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Successful Educational Actions (SEA)

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The INCLUDE-ED research project, funded in 2011 under the European Commission’s 6th Framework Programme of Research, has provided evidence on the educational actions that improve academic outcomes as well as social inclusion and coexistence regardless of socioeconomic characteristics of students. In this line, it identified several Successful Educational Actions (SEA) that promoted excellent outcomes in schools in vulnerable and non-vulnerable contexts in 14 different European countries.

Demonstrating that academic success depends on practices that are implemented in schools, not on social, economic or ethnics characteristics of students, this project has led to a deep transformation in education and in the whole society. This achievement was also recognized by European Commission in 2011.[1][2], which included it as the only social sciences and humanities research project in the list of 10 success stories of research.

Definition

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SEA´s have demonstrated to promote success in all the diverse contexts in which they are implemented rigorously. This consistent success contradicts the widely disseminated claim that students’ socioeconomic background determines their academic outcomes, a hoax that is damaging the lives of many children around the world and supporting educational inequalities. The key factor in the success of SEA is that they are evidence-based, making it possible “transferred to other contexts once they have proven effective”. Unlike “best practices”, that are based on a contextualist approach that tends to generate innovations based on assumptions and good intentions that lack rigorous scientific backing, when these are implemented they often fail to achieve the expected results “and the failure is then explained by the challenging context in which they were implemented” [3] (p.4). The universality of the SEA´s success outcomes has been reflected in scientific literature among more than 80 indexes articles in Web of Science1. All of them achieving improve results in more than 15000 different contexts. Not only in schools from different countries [4] [5][6] but also in different contexts such as adults schools[7], during confinement in Covid-19 [8][9], teachers trainings[10] , in prevention of gender violence in girls with intellectual disabilities[11] ,or in out-of-home care contexts [12] [13] [14], among others.

In all these researches and others, there are many common impacts that have been identified. Some of them are: increasing the motivation about reading, the critical thinking, linguistic and communicative skills, promoting knowledge exchange, learning from different perspectives, it improves the respectful interactions between participants and the egalitarian dialogue, improve of the academical outcomes in different evaluation processes (PISA, PIRLS, own evaluation of the center, etc.), improve of the coexistence and community´s participation and transformation[15][16][17][18][19][20][21]

Characteristics

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To be considered a SEA, an educational action needs to fulfill the following criteria:

  • They must be generating the best improvement results in the practice.
  • This success must be transferable to many different contexts.
  • Previous characteristics must be proved in scientific research following the communicative methodology, which involves all different voices.
  • All the above characteristics must have been endorsed by the international scientific community.

Which are the Successful Educational Actions?

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Dialogic Gatherings (DG)

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Is an action that occurs in numerous, diverse contexts at more times (during schools hours and after schools hours), in more spaces (from the classroom to the home and street) and with more individuals (peers, friends, family members, teachers, neighbors, volunteers and other community members) (p.40)[3].

This practice emerged as Dialogic Literary Gatherings and used a book from the classical literary as base text to build a horizontal and communicative dialogue between all the participants. However, nowadays they are being implemented focusing in different areas such as mathematics, science and many other fields that will be described later. Nevertheless, all of them consist of the creation of a communicative dialogue about a text. In this point, it is important to consider that Dialogic Gatherings has two fundamental pillars: a) they are always based in the best texts of the humanity, characterized for its quality and its contribution to the cultural heritage of humanity and b) they must assure an egalitarian dialogue focusing on what contributions do people make through their experiences and knowledge while relating them with the text.

In addition, for the well development of the DG, the text will be selectioned by the group (assuring that it responds to the quality criteria) and read individually before the DG takes place. During the reading and preparation of the text, each participant will be highlighting those paragraphs which seem to be interesting. During the session, everybody sits down in a circle and discusses the text. This discussion will be mediated by a person (usually the teacher but it could be whoever). The person who dynamizes must assure that the turn to speak is fulfilled, prioritizing students that have not spoken yet. During their turn, the participant must read the part of the text that has highlighted and explain why it has been interesting for him. Then, the moderator would give the possibility of answer to anyone interested. During this activity, not only is instrumental learning facilitated, but questions, feelings, opinions, and stories are also raised.

