Esa es una afirmación de Ausubel en: (Ausubel, 1968, p. 440). Ausubel, D. P. (1968). Educational psychology. A cognitive view. New York: Holt, Rinehart and Winston, Inc
Esa es una afirmación de Ausubel en: (Ausubel, 1968, p. 440). Ausubel, D. P. (1968). Educational psychology. A cognitive view. New York: Holt, Rinehart and Winston, Inc
The punishment is not educational, it is adult insecurity.
Violent video games promote violence in children
Desegregation by controlling enrollment is the best option to improve the education of immigrants and Roma segregated in ghettoized schools.
Dialogic learning is a scientific approach compatible with very diverse methodologies
Schools cannot overcome inequalities
Este artículo clarifica lo erróneo de esa afirmación tanto desde las evidencias científicas como desde los valores:
https://hipatiapress.com/hpjournals/index.php/remie/article/view/7431
Lopez de Anguileta, G. y Gallart, M. (2021). Aprendizaje significativo de Ausubel y segregación educativa. Multidisciplinary Journal of Educational Research 11, 1-19. http://dx.doi.org/10.17583/remie.0.7431
En este artículo se explica que desgraciadamente ese discuso es frecuente entre el profesorado que dificultan la promoción social escolar de estas minorias. Al preguntar a los profesores de donde sacaban la conclusión de que los padres de niños negos no tenían interes por la educación, afirmaban no tener evidencias de ello. Incluso
estos discursos racistas se mantenían aún después de conocer la gran implicación en la escuela de algunos de los padres de sus alumnos negros.
https://files.eric.ed.gov/fulltext/EJ1090572.pdf
This review makes it clear that there is much research that proves the interest of minority families in their children’s education and investigates the barriers that schools put to minority family participation.
https://www.sciencedirect.com/science/article/abs/pii/S1747938X09000177
“In individual telephone interviews, 234 low-income African-American, Caucasian, and Latino parents rated the importance of helping their second- and third-grade children in reading, math, and homework and of knowing what their children are learning. Parents reported whether they had taught their child in math and reading and read with their child in the past week. They also answered open-ended questions about the type of help they deemed appropriate. On questionnaires, teachers rated each student’s reading and math skills and noted whether they had given a child’s parent suggestions for helping with either subject. Findings showed that parents rated the importance of helping their child with academic work very high.”
https://files.eric.ed.gov/fulltext/ED466980.pdf
“Analyses indicate that culturally and linguistically diverse parents are active in the transition process and, in some instances, their level of reported participation surpassed that of European-American parents. In contrast, professionals described culturally and linguistically diverse parents as less involved than European-American parents in the majority of transition activities.”
https://journals.sagepub.com/doi/abs/10.1177/001440290106700209