Cuando un proyecto de cambio fracasa en la escuela:aprendizajes inesperados

  1. Pedro Yedra Contreras 1
  2. María Yolanda Muñoz Martínez 1
  1. 1 Universidad de Alcalá
    info

    Universidad de Alcalá

    Alcalá de Henares, España

    ROR https://ror.org/04pmn0e78

Journal:
Qurriculum: Revista de Teoría, Investigación y Práctica Educativa

ISSN: 1130-5371

Year of publication: 2024

Issue: 37

Pages: 39-58

Type: Article

DOI: 10.25145/J.QURRICUL.2024.37.03 DIALNET GOOGLE SCHOLAR lock_openRIULL editor

More publications in: Qurriculum: Revista de Teoría, Investigación y Práctica Educativa

Abstract

This case study examines the implementation of an Action Research cycle in a charter school in Castilla-La Mancha, in a disadvantaged environment. We assess the feasibility of introducing active methodologies, such as cooperative learning, to improve coexistence and reduce school failure. Although the implementation of cooperative learning was limited, we observed significant improvements in coexistence and academic performance. This study demystifies the idea that an incomplete project is a failure, as it shows improvements despite not being carried out in its entirety.

Data source: Dialnet