Please use this identifier to cite or link to this item: http://hdl.handle.net/2445/114267
Title: Cuando la Comunidad entra en la escuela: un estudio de casos sobre los grupos interactivos, valorados por sus protagonistas
Author: Álvarez Álvarez, Carmen
Puigdellívol, Ignasi
Keywords: Treball de grup en educació
Satisfacció
Relacions família-escola
Voluntariat
Group work in education
Satisfaction
Home-school relationships
Voluntarism
Issue Date: 2014
Publisher: Universidad de Granada
Abstract: This article discusses the impact of interactive groups on primary school pupils' learning and teaching. The analysis's has focused in the satisfaction degree of the participants in this activity. Interactive groups is one of the most prominent classroom practices which schools as learning communities undertake. The article summarizes a case study conducted in a Spanish school in an urban primary school. This paper echoes the voices of all the people involved in the interactive groups: students, teachers, volunteers and family members. A survey was distributed among children in Y5 and Y6, a group interview was conducted with children in Y1 and Y2. Data collection included information from a total of 148 students, 24 teachers and 6 volunteers. Results indicates interactive groups is perceived in a very positive way from the whole community. Furthermore, the interactive groups promote both school success and moral values through the direct involvement of the community in the learning process. All these main contributions are discussed in the paper.
Note: Reproducció del document publicat a: https://recyt.fecyt.es/index.php/profesorado/article/view/41677
It is part of: Profesorado. Revista de Curriculum y Formación del Profesorado, 2014, vol. 18, num. 3, p. 239-253
URI: http://hdl.handle.net/2445/114267
ISSN: 1138-414X
Appears in Collections:Articles publicats en revistes (Didàctica i Organització Educativa)

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