Publication: El constructo Valor Social Subjetivo de la Educación: validación cruzada entre profesorado de
escuela y universidad
Authors
Sancho-Álvarez, Carlos ; Jornet Meliá, Jesús Miguel ; González-Such, José
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
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info:eu-repo/semantics/article
Description
Abstract
La Educación posee un valor social evidente que puede presentarse mediante indicadores de
evaluación socio-educativos. Si bien la relación entre contexto escolar y rendimiento es evidente
en diversos países, esta relación va perdiendo consistencia en los últimos años; ya que aparecen
sectores estudiantiles que superan las predicciones académicas esperadas. Para ello, se estudia
el Valor Social Subjetivo de la Educación en función de dos grupos docentes –escuela y universidad–. La metodología es complementaria a través de comités de expertos/as y validación
cruzada de constructo. Se realizan análisis sobre dos escalas –relevancia y susceptibilidad de
cambio– y entre dos muestras diferenciadas para comprobar el consenso inter-subjetivo. Los datos
muestran un acuerdo estadísticamente significativo en todas las dimensiones, sin embargo, se
observan discrepancias dependiendo de la etapa escolar. Finalmente, se propone un constructo
validado a través de cuatro dimensiones y trece indicadores de evaluación.
Education possesses an evident social value that can be shown by indicators of socioeducational assessments. While the relationship between educational context and performance is apparent in several countries, this relationship is losing consistency in recent years because the student-based sectors are appearing and outperforming the expected academic predictions. Therefore, the Subjective Social Value of Education is studied in two groups of teachers – school and university. The methodology is complementary through expert committees and construct cross-validation. Analyses are performed in two scales – relevance and sensitivity of change – and between two different groups to verify the inter-subjective consensus. The data shows a statistically significant agreement in all dimensions; however, discrepancies depending on the educational stage are observed. Finally, we propose a construct validated through four dimensions and thirteen assessment indicators.
Education possesses an evident social value that can be shown by indicators of socioeducational assessments. While the relationship between educational context and performance is apparent in several countries, this relationship is losing consistency in recent years because the student-based sectors are appearing and outperforming the expected academic predictions. Therefore, the Subjective Social Value of Education is studied in two groups of teachers – school and university. The methodology is complementary through expert committees and construct cross-validation. Analyses are performed in two scales – relevance and sensitivity of change – and between two different groups to verify the inter-subjective consensus. The data shows a statistically significant agreement in all dimensions; however, discrepancies depending on the educational stage are observed. Finally, we propose a construct validated through four dimensions and thirteen assessment indicators.
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