The group that we present arises from the sum of professors-researchers of the Faculty of Philosophy and Educational Sciences of the Universitat de València who belong to the Departments of Research Methods and Diagnosis in Education (MIDE) and Comparative Education and History of Education (ECHE). This union is consolidated with the individual verification, after several years of relevant experiences in research projects, that working in collaborative projects would provide us with a more holistic and complementary vision of the educational research contexts in which we work, enriching our proposals and results.
Furthermore, due to the affinity of our lines of study, as well as the common objectives that we have as professionals in the field of education, we believe that the unification in a working group will achieve these objectives with greater success, as the infrastructures and structures will be expanded from different contact networks, proposals for actions, perspectives for in-depth work and expansion of the educational field, etc.
The researchers who make up the research team are full-time teaching and research staff with permanent employment or statutory links to the Universitat de València, as well as a part-time doctoral research staff member who has been a contracted professional at the Universitat de València since the 2004 academic year. This research activity focuses, on the one hand, on the need that we detect in different contexts of educational action (diagnosis, intervention, evaluation, history, etc.) to develop differential research processes.
And, on the other hand, in the differential response or result that we find if we take into account the existence of differences in and between people and between groups of people and the contexts in which they find themselves. These differences include physical, psychic, psychological and emotional differences, as well as social, cultural, gender and age differences.
Diversity, from an inclusive education perspective, provides our research with a systemic and interactive set of educational variables that must be investigated in an inclusive manner and from the multidimensional perspective that the individual and social development of people in any educational process requires. Thus, we start from a wide and varied range of possibilities for our research, which we focus both on issues of inequality and on issues of evaluative research as a procedure for implementing, managing and providing information to improve education and training processes.
Impact Indexes:
- X-index 7 in Google Scholar. i10-index total of 4. (Amparo Pérez Carbonell);
- X-index 6 in Google Scholar. i10-index total of 5. (Inmaculada Chiva Sanchis)
- X-index 9 in Google Scholar. i10-index total of 9. (María Jesús Martínez Usarralde)
- X-index 5 in Google Scholar. i10-index total of 5. (Genoveva Ramos Santana)
- To analyse and corroborate the importance of the diversity of physical, psychic, psychological, social and cultural variables that are involved in the educational and training processes of people throughout their lives.
- To describe and evaluate actions to improve teaching-learning processes and the agents involved.
- To study, from a systemic approach, the contribution of the individual and social differences of people in different educational contexts.
- To identify, evaluate and propose improvements in teaching methodologies that favour active student learning.
- To identify actions and activities that work from educational diversity towards the achievement of effective educational processes.
- To study and analyse policies of international organisations related to educational diversity.
- To design and evaluate actions of acceptance and tolerance in socially constructed diversities: the relevance of the "gender" variable.
- To analyse, evaluate and propose effective educational actions based on the relevance of the "age" variable.
- Gender equality
Development of research projects aimed at the analysis of educational actions aimed at gender equality in the field of formal and non-formal education. Development of studies and projects aimed at improving educational intervention in the field of coeducation. Analysing and comparing proposals for gender equality in all contexts (personal, family, social and work).
- Bases and dimensions of diversity in educational accountability
The need to attend to the bases and all the dimensions in which people' diversity is presented both in the studies related to their own integral formation and that of their world of relationships with the other people they meet and their context. Studies and research aimed at improving human relations where diversity is a fundamental value of development and where personal and group or contextual differences favour the richness of any educational and social action.
- Evaluation
The education community is more aware than ever of the importance and impact of evaluation for quality. We design and develop evaluations that study the specific educational needs of educational contexts in order to generate continuous improvement processes. Studies related to e-evaluation processes and collaborative teaching procedures for learning assessment.
- Methodologies related to university teaching, innovation and impact on quality
We are talking about work on the detection, analysis and evaluation of teaching methodologies designed and implemented by teachers at all educational levels to determine whether innovation in these methodologies has an impact on teaching quality.
- Educational mediation
Development of projects aimed at the design, implementation and evaluation of various educational programmes and actions related to the field of mediation and school conflict resolution. Studies on bullying, school coexistence and classroom climate at different educational levels ( early childhood, primary, compulsory secondary, Bachillerato, vocational training and university).
- Subjects linked to the disciplines of Development Cooperation, Comparative and International Education.
Study of the supranational policies of international organisations from an epistemological and methodological perspective. At the same time, issues related to Development Cooperation and its connection with Education are addressed, both from the point of view of policies and from the vision of Education for Development (EDD).
- CHIVA SANCHIS, INMACULADA
- PDI-Titular d'Universitat
- RAMOS SANTANA, GENOVEVA
- PDI-Titular d'Universitat
- MARTINEZ USARRALDE, MARIA JESUS
- PDI-Titular d'Universitat
- MERELLO GIMENEZ, PALOMA
- PDI-Titular d'Universitat
- Secretari/a de Departament
- HERCE PALOMARES, MARIA PILAR
- Alumn.-Servei de Formacio Permanent
Colaboradors/es
- Susana Sánchez Ramírez - Universitat de València
Equip de Treball
- Estela Isabel Abellán Civera - Universitat Jaume I de Castelló.
- Violeta Agudin Garzón - Universidad Complutense de Madrid
- Salvador Borràs Sanchis - Generalitat Valenciana
- Rut Bosque Becana - Universidad Pontificia de Comillas (Madrid).
- María Luz Bueno Carrasco - Universitat de València.
- Inmaculada Lafuente González - Universitat de València.
- Maria Antonia Maldonado Pascual - Universidad de Barcelona
- Jéssica Martínez Aristimuño - Universitat de València.
- Martínez Fernández, Paloma
- Josefa María Mulet Salvador - Universitat de València.
- María José Palacio Ferrer - Universitat de València.
- María Isabel Pérez Alemany - Conselleria d'Educació. Generalitat Valenciana.
- María Josefa Sampedro Zubizarreta - Universidad de Cantabria.
- Eva María Torralba Jerez - Universidad Nacional de Educación a Distancia (Madrid).
Blasco Ibáñez Campus
Av. Blasco Ibáñez, 30
46010 València (Valencia)
