Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

To carry out this analysis, a reference is made to the influence that family capital and school capital have on students’ success in university studies. The purpose of this research is to analyze whether the Exani-II provides information on the potential to carry out higher-type studies of applicants from vulnerable sociocultural contexts. A total of five different statistical analyses were performed. Seven groups of students with different socioeconomic traits were obtained. There are no significant differences between the seven groups of students in high school and undergraduate academic performance, but there are significant differences in the Exani-II. The Exani-II is not providing information on the potential for higher education of applicants from vulnerable sociocultural contexts.

In the search to demonstrate the practical utility of social sciences and humanities (SCH) in various contexts, the present work proposes the objective of defining the characteristics of a knowledge transfer (KT) model in higher education institutions of SCH in relationship with social entities. To accomplish the aforementioned, a qualitative type research was carried out through semi-structured interviews and focus groups with experts, teachers and representatives of social entities, from whose analyzed data was possible to derive a series of features on forms of execution of KT processes, as well as the characterization of an objective model that adequately encourages KT for SCH in relation to other social entities. Among the elements derived from this model is the recognition of the following elements: initiating/receiving agent, project identification, linking, definition and identification of needs, incentives and barriers, activity plan, evaluation and good practices.

The effects of some factors associated with school achievement in the different educational modalities of Mexican elementary education are estimated in this paper. Quantile regression models are estimated using the scores of a national standardized Mathematics test. The results show that the effects are heterogeneous across different modalities and among the various segments of the distributions of the scores of each modality. At the aggregate level, the variable speaking an indigenous language is negatively associated with school performance and the variable family capital positively, the association between the variables is larger in the upper part of the distribution. However, by subsystem, in the indigenous educational modality, speaking an indigenous language has no significant effect on school performance. In contrast, family capital does not affect students’ results in community schools. The findings suggest that the design of educational policy should consider the diversity of contexts and characteristics of students in each subsystem.

The objective of this systematic review was to identify trends in research articles on flipped classroom with a collaborative learning approach. Open-access research articles from 2016 to 2021 were consulted from the ERIC, EBSCOhost, Science Direct and Scopus databases. The prisma method was used to search, include and exclude articles. Of 264 articles reviewed, 41 were chosen. The results show the different conceptions for flipped classroom, the trend in the number of publications of research articles since 2016, the countries that have published the most on the subject, as well as the methods, and the orientation of results; 79% of the cases stated that there is a positive experience and/or improvement with the flipped classroom method versus the traditional method. There is still a lack of research on observations and contradictions expressed by approximately 20% of the authors, on the implementation and results of a flipped classroom model.

Las perspectivas que proceden de la investigación educativa se multiplican junto con el desarrollo de la sociedad contemporánea. Dentro de las ciencias sociales y, en particular, al interior de las intituladas ciencias de la educación, la generación de conocimiento científico en torno a los diversos fenómenos socioeducativos requiere de enfoques, metodologías y técnicas de investigación que se correspondan con el desenvolvimiento vertiginoso de la realidad, de manera tal que los proyectos de investigación capten lo abigarrado y complejo de cada objeto de conocimiento, en tanto este es una parte del acontecer. Es en este marco donde se coloca la obra colectiva Ensayos sobre investigación educativa, bajo la coordinación de Francisco Guzmán Marín y Erik Ávalos Reyes. A palabra expresa, se trata de un trabajo que pretende contribuir a la formación de estudiantes de posgrado, al tiempo que abona a la discusión científico-disciplinaria del fenómeno educativo.

This investigation had the purpose of enhancing the life and educational experience of adolescents by executing a healthy life plan with the participation of a high school community. Various theoretical aspects played a significant role in the decisions made, starting from the major coronavirus preventive measures all the way to the healthy lifestyles that could be adopted to face the pandemic. A qualitative approach was embarked on under an action research design throughout six months employing techniques such as participant observation, online questionnaires, in-depth interviews, and focus groups to collect information from 123 participants. The results demonstrated how the intervention favored the lifestyles in physical, emotional, educational, and social dimensions, as well as the prevention of destructive thoughts. Additionally, most teenagers, teachers, and principals expressed satisfaction with the implementation of the project. It can be concluded that united actions ought to be put through to deal with different social problematics, which is a valid rationale to opt for collaborative actions in the education field that impact society in general.

This article showcases part of the results of a broader investigation developed from a qualitative perspective based on the concepts of habitus and cultural capital on the academic performance of high school students in Mexico City. It is found that those students with better academic results have internalized an academic habitus that dispenses with family support but recognizes and takes advantage of the material conditions of their families. On the contrary, students with less favorable conditions and a habitus not oriented towards school demands, lack both sufficient family care and suitable material conditions. The vocational-employment prospects of those with better performance are oriented towards professional-level jobs, while those with lower performance approach towards a working life immediately.

School closures resulting from the Covid-19 pandemic represent the most significant educational emergency of the 21st century. International recommendations include the implementation of remedial courses to address this educational emergency. The objective is to analyze the effectiveness of remedial courses using the Teaching at the Right Level (TaRL) methodology in 1) fundamental learning in reading and mathematics and 2) addressing the educational inequalities that the Covid pandemic has caused in the Mexican educational system. Methodology: A total of 360 subjects with an average age of 9.49 years from a purposive sample in Veracruz, Mexico, participated. We underwent face-to-face and online interventions, and pre-post measurements were taken to evaluate the intervention. Results: Positive and significant learning gains were identified in the participants who received the courses: 0.54 SD in Reading and 0.34 SD in Mathematics. The TaRL remedial courses helped to little reduce in gender, socioeconomic, locality, and disability gaps. The need to implement evidence-based courses to strengthen basic learning to accelerate learning and reduce educational inequalities, which increased significantly with the pandemic, is discussed, and a future research agenda is proposed.

The objective of this research is to analyze the differences in the perception of university professors about their work conditions before and during the confinement caused by COVID-19, for which we used a descriptive-comparative cross-sectional non-experimental quantitative design. The sample consisted of 63 professors from the Faculty of Philosophy and Letters of the BUAP, 43% of the total, so the results have a confidence level of 90% with a margin of error of 8%. The theoretical model and the Work Conditions questionnaire by Blanch, Sahagún and Cervantes (2010) were used as a basis, where conditions are configured around the relationship between three dyads: Organization and method, Organization and environment, and Organization and person. The dyad in which there were the greatest significant differences was Organization and method, and the three factors that underwent significant changes were time work (schedules, shifts, rhythms, breaks, etc.), general work organization, and workload. In general, it can be affirmed that, according to the perception of the teachers, the Faculty management staff favors the development of work in optimal conditions, even in times of confinement.

The objective of this article is to show the conflict between the political and educational fields in which actors of Federal High Schools by Cooperation (Prefeco, by its acronym in Spanish) in Morelos, Mexico participate. Such conflict started when the State did not acknowledge these high schools as a public subsystem, accentuating the precarious employment conditions for teachers and the unequal conditions of the schools for their operation. The discussion for understanding the Prefeco’s persistence was built on the approaches of Elias’s game theory, Bourdieu’s fields theory and Brachet-Márquez’s domination and contention theory. This is a qualitative study, which adopts the guidelines of the historical narrative method to compare the origin and current status of Prefecos in Morelos. Descriptive statistics were applied to the results of a questionnaire applied to 90 teachers, in order to learn about their employment conditions. The discourse of personnel of a Prefeco was explored with semi-structured interviews. The main findings point to the use that the actors make of their social and political capital as elements of the game to content with the Mexican State.