“Despite mounting policy
interest, there has been limited research on the extent to which disadvantaged
students receive less effective teaching than other students. Past studies
examined access to qualified teachers based on experience or degrees, but a
growing body of evidence finds that such teacher qualifications are not
strongly associated with teacher effectiveness, as measured by the learning
gains that teachers achieve with their students (Rivkin et al. 2005; Kane et
al. 2006; Gordon et al. 2006; Aaronson et al. 2007; Koedel and Betts 2007;
Buddin and Zamarro 2008). Even existing studies that do measure access to ef fective
teaching using learning gains do so in different ways, making it difficult to
synthesize the lessons learned.
“During the 20th century in
venezuela the main manager of a philosophical educational thought was the
teacher luis betrán prieto figueroa. in the 1948 organic law project on
national education, he stated the principles of the educational philosophy with
the name of democratic humanism which served as a base to his thinking. since
1999, with the bolivarian education his thoughts are revisited among the
philosophical postulates, which is why are dedicated to their analysis in order
to determine the ideological reach in the current education. secondly, we make
an analysis of the results of the inclusion policy of the bolivarian
educational project inspired on prieto figueroa’s ideas, in particular, the
thesis of an education of caste to an education for the masses. finally, we
remember that the teacher prieto figueroa bet on a political project though
being both socialist and democratic was also plural; today, when the liniments
of the 21st century socialism are discussed, we must remember his legacy.”
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