Els efectes de la globalització en la recerca educativa : reflexions a partir de l'agenda educativa global

El procés de globalització suposa nous reptes per a la recerca educativa contemporània, ja que no només en modifica els objectes d'estudi, sinó també els mètodes d'anàlisi. L'objectiu d'aquest article és reflexionar sobre aquests reptes a partir d'una recerca centrada en l'agenda educativa global. Específicament, l'objecte d'estudi de la recerca se centra en l'anàlisi de les relacions entre educació i pobresa, explorant l'agenda global que s'ha definit en aquest camp, l'efecte que té sobre les polítiques educatives nacionals i la concreció en dinàmiques, pràctiques i dispositius desenvolupats a l'escala local. A partir de l'explicació dels objectius, el procés i els resultats principals de la recerca en qüestió, l'article defensa la necessitat que els estudis contemporanis en el camp de la sociologia de l'educació s'allunyin paral·lelament del «nacionalisme», «l'estatisme» i «l'educacionalisme» metodològic, de forma tal que permetin copsar els canvis que genera la globalització, tant en les polítiques com en els sistemes educatius.El proceso de globalización supone nuevos retos para la investigación educativa contemporánea, ya que no solo modifica los objetos de estudio, sino también los métodos de análisis. El objetivo de este artículo es reflexionar sobre estos retos a partir de una investigación centrada en la agenda educativa global. Específicamente, el objeto de estudio de la investigación se centra en el análisis de las relaciones entre educación y pobreza, explorando la agenda global que se ha definido en este campo, el efecto que tiene sobre las políticas educativas nacionales y la concreción en dinámicas, prácticas y dispositivos desarrollados en la escala local. A partir de la explicación de los objetivos, el proceso y los principales resultados de la investigación en cuestión, el artículo defiende la necesidad de que los estudios contemporáneos en el campo de la sociología de la educación se alejen paralelamente del «nacionalismo», «el estatismo» y el «educacionalismo» metodológico, de tal forma que permitan captar los cambios que genera la globalización, tanto en las políticas como en los sistemas educativos.The process of globalisation has given rise to new challenges for contemporary educational research. It not only modifies its object of study but also its methods of analysis. The aim of this paper is to reflect on these challenges through the results of research on the global education agenda. This research focuses on the relationship between education and poverty, exploring the global education agenda in this field, its effect on national education policies and its effects on dynamics, practices and devices developed at the local scale. After explaining the objectives, development and main results of the research, the article argues the need for contemporary studies in the sociology of education to move away from methodological 'nationalism', 'statism' and 'educationalism' in such a way as to capture the effects of globalisation on both education policies and systems

Avaluació del programa d'inserció sociolaboral Aprendre a aprendre

Altre títol: Informe executiu d'avaluació del programa d'inserció sociolaboral Aprendre a aprendreAquest informe executiu és una síntesi de l'Informe general d'avaluació del programa d' inserció sociolaboral "Aprendre a aprendre" elaborat pel Departament de Governació i Administracions Públiques de la Generalitat de Catalunya pel Grup d'Anàlisi de Polítiques Educatives i de Formació (GAPEF) de la Universitat Autònoma de Barcelona. El projecte d'avaluació que es presenta a continuació pretén analitzar l'evolució del programa "Aprendre a aprendre" al llarg dels últims anys; valorar els resultats que s'han derivat de la seva aplicació i l'impacte que ha produït en els 11 barris on s'està desenvolupant. El que es vol saber és si aquest programa dona respostes a necessitats reals; si ho fa d'una manera apropiada; si aquesta és la millor manera de respondre les necessitats d'inserció sociolaboral dels barris I, per últim, es vol saber també què pensen d'aquest programa i com el valoren els diferents tècnics implicats, les persones que hi participen i les institucions i entitats dels barris en els que s'està desenvolupant. Del que es tracta, en definitiva, és de conèixer tota aquella informació rellevant sobre el desenvolupament i els resultats d'aquest programa per a facilitar la presa de decisions. Hom entén que només, a partir de l'avaluació rigorosa d'un programa, és possible establir línies d'acció orientades vers la seva millora. Aquest informe executiu presenta totes les informacions necessàries per a conèixer la forma en que s'ha desenvolupat el procés d'avaluació, és a dir, el plantejament general teòric i metodològic seguit per a la recol·lecció i tractament de la informació. A continuació es plantegen les conclusions elaborades i les recomanacions i proposta fetes per a poder prendre decisions en relació al programa

