Keywords
Reading Comprehension
teacher Education
Comparative Education
Reading Easiness
How to Cite
Abstract
Research about the causes of poor reading comprehension, as verified by UNESCO, is essential. The slow progress of the Education for All Program (EFA) suggests studying the determinants of acceptable quality. The experience of developed countries invites the finding of trustable modalities for innovation with success in education. These three subjects imply experimenting systematically with better training programs for teachers and evaluating their impact on student learning. The article discusses recent reviews of pertinent studies, the elements to research, and the precautions to take in consideration with each of them.
Achilles, Ch. (2008). Size and Student Learning - Class-Size Research (1978–2002), Translating Class-Size Research to Practice. Recuperado el 1 de septiembre, 2008, de http://education.stateuniversity.com/pages/1837/Class-Size-Student-Learning.html
American Educational Research association. (2005). Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education. Recuperado el 1 de septiembre, 2008, de http://texasedequity.blogspot.com/2005/06/review-panel-turns-up-little-evidence.html
Ausubel, D., Novak, J. D. & hanesian, R. (1977). Educational psychology: A cognitive view (2nd ed.). New York: harper & Row.
Barber, M. & Mona M. (2007). How the world’s best- performing school systems come out on top. Bruselas: McKinsey & Company, Directorate for Education, OECD.
Blue’s Clues, 2006, Behind the Clues: 10 Years with Blue. Recuperado el 1 de septiembre, 2008, de http:// www.tv.com/blues-clues/behind-the-clues-10- years-with-blue/episode/820090/summary.html?om_act=convert&om_clk=episodessh&tag=episodes;title;1. See also http://www.tv.com/blues-clues/show/4339/summary.html
Böhm, W. & Schiefelbein, E. (2004). Repensar la Educación. Diez preguntas para mejorar la docencia. Bogotá: Editorial Pontificia Universidad Javeriana.
Bracey, g. (2007). Value Subtracted: A “Debate” with William Sanders, The Huffington Post. Recuperado el 1 de septiembre, 2008, de http://www.huffingtonpost.com/gerald-bracey/value-subtracted-a-deba_b_47404.html
Collins, J. (1999). turning goals into Results: the Power of Catalytic Mechanisms. Harvard Business Review. July-august. Recuperado el 1 de septiembre, 2008, de http://www.jimcollins.com/lib/articles/07_99_b.html
Cotton, K. (1989). Expectations and Student Outcomes, Close-Up #7, School Improvement Research Series, Series IV. Recuperado el 1 de septiembre, 2008, de http://www.nwrel.org/scpd/sirs/4/cu7.html
Edwards, V., Calvo, C., Cerda, a. M., gómez, M. V. & Inostroza, g. (1995). El liceo por dentro, estudio etnográfico sobre prácticas de trabajo en educación media. Santiago de Chile: Ministerio de Educación, Programa MECE.
Education Week, Research Center. (2004). Class Size. Recuperado el 1 de septiembre, 2008, de http://www.edweek.org/rc/issues/class-size/
Fish, S. & truglio, R. (Eds). (2001). “g” is for growing. Thirty years of Research on Children and Sesame Street. New Jersey: LEa.
Flechsig, K. h. & Schiefelbein, E. (2003). Enseñanza frontal o Tradicional (Enseñanza cara a cara). En Veinte Modelos Didácticos para américa Latina, Washington DC., Biblioteca Digital de OEa. Recuperado el 1 de septiembre, 2008, de http://www.educoas.org/portal/bdigital/contenido/interamer/interamer_72/Schiefelbein-Chapter1New.pdf
Freire, P. (1970). Pedagogía del oprimido. Buenos aires: Biblioteca Mayor, terra Nueva.
Fuller, B. & Clarke, P. (1994). Raising School Effects While Ignoring Culture? Local Conditions and the Influence of Classroom tools, Rules, and Pedagogy. Review of Educational Research, 1(64), 119-157. Recuperado el 1 de septiembre, 2008, de http://rer.sagepub.com/cgi/content/abstract/64/1/119
Gardner, h. (1991). The Unschooled Mind. Nee York: Basic Books.
González, J.S. (2003). Reportaje a Vicky Colbert. Recuperado el 1 de septiembre, 2008, de http://www.paginadigital.com.ar/articulos/2003/2003oct/noticias6/15322-12.asp
Good, R., Simmons, D. & Smith, S. (1998). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading skills. School Psychology Review, 27, 45-56. Recuperado el 1 de septiembre, 2008, de http://idea.uoregon.edu/presentations/ndrf.pdf http://www.nrcld.org/symposium2003/kamps/index.html
Hanushek, E. (1998). The Evidence on Class Size. Occasional Paper 98-1, Institute of Political Economy, University of Rochester. Recuperado el 1 de septiembre, 2008, de http://www.wallis.rochester.edu/Wallis-Papers/wallis_10.pdf
Heckman, J. J. (2008). Schools, skills, and synapses. VOX Research-based policy analysis and commentary from leading economists. Recuperado el 1 de septiembre, 2008 de http://www.voxeu.org/index.php?q=node/1564
High/Scope Educational Research Foundation. (2005). Lifetime Effects: the high/Scope Perry Preschool Study through age 40. Recupera- do el 1 de septiembre, 2008, de http://www.highscope.org/Content.asp?ContentId=219
Lynch, R.G. (2004). Exceptional Returns: Economic, Fiscal, and Social Benefits of Investment in Early Childhood Development. Washington DC: Economic Policy Institute.
