Proyecto de Trabajo del año 2022 en eltema Pedagogía - General, Universidad Autonoma de Santo Domingo, Idioma: Español, Resumen: Esta investigación tiene la intención de dar a conocer la importancia que tiene la motivación para el aprendizaje de los estudiantes, siendo esta la causante de que los mismos puedan tener una buena participación en el proceso educativo, permitiéndole adquirir los conocimientos necesarios para su buena formación académica, pero además disminuye el numero de fracaso escolar y ocasiona que los estudiantes tengan un deseo mayor de asistir a las clases.

The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.

La segunda edición del libro “Evaluación de impacto en la práctica†? es una introducción completa y accesible al mundo de las evaluaciones de impacto para los formuladores de políticas públicas y los profesionales del desarrollo. Publicado por primera vez en 2011, este libro ha sido utilizado ampliamente por las comunidades académicas y del desarrollo. El libro incorpora ejemplos de la vida real para introducir guías prácticas para el diseño y la implementación de evaluaciones de impacto. Los lectores podrán tener un conocimiento sólido sobre evaluaciones de impacto y las mejores formas de utilizarlas para diseñar políticas y programas basados en evidencia rigurosa. La versión actualizada cubre las técnicas más novedosas de evaluación de programas e incluye consejos prácticos, así como un conjunto ampliado de ejemplos y estudios de casos provenientes de problemáticas de desarrollo recientes. También incluye un nuevo material sobre la ética de la investigación y asociaciones para llevar a cabo evaluaciones de impacto. El libro está dividido en cuatro secciones: en la primera parte se analiza qué evaluar y por qué; en la segunda parte se presentan los principales métodos de evaluación de impacto; la parte tres aborda el tema de cómo administrar las evaluaciones de impacto; en la parte cuatro se revisa la etapa de muestreo de las evaluaciones de impacto y la recolección de datos. Además, los estudios de casos ilustran diferentes aplicaciones de las evaluaciones de impacto. El libro contiene enlaces a material instruccional complementario disponible en línea, incluyendo un caso aplicado, así como preguntas y respuestas. La segunda edición actualizada será un recurso valioso para la comunidad internacional del desarrollo, universidades, y aquellos formuladores de políticas públicas que buscan contar con una mejor evidencia en torno a lo que funciona en el mundo del desarrollo.

This book offers an accessible introduction to the topic of impact evaluation and its practice in development. While the book is geared principally towards development practitioners and policymakers designing prospective impact evaluations, we trust that it will be a valuable resource for students and others interested in using impact evaluation. Prospective impact evaluations should be used selectively to assess whether or not a program has achieved its intended results, or to test alternatives for achieving those results. We consider that more and better impact evaluation will help strengthen the evidence base for development policies and programs around the world. If governments and development practitioners can make policy decisions based on evidence - including evidence generated through impact evaluation - our hope is that development resources will be spent more effectively, and ultimately have a greater impact on reducing poverty and improving people's lives. The three chapters in this handbook provide a non-technical introduction to impact evaluations, including “Why Evaluate” in Chapter 1, “How to Evaluate” in Chapter 2 and “How to Implement Impact Evaluations” in Chapter 3. These elements are the basic ‘tools' needed in order to successfully carry out an impact evaluation. From a methodological standpoint our approach to impact evaluation is largely pragmatic: we think that the most appropriate methods should be identified to fit the operational context, and not the other way around. This is best achieved at the outset of the program, through the design of prospective impact evaluation that can be built into the project's implementation. We argue that gaining consensus between key stakeholders and identifying an evaluation design that fits the political and operational context is as important as the method itself. We also believe strongly that impact evaluations should be upfront about their limitations and caveats. Finally, we strongly encourage policymakers and program managers to consider impact evaluations in a logical framework that clearly sets out the causal pathways by which the program works to produce outputs and influence final outcomes, and to combine impact evaluations with monitoring and selected complementary evaluation approach to gain a full picture of performance. This book builds on a core set of teaching materials developed for the “Turning Promises to Evidence” workshops organized by the office of the Chief Economist for Human Development (HDNCE) in partnership with regional units and the Development Economics Research Group (DECRG) at the World Bank.

Theorising STEM Education in the 21st Century is a book that captures the essence of Science, Technology, Engineering and Mathematics and the intricacies of STEM education in the contemporary society. It explores STEM as an interdisciplinary field as well as the individual disciplines that make up STEM. This ensures the field of STEM as a whole is theorised. The book provides critical insight on STEM education from Cairo to Cape Town or from America to Indonesia. With a team of authors from universities across the world, the book is a vital contribution to critical scholarship on STEM education in contemporary times.

Se ofrece esta segunda edición del libro cuya finalidad es presentar a los estudiantes una versión breve pero exhaustiva de los hallazgos que, a lo largo de las últimas cinco décadas, se han descubierto sobre el complejo proceso del aprendizaje. La capacidad de aprender no es únicamente humana, sin embargo esta publicación se centrará únicamente en el aprendizaje humano.