Efecto de la “Oportunidad de aprender” sobre el logro en matemáticas en la educación básica argentina
Palabras clave:
Educación básica, oportunidad de aprendizaje, matemáticas.Resumen
En este estudio se investigó la relación entre la ‘oportunidad de aprender’ (OdA) ofrecida por el maestro a sus alumnos en el aula y el logro académico en matemáticas que estos obtienen. Los datos analizados son 32,156 alumnos de 6º y 7º año de la educación general básica (EGB) en escuelas urbanas de Argentina. Para analizar el efecto de la OdA sobre el logro, se usa la técnica de análisis estadístico de 'niveles múltiples' con dos niveles (alumno y aula). El puntaje del alumno en matemática se basa en una prueba estandarizada aplicada a los alumnos al final del año lectivo. Para medir el concepto de OdA, se usaron tres indicadores construidos con base en informaciones incluidas en un cuestionario aplicado al maestro. Se encontró que los tres indicadores son predictores significativos del logro en matemáticas, aún después de controlar el nivel socioeconómico familiar del alumno, la composición social de la escuela y la dotación de recursos escolares en el establecimiento. El comportamiento de los datos mostró que (1) la OdA es una variable intermediaria importante entre el contexto socioeconómico escolar y el logro y (2) la OdA es un concepto multidimensional. En consecuencia, para estimar apropiadamente el efecto de la OdA sobre el rendimiento, se deben usar diferentes tipos de indicadores de la OdA.
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Referencias
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Alexander, K. y Pallas, A. (1984). Curriculum reform and school performance: An evaluation of the new basics. American Journal of Education, 92, 391-420.
Anderson, L. W. (1987). The classroom environment study: teaching for learning. Comparative Education Review, 31 (1), 69-87.
Berliner, D. (1984). The half-full glass: A review of research on teaching. En P. L. Hosford (Ed.), Using what we know about teaching (pp.58-71). Reston, VA: Virginia Association for Supervision and Curriculum Development.
Brophy, J. y Good, T. L. (1986). Teacher behaviour and student achievement. En M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 328-375). Nueva York: McMillan.
Bryk, A. y Raudenbush, S. (1992) Hierarchical Linear Models for Social and Behavioral Research: Applications and Data Analysis Methods. Newbury Park, CA: Sage.
Bryk, A., Lee, V. y Holland, P (1993). Catholic Schools and the Common Good. Cambridge, MA: Harvard University Press.
Burstein, L. (1993). Studying learning, growth and instruction cross nationally: Lessons learned about why and why not engage in cross-national studies. (Prólogo). En L. Burstein (Ed.), The IEA study of mathematics III: Student growth and classroom process (pp. 27-49). Nueva York: Pergamon.
Carroll, J. B. (1963). A model of school learning. Teachers College Record, 43, 723-733.
Cervini, R. (1999). Calidad y equidad en la educación básica de Argentina. En Factores asociados al logro escolar (Vol. 5). Buenos Aires: Ministerio de Cultura y Educación de la Nación.
Coleman, J., Hoffer T. y Kilgore, S. (1982). High School Achievement: Public, Catholic and Private Schools Compared. Nueva York: Basic Book
Cooley, W. y Leinhardt, G. (1980). The instructional dimensions study. Educational Evaluation and Policy Analysis, 2, 7-25.
Creemers, B. (1994). The history, value and purpose of school effectiveness studies. En D. Reynolds, B. Creemers, P. Nesselrodt, E. Schaffer, S. Stringfield y C. Teddlie, Advances in School Effectiveness Research and Practice (pp. 9-23). Oxford: Pergamon.
Davies G. y Thomas, M. (1992). Escuelas eficaces y profesores eficientes. Madrid: La Muralla.
Dougherty, K. (1996). Opportunity-to-Learn standards: a sociological critique. Sociology of Education [Número especial], 40-65.
Fraser, B., Walberg, H., Welch, W. y Hattie, J. (Eds.). (1987) Syntheses of educational productivity research. International Journal of Educational Research, 11, (2), 145-252.
Goldstein, H. (1987). Multilevel Models in Educational and Social Research. Londres: Griffin. Gross, S. (1993). Early mathematics performance and achievement: Results of a study within a large suburban school system. Journal of Negro Education, 62 (3), 269-287.
Husen T. (Ed.). (1967) International Study of Achievement in Mathematics: A Comparison of Twelve Countries (Vol.2). Nueva York: John Wiley & Sons.
Keeves, J. P. (1992) The IEA Study of Science III: Changes in Science Education and Achievement, 1970-1984. Nueva York: Oxford University Press.
