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2015 - Vol. 9, Num. 2 | |||||
Analysis of peer tutoring elements that enable progress towards building an inclusive intercultural and democratic school |
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Odet Moliner García, Lidón Moliner Miravet, Aida Sanahuja Ribés and Valentín Sanmateo Trilles | ||||||
Abstract | ||||||
In this paper we analyze a peer tutoring experience based on the program Reading in pairs from two perspectives: 1) elements that facilitate building a intercultural inclusive school and, 2) elements that promote democratic participation. We are moving in the action-research parameters about an educational proposal in the context of a rural school. Scientific observation and interviews are used for data collection. From the analysis of the results, we detect a series of paradoxes that allow us to think about the action and guiding improvement proposals about setting pairs, reviewing materials, the assessment process, and the involvement of students and families. |
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Key words | ||||||
Inclusive intercultural school, Democratic school, Peer tutoring, Reading in pairs. |
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Complete Text | ||||||
Full text in Spanish, PDF | ||||||
Reference | ||||||
Moliner. O., Moliner, L., Sanahuja, A., & Sanmateo, V. (2015). Análisis de los elementos de la tutoría entre iguales que posibilitan avanzar hacia la construcción de una escuela intercultural inclusiva y democrática. Revista Latinoamericana de Educación Inclusiva,
9(2), 41-58. Retrieved from: http://www.rinace.net/rlei/numeros/vol9-num2/art2.pdf |
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