El movimiento de escuelas eficaces: implicaciones para la innovación educativa
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https://doi.org/10.35362/rie40435Palabras clave:
escuela eficaz, cultura escolar, innovación educativaResumen
¿En qué medida determina la escuela el rendimiento académico del alumno? ¿Es posible diferenciar entre centros escolares más eficaces y menos eficaces?, ¿con qué criterios? ¿Pueden utilizarse esos criterios para mejorar los resultados de otros centros?...
Estos y otros interrogantes similares agrupan un amplio conjunto de investigaciones evaluativas que utilizan el centro escolar como unidad de estudio y que se conocen bajo la denominación de «movimiento de escuelas eficaces». Sus primeros trabajos se localizan en la década de los años 70 en los países anglosajones, si bien es a partir de los años 80 cuando puede hablarse con propiedad de un área diferenciada de estudio, dado que sólo entonces los datos empíricos disponibles comienzan a ser integrados en modelos explicativos elaborados.
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ACTON, T. A. «Educational criteria of success». Educational Research, 22, 1980, pp. 163-169.
ASTLEY, W. G. y VAN DE VEN, A. H. «Central perspectives and debates in organization theory». Administrative Science Quarterly, 28, 1983, pp. 245-273.
BÁEZ, B. F. Evaluación psicoeducativa de centros escolares: Estrategias docentes, contexto organizativo y productividad, Secretariado de Publicaciones de la Universidad de La Laguna, 1987.
BERSOFF, D. N.; LARRY P. y PASE. Judicial report cards on the validity of individual intelligence tests, en T. R. Kratochwill (Ed.). Advances in school psychology (vol. 2), N. J. Hillsdale, LEA, 1982, pp. 61-95.
BROOKOVER, W. B.; BEADY, C.; FLOOD, P.; SCHWEITZER, J. y WISENBAKER, J. School social systems and student achievement: Schools can make a difference. New York, Praeger, 1979.
COLEMAN, J. S.; CAMPBELL, E.; HOBSON, C.; MCPARTLAND, J.; MOOD, A.; WEINFELD, F. y YORK, R. Equality of educational opportunity. Washington, U.S. Government Printing Office, 1966.
DEAL, T. E. «The symbolism of effective schools». The Elementary School Journal, 85, 1985, pp. 601-620.
EDMONDS, R. E. «Programs of school improvement: An overview». Educational Leadership, 40, 1982, pp. 4-11.
FRASER, B. J. y FISHER, D. L. «Student achievement as a function of person-environment fit: A regression surface analysis». British Journal of Educational Psychology, 53, 1983, pp. 89-99.
FULLAN, M. The meating of educational change. New York, Teachers College Press, 1982.
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FULLER, B. e IZU, J. A. «Explaining school cohesion: What shapes the organizational beliefs of teachers?» American Journal of Education, August 1986, pp. 501-535.
GOOD, T. L. y BROPHY, J. E. «School effects», en M. Wittrock (Ed.) Handbook of research on teaching, New York, MacMillan, 1986 (3ª ed.), pp. 570-602.
GOOD, T. L. y WEINSTEIN, R. S. «Schools make a difference». American Psychologist, 41, 1986, pp. 1090-1097.
KLITGAARD, R. E. y HALL, G. R. «Are there unusually effective schools?». Journal of Human Resources, 74, 1974, pp. 90-106.
LERNER, B. «The minimum competency testing movement: Social, scientific and legal implications». American Psychologist, 36, 1981, pp. 1057-1066.
LITTLE, J. W. «Norms of collegiality and experimentation: Workplace conditions of Schools success». American Educational Research Journal, 19, 1982, pp. 325-340.
LOUIS, K.; MOLITOR J. A. y ROSENBLUM, S. System change, system linkage and program implementation. Presentado en el Annual Meeting of the American Educational Research Association, San Francisco, 1979.
MADAUS, G. K.; AIRASIAN, P. W. y KELLAGHAN, T. School effectiveness. New York, McGraw-Hill, 1980.
MACPARTLAND, J. M. y KARWEIT, N. «Research on educational effects», en H. J. Walberg (Ed.), Educational environments and effects, California, Berkeley, McCutchan, 1979.
MEYER, J. W. y ROWAN, B. «The structure of educational organizations», en M. W. Meyer, K. H. Freeman, M. T. Hannan, J. W. Meyer, W. G. Ouchi, J. Pfeffer y W. R. Scott (Eds.) Environments and organizations, San Francisco, Jossey-Bass, 1984 (2ª Ed.), pp. 78-109.
MILLER, S. A. «Research on exemplary schools: An historical perspective», en G. R. Austin y H. Garber (Eds.), Research on exemplary Schools, New York, Academic Press, 1985, pp. 3-30.
MISKEL, C.; MACDONALD, D. y BLOOM, S. «Structural and expectancy linkages whithin schools and organizational effectiveness. Educational Administration Quarterly, 19, 1983, pp. 49-82.
MURPHY, J. «Does the difference schools make, make a difference?». The British Journal of Sociology of Education, 36, 1986, pp. 106-116.
