Colombian Schools Research Articles

Brecha del rendimiento académico entre estudiantes rurales y urbanos en Colombia

This paper explores the determinants of rural-urban student performance in Colombia, a nation characterized by pronounced inequality. Using quantile regression, a student-level education production function at different points along the achievement distribution is estimated. Using the Oaxaca–Blinder decomposition, estimates are provided to explain the achievement differential between urban–rural students. These estimates account for various factors including individual, family, and school characteristics. Results indicate that mean differences in performance between students in rural and urban Colombian schools are significant. Observable factors, especially school characteristics, are the main drivers of the performance gap. Substantial differences are observed when different test percentiles of the performance distribution are considered. Our results suggest that one way in which education can reduce student performance gaps is by investing in improving school quality in rural areas.

A Sentient Planet as a School; a School as a Community Garden: Toward Eco-Creative Think-Practicing

The article revisits the notion of theory as differential becoming with a diffractive reading of two practices through/with each other: the curricular project of environmental education in Colombian schools and walking through Colombian volcanic selva. The article discusses both experiences as a practice of being-of living knowledge. Such knowledge is not just practical, functional, or instrumental; it is meaningful because it is co-created, emergent from being/becoming-with. The environmental education classroom discussed in the article is seen as an ecosystem. Academic reflexivity and the process of writing are approached as an ecosystem as well. We argue that decolonized/-ing inquiry requires inner decolonization as a person, as a field, and as academia by overcoming any homogeneous tendency toward being creatively and diversely more-than-theory.

Predicting changes in classroom aggression status norms: The role of teachers’ normative beliefs and students’ perceived support

This study examined variations in the development of classroom aggression popularity norms, as well as the role of homeroom teachers’ aggression beliefs and students’ perceptions of teachers’ support as predictors of such variations. To achieve this goal, a sample of 63 classrooms were assessed at four time points during a school year, in nine Colombian schools. Results indicated that, overall, classroom aggression popularity norms have a nonlinear trajectory with an increase that peaks at the end of the school year. Also, we found that teachers’ aggression beliefs were concurrently associated with aggression popularity norms across time, and that teachers’ support prevented the increase in these norms. These findings are discussed considering their practical implications for preventing aggression in the school context.

El enfoque sociocultural del lenguaje: más allá de lo lingüístico y lo comunicativo

In recent decades, in the global field of education, a view that understands the teaching of reading and writing as practices –also called the sociocultural approach– has been gaining strength. In this sense, this article presents a document review in light of the following questions: What are the emphases in the teaching of reading and writing that occupy a preponderant place in Colombian schools and what are their usual practices? How is a sociocultural approach different from those other approaches? What elements does a sociocultural view take from linguistics and communication? Accordingly, qualitative research is carried out via the document analysis method based on the following stages: 1) search and selection of information and 2) information analysis. As a result, it is found that the approaches with the greatest tradition in schools are the linguistic and the communicative ones; the teaching of reading from a sociocultural perspective goes beyond what these two perspectives propose; and, although the sociocultural approach differs from the linguistic and communicative ones, it takes up elements from these to offer a broader view. Finally, it is indicated that the teaching of reading and writing as practices is the most pertinent perspective in the context of Colombian basic and secondary education.

Organisational factors in the implementation of educational modules at schools in Barranquilla (Colombia)

Job design affects motivational aspects and working conditions and, consequently, impacts the process of implementing programmes. This study examines the influence of the organisational context on the implementation of a psycho-educational programme and an academic levelling module at Colombian schools. Specifically, we evaluate the work design characteristics of teachers and their impact on the fidelity, effectiveness, and sustainability of the intervention. Information was collected from 102 teachers who acted as facilitators in the implementation of these interventions at a total of 72 schools in the city of Barranquilla. With a work design questionnaire, the characteristics of the task and working conditions of the teaching staff were analysed. To evaluate the implementation of the programme, indicators of fidelity, dose, frequency, and perceived effectiveness of the intervention were obtained. The results show that the autonomy and intrinsic characteristics of the task are positively related to the fidelity of the implementation. A certain influence of the working conditions of the teaching staff was also observed in the dose of the educational activities performed. Complementary to this, we describe the impact of confinement during the coronavirus pandemic on the implementation of programmes. Work design influences the process of implementing programmes in educational contexts. Both active hierarchical supervision and the motivational characteristics of teachers’ work affect the sustainability of interventions, especially in crisis circumstances. To conclude, we reflect on the organisational characteristics that facilitate the sustainability of the interventions.

