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

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

ISSN: 1130-5371

Ano de publicación: 2024

Número: 37

Páxinas: 39-58

Tipo: Artigo

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

Outras publicacións en: Qurriculum: Revista de Teoría, Investigación y Práctica Educativa

Resumo

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.

Fonte de datos: Dialnet