Atención a la diversidad en Educación Secundaria Obligatoria

  1. García García, Mercedes
Journal:
EduPsykhé: Revista de psicología y educación

ISSN: 1579-0207

Year of publication: 2002

Volume: 1

Issue: 2

Pages: 225-248

Type: Article

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: EduPsykhé: Revista de psicología y educación

Abstract

This article analyses the diversity in the classroom of Secondary Education and political and practice proposals about adapting teaching to differences among learners. It recognizes that attitudes and procedures have been unsuitable to fit the student's needs. Finally, it analyses four models to do a proposal focus on Adaptive Education because it is the best way to value diversity and to attain a inclusive, effective and fair school.

Bibliographic References

  • Ackerman, P.L. (1989).Individual differences and skill acquisition. En P.L. Ackerman, R.J. Sternberg y R. Glaser (eds.) Learning and individual differences: advances in theory and research. New York: Freeman, 165-217.
  • Anderson, L.W. y Block, J.H. (1985). Mastery Learning Model of Teaching and Learning. En T.Husen y T.N. Postlethwaite (eds.). The international Encyclopaedia of Education. Oxford: Pergamon, 3219-3230.
  • Bloom, B.S. (1976). Human characteristics and school learning. New York: McGraw Hill.
  • Carrington, S. y Elkins, J. (2002). Comparison of a traditional and an inclusive secondary school culture. International journal of Inclusive Education, 6, 1- 16.
  • Castro, M., García, M., Monge, C., Martínez, J., Asensio, I, López, E., Ruiz, C., Carlero, J.M. y Juiz, M.T. (1996). Bajo rendimiento y atención a la diversidad en Educación Secundaria Obligatoria: Estudio de los factores determinantes del bajo rendimiento y de las respuestas educativas para el alumnado que no alcanza los objetivos mínimos y propuestas de mejora. Informe. Convocatoria MEC de Proyectos de cooperación de Institutos de Educación Secundaria y Departamentos Universitarios, convocatoria 1995. Madrid: MEC
  • Coll, C. y Miras, M. (1990): Características individuales y condiciones de aprendizaje: la búsqueda de interacciones. En C. Coll et al. (eds.): Desarrollo psicológico y educación. Tomo II: Psicología de la Educación. Madrid: Alianza ed, 395-417.
  • Corno, L. y Snow, R.E. (1986). Adapting teaching to individual differences among learners. En C.M. Wittrock (ed.). Handbook of Research on Teaching. London: MacMillan, 605-629.
  • Corno, L. (2000). Special double issue on conceptions of volition: theoretical investigation and studies of practice. International Journal of Educational Research, 33, 659-663.
  • Cronbach, L.J. y Snow, R. E. (1977). Aptitudes and instructional methods. A handbook for research on interactions. New York: Irvington Publishers.
  • Cronbach, L.J. (1990). Essentials of psychological testing. New York: Harper y Row. Dewitte, S. y Lens, W. (2000). Exploring volitional problems in academic procrastinators. International Journal of Educational Research, 33, 733-750.
  • Eccles, J.S. y Midgley, C. (1989). Stage-environment fit: developmentally appropriate classrooms for young adolescents. En C. Ames y R. Ames (eds.). Research on motivation in education. San Diego: Academic Press, 139-331.
  • Entwistle, D.R. (1990). Schooling and the adolescent. En SS. Feldman y G.R. Elliot (eds.). At the threshold: the developing adolescent. Cambridge: Harvard University press.
  • García, M. (1994). ¿Toda educación es adaptativa? Revista Complutense de Educación, 5, 173-182.
  • García, M. et al (1996). Propuestas de adaptación curricular para la educación secundaria obligatoria: experiencia en el IES P-V de Madrid. Comunicación presentada al XI Congreso Nacional de Pedagogía. S. Sebastián.
  • García, M. (1997). Educación Adaptativa. Revista de Investigación Educativa, 15 (2), 247-271
  • Gustafsson., J.E. y Balke, G. (1993). General and specific abilities as predictors of school achievement. Multivariate Behavioral Research, 28, 407.4343.
  • Husman, J., McCann, E. y Crowson, M. (2002). Volitional strategies and future time perspective: embracing the complexity of dynamic interactions. International Journal of Educational Research, 33, 777-799.
  • Jensen, A.R. (1980). Bias in mental testing. New York: Free press.
  • Jul, J. (2000). The volitional basis of Personality Systems Interaction Theory: applications in learning and treatment contexts. International Journal of Educational Research, 33, 665-703.
  • Kyllonen, P.C. y Shute, V.J. (1989). A taxonomy of learning skills. En P.L. Ackerman, R.J. Sternberg y R. Glaser (eds.). Learning and individual differenes. New York: Freeman, 117-163.
  • Lee, V.E. y Bryk, A.S. (1989). A multilevel model of the social distribution of high school achievement. Sociology of Education, 62 172-192.
  • Leeman, Y. y Volman, M. (2002). Inclusive education: recipe book or quest. On diversity in the classroom and educational research. International Journal of Inclusive Education, 5, 367-379.
  • MECD (2002). Documento de bases para una ley de calidad de la Educación. Madrid: servicio de publicaciones del MECD.
  • MEC (1991). Ley de Ordenación General del Sistema Educativo. Madrid: servicio de publicaciones del MEC
  • MEC (1970). Ley General de Educación. Madrid: servicio de publicaciones del MEC
  • Muskat, L.R. (1998). Respect for the complexity of human learning: a proposal for a new model of teaching training. Revista Electrónica de Evaluación Educativa, 4, 1-1.
  • Nicholls, J.G. et al. (1985). Adolescents’s theories of education. Journal of Educational Psychology, 77, 683-692.
  • Oettingen, G., Ong, G. y Gollwitzer, P.M. (2000). Effective self-regulation of goal attainment. International Journal of Educational Research, 33, 705-732.
  • Pastor, C. (1998). Teacher dealing with student’s diversity. Revista Electrónica de Investigación y Evaluación Educativa, 4, 1.
  • Schiefele, U. (1991). Interest, learning and motivation. Educational psychologist, 26, 299-323.
  • Schunk, D.H. y Zimmerman, B.J. (1994). Self-regulation of learning and performance: issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum Ass.
  • Snow, R.E. (1989). Cognitive-conative aptitude interactions in learning. En R.Kanfer, P.L. Ackerman y R.Cudeck (eds.). Abilities, motivation and methodology. Hilldale, N.J: Lawrence Erlbaum Ass., 435-474.
  • Snow, R. (1997). Aptitudes and Symbol Systems in Adaptive Classroom Teaching. Phi Delta Kappan, January, 254-360).
  • Snow, R.E. y Lohman, D.F. (1984). Toward a theory of cognitive aptitude for learning from instruction. Journal of Educational Psychology, 76, 347-376.
  • Snow, R.E. , Corno, L. y Jackson, D. (1996). Individual differences in affective and conative functions. En D.C. Berliner y R.C. Calfee (eds.). Handbook of Educational Psychology. New York: Macmillan, cap. 9,243-310.
  • Stainback, S. y Stainback, W. (1999). Aulas inclusivas. Madrid: Narcea.
  • Wingfield, A., Eccles, J.S. y Pintrich, P.R. (1996). Development between the ages of 11 and 25. En D.C. Berliner y R.C. Calfee (eds.). Handbook of Educational Psychology. New York: Simon y Schuster MacMillan, cap. 7, 148-185.
Data source: Dialnet