Sheila González Motos- PhD in Public Policy
- University of Barcelona
Sheila González Motos
- PhD in Public Policy
- University of Barcelona
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21
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Publications (21)
The spatial, institutional and social configurations of school supply and demand are crucial aspects in understanding the various mechanisms of production and reproduction of socio-spatial inequalities in education. The same policy instruments may have different effects depending on the characteristics of local education markets and the dynamics of...
The school closure produced by the Covid-19 pandemic turned the learning process into a distance education practice, mainly based on the intensive use of communication technologies. Based on the analysis of the results of an online survey answered in March 2020 by more than 35.000 families with children between the ages of 3 and 18, this article ex...
L’accés als serveis d’educació infantil s’ha demostrat que és una eina eficient de lluita contra la desigualtat educativa. No obstant això, les famílies més avantatjades són més proclius a l’ús d’aquests serveis, mentre que els infants d’entorns més vulnerables se'n queden al marge. La recerca ha explicat aquest fenomen, conegut com l’efecte Mateu,...
Reducing physical contact has been the most common strategy adopted by governments to reduce the spread of the COVID‐19 disease. It has led most countries to close their schools. Previous evidence on the effects of teacher strikes, summer holidays, armed conflicts or any other cause of school closure on learning suggest that the effects of COVID‐19...
El cierre de escuelas en Cataluña para contener los efectos de la COVID-19 obligó a las escuelas y las familias a reaccionar en poco tiempo y sin planificación previa ante un nuevo escenario de enseñanza. Este artículo evalúa el impacto del cierre escolar sobre la desigualdad de aprendizaje entre niños de diferentes contextos sociales en Cataluña....
A partir del año 1990, y con especial fuerza de los 2000, se extendió enormemente en Cataluña la práctica de hacer Jornadas de Puertas Abiertas (JPA), que eran vistas como una herramienta de empoderamiento de los centros en el marco de la apuesta por la autonomía escolar y pedagógica, y la comunicación con las familias. Su rápida extensión a la prá...
The lockdown of schools in Spain to confront the effects of COVID-19 caused an enormous impact at both societal and educational levels. Schools and families had to react rapidly to a new teaching and learning scenario without the benefit of previous planning or government guidelines. In this context, some schools were better able to adapt to the ne...
This article analyses the impact of state decentralization on one aspect of territorial diversity, specifically on the policy discretion of regions, as an expression of their political autonomy for self-government. Our interest focuses on the factors that determine the decisions and actions of regional governments in developing their policies. We a...
Document de base per a l’Informe Oportunitats Educatives a Barcelona 2016. És el segon i últim document de base per aquest informe, en el qual es fa una anàlisi de dades, tant quantitatives com qualitatives que, després, ha servit per acabar elaborant l’informe final.
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Accessible en: http://institutinfancia.cat/biblioteca/analisi-dades-document-ba...
This paper account for the relational dynamics that take place in high schools: the interculturality level in the networks of foreign students. Relational networks are characterized by their composition based on origin, identifying those exclusively consisting of native students, those in which only foreign students interact, and the intercultural...
How can we explain cross-regional policy variation? That is, how can we understand different policy outcomes within similar institutional and organizational settings? Scholars have recently reflected on the new institutionalist explanatory pitfall involved in assuming a causality link between institutional factors and policy outcomes and argue that...
La edición en lengua castellana de la Guía operativa de evaluación de la acción comunitaria (editada originalmente en catalán por el Ajuntament de Barcelona) es el resultado de un convenio de colaboración entre el Ajuntament de Barcelona y el IGOP (Institut de Govern i Polítiques Públiques de la Universitat
Autònoma de Barcelona) . Se trata de una...
Com avaluar l'acció comunitària.
Reflexions teòriques i conceptuals a partir d'una recerca-acció participativa amb professionals, persones implicades i experts.
Instruments pràctics per a l'avaluació
El artículo aborda las experiencias vividas por los alumnos inmigrados durante los primeros momentos de su incorporación a los centros educativos de la sociedad de acogida. A partir del trabajo etnográfico realizado en seis institutos catalanes (49 entrevistas a alumnos inmigrados), los autores muestran las implicaciones de estas experiencias a dos...
This article focuses on the experiences lived by immigrant pupils during the first moments of their incorporation into schools of the welcoming society. Based on the ethnographic work carried out in six Catalan secondary schools (49 interviews with immigrant pupils), authors show the implications of such experiences at two levels: in the relational...
This article aims to interpret how different policies of priority education deal with the notions of “educational needs” and “educational inequalities.” Indeed, it is the processes and mechanisms embedded in the deployment of such policies that ultimately model a category of educational need that goes beyond the conceptualization of educational ine...