This communicative practice is based on the seven principles of dialogic learning: egalitarian dialogue, cultural intelligence, transformation, instrumental dimension, meaning-making, solidarity and equality of differences[15]. These actions have been proved as a powerful activity to improve learnings, communicative abilities, and participants empowerment[22] not only in schools but also in different contexts[19]. Different variants of the Dialogic Gatherings can be found attending to the topic covered:

  • Dialogic Literary Gatherings
  • Dialogic Musical Gatherings
  • Dialogic Artistic Gatherings
  • Dialogic Mathematical Gatherings
  • Dialogic Scientific Gatherings
  • Dialogic Feminist Gatherings
  • Dialogic Gatherings about films
  • Dialogic Teological Gatherings
  • Dialogic Pedagogic Gatherings*

Dialogic pedagogical education for teachers.

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This Dialogic Gathering Variant has acquired a big relevance in teachers' dialogical training. To assure quality in the actions implemented in a Learning Community2 is important that teachers keep informed and formed about the scientific evidence that support all these actions. For this reason, dedicating a space to reflect, read and dialogue about relevant pedagogical literature is a fundamental part of the well-implementation of Successful Educational Actions.

It is common that those formatives spaces are developed through a Dialogic Pedagogical Gathering, which has a real transformative impact for people who participate[23] [24] [25]

Interactive Groups

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There exists a lot of knowledge about the positive impact of dialogue in learning has been defended from classical theories like those created by authors such as Vygotsky[26], Habermas[27] or Freire[28] . Nowadays it has been prove by other recent scientific literature, as it has been shown during this article.

Based in all this evidence, Interactive Groups are presented as cooperative practice where students are divided into small heterogeneous groups (atending learning levels, ethnicity, gender, etc.). Each group may solve a small activity (short in time) while being supported by a volunteer adult person which could be a familiar, other teachers, or any person from the community that wants to participate. The role of this person will be to mediate and assure that every child is participating, dynamizing the communication so everybody keeps doing the activity and helping each other. Each activity has an assigned time and when it is over, usually students change to another space with another volunteer person who will present to them a different activity related to the topic or subject that is being covered. The main important impacts achieved through this practice is the acceleration of learning for all students, independently their educational level or characteristics, as well as the improvement of friendship, solidarity and other positive values[29][30]

Dialogic coexistence model

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This action is focused on improving convivence in schools preventing violent relationships between all educative agents. The key factor is the consent between all people implicated about some rules of coexistence fomenting a shared dialogue between all the educational community. It usually starts from the "Brave´s Club," where some students volunteer to protect anyone who suffers violence at school. Soon, they become a reference among their peers, who begin to consider them brave, not snitches. This reduces the incidence of violent situations in the school and makes more and more students want to be part of the "Brave´s Club" until this club is no longer necessary because everyone acts in a situation of inequality or violence.

From this action is important support to those people who suffer violent situations as well as people who denounce it. At the same time, it must be rejected the violent or disruptive conduct that generated the problem. In this model participates all the educative community but “protagonists” are the students because usually they are the firsts who detect this kind of situations [15].

It is also important to make a collaborative process which include all the educative community, focusing on the creation of some rules that permit to students identify quickly which situations can´t be supported by themselves, independently if they are originated by people they considerate friends. The key factor is that the rejection is about the violent action not the people who do that (in other way it could be promoted bullying situations against aggressors which would foment a problematic coexistence instead of its improvement).

This action has demonstrated to be successful in achieving well-being among students and improve coexistence in schools from different contexts [31][32]

Family education

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Contrary to what it has been believed, academic level achieved by families, don´t determine educational outcomes of the child, but the familiar compromise with education and family´s continue formation do.[5]

Knowing the impact that familiar formation has on children´s motivation and expectations about education, it´s important open school doors to promote the creation of spaces dedicated to this purpose.

The Successful Educative Action “Family education” has this objective and pretends to facilitate formative programs to families according to their interests, needs, and time availability. These spaces are developed by volunteers in association with gestion scholar teams or mixed commission if there is one focused in this action.

