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Teaching GuideTerm Faculty of Educational Studies |
| Grao en Educación Infantil |
 Subjects |
| Research and Evaluation of Quality in Education Programmes |
| Contents |
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| Identifying Data | 2020/21 | |||||||||||||
| Subject | Research and Evaluation of Quality in Education Programmes | Code | 652G01010 | |||||||||||
| Study programme |
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| Descriptors | Cycle | Period | Year | Type | Credits | |||||||||
| Graduate | 2nd four-month period |
First | Basic training | 6 | ||||||||||
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| Topic | Sub-topic |
| Block I. Conceptualization of research, evaluation and quality | Topic 1. The educational research process 1.1. Conceptualization 1.2. Problem formulation 1.3. Review of literature / bibliography 1.4. Hypotheses and variables 1.5. Variables 1.6. The sample 1.7. Information collection techniques 1.8. Data analysis techniques 1.9. Conclusions 1.10. The research report Topic 2. Approach to the evaluation concept 2.1. Evolution of the concept 2.2. Definition of educational evaluation 2.3. Type of evaluation 2.4. Objectives and functions of the evaluation Topic 3. Approach to the concept of educational quality 3.1. Evolution of the concept 3.2. Approach to the concept of educational quality 3.3. Typologies 3.4. The total quality management systems 3.4.1. Process management |
| Block II. Information collection techniques | Topic 4. Information collection techniques 4.1. Observation techniques 4.2. Sociometric techniques 4.3. Biographical techniques 4.4. Group techniques 4.5. Attitude scales 4.6. Tests |
| Block III. Observational methodology | Topic 5. Observation techniques 5.1. Simple direct observation 5.2. Direct experimental observation 5.3. Documentary observation 5.4. Observation by survey |
| Block IV. Analysis of information and preparation of the report | Topic 6. Data analysis techniques 6.1. Classification of data 6.2. Analysis of data 6.3. Conclusions Topic 7. The research report 7.1. Aspects to take into account for its preparation 7.2. Content and formal presentation |
| Block V. Models for quality assessment of educational centers and projects | Topic 8. Evaluation models 8.1. Organization evaluation models 8.2. Evaluation models from an epistemological and methodological point of view 8.3. Humanistic, phenomenological or subjectivist models 8.4. Holistic models Topic 9. Quality management models 9.1. Model of global quality control of the company 9.2. Model of the Deming Award for quality 9.3. Model of Malcolm Baldrige 9.4. European Model of Quality Management 9.5 Ibero-American Model of Excellence in Management Topic 10. Types of educational projects 10.1. Center Educational Project 10.2. Center Curriculum Project 10.3. Stage Curriculum Project 10.4. Cycle Curriculum Project 10.5. Cycle Didactic Programming 10.6. Schedules of activities and tasks -Programming Classroom- 10.7. Other plans / programs / projects 10.7.1. Plan attention to diversity 10.7.2. Plan of Orientation and Action Tutorial 10.7.3. Annual Teacher Training Program 10.7.4. Annual General Programming 10.7.5. Coexistence Plan 10.7.6. Linguistic project 10.7.7. Reading proyet 10.7.8. ICT Plan 10.7.9. Adaptation Period Plan Topic 11. Evaluation of Educational Projects 11.1. The evaluation of quality in educational centers. Typology. 11.2. Quality evaluation in early childhood education 11.3. Improvement plan 11.3.1. Criteria, scopes and indicators |
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