Son críticos para las percepciones y la eficiencia de la retroalimentación? Aprendizaje e instrucción, 20(4), 291-303.
  • Sturzbecher, D., Landua, D., & Shahla, H. (2001). Jugendgewalt unter ostdeutschen Jugendlichen. In Sturzbecher, D. (eds) Jugend in Ostdeutschland: Lebenssituationen und Delinquenz. VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-322-94985-1_8
  • Sutton, R. E., Mudrey-Camino, R., & Knight, C. C. (2009). Teachers' emotion regulation and classroom management. Theory into practice, 48(2), 130-137. https://doi.org/10.1080/00405840902776418
  • Tableman, B. & Herron, A. (2004). School climate and learning. Best Practice Briefs, 31(1), 1-10.
  • Taelman, J., Vandeput, S., Spaepen, A. & Van Huffel, S. (2009). Influence of Mental Stress on Heart Rate and Heart Rate Variability. In J. Vander Sloten, P. Verdonck, M. Nyssen, J. Haueisen (eds) 4th European Conference of the International Federation for Medical and Biological Engineering. IFMBE Proceedings, vol 22. Springer. https://doi.org/10.1007/978-3-540-89208-3_324
  • Tanase, M. (2021). Addressing challenging behaviours in urban high school classrooms through building relationships with students. Educational Studies, 47(3), 312-327. https://doi.org/10.1080/03055698.2019.1701992
  • Tarter, C., & Kottkamp, R. (1991). Open schools/healthy schools. Measuring organizational climate, Sage Publications.
  • Thapa, A., Cohen, J., Guffey, S. & Higgins-D’Alessandro, A. (2013). A Review of School Climate Research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907
  • Thornberg, R., Wänström, L., & Jungert, T. (2018). Authoritative classroom climate and its relations to bullying victimization and bystander behaviors. School Psychology International, 39(6), 663-680. https://doi.org/10.1177/0143034318809762
  • Van Zundert, M., Sluijsmans, D., & van Merriënboer, J. (2010). Effective peer assessment processes: Research findings and future directions. Learning and Instruction, 20(4), 270–279. https://doi.org/10.1016/j.learninstruc.2009.08.004.
  • Wang, M. T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational psychology review, 28(2), 315-352. https://doi.org/10.1007/s10648-015-9319-1
  • Wang, M. T., & Dishion, T. J. (2012). The trajectories of adolescents’ perceptions of school climate, deviant peer affiliation, and behavioral problems during the middle school years. Journal of Research on Adolescence, 22(1), 40-53. https://doi.org/10.1111/j.1532-7795.2011.00763.x
  • Yang, M., Badger, R., & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of second language writing, 15(3), 179-200.
  • Yazan, B. (2015). Three Approaches to Case Study Methods in Education: Yin, Merriam, and Stake. The Qualitative Report, 20(2), 134-152. https://doi.org/10.46743/2160-3715/2015.2102
  • Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The scientific base linking social and emotional learning to school success. Journal of educational and psychological consultation, 17(2-3), 191-210. https://doi.org/10.1080/10474410701413145