Game, guide or website for financial education improvement: Evidence from an experiment in Colombian schools

This paper evaluates the impact of a financial education program consisting of three different learning tools, for children (6–18) in Bogota, Colombia, in 2018. This randomized experiment offers the opportunity to examine the impact of those three learning tools (Game, Guide, Website) on students’ financial knowledge and literacy on a sample of 1337 students from four Colombian schools, and four academic grades. We did not find a significant general treatment effect; however, we did find an improvement in treated public school students. Regarding the efficacy of the tools, we found several heterogeneous effects among the types of schools and grades. The type of school (public/private) is relevant in terms of knowledge improvement and still represents a pre-existing condition that leads to differences in children’s performance, but implementing a program can help mitigate these differences. We found that differentiated instruction in the learning process can be effective even if significant pre-existing differences still prevail. This study contributes to creating a framework for the current situation of Colombian children’s financial literacy and serves as insight for future programs.

Differences in prosocial and agonistic behaviours expressed by Colombian and Spanish children and youth during a game session

Abstract We investigated behavioural patterns of school subjects from Colombia and Tenerife (Spain) of 10–12, 13–14 and 15–17 years old (150 per age group), during a crossed puzzle game. We video-recorded all sessions, elaborated an ethogram and classified behavioural patterns within functional categories (Empathy, Help Organizing, Agonistic, Cooperation, Selfishness and Tension-Distension); their frequencies were analyzed by Generalized Linear Mixed Models (GLMM). Results showed significant differences between countries in Help Organizing, Cooperation, Agonistic and Tension-Distension; the same categories except Cooperation differed between age ranges, but no category significantly differed between sexes. GLMM of factor scores from a principal component analysis applied to behavioural categories showed subjects from Colombian schools had significantly lower PC1 factor scores (Empathy, Selfishness and Tension-Distension) than those from Tenerife; the contrary occurred for PC2 (Help Organizing and Cooperation) and no significant difference was found for PC3 (Agonistic and Selfishness). We discuss several potential causes of the differences found.

Identification, ecological indices and management of mosquitoes (Diptera: Culicidae) influencing environmental education processes in Colombian high schools

Identification, ecological indices and management of mosquitoes (Diptera: Culicidae) influencing environmental education processes in Colombian high schools

Lectoescritura en inglés para estudiantes sordos

Para los colegios colombianos es muy importante que sus estudiantes dominen su lengua materna y tengan la capacidad de conocer y estudiar un segundo idioma, como inglés, italiano o francés, entre otros. Desafortunadamente, la población sorda no tiene esta oportunidad, ya que su primera lengua es el lenguaje de señas colombiano y su segunda lengua es el español, sin que existan institutos que les enseñen una tercera lengua. Este artículo de revisión contextualiza al lector con información sobre las experiencias educativas nacionales e internacionales relacionadas con la enseñanza del inglés a estudiantes sordos, como parte de una tesis doctoral, cuyo objetivo principal es identificar las estrategias de enseñanza-aprendizaje aplicadas en el curso de lectoescritura en inglés para estudiantes sordos. La tipología de la investigación fue cualitativa, con un diseño etnometodológico. La población a investigar la compusieron los estudiantes que participaron en los cursos y la docente a cargo, autora de esta tesis. Se analizó a las personas objeto de estudio a través de la narrativa de la docente, los videos de las clases y las guías de los trabajos realizados por los estudiantes. Este análisis dio como resultado que la docente utiliza estrategias motivacionales para la construcción, permanencia y ejercitación del conocimiento, mientras que los estudiantes aplican estrategias de interacción y aprovechamiento del aprendizaje.

Development of Historical Thought in Primary Education: Analysis of an Intervention in Colombian Schools

The main goal of this study was to analyze the development of historical thinking abilities in two groups of fourth graders in Colombian schools. The study consisted of the design, implementation, and evaluation of a three-month pedagogical intervention. After an initial assessment, nine learning activities were implemented. An Intervention Group (IG) received the intervention, while a Control Group (CG) served as a comparison. The assessment comprised three main areas (Historical Sources, Narratives, and Change and Continuity). The results of the intervention indicated that the IG performed better than the CG in the assessment. Introducing concepts that favor historical thinking development such as working with historical sources, identifying change and continuity, and constructing narratives, seems to promote the construction of historical knowledge in a complex way. Pedagogical interventions focused on the development of these concepts provide information on the progression of learning and the ability of children to understand the past.

