The term “equity” (EQUI) is a complex concept to be defined, because it depends on many factors, mainly political ideals. The objective of this research is to determine the evolution and development of the term equity in education by the scientific community. The main objective is to identify the scientific production and performance of the term equity in the field of education. The research method developed is based on bibliometrics, specifically on the technique of scientific mapping, and a process of quantification, analysis, evaluation and estimation of scientific documents was developed. The results indicate there is no established line of research or strong connections between the themes. This shows the existing variety of research on the term equity. Thus, the trend in research on the term equity is focused on the early periods of study on the students’ diversity in order to evolve to more concrete and specific aspects of equity, such as gender and race. It is concluded that the theoretical framework of reference shows how equity should be incorporated into the education system under the parameters of equal opportunities, of equality in access to higher education, regardless of gender or socio-cultural background.

Disrupción y fracaso escolar. Un estudio en el contexto de la Educación Secundaria Obligatoria en Cataluña

Currently, more and more teachers decide to follow active teaching methods, leaving behind traditional teaching methods. Among the most used pedagogical methods in the educational field is the collaborative learning. The general objective of the present investigation is to know the performance and academic development of the term "collaborative learning" in the documents collected in the Web of Science database. The research method developed was based on a bibliometric study, identifying academic performance and conceptual development, through a co-word analysis. Particularly, we have pursued four main objectives: (a) To determine the degree of performance of documents collected from collaborative learning; (b) to identify the scientific development of so-called collaborative learning; (c) to analyze the most incidental aspects of collaborative learning; and (d) to value the most representative authors who are experts in the use of collaborative learning. The total number of manuscripts studied is 3295. The results show the manuscripts are written mainly in English by researchers who belong from the United States. The main area of knowledge is Education Educational Research. As a conclusion, it can be said that the collaborative learning pedagogical method is at a turning point in the scientific field. Its scientific evolution, focused on its principles in the students themselves, has extended to other branches. At present, studies are oriented towards technological resources, co-regulation, and the academic achievements of students. Furthermore, in the coming years the terms innovation, design, patterns, collaboration, and communication will probably be the new lines of study in this scientific field.

El estudio aborda el tema de las competencias para la ciudadanía en la enseñanza media técnico profesional en las comunas de la provincia de Concepción en Chile. Sus objetivos son analizar el nivel de logro alcanzado respecto de las competencias para la ciudadanía por los alumnos/as de esta modalidad educativa, así como también estudiar la importancia percibida por parte de ellos hacia dichas competencias. Se utilizó un diseño secuencial explicativo, la muestra fue de tipo no probabilístico (n = 422) y se establecieron criterios para la selección de los informantes para el apartado cualitativo (n = 34, 17 profesores y 17 estudiantes). Los instrumentos utilizados para la recolección de la información fueron el cuestionario de autopercepción de competencias ciudadanas y la entrevista semiestructurada. Los resultados de esta investigación muestran que los estudiantes tienen una alta autopercepción de las competencias ciudadanas (M = 3,34), lo que se complementa con el análisis de las entrevistas, donde queda de manifiesto que el logro de las competencias se vincula, por un lado, con el desarrollo del currículo en esta modalidad educativa -que incluye prácticas en las empresas- y, por otro, con la conducta y características personales de los/las estudiantes.

El presente estudio trata de identificar y valorar qué papel juegan los factores que intervienen en la manifestación de conductas disruptivas en el aula, en alumnos de un instituto público de Educación Secundaria, desde un planteamiento metodológico descriptivo-interpretativo ex post facto bajo el principio de triangulación de fuentes de información (alumnado y docentes), utilizando cuestionarios ad-hoc al efecto.El análisis estadístico comparativo de los datos cuantitativos y el análisis de contenido e interpretación de los datos cualitativos arroja resultados sobre factores del ámbito familiar, cultural y sociodemográfico, las relaciones sociales dentro y fuera del aula, el currículum, la gestión del aula y las competencias docentes, el auto-concepto de los alumnos, el rendimiento académico y los hábitos de estudio y ocio, apuntando hacia el papel del profesorado, el centro educativo y el contexto y su interrelación en la aparición de Conductas disruptivas (CD) en el aula. Se sugieren implicaciones tales como las de tener presente las conductas disruptivas como indicadores de la necesidad de mejoras en el proceso Enseñanza-Aprendizaje (E-A) y adecuación de la práctica en el contexto de aula.

The study we present is based on the responses given to students with specific educational support needs in compulsory education stages. Focused from the perspective of teachers within the framework of educational inclusion. To this end, the role of teachers and their influence on curriculum design, methodology, and assessment is taken into account. A descriptive and inferential methodological approach is used, with a sample of 2457 teachers from the Spanish context, applying an ad-hoc questionnaire. The results indicate the influence of teachers’ socio-demographic variables on the implementation of curriculum design, methodology, and assessment strategies in line with educational inclusion. The conclusions highlight the reactive versus proactive nature of teaching, although the sufficiency of educational practice is considered, characterised by differences according to age, gender, experience, or location of educative centre, among other variables analysed. It is established that improvements can be identified that can be strengthened. Specifically those related to the interests and motivations of students with SEN and their participation in assessment processes.