PURKEY, S. C. y SMITH, M. S. «Effective Schools: A review». The Elementary School Journal, 83, 1983, pp. 412-452.
«School reform: The district policy implications of the effective schools literature». The Elementary School Journal, 85, 1985a, pp. 353-390.
«Educational policy and schools effectiveness», en G.R. Austin y H. Gaber (Eds.), Research on exemplary schools, New York, Academic Press, 1985b, pp. 181-200.
RESCHLY, D. J. «Nonbiased assessment», en G. D. Phye y D. J. Reschly (Eds.), School psychology, New York, Academic Press, 1979, pp. 215-253.
REYNOLDS, C. R. «The problem of bias in psychological assessment», en C. R. Reynolds y T. B. Gutkin (Eds.) . The handbook of school psychology, New York, Wiley, 1982, pp. 178-208.
RUTTER, M.; MAUGHAN, B.; MORTIMORE, P.; OUSTON, J. y SMITH, A., Fifteen thousand hours: Secondary schools and theirs on children. Cambridge, Mass. Harvard University Press, 1979.
RUTTER, M.; MAUGHAN, B.; MORTIMORE, P. y OUSTON, J. «Educational criteria of success: A reply to Acton». Educational Research, 22, 1980, pp. 170-173.
SARASON, S. B. The Culture of schools and the problem of change. Boston, Allyn & Bacon, 1982 (2ª ed.).
SCOTT W. R. «Theorical perspectives», en M. W. Meyer, J. H. Freeman, M. T. Hannan, J. W. Meyer, W. G. Ouchi, J. Pfeffer y W. R. Scott (Eds.). Environments and organizations, San Francisco, Jossey-Bass, 1984 (2ª Ed.), pp. 21-28.
SIROTNIK, K. A. «Psychometric implications of the unit-of-analysis problem (with examples from the measurement of organizational climate)». Journal of Educational Measurement, 17, 1980, pp. 245-282.
WALBERG, H. J. y RASHER, S. «Achievement in fifty states», en H. J. Walberg (Ed.), Educational environments and effects, California, Berkeley, McCutchan, 1979.
WEBER, G. Inner-city children can be taught to read: Four successful schools. Washington, Council for Basic Education, 1971.
WEICK, K. E. «Educational organizations as loosely coupled systems». Administrative Science Quarterly, 21, 1976, pp. 1-19.
WILLOWER, D. J. «School organizations: Perspectives in juxtaposition». Administrative Science Quarterly, 18, 1982, pp. 89-110.
WILSON, B. L. Y CORBETT, H. D. «Organization and change: The effects of school linkages on the quality of implementation». Educational Administration Quarterly, 19, 1983, pp. 85-104.
WOLF, R. M. «Achievement in the United States», en H. J. Walberg (Ed.). Educational environments and effects. California, Berkeley, McCutchan, 1979.
ASTLEY, W. G. y VAN DE VEN, A. H. «Central perspectives and debates in organization theory». Administrative Science Quarterly, 28, 1983, pp. 245-273.
BÁEZ, B. F. Evaluación psicoeducativa de centros escolares: Estrategias docentes, contexto organizativo y productividad, Secretariado de Publicaciones de la Universidad de La Laguna, 1987.
BERSOFF, D. N.; LARRY P. y PASE. Judicial report cards on the validity of individual intelligence tests, en T. R. Kratochwill (Ed.). Advances in school psychology (vol. 2), N. J. Hillsdale, LEA, 1982, pp. 61-95.
BROOKOVER, W. B.; BEADY, C.; FLOOD, P.; SCHWEITZER, J. y WISENBAKER, J. School social systems and student achievement: Schools can make a difference. New York, Praeger, 1979.
COLEMAN, J. S.; CAMPBELL, E.; HOBSON, C.; MCPARTLAND, J.; MOOD, A.; WEINFELD, F. y YORK, R. Equality of educational opportunity. Washington, U.S. Government Printing Office, 1966.
DEAL, T. E. «The symbolism of effective schools». The Elementary School Journal, 85, 1985, pp. 601-620.
EDMONDS, R. E. «Programs of school improvement: An overview». Educational Leadership, 40, 1982, pp. 4-11.
FRASER, B. J. y FISHER, D. L. «Student achievement as a function of person-environment fit: A regression surface analysis». British Journal of Educational Psychology, 53, 1983, pp. 89-99.
FULLAN, M. The meating of educational change. New York, Teachers College Press, 1982.
- «Change processes and strategies at the local level». The Elementary School Journal, 85, 1985, pp. 391-422.
FULLER, B. e IZU, J. A. «Explaining school cohesion: What shapes the organizational beliefs of teachers?» American Journal of Education, August 1986, pp. 501-535.
GOOD, T. L. y BROPHY, J. E. «School effects», en M. Wittrock (Ed.) Handbook of research on teaching, New York, MacMillan, 1986 (3ª ed.), pp. 570-602.
GOOD, T. L. y WEINSTEIN, R. S. «Schools make a difference». American Psychologist, 41, 1986, pp. 1090-1097.
