Sergi Fàbregues

La introducción de las TIC en el sistema educativo español (2000-2010): un análisis comparado de las políticas autonómicas desde una perspectiva multinivel

La convergencia de politicas para la introduccion de las TIC en las escuelas Espanolas supone un reto al tener que considerar diferentes regulaciones, presupuestos y calendarios autonomicos. El proposito de este articulo es examinar las politicas autonomicas de introduccion de las TIC en los centros educativos de Espana. El estudio utiliza un modelo de analisis comparado que considera: racionalidades politicas y planes de accion. El analisis evidencia que Espana representa un buen ejemplo de introduccion desordenada de las TIC, con un claro acento en la dotacion de infraestructuras y una menor atencion a las necesidades y capacidades del contexto educativoResumen: La convergencia de politicas para la introduccion de las TIC en las escuelas Espanolas supone un reto al tener que considerar diferentes regulaciones, presupuestos y calendarios autonomicos. El proposito de este articulo es examinar las politicas autonomicas de introduccion de las TIC en los centros educativos de Espana. El estudio utiliza un modelo de analisis comparado que considera: racionalidades politicas y planes de accion. El analisis evidencia que Espana representa un buen ejemplo de introduccion desordenada de las TIC, con un claro acento en la dotacion de infraestructuras y una menor atencion a las necesidades y capacidades del contexto educativo.

The Introduction of ICT in Spanish Education (2000-2010): A Comparative Analysis of Regional Policies from a Multi-Level Approach

La convergencia de politicas para la introduccion de las TIC en las escuelas Espanolas supone un reto al tener que considerar diferentes regulaciones, presupuestos y calendarios autonomicos. El proposito de este articulo es examinar las politicas autonomicas de introduccion de las TIC en los centros educativos de Espana. El estudio utiliza un modelo de analisis comparado que considera: racionalidades politicas y planes de accion. El analisis evidencia que Espana representa un buen ejemplo de introduccion desordenada de las TIC, con un claro acento en la dotacion de infraestructuras y una menor atencion a las necesidades y capacidades del contexto educativoResumen: La convergencia de politicas para la introduccion de las TIC en las escuelas Espanolas supone un reto al tener que considerar diferentes regulaciones, presupuestos y calendarios autonomicos. El proposito de este articulo es examinar las politicas autonomicas de introduccion de las TIC en los centros educativos de Espana. El estudio utiliza un modelo de analisis comparado que considera: racionalidades politicas y planes de accion. El analisis evidencia que Espana representa un buen ejemplo de introduccion desordenada de las TIC, con un claro acento en la dotacion de infraestructuras y una menor atencion a las necesidades y capacidades del contexto educativo.

Operationalizing and Conceptualizing Quality in Mixed Methods Research: A Multiple Case Study of the Disciplines of Education, Nursing, Psychology, and Sociology:

The purpose of this qualitative multiple case study is to describe and compare how researchers in the education, nursing, psychology, and sociology disciplines operationalize and conceptualize the quality of mixed methods research (MMR). An international sample of 44 MMR researchers representing these four disciplines were interviewed. The study findings point to (a) two perspectives from which the quality of MMR is understood, one contingent and flexible and the other universal and fixed; (b) a relationship between these two perspectives and the participants’ discipline; and (c) a similar occurrence, both in terms of nature and frequency, of the MMR quality criteria most mentioned by the participants across disciplines. Implications of the findings for the field of MMR are discussed.

Appraising the quality of mixed methods research in nursing: A qualitative case study of nurse researchers’ views

While a growing number of works have been published about the use of mixed methods research in nursing, scarce attention has been devoted to the issue of the quality of mixed methods within the discipline. The quality appraisal of mixed methods research poses two problems to nursing science: first, current quality criteria are not nursing-specific and consequently, they might not facilitate the application of mixed methods research findings into nursing practice. Second, criteria were theoretically derived and as such, they might not faithfully account for the decisions that nurse researchers take when appraising mixed methods research studies. This qualitative, within-case study explored the views of nurse researchers about mixed methods research in general and, more specifically, the question of quality in mixed methods research. An international sample of 13 nurse researchers was interviewed via Skype and phone. Thematic analysis revealed that the participants favored universal, cross-disciplinary quality criteria, and not criteria specific to the nursing discipline, and a consensual and standardized approach to appraising the quality of mixed methods research. Recommendations are put forward to strengthen the quality appraisal of mixed methods research studies by nurse researchers, as well as future works on this topic within nursing science.

Gendered Motivations to Pursue Male-Dominated STEM Careers Among Spanish Young People: A Qualitative Study

The present study examined gender differences in the motivations leading young people to pursue highly male-dominated Science, Technology and Mathematics (STEM) degrees and careers. Seventeen young people, either enrolled in university studies or working in the private STEM sector, were interviewed. Drawing on the factors influencing teaching–choice theory, the results suggest certain similarities and differences between male and female participants. Male participants’ intrinsic values associated the decision to follow STEM studies with specific objects that had attracted them since childhood, while women’s interests revolved around the techniques and processes associated with their specific STEM field. Whereas women emphasized the extent to which their career decisions were based on teachers’ encouragement, men emphasized the role of family tradition and mass media. Social utility values associated with the STEM field were important for women, whereas men stressed attainment of personal values. There were no gender differences in the task return–related values associated with choosing an STEM career.