Students at Risk of Educational Exclusion in Compulsory Secondary Education: A Study on Good Practices within the Spanish Context
Guaranteeing success to all students appears to be against educational practices developed in most Spanish educational centres. The present paper gathers the conclusions of a research undertaken following “case study” method. Its main aim is identifying the differentiating elements which increase —in a considerable manner— the results and expectations of students at risk of educational exclusion in Secondary Education; aspects which may serve as reflection for those who manage and develop educational policies in Spain on the necessity of introducing certain modifications which promote and guarantee quality education for all students.
||Academic Failure, Absenteeism, Risk of Educational Exclusion, Academic Difficulties
International Journal of Diversity in Organizations, Communities and Nations, Volume 8, Issue 2, pp.107-112.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 593.904KB).
Full-time Professor of the University of Seville, University of Seville, University of Seville, Seville, Seville, Spain
Doctor of Philosophy and Science Education (University of Seville, Spain). Teacher of Organization Educational. Member of the research group educational (GID). He has received VII Appication Social Research prize and the distinction for the Excellence in Teaching of Seville.
Department of Theory and History of the Education and Social Pedagogy., University of Seville, Seville, Seville, Spain
Doctor of Philosophy and Education (National Open University of Education, Madrid, Spain), with an Academic Excellence Award. Teacher of Theory of Education in the University of Seville at the Education Faculty, where he has also been the Head of the Theory and History of Education and Social Pedagogy Department. Likewise, he runs the Person’s Pedagogical Research Group in the University of Seville. He is an Expert in the National Agency of Assessment and Futurology of the Spanish Education and Science Department. He is the author and co-author of several books and numerous articles, exceeding one hundred titles. He has received on three different occasions the distinction for the Excellence in Teaching of Seville University: 2003, 2004 and 2006. At present, his researches are focused on the processes shaping the personal identity and its formative implications.
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