Hacia una teoría de acción en gestión curricular: Estudio de caso de enseñanza secundaria en matemática

Paulo Volante, Francisca Bogolasky, Fabián Derby, Gabriel Gutiérrez

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

3 Citas (Scopus)

Resumen

A key challenge of curricular management is to generate coherence between what is planned to teach, what is being taught in the classroom and what students actually learn (Porter, 2004). Based on international records and the experience of high performance schools that execute improvement processes, we propose a curricular management model that may be transferred using information technology. We present the most relevant records about the problem and its solution. We designed the study as a Case Study and an analysis of situational practices. Results reveal the needs, practices and effects of curricular management, based on the analysis of information from users and experts. We develop an action theory of curricular management, applied to High School education, particularly in mathematics, proposing a model that was used to build a virtual platform to help curricular management practitioners. This platform was subsequently evaluated in a pilot study conducted on a set of metropolitan high schools, obtaining scores that were satisfactory in terms of usability and impact.

Título traducido de la contribuciónTowards an action theory of curricular management: Teaching High School level mathematics - A Case Study
Idioma originalEspañol
Páginas (desde-hasta)96-108
Número de páginas13
PublicaciónPsicoperspectivas
Volumen14
N.º2
DOI
EstadoPublicada - 2015
Publicado de forma externa

Palabras clave

  • Backward planning
  • Curricular alignment
  • Curricular management

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