Models of didactic integration with ICT mediation: some innovation challenges in teaching practices (Modelos de integración didáctica con mediación TIC: algunos retos de innovación en las prácticas de enseñanza)

ABSTRACT The twenty-first-century school is undergoing major transformations that involve analysing how to deal with the challenge of the new information society. Currently, their job is to strengthen the individual’s competences so they can meet the needs of their context, in which Information and Communication Technologies (ICT) play an important role. Given this backdrop, this research is based on a multiple mixed study applied to 52 Colombian schools associated with the Innovative Didactics Mediated by ICT: Challenges Based on the Learning Ecology project, whose objective was to identify the types of models of didactic integration with ICT mediation being used to transform education. As a result, we posit three models classified by teaching techniques, curricular conception and implementation of methodologies, along with the creation of models that contribute to cognitive development. These results enable teaching practices to be reconsidered and ultimately a new conception of teaching to be posited, where teaching with ICT integration goes beyond just its promises.

Transnational corporations, obesity and planetary health

Transnational corporations, obesity and planetary health

Girls Do Not Sweat: the Development of Gender Stereotypes in Physical Education in Primary School

Despite efforts towards gender equality, from an early age, girls practice sport less than boys. Explaining this is paramount to psychology. Stereotypes about gender-appropriate behaviour play a key role in doing physical-sports activity. Based on the expectancy-value model, this study describes the gender beliefs of boys/girls regarding physical education. A total of 30 children (half-boys, half-girls) that were 4th- and 5th-year pupils (8–10 years) at two Colombian schools were interviewed using a semi-structured script focusing on open-ended questions. Interviews were recorded, transcribed and analysed. The results suggest gender differences in boys/girls already in the 4th year with respect to their abilities and the value they put on physical education based on a wide range of gender stereotypes. Specifically, boys/girls see football as a men’s sport, while skating, handball and volleyball are perceived as women’s sports. Furthermore, boys/girls have a dominant gender narrative that makes femininity subordinate to masculinity, thereby encouraging binary gender beliefs and practices. These stereotypes are reflected in their choice of activities and in how they use the school facilities, educing in this way the opportunities of both boys/girls as far as physical-sports activity are concerned. We discuss the findings emphasizing their relation to education and sociocultural influences. The conclusions suggest the need to make boys and girls more aware about gender equality, make changes to the activities and to how the physical spaces are used and provide equal teaching and learning experiences to reduce a divide still present in physical-sports education.

Diversidad silenciada: el anonimato de los niños y niñas desplazados en las escuelas colombianas

This work addresses the strategies of concealment of the condition of forced dis-placed boys, girls and adolescents in Colombian schools. From the theoretical level, silence is conceived as a social practice. The general objective is to understand the silencing of the displaced condition by the victims themselves. To achieve the proposed goal, a qualitative methodological approach is adopted, as it is interesting to know how displaced girls and boys perceive the educational reality. A total of 26 interviews between open and semi-structured have been conducted. The sample has been composed of children, adolescents, parents, and professionals linked to the educational context. The technique of analysis followed is the theory based as an analysis technique. Specifically, we have followed an axial coding procedure defined by Strauss and Corbin. The conclusions show how meaningful each profile of respondents gives their action to silence the displaced person’s condition. And how, these strategies paradoxically act as a mechanism of exclusion in the educational context

Characterization Of The Fitness In The Military Personnel Of The Colombian Army Training Schools.

Characterization Of The Fitness In The Military Personnel Of The Colombian Army Training Schools.

Motor coordination and body mass index of pupils of six colombian schools

Un déficit madurativo de la coordinación, respecto a los niveles correspondientes con la edad cronológica, puede conllevar, en el niño, una serie de trastornos en el desarrollo de las capacidades coordinativas, cuando ejecuta actividades motrices . El objetivo del presente estudio fue correlacionar la coordinación motriz con el Índice de Masa corporal (IMC), en escolares entre 10 a 12 años, de seis ciudades de Colom- bia . Fue un estudio descriptivo, con fase correlacional, donde participaron 2 .651 niños . La medición de la coordinación motriz fue realizada con el test KTK (Körperkoordinations Test für Kinder), previo diligenciamiento del asentimiento y del consentimiento informado . Los resultados muestran que la relación de participantes entre hombre y mujer fue de 1:1, la media de la edad fue de 10,9 + 0,81 años . Además, se encontró que existen diferencias estadísticamente significativas entre la coordinación motriz, el IMC y las diferentes variables de estudio y correlaciones significativas e inversas, entre la coordinación motriz y el IMC, en todos los grupos de las variables estudiadas .

