School culture, practices and resilience in education, students and teachers of vulnerable social contexts
In this article is examined the level that issues such as perception of ins-titutional culture, teaching practices inside the classroom and students and teachers’ resilience are associated with vulnerable social institutions educational achievement. We present a quantitative study of descriptive cor...
| Autor Principal: | Villalta Paucar, Marco Antonio; Universidad de Santiago de Chile |
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| Otros Autores: | Saavedra Guajardo, Eugenio; Universidad Católica de Maule |
| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Pontificia Universidad Javeriana
2011
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| Materias: | |
| Acceso en línea: |
http://revistas.javeriana.edu.co/index.php/revPsycho/article/view/801 |
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| Sumario: |
In this article is examined the level that issues such as perception of ins-titutional culture, teaching practices inside the classroom and students and teachers’ resilience are associated with vulnerable social institutions educational achievement. We present a quantitative study of descriptive correlational, with 502 students and 39 teachers at two educational institutions with acceptable learning achievements which are located in vulnerable social areas. Perception is measured by: 1) Institutional culture, 2) daily Teaching practices, and 3) Resilience. In students perceptions of institutional culture and the daily work of teaching are high correlated. These perceptions have moderate correlation with resilience. On the other hand, teachers’ of school culture and practices are medium correlated, and there is no correlation of both with resilience. These results are discussed and deepened. |
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