Narrative Inquiry on Factors that Promote School Success on Students at Risk
https://doi.org/10.17583/qre.2018.3640
Keywords:
Downloads
Abstract
Boys and girls at risk or from unfavorable sociocultural backgrounds do not often have a story of school success. However, in spite of the difficulties, there are some who are able to achieve it. The aim of this research is to investigate which pedagogical factors lead male students from an unfavorable background to school success. The focus lies on the experience lived by male students and the meaning they give to their experiences. For these reasons, the paper is outlined from a narrative point of view and it is focused on the experience lived by two male teenagers who are considered to success at school. Data collection has been done through open-ended interviews that lead us to compose students’ narratives of experience. Results –and their analysis- are related to: positive attitude and commitment towards school; construction of a positive self-concept; and the importance of “personalising” the educative relationship.Downloads
References
Abajo, J. E. y Carrasco, S. (2004). Experiencias Y Trayectorias De Éxito Escolar De Gitanas Y Gitanos En España [School Success Experiences and Careers of Gypsys]. Madrid: Cide/ IM.
Google Scholar CrossrefAbuya, B.A., Wekulo, P. y Muhia, N. (2018). El Apoyo a la Educación de Niños en los Barrios Marginales Urbanos de Nairobi: Percepciones de la Comunidad y los Padres con una Fase Expandida de un Programa de Intervención Educativa. Qualitative Research in Education, 7(2), 118-143
Google Scholar CrossrefÁrguedas, I. y Jiménez, F. (2007). “Factores Que Promueven La Permanencia De Estudiantes En La Educación Secundaria”. Actualidades Investigativas En Educación, 7(3), 1-36
Google Scholar CrossrefAoki, T. T. (2012). Curriculum in a new key: the collected works of Ted T. Aoki. (W. Pinar & R. L. Irwin, Eds.). New York: Routledge.
Google Scholar CrossrefAyala, R. (2011). La esperanza pedagógica: una mirada fresca y profunda a la experiencia educativa desde el enfoque de van Manen. Revista Española de Pedagogía, 248, 119-144.
Google Scholar CrossrefBempechat, J. (1999). “Learning from poor and minority students who succeed in school”. Harvard Education Letter. 15(3), 1-3.
Google Scholar CrossrefAutor/a (2006).
Google Scholar CrossrefAutor/a (2014).
Google Scholar CrossrefAutor/a (2015).
Google Scholar CrossrefCharlot, B. (2007) La Relación Con El Saber. Elementos Para Una Teoría. Buenos Aires: Libros Del Zorzal.
Google Scholar CrossrefClandinin, J. (2013). Engaging In Narrative Inquiry. California: Left Coast Press
Google Scholar CrossrefClandinin, J. Pushor, D. y Orr, A. M. (2007) “Navigating Sites For Narrative Inquiry”. Journal Of Teacher Education, 58(1), 21-35.
Google Scholar CrossrefContreras, J. (2007). “Personalizar La Relación: Aperturas Pedagógicas Para Personalizar La Enseñanza”. Organización Y Gestión Educativa. Revista Del Fórum Europeo De Administradores De La Educación, 15(4), 17-24.
Google Scholar CrossrefContreras, J. y Hernández, F. (2013). “Ser Y Saber En La Educación Secundaria”, Cuadernos De Pedagogía, 430, 78-80.
Google Scholar CrossrefContreras, J. y Pérez de Lara, N. (2010). Investigar La Experiencia Educativa. Madrid: Morata
Google Scholar CrossrefCouncil of Europe (2000). Presidency Conclusions. Lisbon European Council. Bruselas: Council of Europe Press.
Google Scholar CrossrefCREA (2010). Gitanos: De Los Mercadillos A La Escuela Y Del Instituto Al Futuro. Madrid: MEC.
Google Scholar CrossrefDavis, B. y Murphy, M. S. (2016). “Playing With Moon Sand: A Narrative Inquiry Into A Teacher´S Experiences Teaching Alongside A Student With A Chronic Illness”. Teachers and Teaching, 22, 6-22.
Google Scholar CrossrefFernández-Enguita, M. (2012). “¡Cómo Nos Gusta Suspender!” Cuadernos De Pedagogía, 425, 28-33.
Google Scholar CrossrefGil-Flores, J. (2011). “Estatus Socioeconómico De Las Familias Y Resultados Educativos Logrados Por El Alumnado”. Cultura Y Educación, 23, 141–154.
Google Scholar CrossrefHernández, F. y Padilla, P. (2013). “Cuestionar El Éxito Y El Fracaso Escolar”, Cuadernos De Pedagogía, 430, 56-59.
Google Scholar CrossrefMagrini, J. M. (2015). Phenomenology and curriculum implementation: discerning a living curriculum through the analysis of Ted Aoki’s situational praxis. Journal of Curriculum Studies, 47(2), 274-299. doi:10.1080/00220272.2014.1002113
Google Scholar CrossrefAutor/a (2013).
Google Scholar CrossrefNaranjo, M. L. (2010). “Factores Que Favorecen El Desarrollo De Una Actitud Positiva Hacia Las Actividades Académicas”. Revista Educación, 341, 31–53.
Google Scholar CrossrefNoddings, N. (2005). Identifying and responding to needs in education. Cambridge Journal of Education, 35(2), 147-159. doi:10.1080/03057640500146757
Google Scholar CrossrefPerrenoud. P. (1990). La Construcción Del Éxito Y Del Fracaso Escolar. La Coruña: Fundación Paideia.
Google Scholar CrossrefPISA (2012). Lo Que Los Estudiantes Saben Y Pueden Hacer: Rendimiento De Los Estudiantes En Matemáticas, Lectura Y Ciencia. OCDE
Google Scholar CrossrefPiussi, A. M., & Mañeru, A. (Eds.). (2006). Educación, nombre común femenino. Barcelona: Octaedro.
Google Scholar CrossrefSierra, J. E. (2013). “La Secundaria Vivida. Estudio Narrativo Sobre Experiencias Masculinas De Fracaso Escolar”. Tesis Doctoral, Universidad de Málaga.
Google Scholar CrossrefAutor/a (2017).
Google Scholar CrossrefVan Manen, M. (2003). Investigación Educativa Y Experiencia Vivida. Barcelona: Idea Books.
Google Scholar CrossrefVan Manen, M. (2015). Pedagogical Tact: Knowing What To Do When You Don’t Know What To Do. Walnut Creek: Left Coast Press.
Google Scholar CrossrefDownloads
Published
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.