Degree | Type | Year | Semester |
---|---|---|---|
4313815 Research in Education | OT | 0 | 1 |
No previous conditions
This module is compulsory in the specialty of Inequalities, research and educational activities, and is optional in the other specialties.
This module developes the competencies to do research and to evaluate education from the viewpoint of equity . The main programs of training for work as a strategy to promote educational equity are addressed. It analyzes theoretical and methodological resources, evaluation of training programs, educational intervention and their contribution to research on educational inequalities. Special emphasis on design and validation tools for assessing training programs within the framework of a research project is done.
Descriptors: training for work. Training and gender. educational equity and employment. Evaluation of training for work. Evaluation of educational intervention programs. participatory evaluation
Part 1: Education, work and educational equity
- Types of training and work: training throughout life, FP, vocational training and continuing education
- Prospects for analyzing equity in education: age, gender, socio-cultural level, occupation / employment status.
- Studies on training, work and equity
Part 2: Evaluation of training programs and educational intervention as a tool to improve equity.
- Evaluation of educational programs:
- Evaluation of training programs for work
- Evaluation of the socio-educational intervention
Part 3: Participatory and Equity Research.
- Participatory, equity and fair research: from “giving voice” to building dialogues.
- Intersectional view of participatory research: conditions based on age, gender, socio-economic environment, origin, etc.
- Design of participatory research. Practical examples.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Directed | 38 | 1.52 | |
Type: Supervised | |||
Supervised | 75 | 3 | |
Type: Autonomous | |||
Autonomous | 37 | 1.48 |
Plagiarism will cause NOT pass the subject.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Attendance and participation | 0,3 | 0 | 0 | 13, 19 |
Individual work | 3 | 0 | 0 | 1, 9, 2, 17, 5, 6, 10, 11, 12, 14, 3, 15, 19, 20, 8 |
Practices and readings | 2,7 | 0 | 0 | 7, 18, 13, 16, 4, 21 |
ARNAU, L. (2013). Desempleo y orientación para la carrera: aplicación y evaluación de un programa de adaptación a los cambios profesionales en la adultez. Educación XXI, 16(1), 191-206
CASTILLO, S.; CABRERIZO, J. (2003) Evaluación de programas de intervención socioeducativa. Madrid: Pearson. Prentice Hall.
CEDEFOP (2011). Learning while working. Luxembourg: Publications Office of the European Union.
CHACÓN, S., SANDUVETE, S., PORTELL, M. I ANGUERA, M. T. (2013). Reporting a program evaluation: Needs, program plan, intervention, and decisions. International Journal of Clinical and Health Psychology, 13, 58-66.
CHIABURU, D.S., & MARINOVA, S.V. (2005). What predicts skill transfer? An exploratory study of goal orientation, training self-efficacy, and organizational supports. International Journal of Training and Development 9(2), 110-123.
COUSINS, B. J. & CHOUINARD, J.A. (2012). Participatory evaluation up close. An integration of research-based knowledge. Charlotte, North Carolina. Information Age Publishing. Inc (IAP)
COUSINS, B. J. (Ed.) (2020) Collaborative approaches to evaluation. Principles in use. Los Angeles: SAGE (ISBN: 9781544344645)
DAIGNEAU, P-M.; JACOB, S. (2009). Toward Accurate Measurement of Participation: Rethinking the Conceptualization and Operationalization of Participatory Evaluation. En: American Journal of Evaluation, 30 (3), pp. 330-348.
GERLACH, A. (2018). Thinking and Researching Relationally: Enacting Decolonizing Methodologies With an Idigenous Early Chilchood Program in Canada. International Journal of Qualitative Methods, 17, 1-8.
HORDGE-FREEMAN, E. (2018). “Bringing Your Whole Self to Research”: The Power of the Researcher’s Body, Emotions, and Identities in Ethnography. International Journal of Qualitative Methods, 17, 1–9.
LIEBEL, M. (2017). Children without childhood? Against the postcolonial capture of childhood in the Global South. In A. Invernizzi, M. Liebel, B. Milne & R. Budde (Eds.) ‘Children out of Place’ and Human Rights – In Memory of Judith Ennew (pp. 79-97). London, UK: Springer.
MARSICK, P. (2012) Gestión del conocimiento y desarrollo organizativo: formación y formación corporativa. Madrid: Wolters Kluwer
MACMILLAN, J.H. y SCHUMACHER, S. (2005). Investigación educativa. Madrid : Pearson
NÚÑEZ LÓPEZ, H. (2015). Evaluación participativa en la acción comunitaria. Aproximaciones teórica y metodológica. Madrid. Editorial Popular.
NÚÑEZ. H.; ÚCAR, X. (2020) Roles and functions of the community manager within the framework of Collaborative Approaches to Evaluation (CAE): Case analysis of the Galibar community development plan (Spain). P. 135-161. In Bradley Cousins, J. (Ed.) Collaborative approaches to evaluation. Principles in use. Los Angeles: SAGE (ISBN: 9781544344645)
PINEDA, P. (2010). Evaluation of training in organizations: a proposal for an integrated model. Journal of European Industrial Training, 34, pp. 673-693
PINEDA, P., BELVIS. E., MORENO, V., DURAN, M. & ÚCAR, X. (2011). Evaluation of training effectiveness in the Spanish health sector. Journal of Workplace Learning, 23, pp. 125-188
RADEMAKER, L.L. & POLUSH, E. Y. (2022). Evaluation and action-research. An integrated framework to promote data literacy and ethical practices. Oxford University Press
REBOLLOSO, E. y otros (2008) Evaluación de programas de intervención social. Madrid. Síntesis
ROSSI, P.H. y FREEMAN, N.E. (1989). Evaluación. Un enfoque sistemáticopara programas sociales. México: Trillas.
SANDERS, J.R. (1998). Estándares para la evaluación de programas. Bilbao: Mensajero.
SARRAMONA, J. (1994): "Evaluación de programas de formación", en CASTILLEJO, J.L. y otros: Teoría de la educación. Madrid: Taurus, p.p. 269-283.
SULTANA, R. G. (2008).From policy to practice.A systemic change to lifelong guidance in Europe.Cedefop Panorama series, 149.SHAW, I. (2003) La evaluación cualitativa. Introducción a los métodos cualitativos. Barcelona: Paidós.
SPIVAK, G. (1988). Can the subaltern speak? In, C. Nelson & L. Grossbert (Ed), Marxism and the Interpretation of Culture (pp. 66-111). Urbana and Chicago, USA: University of Illinois Press.
STAKE, R.F. (2006). Evaluación comprensiva y evaluación basada en estándares. Barcelona: Graó.
ÚCAR, X.; PONCE, E. (2001) (Coord.) Carmel Amunt. Análisis i propostes de futur per un barri. Carmel Amunt/Generalitat de Catalunya/Ajuntament de Barcelona/UAB. Barcelona.
VÁSQUEZ, Jorge. 2013. “Adultocentrismo y juventud: Aproximaciones foucaulteanas”. En: Revista Sophia: Colección de Filosofía de la Educación. Nº 15. Quito: Editorial Universitaria Abya-Yala.
No needed