Identifying predictors of attitudes towards local onshore wind development with reference to an English case study

The threats posed by climate change are placing governments under increasing pressure to meet electricity demand from low-carbon sources. In many countries, including the UK, legislation is in place to ensure the continued expansion of renewable energy capacity. Onshore wind turbines are expected to play a key role in achieving these aims. However, despite high levels of public support for onshore wind development in principle, specific projects often experience local opposition. Traditionally this difference in general and specific attitudes has been attributed to NIMBYism (not in my back yard), but evidence is increasingly calling this assumption into question. This study used multiple regression analysis to identify what factors might predict attitudes towards mooted wind development in Sheffield, England. We report on the attitudes of two groups; one group (target) living close to four sites earmarked for development and an unaffected comparison group (comparison). We found little evidence of NIMBYism amongst members of the target group; instead, differences between general and specific attitudes appeared attributable to uncertainty regarding the proposals. The results are discussed with respect to literature highlighting the importance of early, continued and responsive community involvement in combating local opposition and facilitating the deployment of onshore wind turbines. (C) 2009 Elsevier Ltd. All rights reserved

Callovian (upper Middle Jurassic) Magnetostratigraphy: A Composite Polarity Pattern From France, Britain and Germany, and its Correlation to the Pacific Marine Magnetic Anomaly Model

Callovian strata from sixteen exposures across western Europe produced a nearly continuous composite geomagnetic polarity reference sequence spanning the latest Bathonian (Clydoniceras discus Zone) through the entire Callovian and into the earliest Oxfordian (Quenstedtoceras mariae zone). This sequence is compiled from multi-section sequences from France and England, a section in southern Germany, and a section on the Isle of Skye (Scotland). These sections are calibrated with ammonite biostratigraphy, brachiopod associations and sequence stratigraphy. Over 400 oriented core samples were subjected to progressive thermal demagnetization and filtered according to magnetic behavior; the highest quality suite produced mean paleopoles of 67.3°N, 174.8°E (dp: 5.0, dm: 7.6) for the English composite, 80.4°N, 137.4°E (dp: 2.7. dm: 3.6) for the French composite, 48°N, 137°E (dp: 8.0, dm: 13.8) on the Isle of Skye and 81.8°N, 171.1°E (dp: 7.6, dm: 10.1) in Southern Germany. The composite polarity pattern for the Callovian shows a trend of longer durations for the normally oriented zones that is interrupted by three clusters of Chrons dominated by their reversed-polarity. The observed Chron duration in addition to the overall trend in orientation mirrors the pattern found from M37 through M39 in the pre-M29 geomagnetic polarity block models based on marine magnetic anomaly analyses from the Pacific Ocean, with the Callovian-Oxfordian boundary occurring within anomaly M37n (tentatively within M37n.1n) and the Callovian-Bathonian boundary falling within M39n

Use of Kindergarten Screening Assessments for the Identification of At-risk Readers

Early identification of students at-risk for reading problems has become a national priority. At the present time, the most commonly used kindergarten screening methods are self-made by local districts and are not considered effective methods of early detection for at-risk readers. This retrospective study involved third, fourth and fifth grade students enrolled in a suburban elementary school during the 2007-2008 school year. The first research question examined the relationship between at-risk status determined with the Kindergarten Screening measure prior to entry into kindergarten and at-risk status determined by Dynamic Indicators of Basic Early Literacy Skills measures administered in the fall of kindergarten. The comparison between the category classifications derived from the Kindergarten Screening Summary Scores and the category classifications derived from the Dynamic Indicators of Basic Early Literacy Skills Summary Scores produced the best combination of sensitivity and specificity values. The second research question was designed to examine the predictive relationship between the Kindergarten Screening measure and the Kindergarten Dynamic Indicators of Basic Early Literacy Skills measures with Winter Oral Reading Fluency in Grades 1 and 2. The Dynamic Indicators of Basic Early Literacy SkillsSummary score demonstrated greater levels of sensitivity and greater improvement over chance in predicting Grade 1 Winter Oral Reading Fluency than did the Kindergarten Screening measure for two of the three cohorts and greater sensitivity than Letter Naming Fluency or Initial Sound Fluency for all cohorts. The third research question investigated the effectiveness of the reading instruction based on the results of the Kindergarten Summary Scores, Oral Reading Fluency and Measures of Academic Performace scores. Improvements in at-risk status were noted as for Oral Reading Fluency as cohorts progressed through grades 1 and 2; this was followed by a slight decrease in grade 3, and improvements in subsequent cohorts were consistently reported. Improvement between the fall and spring Measures of Academic Performance scores was also reported for each cohort as well as with successive cohorts, suggesting positive effects of general education instruction and remedial efforts. The effect of Socioeconomic Status was investigated through re-examination of each research question, with the inclusion of Disadvantaged and Not Disadvantaged status. Results indicated that the inclusion of Socioeconomic Status is important in the prediction of at risk status, and in the investigation of effectiveness of reading instruction

