The word quality is ambiguous, for that reason it is precise to begin delimiting its scopes of reference and the two levels included in the concept: the one of aims and the one of means. The aims belong to the world of the values; however the means or processes must be based on the knowledge acquired through research and the practice. For the education at this moment it is fundamental to question the “whys” and not only the instrumental questions. As far as means or processes to obtain a greater quality, two investigating traditions, those of effectiveness and those of scholastic improvement, contribute with evidences about which are the factors that affect the most on the students achievements and by which processes the changes are carried out. These traditions have become more complex with time and have improved their theories when being contrasted with empirical evidences; hence they can provide valuable contributions to the educative practice.
Teaching quality , school effectiveness, teaching practice, educative research.
Muñoz-Repiso, M. y Murillo, F.J. (2010). Un Balance Provisional sobre la Calidad en Educación: Eficacia Escolar y Mejora de la Escuela. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 8 (2), pp. 177-186.
http://www.rinace.net/reice/numeros/arts/vol8num2/art10.pdf. Cited (Date).