Support, reinforcement, and good educational practice in response to school failure in contexts of social exclusion
Contenido principal del artículo
Vol. 15 Núm. 3 (2011): Eficacia escolar y equidad. La equidad en la investigación sobre eficacia escolar, Monográfico, Páginas 117-137
Recibido: Nov 27, 2015
Publicado: Dec 1, 2011
Resumen
Our interest in the identification of good educational practice in contexts of social exclusion has focused on those items within the support and reinforcement programs, taking into account the organizational dynamics, personal relationships and curricular and pedagogical adaptations, all linked to the situation of students in context. In this sense, the effects of such practices are aimed at reducing the processes of exclusion and school failure by promoting social cohesion. Therefore, from a qualitative methodology we approach to three public IES in exclusion zones to identify good practices in program support and reinforcement in order to disseminate them for use. Finally, we establish a cross connection between the identified good practices allows us to understand as actions related to common goals.
Palabras clave:
Good practices, social exclusion, school failure, measures of attention to diversity
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Cómo citar
Ritacco Real, M. J., & Amores Fernández, F. J. (2011). Support, reinforcement, and good educational practice in response to school failure in contexts of social exclusion. Profesorado, Revista De Currículum Y Formación Del Profesorado, 15(3), 117–137. Recuperado a partir de https://revistaseug.ugr.es/index.php/profesorado/article/view/20417