Some examples identified by INCLUD-ED around different successful schools studied, were the implementation if some spaces destinated to family formation such as:[3]

  • Support with literacy skills, numeracy, ICT, etc.
  • Talks based on aspects of interest to the participants.
  • Learning spaces shared with children.
  • Dialogic Literary Gatherings.
  • Extension of Learning Time

It is usually said that socioeconomic characteristics of students determinate their academic outcomes. However, as it was explained at the beginning of this article, this is totally a hoax. Which is true is that students whose family have a better economic situation dedicate more time to learning activities outside of school, as this is usually not affordable for everybody. Extension of Learning Time aim to face this reality offering learning quality spaces open to all students, so they can enjoy from this support in the maximum of hours and days as it is possible. This space is focused on the improvement of learning and the academic support of students but is open also to families or other people from the community who want to help as volunteers. This is crucial because when a family member begins to be part of these dynamics, they will also be maintained at home, which will have a great positive impact on children's learning.

Inside this action, it can be found four kinds of activities with the same purpose:[15]

Community Activities: they are focused on supporting the education of students but implicates to all the educational community (teachers, families, other professionals...)

Individualized activities: they are oriented to offer an individualized support to some students with special educational needs. Doing this outside school hours we collaborate in avoiding their segregation, they are in their usual classroom all the time they are in the same way as the rest of the students and keep receiving the attention they need.

Meta-curricular activities: they pretend to work about the meta-curricular knowledge, avoiding introducing new learnings that have not been introduced in regular classes or repeating the same things that students have done in class. This is important because in other ways, children could stop paying attention to the class as they know what the teacher is going to explain or due to they expect that the volunteer will repeat the same lesson to him during the afternoon individualized.

Cultural activities: this action is related to assisting the cultural learning activities that are promoted by other institutions or agencies from the community.

Finally, a special mention is needed in the case of “Tutored Library”. This action supposed transforming libraries. One of the mayor characteristics is the presence of adults (families or other volunteers). They will be mentoring students during their reading and dialogue about the books. This socialization of reading is something that has been done for years. Before TV was created, it was common to have meetings were a person read some classic histories sharing them with the rest of people who didn´t know how to read. Since the TV invaded our lives, these spaces have been lost. Before, some illiterate people knew some parts of classic books from memory, today, some academics haven´t read none. Tutored Library aims to face this situation returning to society dialogue about the best literary works of humanity.

Learning Community

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A Learning Community is an educational and social transformation project[33]. Schools as Learning Communities are based on the promotion of dialogue and interactions between schools, families, and the community. This collaboration involves families and community members in the student learning process within the classroom, in order to improve academic outcomes[34]

This school transformation project makes effective the right to quality education, allowing educational success to be within the reach of all students, through the implementation of Successful Educational Actions (AEE)[3] . For this reason, and based on the results of INCLUD-ED, the European Commission[2] presents this school model as:

"Schools as 'learning communities' agree on a common vision, basic values and objectives of school development. It increases the commitment of pupils, teachers, parents and other stakeholders and supports school quality and development. Learning communities' inspire both teachers and pupils to seek improvement and take ownership of their learning processes. It creates favourable conditions also for reducing school drop-out and for helping pupils at risk of dropping out" (p.7).

This educational model has its origins in 1978, at the La Verneda-Sant Martí Adult School in Barcelona. Currently, it is estimated that there are more than 3,000 Learning Communities in the world and more than 10,000 schools that carry out Successful Educational Actions.

