Pedagogical Considerations of Prototypical Schools: Analysis of four Cases Olga.
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| Title: | Pedagogical Considerations of Prototypical Schools: Analysis of four Cases Olga. |
|---|---|
| Authors: | Rodríguez-Jiménez, Olga Rosalba1 orrodriguezj@unal.edu.co |
| Source: | International Journal of Instruction. Jul2026, Vol. 19 Issue 3, p575-592. 18p. |
| Subject Terms: | *Classroom management, *Classroom environment, *Self-regulated learning, *Learning strategies, *Effective teaching, *Academic achievement, *Elementary schools, *Teacher-student communication |
| Abstract: | Studies on prototypical schools are framed within the school effectiveness framework, enabling the examination of educational process variables in relation to student academic performance. From this perspective, the present research focuses on identifying process variables that differentiate between "positive" and "negative" prototypical educational institutions, those whose academic performance deviates from what would be expected given their socioeconomic context. A two-phase research design was employed. In the first phase, a multilevel model based on the results of the national Saber 11 competency test for 1,152 Colombian institutions was used to identify prototypical schools. The second phase involved classroom observation in two institutions of each type. Data collection instruments included a classroom observation protocol, that focuses on classroom management strategies and teacher-student interactions, and the Learning Strategies Questionnaire (CEA, by its Spanish acronym). The results indicate significant differences between the two types of institutions. Positive schools foster an environment of trust, respect, and cordiality, showing a significant difference in classroom climate. In terms of classroom management, teachers in positive schools employ effective strategies to maintain a calm and orderly environment while demonstrating a receptive and supportive attitude. Furthermore, they encourage more egalitarian and active student participation that transcends mere response to prompts. Regarding metacognitive regulation strategies, statistically significant differences were found (p = 0.049), along with a greater diversity in the use of learning strategies. These findings constitute vital evidence for academic effectiveness rooted in daily classroom practice. Ensuring a calm classroom climate, fostering equitable interactions, providing continuous feedback, and promoting student self-monitoring are key characteristics that allow schools to overcome barriers inherent in disadvantaged contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195073872 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Pedagogical Considerations of Prototypical Schools: Analysis of four Cases Olga. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rodríguez-Jiménez%2C+Olga+Rosalba%22">Rodríguez-Jiménez, Olga Rosalba</searchLink><relatesTo>1</relatesTo><i> orrodriguezj@unal.edu.co</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Jul2026, Vol. 19 Issue 3, p575-592. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+communication%22">Teacher-student communication</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Studies on prototypical schools are framed within the school effectiveness framework, enabling the examination of educational process variables in relation to student academic performance. From this perspective, the present research focuses on identifying process variables that differentiate between "positive" and "negative" prototypical educational institutions, those whose academic performance deviates from what would be expected given their socioeconomic context. A two-phase research design was employed. In the first phase, a multilevel model based on the results of the national Saber 11 competency test for 1,152 Colombian institutions was used to identify prototypical schools. The second phase involved classroom observation in two institutions of each type. Data collection instruments included a classroom observation protocol, that focuses on classroom management strategies and teacher-student interactions, and the Learning Strategies Questionnaire (CEA, by its Spanish acronym). The results indicate significant differences between the two types of institutions. Positive schools foster an environment of trust, respect, and cordiality, showing a significant difference in classroom climate. In terms of classroom management, teachers in positive schools employ effective strategies to maintain a calm and orderly environment while demonstrating a receptive and supportive attitude. Furthermore, they encourage more egalitarian and active student participation that transcends mere response to prompts. Regarding metacognitive regulation strategies, statistically significant differences were found (p = 0.049), along with a greater diversity in the use of learning strategies. These findings constitute vital evidence for academic effectiveness rooted in daily classroom practice. Ensuring a calm classroom climate, fostering equitable interactions, providing continuous feedback, and promoting student self-monitoring are key characteristics that allow schools to overcome barriers inherent in disadvantaged contexts. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195073872 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2026.19331a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 575 Subjects: – SubjectFull: Classroom management Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: Self-regulated learning Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Elementary schools Type: general – SubjectFull: Teacher-student communication Type: general Titles: – TitleFull: Pedagogical Considerations of Prototypical Schools: Analysis of four Cases Olga. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rodríguez-Jiménez, Olga Rosalba IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 19 – Type: issue Value: 3 Titles: – TitleFull: International Journal of Instruction Type: main |
| ResultId | 1 |