Lapointe, A., Mead, N. y Philips, G. (1989). It's a World of Differences: An Assessment of Mathematics and Science. Princeton, NJ: Educational Testing Service.
Leinhardt, G. y Seewald, A. M. (1981). Overlap: What's tested, what's taught? Journal of Educational Measurement, 18 (2), 85-96.
McDonnell, L., Burstein, L., Ormseth, T., Catterall, J. y Moody, D. (1990). Discovering what schools really teach: Designing improved coursework indicators (Reporte Nº R3886). Santa Monica, CA: RAND Corporation.
McDonnell, L. M. (1995). Opportunity to learn as a research concept and a policy instrument. Educational Evaluation and Policy Analysis, 17 (3), 305-322.
Osafehinti, I. O. (1987). Opportunity-to-learn and achievement in secondary school mathematics. Studies in Educational Evaluation, 13 (2), 193-197.
Rosenshine, B. (1986). Synthesis of research on explicit teaching. Educational Leadership, 43 (7), 60-69.
Schmidt, W. (1983). High school course taking: Its relationships to achievement. Journal of Curriculum Studies, 15, 311-32.
Schmidt, W. H. (1992). The distribution of instructional time to mathematical content: One aspect of opportunity to learn. En L. Burstein (Ed.), The IEA study of mathematics III: Student growth and classroom proceses (pp. 129-145). Nueva York: Pergamon Press.
Stevens, F. I. (1993). Applying an opportunity-to-learn conceptual framework to the investigation of the effects of teaching practices via secondary analysis of multiple-case-study summary data. Journal of Negro Education, 62 (3), 232-248.
Stringfiels, S. (1994). The analysis of large data bases in school effectiveness research. En D. Reynolds, B. Creemers, P. Nesselrodt, E. Schaffer, S. Stringfield y C. Teddlie, Advances in School Effectiveness Research and Practice (pp. 55-72). Oxford: Pergamon.
Thrupp, M. (1998). The art of the possible: organising and managing high and low socio-economic schools. Journal of Education Policy, 13 (2), 197-219.
Valverde, G. (1997). Evaluación y estándares de currículo. En B. Álvarez y M. Ruiz-Casares (Eds.), Evaluación y reforma educativa. Opciones de política. Washington: USAID-AED.
Walber, H. y Shanahan, J. (1983). High school effects on individual student. Educational Researcher, 15 (3), 4-9. Walberg, H. J. (1985). Synthesis of research on teaching. En M. C. Wittrock (Ed.). Handbook of research on teaching (pp. 85-102). Washington: American Educational Research Association.
Winfield, L. F. (1987). Teachers' estimates of test content covered in first grade reading and achievement. Elementary School Journal, 87 (4), 437-454.
International Education Association (IEA)
http://www.gwu.edu/~iea
Trends in Mathematics and Science Study (TIMSS)
http://timss.bc.edu/
Survey of Mathematics and Science Opportunities (SMSO)
http://www.nap.edu/readingroom/books/icse/study_p.html
Alexander, K. y Pallas, A. (1984). Curriculum reform and school performance: An evaluation of the new basics. American Journal of Education, 92, 391-420.
Anderson, L. W. (1987). The classroom environment study: teaching for learning. Comparative Education Review, 31 (1), 69-87.
Berliner, D. (1984). The half-full glass: A review of research on teaching. En P. L. Hosford (Ed.), Using what we know about teaching (pp.58-71). Reston, VA: Virginia Association for Supervision and Curriculum Development.
Brophy, J. y Good, T. L. (1986). Teacher behaviour and student achievement. En M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 328-375). Nueva York: McMillan.
Bryk, A. y Raudenbush, S. (1992) Hierarchical Linear Models for Social and Behavioral Research: Applications and Data Analysis Methods. Newbury Park, CA: Sage.
Bryk, A., Lee, V. y Holland, P (1993). Catholic Schools and the Common Good. Cambridge, MA: Harvard University Press.
Burstein, L. (1993). Studying learning, growth and instruction cross nationally: Lessons learned about why and why not engage in cross-national studies. (Prólogo). En L. Burstein (Ed.), The IEA study of mathematics III: Student growth and classroom process (pp. 27-49). Nueva York: Pergamon.
Carroll, J. B. (1963). A model of school learning. Teachers College Record, 43, 723-733.
Cervini, R. (1999). Calidad y equidad en la educación básica de Argentina. En Factores asociados al logro escolar (Vol. 5). Buenos Aires: Ministerio de Cultura y Educación de la Nación.
