The overall aim of this study is to evaluate the impact of applying ISO:9001 on the school climate and satisfaction in schools. This was done by using a Likert-type evaluation instrument consisting of 21 items with an excellent reliability score for the general scale (Cronbach α = 0.955) and specifically for the school climate dimension (α = 0.969) and school satisfaction (α = 0.927). The instrument was applied to a sample of 2189 subjects (1881 teachers and 308 members of the school management team) at 85 schools in Spain where ISO:9001 has been implemented for at least 3 years. The results show that implementation of this QMS has generally had a medium level impact on school climate and on satisfaction among the teachers, students, and families at the schools in the sample. Moreover, descriptive and differential analyses have been carried out to identify any significant differences in the impact of implementing the QMS on improvements in the two dimensions as a function of the position, gender, seniority at the school, ownership, and size of the school, and length of time with the QMS implemented there. In addition, other analyses were carried out using single-variant general linear models that revealed an effect of interaction between the variables of position and age. Furthermore, cluster analyses were also performed to identify three teacher and management profiles attending to the levels of improvement brought about from implanting the QMS on the dimensions under study.

Purpose: The objective of this study was to evaluate and compare how school heads and teachers perceived the impact of implementing ISO 9001 Standards on the dimensions management and planning and support and recognition.Design/methodology/approach: The study included 2,192 subjects (86.2% teachers and 13.8% heads) belonging to 85 schools in four Spanish autonomous communities (Castilla y León, Community of Madrid, Andalusia and Community of Valencia). We used an instrument made up of 25 items evaluating both dimensions (Cronbach's α = 0.961). We conducted descriptive and differential analyses (applying ANOVA and calculating the effect size) overall and for the assessments by heads and teachers.Findings: Results show a higher impact in small private schools with state subsidies, with 9–11 years of ISO implementation and receiving internal aid or none at all. The impact was medium–high on the management and planning system and medium–low on support and recognition, with heads evaluating at a significantly higher level the impact of ISO 9001 standards on improvement of preparation of classroom timetables, meetings, analysis of staff expectations and recognition of staff achievements.Originality/value: Implementation of quality management systems in education has increased significantly in the last decades, and it is thus necessary to find evidence on how the resulting improvements are generated in schools. This study provides conclusions to the scientific and professional community about how school heads and teachers perceived the impact of implementing ISO 9001 standards on the dimensions management and planning and support and recognition.

Las evaluaciones educativas internacionales a gran escala ofrecen información de interés para la comunidad educativa, científica y política. Son muchos los estudios derivados de ellas, tanto a nivel nacional como internacional. Por otra parte, es bien conocida, desde el origen de estas macroevaluaciones, la diversidad de valoraciones que han generado. En este contexto, el objetivo del trabajo que aquí se presenta es estudiar las relaciones entre los resultados de PISA 2012 y los relativos a práctica docente de secundaria de TALIS 2013, tratando de analizar las congruencias o discrepancias entre los resultados de ambas. Se tomaron los datos del estudio TALIS-PISA link. Los análisis realizados, de tipo descriptivo, tomando las puntuaciones globales en ambas evaluaciones muestran discrepancias evidentes, ya que países que ocupan primeras posiciones en los resultados de los estudiantes en PISA se ubican en últimos lugares en práctica docente del profesorado., donde se supone que las relaciones se debieran producir con mayor intensidad al existir una relación más directa entre los alumnos y los profesores evaluados. Los análisis realizados muestran igualmente la falta de coherencia esperada. Estos resultados, llevan a reflexionar sobre las posibles causas que subyacen y se propone la necesidad de un diseño coordinado de ambos procesos evaluativos

This paper presents an initial output of the project “Augmented Intelligence in Mathematics Education through Modeling, Automatic Reasoning and Artificial Intelligence (IAxEM-CM/PHS-2024/PH-HUM-383)”. The starting hypothesis of this project is that the use of technological tools, such as mathematical modeling, visualization, automatic reasoning and artificial intelligence, significantly improves the teaching and learning of mathematics, in addition to fostering positive attitudes in students. With this hypothesis in mind, in this article, we describe an investigation that has been developed in initial training courses for mathematics teachers in several universities in Madrid, where students used GeoGebra Discovery automated reasoning tools to explore geometric properties in real objects through mathematical paths. Through these activities, future teachers modeled, conjectured and validated geometric relationships directly on photographs of their environment, with the essential concourse of the automated discovery and verification of geometric properties provided by GeoGebra Discovery. The feedback provided by the students’ answers to a questionnaire concerning this novel approach shows a positive evaluation of the experience, especially in terms of content learning and the practical use of technology. Although technological, pedagogical and disciplinary knowledge is well represented, the full integration of these components (according to the TPACK model) is still incipient. Finally, the formative potential of the approach behind this experience is highlighted in a context where Artificial Intelligence tools have an increasing presence in education, as well as the need to deepen these three kinds of knowledge in similar experiences that articulate them in a more integrated way.

The aim is to evaluate the effect of the Turtle Geometry of the programming language Scratch 2 in the learning of geometric concepts of future Primary School teachers. An experimental study has been carried out at the School of Education of the Universidad Complutense de Madrid. Descriptive, differential and correlational analyses have been carried out on the academic performance and the student satisfaction with a methodology with Scratch 2. In addition, a cluster analysis for the identification of student typologies has also been carried out. The results show that students who have followed this methodology have significantly higher levels in geometry. Three typologies of students have been identified relating their mathematical performance and their attitude towards the methodology. Therefore, this methodology favors the development of geometric skills of future Primary School teachers.