  1. ^ European Commission (2011a). Added value of research, innovation and science. MEMO/11/520. Retrieved March 18, from ec.europa.eu/commission/presscorner/detail/en/memo_11_520
  2. ^ a b European Commission (2011b). Tackling early school leaving: A key contribution to the Europe 2020 agenda. Brussels: European Commission.  
  3. ^ a b c d Flecha (2015). Successful Educational Actions for Inclusion and Social Cohesion in Europe. Springer Briefs in Education.  
  4. ^ Flecha, R., & Soler, M. (2013). Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning. Cambridge Journal of Education, 43(4), 451–465. doi: 10.1080/0305764X.2013.819068
  5. ^ a b Renta, A. I.; Aubert, A., & Tierno, J.M. (2019). Influencia de la formación de familiares en la motivación del alumnado en riesgo de exclusión social. Revista Mexicana de Investigación Educativa, 24(81), 481-505.
  6. ^ Díez-Palomar, J., Santos-Pitanga, T., and Álvarez- Cifuentes, P. (2013). Escuela La Paz: from a ghetto to a magnet school. International Journal of Qualitative Research , 6 (2), 198–209. doi: 10.1525 / irqr.2013.6.2.198
  7. ^ Gómez, S. y Valls, R. (2022). Social impact from bottom-up movements: the case of the Adult School La Verneda-Sant Martí. Multidisciplinary Journal of Educational Research,12(3). https://doi.org/10.17583/remie.10544
  8. ^ Álvarez-Guerrero, G., López de Aguileta, A., Racionero-Plaza, S., Flores-Moncada, L.G. (2021). Beyond the School Walls: Keeping Interactive Learning Environments Alive in Confinement for Students in Special Education. Frontiers in Psychology, 12. doi: 10.3389/fpsyg.2021.662646
  9. ^ Padrós-Cuxart, M., Rodrigues de Mello, R., Ramis-Salas,M., Duque, E. (2021). Dialogic gathering of films. Promoting meaningful online interactions during COVID-19 confinement. PLoS ONE 16(7): e0254132. https://doi.org/10.1371/journal.pone.0254132
  10. ^ Roca-Campos, E.; Renta-Davids, A.I.; Marhuenda-Fluixá, F.; Flecha, R. (2021). Educational Impact Evaluation of Professional Development of In-Service Teachers: The Case of the Dialogic Pedagogical Gatherings at Valencia “On Giants’ Shoulders”. Sustainability, 13, 4275. https://doi.org/10.3390/su13084275
  11. ^ Rodrigues de Mello R., Soler-Gallart M., Braga, F. M & Natividad-Sancho, L. (2021) Dialogic Feminist Gathering and the Prevention of Gender Violence in Girls With Intellectual Disabilities. Frontiers in Psychology, 12,662241. https://doi.org/10.3389/fpsyg.2021.662241
  12. ^ Salceda, M., Vidu, A., Aubert, A., & Padros, M. (2022). Dialogic literary gatherings in out-of-home care to overcome educational inequalities by improving school academic performance. Children and Youth Services Review, 133, 10636. https://doi.org/10.1016/j.childyouth.2022.106368
  13. ^ Salceda, M.; Vidu, A.; Aubert, A.; Roca, E. (2020). Dialogic Feminist Gatherings: Impact of the Preventive Socialization of Gender-Based Violence on Adolescent Girls in Out-of-Home Care. Social Sciences, 9(8), 138; https://doi.org/10.3390/socsci9080138
  14. ^ Garcia, C., Gairal, R., Munté, A., Plaja, T. (2018). Dialogic literary gatherings and out-of-home child care: Creation of new meanings through classic literature. Child & Family Social Work, 23(1), 62-70. doi: 10.1111/cfs.12384
  15. ^ a b c d Flecha, R., Guo, M., Khalfaoui, A., López de Aguileta, A., Puigvert, L., Rodrigues de Mello, R., Rodríguez, A., Valls, R. (2024). Guía Comunidades de Aprendizaje. Hipatia.
  16. ^ Díez, J., Gatt, S., & Racionero, S. (2011). Placing immigrant and minority family and community members at the school’s centre: The role of community participation. European Journal of Education. Research, Development and Policy, 46(2), 184–196.
  17. ^ Domínguez, F. J., & Palomares, A. (2022). Tertulias Dialógicas Artísticas. Una apuesta por la inclusión y mejora de la convivencia a través de la cultura. Prisma Social: Revista De Investigación Social, 37, 99–122