Coleman, J., Hoffer T. y Kilgore, S. (1982). High School Achievement: Public, Catholic and Private Schools Compared. Nueva York: Basic Book
Cooley, W. y Leinhardt, G. (1980). The instructional dimensions study. Educational Evaluation and Policy Analysis, 2, 7-25.
Creemers, B. (1994). The history, value and purpose of school effectiveness studies. En D. Reynolds, B. Creemers, P. Nesselrodt, E. Schaffer, S. Stringfield y C. Teddlie, Advances in School Effectiveness Research and Practice (pp. 9-23). Oxford: Pergamon.
Davies G. y Thomas, M. (1992). Escuelas eficaces y profesores eficientes. Madrid: La Muralla.
Dougherty, K. (1996). Opportunity-to-Learn standards: a sociological critique. Sociology of Education [Número especial], 40-65.
Fraser, B., Walberg, H., Welch, W. y Hattie, J. (Eds.). (1987) Syntheses of educational productivity research. International Journal of Educational Research, 11, (2), 145-252.
Goldstein, H. (1987). Multilevel Models in Educational and Social Research. Londres: Griffin. Gross, S. (1993). Early mathematics performance and achievement: Results of a study within a large suburban school system. Journal of Negro Education, 62 (3), 269-287.
Husen T. (Ed.). (1967) International Study of Achievement in Mathematics: A Comparison of Twelve Countries (Vol.2). Nueva York: John Wiley & Sons.
Keeves, J. P. (1992) The IEA Study of Science III: Changes in Science Education and Achievement, 1970-1984. Nueva York: Oxford University Press.
Lapointe, A., Mead, N. y Philips, G. (1989). It's a World of Differences: An Assessment of Mathematics and Science. Princeton, NJ: Educational Testing Service.
Leinhardt, G. y Seewald, A. M. (1981). Overlap: What's tested, what's taught? Journal of Educational Measurement, 18 (2), 85-96.
McDonnell, L., Burstein, L., Ormseth, T., Catterall, J. y Moody, D. (1990). Discovering what schools really teach: Designing improved coursework indicators (Reporte Nº R3886). Santa Monica, CA: RAND Corporation.
McDonnell, L. M. (1995). Opportunity to learn as a research concept and a policy instrument. Educational Evaluation and Policy Analysis, 17 (3), 305-322.
Osafehinti, I. O. (1987). Opportunity-to-learn and achievement in secondary school mathematics. Studies in Educational Evaluation, 13 (2), 193-197.
Rosenshine, B. (1986). Synthesis of research on explicit teaching. Educational Leadership, 43 (7), 60-69.
Schmidt, W. (1983). High school course taking: Its relationships to achievement. Journal of Curriculum Studies, 15, 311-32.
Schmidt, W. H. (1992). The distribution of instructional time to mathematical content: One aspect of opportunity to learn. En L. Burstein (Ed.), The IEA study of mathematics III: Student growth and classroom proceses (pp. 129-145). Nueva York: Pergamon Press.
Stevens, F. I. (1993). Applying an opportunity-to-learn conceptual framework to the investigation of the effects of teaching practices via secondary analysis of multiple-case-study summary data. Journal of Negro Education, 62 (3), 232-248.
Stringfiels, S. (1994). The analysis of large data bases in school effectiveness research. En D. Reynolds, B. Creemers, P. Nesselrodt, E. Schaffer, S. Stringfield y C. Teddlie, Advances in School Effectiveness Research and Practice (pp. 55-72). Oxford: Pergamon.
Thrupp, M. (1998). The art of the possible: organising and managing high and low socio-economic schools. Journal of Education Policy, 13 (2), 197-219.
Valverde, G. (1997). Evaluación y estándares de currículo. En B. Álvarez y M. Ruiz-Casares (Eds.), Evaluación y reforma educativa. Opciones de política. Washington: USAID-AED.
Walber, H. y Shanahan, J. (1983). High school effects on individual student. Educational Researcher, 15 (3), 4-9. Walberg, H. J. (1985). Synthesis of research on teaching. En M. C. Wittrock (Ed.). Handbook of research on teaching (pp. 85-102). Washington: American Educational Research Association.
Winfield, L. F. (1987). Teachers' estimates of test content covered in first grade reading and achievement. Elementary School Journal, 87 (4), 437-454.
International Education Association (IEA)
http://www.gwu.edu/~iea
Trends in Mathematics and Science Study (TIMSS)
http://timss.bc.edu/
Survey of Mathematics and Science Opportunities (SMSO)
http://www.nap.edu/readingroom/books/icse/study_p.html
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2001-11-01