Socioeconomics, self-esteem and locus of control in third grade students

The purpose of this study was to examine the relationship between third grade students\u27 socioeconomic status and their corresponding levels of self-esteem and locus of control. Students who received free or reduced lunch were determined as lower socioeconomic status as compared to those who paid full price for their lunch. Five third grade classes were chosen in a suburban area of Philadelphia. One hundred children were used for the study. Seventy-two children were recipients of free or reduced lunch and twenty-eight paid full price for their lunches. The Coopersmith Self-Esteem Inventory was given as a measure of self-esteem and the Nowicki-Strickland Locus of Control Scale for Children was administered as a measure of locus of control. Results did not indicate a relationship between socioeconomics and self-esteem or locus of control. Findings did support a negative correlation between self-esteem and locus of control for all participants

Relapse after pathologic complete response in breast cancer: interindividual and intraindividual analysis of gene expression parameters

Die pathologische Komplettremission (pCR) gilt als Surrogatmarker für das Überleben bei Mammakarzinom-Patienten. Nur wenige klinisch-pathologische Eigenschaften sind bekannt, die das Rezidivrisiko nach pCR erhöhen. In unserer Arbeit haben wir mithilfe von Genexpressionsanalysen (Nanostring nCounter® Breast Cancer 360 Panel) die genetischen Eigenschaften des Mammakarzinoms der Patientinnen, die ein Rezidiv nach pCR erleiden, und die der Kontrollpatientinnen ohne Rezidiv nach pCR untersucht. Eine 1:3-gematchte Kohorte wurde gebildet von den Patientinnen in der Datenbank des Brustzentrums der Kliniken Essen-Mitte. Von 4616 Mammakarzinom-Patientinnen erhielten 1450 Patientinnen eine neoadjuvante Chemotherapie, 672 davon erreichten pCR, 65 bekamen danach ein Rezidiv. Nach Ausschluss der Fälle mit Fernmetastasierung innerhalb von 12 Monaten ergab sich ein Studienkollektiv von 14 Patientinnen, die weitere Einschlusskriterien erfüllten. Die Genexpressionsanalyse erfolgte an insgesamt 69 Tumorproben mit interindividuellem Vergleich der Genexpressionsparameter des Primärtumors von den Patientinnen mit (N = 14) und ohne Rezidiv (N = 41) sowie einem intraindividuellen Vergleich des Primärtumors und Rezidivtumors/Metastase der Patientinnen mit Rezidiv (N = 14). Der interindividuelle Vergleich ergab eine niedrigere Expression von Haupthistocompatibilitätskomplex (major histocompatibility complex [MHC]) Klasse II-Gensignatur (logFC = -0,819, p = 0,032) in dem Tumormaterial der Patientinnen mit Rezidiv. In der Gruppe der Fernmetastasierung konnte eine niedrigere Expression von MHC-Klasse-II-Gensignatur (logFC = - 1,151, p = 0,014) sowie eine höhere Expression von homologer Rekombinationsdefizienz (HRD)-Gensignatur (logFC = 0,649, p = 0,026) nachgewiesen werden. In der intraindividuellen Analyse wurden niedrigere Expressionslevel der Östrogen-Rezeptor (ER) Signalisierungssignatur (logFC = -0,595, p = 0,006) im Rezidivtumor/Metastase nachgewiesen. In der Subgruppe der Fernmetastasierung konnten zusätzlich geringere Expressionen von Gensignaturen für die Apoptose (logFC = -0,310, p = 0,023), Interferon-Gamma Signalisierung (logFC = -1,114, p = 0,047), Stromazellen (logFC = -0,877, p = 0,050), T-Zellen Immunrezeptor mit Immunglobulin sowie Immunrezeptor Tyrosin-basierter Inhibitionsdomäne (logFC = -1,860, p = 0,023), CD8+ T-Zellen (logFC = -1,237, p = 0,042), und regulatorische T-Zellen (logFC = -1,349, p = 0,026) im Rezidivtumor/Metastase detektiert werden. Diese retrospektive Analyse ergibt Hinweise auf differente immunologische Eigenschaften des Tumors, der später trotz einer pCR rezidiviert, schon am Anfang der Erkrankung und auch die Veränderung der Genexpressionsparameter im Laufe der Erkrankung zeigen spezifische Besonderheiten. Allerdings müssten diese Ergebnisse in prospektiven Studien mit größerer Patientenpopulation evaluiert werden, um daraus die Konsequenzen für die Prädiktion, Prävention und Therapie des Rezidivs nach pCR zu ziehen.Pathologic complete response (pCR) is being used as a surrogate marker of survival in breast cancer patients. Only a few clinicopathological factors that increase the risk of relapse after pCR are known. In our study we performed gene expression analysis (Nanostring nCounter® Breast Cancer 360 Panel) and examined genetic features of tumors from patients with pCR and relapse and from controls without relapse after pCR. Out of 4616 breast cancer patients in our database, 1450 received neoadjuvant chemotherapy and 672 of them achieved pCR, 65 of those relapsed later. A total of 14 patients met the inclusion criteria after discounting the cases with early distant relapse (<12 months). We created a 1:3 cohort from the database of the Breast Cancer Unit, Kliniken Essen-Mitte and conducted transcriptomic analysis on 69 tumor samples using Nanostring nCounter® Breast Cancer 360 Panel. An interindividual comparison between primary tumors of patients with (N = 14) and without relapse (N = 41) and intraindividual comparison between primary tumors and relapses in patients with post-pCR recurrence (N =14) were performed. Interindividual analysis showed lower expression of major histocompatibility complex (MHC) II signature (logFC = -0.819, p = 0.032) in tumors of patients with relapse. In the subgroup of patients with distant relapse, tumors had lower MHC II signature expression (logFC = -1.151, p = 0.014) and higher homologous recombination deficiency signature (logFC = 0.649, p = 0.026) compared to controls. In intraindividual analysis between primary tumors and relapses after pCR, the latter exhibited lower expression of estrogen receptor signaling signature (logFC = -0.595, p = 0.006). Tumors in distant relapse also showed lower expression of signatures responsible for apoptosis (logFC = -0.310, p = 0.023), interferon gamma signaling (logFC = -1.114, p = 0.047), stroma (logFC = -0.877, p = 0.050), T-cell immunoreceptor with immunoglobulin and immunoreceptor tyrosine-based inhibition motif domains (logFC = -1.860, p = 0.023), CD8+ T-cells (logFC = -1.237, p = 0.042), and regulatory T-cells (logFC = -1.349, p = 0.026. This retrospective analysis gives us new information about different immunological features already at the beginning of the disease of tumors that later relapse, as well as changes in their gene expression parameters during the course of disease. However, these results should be evaluated in prospective studies with bigger patient populations in order for them to have a predictive value or consequences in prediction, prevention and therapy of relapse after pCR

