Pesquisa sobre Ensino Eficaz. Um estudo multinível para a Ibero-América
DOI:
https://doi.org/10.18800/educacion.202202.003Palavras-chave:
Eficácia do ensino, Ibero-América, Modelo, Desenvolvimento do alunoResumo
Esta pesquisa teve como objetivo determinar os fatores para a Eficácia Educacional e construir um modelo empírico para a Eficácia Docente na Ibero-América. Um modelo multinível com quatro níveis de análise foi usado para avaliar a eficácia do ensino. A amostra foi composta por 5.722 alunos, (todos no terceiro ano do ensino fundamental), de 257 salas de aula em 100 escolas localizadas em 9 países da Ibero-América. Os resultados mostraram a existência de dez fatores de Eficácia de Ensino que impactam no desenvolvimento cognitivo, social e emocional dos alunos: Envolvimento e comprometimento do professor; Clima da sala de aula; elevadas expectativas e autoestima; Aulas estruturadas; Atividades participativas variadas; Atenção à diversidade; Otimização do tempo de aprendizagem; Organização e gestão da sala de aula; Uso de recursos educacionais; Avaliação educacional, monitoramento e feedback contínuo.
Downloads
Referências
Brophy, J. E. & Good, T. L. (1986). Teacher behavior and student achievement. In M.C. Wittrock (Ed.), Handbook of research on teaching (pp. 328-375). Macmillan.
Campbell, J., Kyriakides, L., Muijs, D., & Robinson, W. (2012). Assesing teaching effectiveness. Routledge.
Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64, 723-733.
Cattell, R. B. (1931). The assessment of teaching ability: A survey of professional opinion on the qualities of a good teacher. British Journal of Educational Psychology, 1, 48-72.
Cervini, R. (2002). Desigualdades en el logro académico y reproducción cultural en Argentina. Un modelo de tres niveles [Inequalities in educational attainment and cultural reproduction in Argentina. A model of three levels]. Revista Mexicana de Investigación Educativa, 7(16), 445-500.
Cervini, R. (2003). Diferencias de resultados cognitivos y no-cognitivos entre estudiantes de escuelas públicas y privadas en la educación secundaria de Argentina: Un análisis multinivel [Differences of cognitive and non-cognitive outcomes between students from public and private schools in secondary education Argentina: a multilevel analysis]. Education Policy Analysis Archives, 11, 6.
Charters, W. & Waples, D. (1929). The commonwealth teacher training study. The University of Chicago Press.
Creemers, B. P. M. (1994). The effective classroom. Cassell.
Creemers, B. P. M., Kyriakides, L., & Sammons, P. (2010). Methodological advances in educational effectiveness research. Routledge.
Cueto, S. (2003). Estudios empíricos sobre determinantes del rendimiento escolar en el Perú [Empirical studies on determinants of school performance in Peru]. In F.J. Murillo (Ed.), La investigación sobre eficacia escolar en iberoamérica: revisión internacional sobre el estado del arte [Research on school effectiveness in Iberoamerica: international review on the state of the art] (pp. 419-451). Convenio Andrés Belló.
Dempster, A. P., Laird, N. M., & Rubin, D. B. (1977). Maximum likelihood from incomplete data via the EM algorithm. Journal of the Royal Statistical Society: Series B (Methodological), 39, 1-38.
Dunkin, M.J. & Biddle, B.J. (1975). The study of teaching. Holt, Rinehart and Winston.
Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37(1), 15-24.
Fernández, T. (2004). De las escuelas eficaces a las reformas educativas de segunda generación [From effective educational schools to the second generation reforms]. Estudios Sociológicos, 22(65), 377-408.
Goldstein, H. (2011). Multilevel statistical models (4th ed.). Wiley.
Good, T. L. & Grouws, D. (1979). The Missouri mathematics effectiveness project: An experimental study in fourth grade classrooms. Journal of Educational Psychology, 71(3), 355-62.
Highet, G. (1950). The art of teaching. Random House.
Hughes, D. (1973). An experimental investigation of the effects of pupil responding and teacher reacting on pupil achievement. American Educational Research Journal, 10, 21-37.
Johnston, J., Halocha, J., & Chater, M. (2007). Developing teaching skills in the primary school. McGraw Hill.
Kyriacou, C. (2009). Effective teaching in schools. Theory and practice (3th ed.). Nelson Thornes.
Kyriakides, L., Creemers, B. P. M., & Antoniou, P. (2009). Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development. Teaching and Teacher Education, 25, 12-23.
Marsh, H. W., Craven, R. G., & Debus, R. (1991). Self-concepts of young children 5 to 8 years of age: Measurement and multidimensional structure. Journal of educational Psychology, 83(3), 377.
Martínez-Garrido, C. (2012). 25 investigaciones clave en eficacia escolar [25 key studies in school effectiveness]. Profesorado: Revista de Currículum y Formación del Profesorado, 15(3), 149-174.
