Repetición alternativas

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Alternativas a la repetición de curso

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Repetición alternativas

  1. 1. ALTERNATIVAS A LA REPETICIÓN YBLBIOGRAFÍA SOBRE EL TEMABy josusierra1 www.josusierra.wordpress.com Hay muchísimos estudios que dejan bien claros los efectos perversos de la repetición decurso.Este estudio de la Universidad de Wisconsin dice que la repetición es, en el mejor de loscasos, una intervención insuficiente para mejorar el rendimento del alumnado y, en el peorde los casos, la repetición impide el éxito académico del alumnado y debe sersustancialmente modificado por programas de efectividad demostrada.http://www.irp.wisc.edu/publications/dps/pdfs/dp116798.pdf“Our findings and those of many other studies indicate that grade retention is at best aninsufficient intervention strategy for promoting student achievement, at least for manycentral-city minority children. At worst, grade retention impedes children’s academicsuccess and should be substantially modified or replaced by programs and policies withdemonstrated effectiveness.”Este otro estudio europeo, deja claro que las cohortes en régimen de no-repeticiónrendían más que la cohorte expuesta a repetición. Dados los altos costes de la repetición,dicen, parece que no hay una buena base para justificar las políticas de repetición.Grade retention and school performance“we find that the cohorts exposed to the “no repetition regime” performed better onaverage than the cohort exposed to the “repetition regime”. Given the large costs of graderepetition (in terms of opportunity costs for the pupils, but also in terms of teachingresources), it seems that there are no good grounds for justifying grade retention policies.”LAS ALTERNATIVASBrophy dice en su trabajo “Grade repetition”: “Automatic promotion is clearly preferable toschool-imposed grade repetition, although it needs to be supplemented with initiativesdesigned to help low achievers.”Es decir, que la PROMOCIÓN AUTOMÁTICA es cláramente preferible a la repeticiónimpuesta por la escuela, si bien es necesario complementarla con iniciativas para ayudaral alumnado de bajo rendimiento.http://www.iaoed.org/files/Brophy_web_151206.pdf Página 1
  2. 2. Jimerson et al. proponen las siguientes alternativas:-Parent involvement through frequent contact with teachers, supervision ofhomework, and continual communication about school activities…• Age-appropriate and culturally sensitive instructional strategies to accelerate progress inthe classroom. Tutoring programs and individual enrichment strategies may be valuabletools in advancing the skills of students.• Systematic assessment strategies, such as continual progress monitoring and formativeevaluation, that enable ongoing modification of instructional efforts. Effective programsfrequently assess student progress and adapt instructional strategies to the results ofthese assessments.• Reading programs that provide developmentally appropriate, intensive, anddirect instruction strategies to promote the reading skills of low-performing students withreading problems.• School-based mental health programs that promote the social and emotional adjustmentof children.• Student support teams with appropri-ate professionals to assess and identify specificlearning or behavior problems, design interventions to address those problems, andevaluate the efficacy of those interventions. Página 2
  3. 3. • Behavior management and cognitive-behavior modification strategies to reduceclassroom behavior problems.• Extended year, extended day, and summer school programs that facilitate thedevelopment of academic skills.• Tutoring and mentoring programs with peer, cross-age, or adult tutors that promotespecific academic or social skills.• Comprehensive schoolwide programsAldridge y Goldman en cambio, enfatizan la pronta detección del alumnado en riesgo paraimpletementar cuanto antes medidas correctoras.“be proactive and attempt to prevent failure, and identify at-risk children as soon aspossible and immediately take action to implement best practices.”Y he aquí las alternativas para equipos directivos de Nancy Protheroe:http://www.naesp.org/resources/2/Principal/2007/J-Fp30.pdfTags: Repetition, retention Página 3

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