Adaptation of a computer programming course to the ESHE requirements: evaluation five years later     

Ernest Valveny  Àgata Lapedriza  Miquel Ferrer  Jaume Garcia-Barnés  Gemma Sànchez 《European Journal of Engineering Education》2012,37(3):243-254

In the academic year 2010–2011, Spain finished the process of introducing the regulatory changes derived from the Bologna Declaration and the new European Space for Higher Education (ESHE). These changes have implied the updating of university degrees’ structure as well as the inclusion of the European Credit Transfer System (ECTS). This paper describes the process of adaptation of two basic first-semester core subjects of computer engineering to one of the basic aspects of the ESHE, the adoption of the ECTS. The process described in the paper was developed in the framework of the pilot plan undertaken by the Universitat Autònoma de Barcelona between 2005 and 2010. The proposed course design implies a better coordination and integration of the contents of two different subjects that students follow simultaneously, and it is based on the combination of project-based learning and cooperative learning. After the experience finished, an extended quantitative and qualitative analysis of the academic results over the five-year period has shown an improvement in the students’ learning outcomes.  相似文献   

School head teachers’ views of the drive towards educational innovation in Catalonia / La visión de los directores de escuela sobre el impulso de la innovación educativa en Cataluña     

Jordi Díaz-Gibson  Mireia Civís  Annabel Fontanet  Susana López  Miquel-Àngel Prats 《Cultura y Educación》2013,25(3):640-670

Abstract

Today, educational change and innovation are a clear priority in educational centres across the world. This article analyses the strengths and opportunities presented by the process of educational innovation taking place in Catalonia from the perspective of school head teachers, employing a quanti-qualitative methodology using 227 surveys and 29 semi-structured interviews. The results locate the innovation process in a phase characterized by efforts aimed at updating existing practice, resistance to change generated by the system itself, and a lack of systematic reflection on current practice. Two strengths of the process reported relate to its scale and transversality across the whole territory on the one hand, and the importance that collaboration between teachers and schools is having in order to facilitate innovation. Other aspects highlighted are: the need to invest more planning in innovation processes; the need for the Deparment of Education to reflect on its own role within the process; and, finally, the need to develop the role of technologies as facilitators of innovation and communication.  相似文献   

Youth Education Attainment and Participation in Europe: the role of contextual factors and the scope of education policy     

Miquel Àngel Alegre  Ricard Benito 《European Journal of Education》2014,49(1):127-143

This article examines how certain contextual factors explain levels of education attainment and participation amongst youths in 30 European countries, whilst also exploring the scope for action of education policy when dealing with these issues. Through simple OLS regressions, we first evaluate the impact of a group of contextual indicators on the percentage of the population aged 20 to 24 having completed at least upper secondary education (education attainment) and the number of students aged 18 as a percentage of the corresponding age population (education participation). Secondly, through multivariate OLS analysis, we identify the net impact of some of these factors on the levels of education participation of 18-year-olds. The results show the significance of three factors: low-skilled occupation, the structure of public spending on education, and the importance of vocational education programmes in secondary education.  相似文献   

The impact of training-intensive labour market policies on labour and educational prospects of NEETs: evidence from Catalonia (Spain)     

Miquel Àngel Alegre  David Casado  Jordi Sanz  Federico A. Todeschini 《Educational research; a review for teachers and all concerned with progress in education》2015,57(2):151-167

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‘The best school for my child?’ Positions,dispositions and inequalities in school choice in the city of Barcelona     

Miquel Àngel Alegre  Ricard Benito 《British Journal of Sociology of Education》2012,33(6):849-871

This article deals with the discourses and practices employed by families involved in school choice processes in the city of Barcelona (Spain). It draws upon a study conducted by the authors in 2008/09, and it is based on surveys completed by a representative sample made up of 3245 families, as well as 60 in-depth interviews with families with children at the age of commencing universal pre-primary education (three years old). Firstly, the article focuses on the types of concerns and pressures that families experience when choosing a school for their child. Secondly, we analyse the level and type of knowledge that parents have at their disposal about the field of school choice, as well as how they use and benefit from available information channels. Finally, we identify three unequal positions in which families find themselves when negotiating the field of school choice: ‘maximising’, ‘guaranteeing’ and ‘displaced’. These positions are, in turn, directly related to families’ locations in the social structure, which are also unequal.  相似文献