Pla marc d'avaluació participativa dels plans comunitaris de Catalunya

La democràcia i el bon govern d'una comunitat solen ser pensats més en termes de què és el que s'ha fet per i per a les persones, que en quina ha estat la seva participació en allò que s'ha fet (Steve, 2007). Malgrat això, les noves pràctiques de governance que, cada cop més s'estan implementant a les nostres societats desenvolupades, s'orienten cap a models de proximitat que privilegien models relacionals i horitzontals abans que models formatius i jeràrquics (Herrera/Caston, 2003). Les pràctiques d'Avaluació Participativa (a partir d'ara AP) apareixen en aquest marc com una estratègia per implicar a la ciutadania en els assumptes públics i estimular la seva corresponsabilitat; estratègia que, al mateix temps, busca de manera intencional l'empoderament de la comunitat

Devising and Investigating Benefits of Interconnected Interventions to Promote Education Majors\u27 Culturally Responsive Teaching

For five years I have supervised a summer literacy camp that connects graduate education majors with students from diverse ethnicities. Each summer I noted I inadequately challenged the education majors to extend their knowledge, examine their attitudes, and expand their abilities to offer culturally responsive literacy instruction to students in the camp. Therefore, I employed a formative-experimental framework to explore the benefits of adding two interventions to our curriculum to stimulate the education majors’ culturally responsive dispositions. My discoveries indicate teacher educators can help education majors develop culturally responsive understandings, and pedagogical repertoires that meet the needs of students from non-mainstream families