Herramienta virtual para la enseñanza de los metales alcalinos

La realidad virtual permite convertir mundos reales a simulaciones en el computador, de manera que contengan tantas características reales como sea posible. Dicha realidad virtual ha permitido el acercamiento de la tecnología con la educación, proporcionando herramientas nuevas y didácticas a los maestros de diferentes disciplinas; sin embargo, a lo anterior se aúnan los altos costos de los implementos para un laboratorio, así como los bajos presupuestos asignados para dotación o a la planta física de colegios colombianos, por lo que es limitado contar con laboratorios equipados que apoyen los procesos de enseñanza-aprendizaje. Por lo anterior, el presente artículo describe el desarrollo de un laboratorio de realidad virtual que permite realizar prácticas virtuales en el tema de metales alcalinos. La evaluación satisfactoria del laboratorio obtenido se realizó en el centro educativo Tunjita, ubicado en zona rural del departamento de Boyacá, Colombia

Does Better Teacher Selection Lead to Better Students? Evidence from a Large Scale Reform in Colombia

In 2002 the career of Colombian public school teachers was significantly reformed through the introduction of a selective entry competition and of further quality incentives. This paper estimates how the new quality-screened teachers impact students’ high school performance. We exploit the fact that the novel regulation applied only to newly hired teachers, whereas those already in office in 2002 remained exempt, creating a mix of New-Regulation and Old-Regulation teachers in Colombian schools. Using data at the school-year-subject level, we eliminate any school-level confounders and associate the proportion of New-Regulation teachers to the variation in student test scores. We pin down a positive and significant, although not very large, effect of New Regulation teachers on student performance. New Regulation teachers have decreasing marginal returns, are more effective in larger schools and when surrounded by colleagues holding postgraduate degrees. We also document that the enforcement of the New Regulation has been somewhat unsatisfactory, since in the period 2008-2013 around 30% of all New Regulation teachers are employed in temporary positions without having passed the compulsory entry exam. These teachers have lower and less robust impacts on student performance.

Teaching Some Concepts of Transport Mechanism to Middle School Students in Valledupar Colombia

Biophysics is an unknown field in Colombian schools; the factor that can influence this is lack of connection between teaching biology with physical principles, which can be an obstacle to his real learning. At skill standards defined by the Education Council of Colombia, mechanisms of cellular transport teaching is included as a subject of compulsory education in the early grades of secondary basic education since their understanding is especially important when dealing with processes such as respiration, circulation, photosynthesis and excretion in later grades.Based on this standards and in order to divulgate and start with the biophysics formation from an early age, was implemented a proposal at public school of the village of Aguas Blancas, in the city of Valledupar, in the Colombian Caribbean, with students from middle school with ages between 10-12 years old and from a very low income families. We develop as a part of a science class, teaching concepts of passive cellular transport mechanisms: diffusion and osmosis, using problem-based learning method. Activities performed include 11 sessions which was oriented attend 34 children to solve a specific problem-based situation, which was a story about a girl from 2085 who traveled to another planet, she should explain to the planet's people how her pet, a fish, couldn’t survive out of water, and shouldn’t be taken out of seawater. The concepts addressed in the study of the situation were: concentration through experience “Build your dreams” semi-permeability, osmosis, and as a part of this experience we implemented the Difussion lesson plans available at the Biophysical Society web site released in 2015 as “BASICS: Biophysics - A Step-by-Step Introduction to Concepts for Students”. At the end of the experience we found that the students was motivated to learn more about this topics and they found very interesting the biophysics field as a new way to understand the nature.

More Than Half a Century Teaching EFL in Colombian secondary schools: Tracing Back Our Footprints to Understand the Present

The main theme of the 50th ASOCOPI Conference held in 2015, was an opportunity to celebrate not only its accomplishments, but also to reflect on the situation of the English as a foreign language teaching and learning process in Colombia. The purpose of this article is to share with the readers the results of a study entitled “The History of Teaching English in Colombian High Schools: 1962-1994.” The report is based on a documentary analysis and on testimonies of key informants about such topics as: teaching planning, objectives, syllabi, methods, and materials, and their impact on the history of teaching English as a foreign language. Conclusions will be drawn at the end of the article.