Factores influyentes en la mejora escolar. Un estudio de casos en las escuelas Freinet

  1. Ortega-Rodríguez, Pablo Javier 1
  2. Pozuelos Estrada, Francisco José 2
  1. 1 Universidad Autónoma de Madrid (España)
  2. 2 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

Journal:
Revista complutense de educación

ISSN: 1130-2496 1988-2793

Year of publication: 2022

Volume: 33

Issue: 2

Pages: 181-189

Type: Article

DOI: 10.5209/RCED.70415 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista complutense de educación

Metrics

Cited by

  • Dialnet Métricas Cited by: 1 (18-02-2024)
  • Web of Science Cited by: 1 (19-10-2023)
  • Dimensions Cited by: 2 (21-02-2024)

SCImago Journal Rank

  • Year 2022
  • SJR Journal Impact: 0.458
  • Best Quartile: Q2
  • Area: Education Quartile: Q2 Rank in area: 583/1438

Índice Dialnet de Revistas

  • Year 2022
  • Journal Impact: 1.480
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 23/232

CIRC

  • Social Sciences: B

Scopus CiteScore

  • Year 2022
  • CiteScore of the Journal : 2.8
  • Area: Education Percentile: 65

Journal Citation Indicator (JCI)

  • Year 2022
  • Journal Citation Indicator (JCI): 0.74
  • Best Quartile: Q2
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q2 Rank in area: 336/759

Dimensions

(Data updated as of 21-02-2024)
  • Total citations: 2
  • Recent citations (2 years): 2
  • Field Citation Ratio (FCR): 4.42

Abstract

Research has shown that distributed leadership, collaborative culture, educational innovation and formative assessment are essential factors to drive improvement processes in schools. Therefore, this paper aims to describe and understand how the factors associated with school improvement influence student learning and teacher professional development. Given the qualitative nature of the research, a descriptive-interpretive case study is carried out in four Freinet schools in Liège (Belgium) that are analyzed in depth. These schools have developed a bottom-up educational improvement process to create a school network. Data were collected through in-depth interviews, document analysis, participant and non-participant observations of teaching practices. Results show that the four factors have influenced the design of a common Educational Project in the school network, the implementation of personalized training seminars in schools, the decrease in the ratios and the integration of ICT in the teaching process-learning. Research on the bottom-up improvement process is essential to deepen the knowledge about the creation of school networks.

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