Between integration and exclusion at classroom. A case comparative study
DOI:
https://doi.org/10.17561/riai.v7.n1.3Keywords:
learning strategies, performance, meta-cognition, constructivism, tolerated discriminationAbstract
This research seeks to explain the reasons why different results were obtained in the levels of student learning and perception of a subject called Intercultural Dialogue with Mexico, taught by one teacher to two different groups of students of a private higher education institution, located in Jalisco, Mexico, during school cycles: autumn 2015 and spring 2016. The study guide, the processes of evaluation of teaching performance and some representative evidences of the learning achieved by each group are analyzed comparatively, detecting as the unique element of significant differentiation an equivalent relationship between members of the first group and their lecturer in comparison to the excluding behavior of the second group.
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