La investigación nacional en educación 2007 – 2011. Balance y agenda

• Autor: Rodríguez-Sosa, Jorge
• Formato: artículo revisión
• Fecha de Publicación: 2013
• Institución: Universidad San Ignacio de Loyola
• Repositorio: Revista USIL - Propósitos y Representaciones
• Lenguaje: español
• OAI Identifier: oai:ojs.revistas.usil.edu.pe:article/10
• Enlace del recurso: http://revistas.usil.edu.pe/index.php/pyr/article/view/10
• Nivel de acceso: acceso abierto
• Materia: Educational research, academic performance, teacher training, educational decentralization; Educational research; academic performance; teacher training; educational decentralization; Investigación educativa; Rendimiento académico, formación docente; Descentralización educativa

The report offers a perspective of national research in education with two purposes: (i) to take stock of what has been done (and not done) and, based on this, (ii) to define a research agenda 2012-2016 period. The study identifies the topics addressed with greater emphasis, the methodological guidelines employed, and the institutional frameworks in which the research was carried out. It also establishes the results achieved, the trends of those results, the gaps or omissions and what remains to be done. The research agenda identifies routes of work on those issues that were partially addressed, emerging issues and issues that were not addressed at all. The report was prepared using the results of the investigation as their main source; that is, including questions, the purposes defined, models of analysis and consolidated data to support them. Also, the report includes analytical essays on field research and consulting reports when it was estimated that they used research designs along with minimum rigor criteria. All sources were contrasted with researcher and decision maker interviews. The report first version was validated in a workshop with scholars, researchers and officials
The report offers a perspective of national research in education with two purposes: (i) to take stock of what has been done (and not done) and, based on this, (ii) to define a research agenda 2012-2016 period. The study identifies the topics addressed with greater emphasis, the methodological guidelines employed, and the institutional frameworks in which the research was carried out. It also establishes the results achieved, the trends of those results, the gaps or omissions and what remains to be done. The research agenda identifies routes of work on those issues that were partially addressed, emerging issues and issues that were not addressed at all. The report was prepared using the results of the investigation as their main source; that is, including questions, the purposes defined, models of analysis and consolidated data to support them. Also, the report includes analytical essays on field research and consulting reports when it was estimated that they used research designs along with minimum rigor criteria. All sources were contrasted with researcher and decision maker interviews. The report first version was validated in a workshop with scholars, researchers and officials.
El informe ofrece una mirada de la investigación nacional en educación con dos propósitos: (i) hacer un balance de lo hecho (y lo no hecho) y, a partir de ello, (ii) definir una agenda de investigación para el período inmediatamente posterior 2012- 2016. El balance identifica los temas abordados con mayor énfasis, las orientaciones metodológicas empleadas y los marcos institucionales en que se hizo investigación. Establece también los resultados alcanzados, las tendencias de esos resultados, los vacíos u omisiones y lo que queda por hacer. La agenda de investigación identifica rutas de trabajo sobre aquellos temas que fueron abordados parcialmente, los que no fueron abordados o temas emergentes. El informe se elaboró empleando como fuente principal los resultados de la investigación hecha, a través de los típicos informes de investigación que incluyen preguntas, propósitos definidos, modelos de análisis y datos consolidados que les dan sustento. También se incluyó ensayos analíticos sobre la investigación de campo, en un determinado tema e informes de consultoría cuando se estimó que emplearon diseños investigativos con criterios mínimos de rigurosidad. Todas las fuentes fueron contrastadas con entrevistas a investigadores y tomadores de decisiones. La versión previa del informe, a su vez, fue validada en un taller con académicos, investigadores y funcionarios del sector.