  18. ^ Garcia-Yeste, C., Gairal, R., & Gómez, A. (2018). Aprendo para que tú aprendas más. Contribuyendo a la mejora del sistema educativo a través de la formación de familiares en comunidades de aprendizaje. Revista Interuniversitaria de Formación al Profesorado, 32(93), 47–60
  19. ^ a b Garcia-Yeste, C., Gairal, R., & Ríos, O. (2017). Empoderamiento e inclusión social de mujeres inmigrantes a través de las tertulias literarias dialógicas. Revista Internacional de Educación Para la Justicia Social, 6(2), 97–111
  20. ^ Girbés-Peco, S., Macías-Aranda, F., & Álvarz-Cifuentes, P. (2015). De la escuela gueto a una comunidad de aprendizaje: Un estudio de caso sobre la superación de la pobreza a través de una educación de éxito. International and Multidisciplinary Journal in Social Sciences, 4(1), 88–116
  21. ^ Natividad-Sancho, L., Serradell, O., Flecha, A., & Garcia-Yeste, C. (2024). Review of the scientific literature on the impact of extending learning time with vulnerable groups. Children and Youth Services Review, 163, 107809
  22. ^ León-Jiménez, S., Segovia-Aguilar, B. & García-Cabrera, M.M. (2024). Tertulias Pedagógicas Dialógicas: evolución de la formación del profesorado para el impacto social. Social and Education History, 13 (3), pp. 188-206. http://dx.doi.org/10.17583/hse.15141
  23. ^ Oramas, A. R. ., & Flecha, J. R. . (2021). Recuperando el sentido de la profesión docente a través de tertulias pedagógicas dialógicas: voces de profesorado de la Sierra Norte de México. Articulando E Construindo Saberes, 6. https://doi.org/10.5216/racs.v6.67742
  24. ^ Roca Campos, E. (2016). Formación dialógica del profesorado: reencanto con la profesión docente. Padres Y Maestros / Journal of Parents and Teachers, (367), 11-16. https://doi.org/10.14422/pym.i367.y2016 .
  25. ^ Rodríguez, J.A.; Condom-Bosch, J.L.; Ruíz, L.; & Oliver, E. (2020). On the Shoulders of Giants: Benefits of participating in a Dialogic Professional Development Program fon in-service teachers . Frontiers in Psychology.https://10.3389/fpsyg.2020.00005
  26. ^ Vygotsky, L. S. 1978. Mind in Society. The Development of Higher Psychological Processes. Harvard University Press.
  27. ^ Habermas, J. 1987. Theory of Communicative Action, Volume Two: Lifeworld and System: A Critique of Functionalist Reason. Boston, MA: Beacon Press.
  28. ^ Freire, P. 1970. Pedagogy of the Oppressed. Continuum.
  29. ^ Aubert, A., Molina, S., Shubert, T., Vidu, A. (2017). Learning and inclusivity via Interactive Groups in early childhood education and care in the Hope school, Spain. Learning, Culture and Social Interaction, 13, 90-103. doi: 10.1016/j.lcsi.2017.03.002
  30. ^ Valero, D., Redondo-Sama, G. & Elboj, C. (2018). Interactive groups for immigrant students: a factor for success in the path of immigrant students. International Journal of Inclusive Education, 22(7), 787-802. doi:10.1080/13603116.2017.1408712
  31. ^ Sancho Longas, E., & Pulido Rodríguez, C. (2016). El club de valientes de la comunidad de aprendizaje CPI Sansomendi PI. Padres Y Maestros / Journal of Parents and Teachers, (367), 38-41. https://doi.org/10.14422/pym.i367.y2016.007
  32. ^ Villarejo-Carballido, B., Pulido, C.M., de Botton, L., Serradell, O. (2019). Dialogic Model of Prevention and Resolution of Conflicts: Evidence of the Success of Cyberbullying Prevention in a Primary School in Catalonia. International Journal of Environmental Research and Public Health, 16, 918. doi: 10.3390/ijerph16060918
  33. ^ Díez, J., & Flecha, R. (2010). Comunidades de Aprendizaje: un proyecto de transformación social y educativa. Monográfico sobre Comunidades de Aprendizaje. Revista Interuniversitaria de Formación del Profesorado, 24(1), 19-30. https://www.redalyc.org/pdf/274/27419180002.pdf
  34. ^ García-Carrión, R., Padrós Cuxart, M., Alvarez, P., & Flecha, A. (2020). Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty. Sustainability, 12(17), 7146. https://doi.org/10.3390/su12177146  
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