KLITGAARD, R. E. y HALL, G. R. «Are there unusually effective schools?». Journal of Human Resources, 74, 1974, pp. 90-106.
LERNER, B. «The minimum competency testing movement: Social, scientific and legal implications». American Psychologist, 36, 1981, pp. 1057-1066.
LITTLE, J. W. «Norms of collegiality and experimentation: Workplace conditions of Schools success». American Educational Research Journal, 19, 1982, pp. 325-340.
LOUIS, K.; MOLITOR J. A. y ROSENBLUM, S. System change, system linkage and program implementation. Presentado en el Annual Meeting of the American Educational Research Association, San Francisco, 1979.
MADAUS, G. K.; AIRASIAN, P. W. y KELLAGHAN, T. School effectiveness. New York, McGraw-Hill, 1980.
MACPARTLAND, J. M. y KARWEIT, N. «Research on educational effects», en H. J. Walberg (Ed.), Educational environments and effects, California, Berkeley, McCutchan, 1979.
MEYER, J. W. y ROWAN, B. «The structure of educational organizations», en M. W. Meyer, K. H. Freeman, M. T. Hannan, J. W. Meyer, W. G. Ouchi, J. Pfeffer y W. R. Scott (Eds.) Environments and organizations, San Francisco, Jossey-Bass, 1984 (2ª Ed.), pp. 78-109.
MILLER, S. A. «Research on exemplary schools: An historical perspective», en G. R. Austin y H. Garber (Eds.), Research on exemplary Schools, New York, Academic Press, 1985, pp. 3-30.
MISKEL, C.; MACDONALD, D. y BLOOM, S. «Structural and expectancy linkages whithin schools and organizational effectiveness. Educational Administration Quarterly, 19, 1983, pp. 49-82.
MURPHY, J. «Does the difference schools make, make a difference?». The British Journal of Sociology of Education, 36, 1986, pp. 106-116.
PURKEY, S. C. y SMITH, M. S. «Effective Schools: A review». The Elementary School Journal, 83, 1983, pp. 412-452.
«School reform: The district policy implications of the effective schools literature». The Elementary School Journal, 85, 1985a, pp. 353-390.
«Educational policy and schools effectiveness», en G.R. Austin y H. Gaber (Eds.), Research on exemplary schools, New York, Academic Press, 1985b, pp. 181-200.
RESCHLY, D. J. «Nonbiased assessment», en G. D. Phye y D. J. Reschly (Eds.), School psychology, New York, Academic Press, 1979, pp. 215-253.
REYNOLDS, C. R. «The problem of bias in psychological assessment», en C. R. Reynolds y T. B. Gutkin (Eds.) . The handbook of school psychology, New York, Wiley, 1982, pp. 178-208.
RUTTER, M.; MAUGHAN, B.; MORTIMORE, P.; OUSTON, J. y SMITH, A., Fifteen thousand hours: Secondary schools and theirs on children. Cambridge, Mass. Harvard University Press, 1979.
RUTTER, M.; MAUGHAN, B.; MORTIMORE, P. y OUSTON, J. «Educational criteria of success: A reply to Acton». Educational Research, 22, 1980, pp. 170-173.
SARASON, S. B. The Culture of schools and the problem of change. Boston, Allyn & Bacon, 1982 (2ª ed.).
SCOTT W. R. «Theorical perspectives», en M. W. Meyer, J. H. Freeman, M. T. Hannan, J. W. Meyer, W. G. Ouchi, J. Pfeffer y W. R. Scott (Eds.). Environments and organizations, San Francisco, Jossey-Bass, 1984 (2ª Ed.), pp. 21-28.
SIROTNIK, K. A. «Psychometric implications of the unit-of-analysis problem (with examples from the measurement of organizational climate)». Journal of Educational Measurement, 17, 1980, pp. 245-282.
WALBERG, H. J. y RASHER, S. «Achievement in fifty states», en H. J. Walberg (Ed.), Educational environments and effects, California, Berkeley, McCutchan, 1979.
WEBER, G. Inner-city children can be taught to read: Four successful schools. Washington, Council for Basic Education, 1971.
WEICK, K. E. «Educational organizations as loosely coupled systems». Administrative Science Quarterly, 21, 1976, pp. 1-19.
WILLOWER, D. J. «School organizations: Perspectives in juxtaposition». Administrative Science Quarterly, 18, 1982, pp. 89-110.
WILSON, B. L. Y CORBETT, H. D. «Organization and change: The effects of school linkages on the quality of implementation». Educational Administration Quarterly, 19, 1983, pp. 85-104.
WOLF, R. M. «Achievement in the United States», en H. J. Walberg (Ed.). Educational environments and effects. California, Berkeley, McCutchan, 1979.
Cómo citar
Báez de la Fe, B. F. (1994). El movimiento de escuelas eficaces: implicaciones para la innovación educativa. Revista Iberoamericana De Educación, 4, 93–116. https://doi.org/10.35362/rie40435
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01-01-1994
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