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Article

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Published version

Publication date

2013

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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/49263

From Educational Segregation to Transformative Inclusion

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Related resource

http://dx.doi.org/10.1525/irqr.2013.6.2.210

Abstract

Recent studies conducted in Europe using communicative methodology highlight that different ways of grouping students has a direct effect on their academic output. This article analyzes how said research methodology identifies and analyzes those student groupings that provide greater academic success and improve classroom coexistence at Spanish educational centers. Said methodology entails all of the research participants researchers, teachers, families, and students reflecting on the consequences of streaming, mixture, and inclusion for student academic achievement. Following this, our conclusions are compared with the policies and educational practices implemented in Spanish schools, which are not based on scientific knowledge and do not usually lead to academic success. Finally, recommendations are presented for future educational policies with the aim of providing an alternative for teachers and educational managers that would substantially improve student academic success.

Subject

Integració social, Integració escolar, Educació inclusiva, Política educativa

Subject (English)

Social integration, School integration, Inclusive education, Educational policy

Citation

Collections

Articles publicats en revistes (Didàctica i Organització Educativa)
Articles publicats en revistes (Grup de Recerca LMI)

Citation

PETREÑAS CABALLERO, Cristina, PUIGDELLÍVOL, Ignasi and CAMPDEPADRÓS CULLELL, Roger. From Educational Segregation to Transformative Inclusion. International Review of Qualitative Research. 2013. Vol. 6, num. 2, pags. 210-225. ISSN 1940-8447. [consulted: 8 of August of 2026]. Available at: https://hdl.handle.net/2445/49263

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