Martínez-Garrido, C. (2015). Investigación sobre Enseñanza Eficaz. Un estudio multinivel para Iberoamérica [Research of Teaching Effectivenesss. A multilevel study for Ibero-America]. Ph. D. Dissertation. Universidad Autónoma de Madrid. Madrid
Martínez-Garrido, C. & Murillo, F.J. (2013). El uso de los modelos multinivel en la investigación educativa [The use of multilevel models in educational research]. In A. Salceido (Ed.), Estadística en la investigación: competencia transversal en la formación universitaria [Statistical research: cross competition in university education] (pp. 47-71). Caracas, Venezuela: Universidad Central de Venezuela.
Martínez-Garrido, C. & Murillo, F. J. (2016). Impact of the distribution of non-instructional time of primary-school teachers on student learning. RELIEVE, 22(2), art. 1. doi:10.7203/relieve.22.2.9433
Martinic, S. & Pardo, M. (2003). Aportes de la investigación educativa iberoamericana para el análisis de la eficacia escolar [Contributions of iberoamerican educational research for the analysis of the school effectiveness]. In FJ. Murillo (Ed.), La investigación sobre eficacia escolar en iberoamérica: revisión internacional sobre el estado del arte [Research on school effectiveness in Ibero-America: international review on the state of the art] (pp. 93-127). Convenio Andrés Belló.
Mortimore, P., Sammons, P., Stoll, L., Lewis, D., & Ecob, R. (1988). School matters: The junior years. Open Books.
Muijs, D., Kyriakides, L., Van der Werf, G., Creemers, B. P. M., Timperley, H., & Earl, L. (2014). State of the art–teacher effectiveness and professional learning. School Effectiveness and School Improvement, 25(2), 231-256.
Muijs, D. & Reynolds, D. (2011). Effective teaching. Evidence and practice. SAGE.
Murillo, F. J. (Ed.). (2007a). Investigación iberoamericana sobre eficacia escolar [Iberoamerican school effectiveness research]. Convenio Andrés Bello.
Murillo, F. J. (2007b). School effectiveness research in Latin America. In T. Townsend (Ed.), International Handbook of School Effectiveness and Improvement (pp. 75-92). Springer.
Murillo, F. J. & Hernández-Castilla, R. (2011). School factors associated with socio-emotional development in Latin America countries. RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa, 17(2), art 2.
Murillo, F. J. & Martínez-Garrido, C. (2014). Homework and academic achievement in elementary students in Latin America. International Review of Education, 60, 661-681.
Murillo, F. J., Martínez-Garrido, C., & Hernández-Castilla, R. (2011). Decálogo para una enseñanza eficaz [Decalogue for effective teaching]. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 9(1), 6-27.
Murillo, F. J. & Román, M. (2011). School infrastructure and resources do matter: Analysis of the incidence of school resources on the performance of Latin American students. School Effectiveness and School Improvement, 22(1), 29-50.
Opdenakker, M. C. & Van Damme, J. (2000). Effects of schools, teaching staff and classes on achievement and well-being in secondary education: Similarities and differences between school outcomes. School Effectiveness and School Improvement, 11, 165-196.
Raudenbush, S. W. & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Sage.
Reynolds, D., Caldwell, B., Cruz, R. M., Miaou, Z., Murillo, F. J., & Mugendawala, H. (2016). Comparative educational research. In C. Chapman, D. Muijs, D. Reynolds, P. Sammons, & C. Teddlie (Eds.), The Routledge International Handbook of Educational Effectiveness and Improvement (pp. 246-282). London: Routledge.
Reynolds, D., Sammons, P., De Fraine, B., Van Damme, J., Townsend, T., Teddlie, C., & Stringfield, S. (2014). Educational effectiveness research (EER): A state-of-the-art review. School Effectiveness and School Improvement, 25(2), 197-230.
Rosenshine, B. (1971). Teaching behaviours and student achievement. Slough, UK: National Foundation for Educational Research.
Scheerens, J. & Bosker, R. J. (1997). Foundations of educational effectiveness. Oxford: Pergamon.
Schiefelbein, E., Vélez, E., & Valenzuela, J. (1997). Factores que afectan el rendimiento académico en la educación primaria. Revisión de la literatura de América Latina y el Caribe [Factors affecting the academic achievement in primary education. Review of the literature of Latin America and the Caribbean]. Washington, DC: Mundial Bank.
Smyth, J. (2011). Critical pedagogy for social justice. London: Continuum.
Taylor, P. H. (1962). Children’s evaluations of the characteristics of the good teacher. British Journal of Educational Psychology, 32(3), 258-266.
Van Petegem, K., Creemers, B. P. M., Aelterman, A., & Rosseel, Y. (2008). The importance of pre-measurements of wellbeing and achievement for students’ current wellbeing. South African Journal of Education, 28, 451-468.
Walker, R. J. (2008). 12 characteristics of an effective teacher. Morrisville, NC: Lulu Publishing.
Witty, P. (1947). An analysis of the personality traits of the effective teacher. Journal of Educational Research, 40(9), 662-671.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