Mulryan-Kyne, C. (2007). the preparation of teachers for multigrade teaching. Teaching and Teacher Education, 23(4), 501-514.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2006). EFa global Monitoring Report – 2005, United Nations Educational, Scientific and Cultural Organization, Paris. Recuperado el 1 de Septiembre de 2008, de http://www.unesco.org/education/gmr_download/chapter1.pdf p. 28
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura, UNESCO-LLECE. (2008). Los aprendizajes de los estudian- tes de américa Latina y El Caribe. El Segundo Estudio Regional Comparativo y Explicativo (SERCE), Primer Reporte, Santiago. Recuperado el 1 de septiembre, 2008, de http://unesdoc.unesco.org/images/0016/001606/160660S.pdf
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura, UNESCO-LLECE .(2000). Primer Estudio Internacional Comparativo. Segundo Informe, Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación, Santiago.
Organization for Economic Co-operation and Development. (2007). How the world’s best-performing school systems come out on top, Directorate for Education, Indicators and Analysis Division. Recuperado el 1 de septiembre, 2008, de http://alamin99.wordpress.com/2008/02/22/mckinsey-report/
Pedersen, E., Faucher, t. & Eaton, W. (1978). A New Perspective on the Effects of First-Grade Teachers on Children’s Subsequent Adult Status. harvard Educational Review, 48(1), 1-31.
Rock, D. & Schwartz, J. (2006). the Neuroscience of Leadership. Strategy & Business, 43,72-81. Recuperado el 1 de septiembre, 2008, de http://www.leadershipnow.com/leadingblog/thinking/, http://www.peer.ca/thecoachingnews26.html
Rosenthal, R. & Jacobson, L. (1968). Pymalion in the class-room: Teacher expectation and pupils’ intellectual development. New York: hold, Rinehart and Winston. Recuperado el 1 de septiembre, 2008, http://www.pineforge.com/newman4study/resources/rosenthal1.htm
Sanders, W. L. (2004, June). A Summary of Conclusions Drawn from Longitudinal Analyses of Student Achievement Data over the Past 22 Years (1982—2004). Presentation to governors Education Symposium, North Carolina, United States. Recuperado el 1 de septiembre, 2008, de http://www.sas.com/govedu/edu/hunt_summary.pdf
Sanders, W. (1999). helping teachers Raise Student achievement: an interview with William L. Sanders. Recuperado el 1 de septiembre, 2008, de http://www.heartland.org/article.cfm?artId=11119
Schiefelbein, E. & Larry W. (2008). Cost-Effectiveness of Primary Schools Interventions in English Speaking East and West Africa. Canadá: UIS- UNESCO, Canadá.
Schiefelbein, E., L. W. & Schiefelbein, P. (1998). Cost-Effectiveness of Edu- cation Policies in Latin America: A Survey of Expert Opinion. IaDB. Recuperado el 1 de septiembre, 2008, de http://unesdoc.unesco.org/images/0011/001178/117881e.pdf#117890
Schiefelbein, E. & Zúñiga, R. (2002). El Syllabus: Viviendo un Aprendizaje Autónomo. Universidad Santo tomás. Recuperado el 1 de septiembre, 2008, de http://www.ust.cl/link.cgi/Biblioteca/Publicaciones/Libros/1915
Sesame Street. (2005). adventures of Little Big Bird, Part 2. Recuperado el 1 de septiembre, 2008, de http://www.tv.com/sesame-street/adventures-of-little-big-bird-part-2/episode/845379/summary.html?om_act=convert&om_clk=episodessh&tag=episodes;title;1
Snow, C. E., Burns, M. S., & griffin, P. (1998). Preventing reading difficulties in young children. Washington DC: National academy Press.
Tyler, K. M., aesha, L., Uqdah, M., Dillihunt, L., ReShanta B., Conner, t., gadson, N. et al. (2008). Cultural Discontinuity: toward a Quanti- tative Investigation of a Major hypothesis in Education. Educational Researcher, 5(37), 280-297. Recuperado el 1 de septiembre, 2008, de http://www.aera.net/uploadedFiles/Publications/Journals/Educational_Researcher/3705/07EdR08_280-297.pdf
United Nations Millennium Declaration. Fifty-fifth Session. (2000, September). Resolutiona/RES/55/2, New York. Recuperado el 1 de septiembre, 2008, de http://www.un.org/millennium/declaration/are-s552e.pdf
Weikart, D. P. (2000). Early childhood education: Need and opportunity. París: UNESCO. Recuperado el 1 de septiembre, 2008, de http://unesdoc.unesco.org/images/0012/001223/122380e.pdf
Wiggan, g. (2007). Race, School achievement, and Educational Inequality: toward a Student-Based Inquiry Perspective. Review of Educational Research, 77, 310-333.
Magis, International Journal of Research in Education by Pontificia Universidad Javeriana is registered under a Creative Commons Attribution 4.0 International Public License. Thus, this work may be reproduced, distributed, and publicly shared in digital format, as long as the names of the authors and Pontificia Universidad Javeriana are acknowledged. Others are allowed to quote, adapt, transform, auto-archive, republish, and create based on this material, for any purpose (even commercial ones), provided the authorship is duly acknowledged, a link to the original work is provided, and it is specified if changes have behttps://creativecommons.org/licenses/by/4.0/en made. Pontificia Universidad Javeriana does not hold the rights of published works and the authors are solely responsible for the contents of their works; they keep the moral, intellectual, privacy, and publicity rights.
Approving the intervention of the work (review, copy-editing, translation, layout) and the following outreach, are granted through an use license and not through an assignment of rights. This means the journal and Pontificia Universidad Javeriana cannot be held responsible for any ethical malpractice by the authors. As a consequence of the protection granted by the use license, the journal is not required to publish recantations or modify information already published, unless the errata stems from the editorial management process. Publishing contents in this journal does not generate royalties for contributors.
Creative Commons Attribution 4.0 International Public License