Person: Fernández Cruz, Francisco José
Loading...
First Name
Francisco José
Last Name
Fernández Cruz
Affiliation
Universidad Complutense de Madrid
Faculty / Institute
Educación-Centro Formación Profesor
Department
Investigación y Psicología en Educación
Area
Métodos de Investigación y Diagnóstico en Educación
Identifiers
8 results
Search Results
Now showing 1 - 8 of 8
Item Diseño y validación de un instrumento de medida del perfil de formación docente en tecnologías de la información y comunicación(Revista Española de Pedagogía, 2018) Fernández Cruz, Francisco José; Fernández Díaz, María Josefa; Rodríguez Mantilla, Jesús MiguelIntroducción: el presente estudio forma parte de una investigación acerca del perfil de formación docente en Tecnologías de la Información y Comunicación (TIC). El objetivo, en este caso, es elaborar y validar un instrumento de medida de dicho perfil en centros de Primaria y Secundaria. Metodología: tras la elaboración y aplicación del instrumento a una muestra de 1433 docentes de la Comunidad de Madrid, se analizó la fiabilidad, la validez de contenido y de constructo (esta última a través de Modelos de Ecuaciones Estructurales con la aplicación informática IBM SPSS-AMOS). Resultados: los resultados obtenidos en el análisis de fiabilidad Alfa de Cronbach = 0.973 para la totalidad del instrumento y en cada dimensión: 0.738 Aspectos Curriculares; 0.878 Planificación y Evaluación; 0.903 Aspectos Metodológicos; 0.935 Uso de las TIC; 0.896 Gestión Recursos TIC y 0.894 Formación TIC, oscilando los valores del coeficiente de discriminación de los ítems del instrumento final entre 0.33 y 0.74. El Análisis Factorial Confirmatorio demuestra un buen ajuste del modelo a los datos (CMIN/DF = 5.138, CFI = 0.905, RMSEA = 0.056, PRATIO = 0.928). Conclusiones: por todo ello, el instrumento presentado reúne las características técnicas exigidas para ser considerado una herramienta válida y fiable para medir el perfil de formación docente en TIC.Item Guía rápida sobre resultados de aprendizaje(2018) Rodríguez Quintana, Esther; Rodríguez Mantilla, Jesús; Fernández Cruz, Francisco José; Martínez Zarzuelo, AngélicaSe trata de una guía rápida que pretende orientar a los profesores para la concreción y formulación de resultados de aprendizaje.Item Factors associated with the impact of implementing quality management systems at schools: a multilevel analysis(Total Quality Management & Business Excellence, 2018) Rodríguez Mantilla, Jesús Miguel; Fernández Cruz, Francisco José; Fernández Díaz, María JosefaThe aim of this study was to analyse the simultaneous effect of a set of predictors of the impact perceived by teachers and managers of implementing two Quality Management Systems (QMS): European Foundation for Quality Management (EFQM) and ISO:9001 STANDARDS. A sample of 2869 subjects from 114 Spanish schools has been taken, to which a 91-item questionnaire has been applied to assess the perceived impact that the implementation of QMS has had on the schools. Data analysis was carried out using hierarchical-linear modelling. Results show a high level of impact in Management and Planning system and medium impact in Communication, the Learning Process and External Relations. The main predictors of the impact are the position and years of service at the school (on Level 1 -Subject-) and ownership, school size and QMS implemented (on Level 2 -Schools-), finding that the impact perceived in schools with EFQM was higher. The specialised literature shows the scarcity of studies on the impact that QMS have on organisations, especially in the education sector. Thus, this study provides conclusions to the scientific and professional community with objective evidence of predictors of the impact perceived by teachers and managers of implementing QMS in schools.Item Base de datos Proyecto EDU2013-44801-P Impacto de la aplicación de Normas ISO9001 en centros educativos y factores asociados(2017) Fernández Díaz, María Josefa; Fernández Cruz, Francisco José; Fernández-Salinero Miguel, Carolina; Rodríguez Mantilla, Jesús Miguel; Fernández Díaz, María JosefaEs la base de datos que ha permitido realizar los artículos siguientes: - Fernández-Cruz, F.J.; Rodríguez-Mantilla, J.M. & Fernández-Díaz, M.J. (2020). Impact of the application of ISO 9001 standards on the climate and satisfaction of the members of a school, International Journal of Educational Management, Vol. 34 Iss: 7, pp. 1185-1202. https://doi.org/10.1108/IJEM-10-2018-0332 (ISSN: 0951-354X) - Rodríguez-Mantilla, J.M.; Martínez-Zarzuelo, A., & Fernández-Cruz, F.J. (2020). Do ISO:9001 Standards and EFQM Model differ in their impact on the External Relations and Communication System at schools?, Evaluation and Program Planning Vol. 80, DOI: https://doi.org/10.1016/j.evalprogplan.2020.101816 (ISSN: 0149-7189) - Fernández-Cruz, F.J.; Rodríguez-Mantilla, J.M. & Fernández-Díaz, MªJ. (2019). Assessing the impact of ISO:9001 implementation on school teaching and learning processes, Quality Assurance in Education, Vol. 27 Iss: 3, pp. 285 - 303 (ISSN: 0968-4883) DOI: https://doi.org/10.1108/QAE-09-2018-0103 - Rodríguez-Mantilla, J.M., Fernández-Cruz, F.J. &. Fernández-Díaz, MªJ. (2019). Comparative analysis between management team and teachers on the impact of ISO 9001 standards in educational centres, International Journal of Quality and Service Sciences, Vol. 11, Nº 2 (248-264) DOI: https://doi.org/10.1108/IJQSS-06-2018-0057 (ISSN 1756-669X) - Rodríguez-Mantilla, J.M., Fernández-Cruz, F.J. &. Fernández-Díaz, MªJ. (2018). Factors associated with the impact of implementing quality management systems at schools: a multilevel analysis, Total Quality Management & Business Excellence, Vol. 31, 1-17 DOI: http://dx.doi.org/10.1080/14783363.2018.1490642 (ISSN: 1478-3363)Item Comparative analysis between management team and teachers on the impact of ISO 9001 standards in educational centres(International Journal of Quality and Service Sciences, 2019) Rodríguez Mantilla, Jesús Miguel; Fernández Cruz, Francisco José; Fernández Díaz, María JosefaPurpose The purpose of this paper is to analyse and compare the impact of implementation of ISO 9001:2008 Standards perceived by Management Teams and Teachers in schools in four autonomous communities in Spain. Design/methodology/approach To assess this impact, the authors used an evaluation instrument made up of 93 items assessing seven major dimensions, whose reliability has been excellent for the full scale (Cronbach’s α = 0.987) and dimensions (α > 0.93). The authors conducted descriptive and differential analyses (ANOVA and t-test for independent samples) of the assessments by professional position (managers and teachers) and other variables (size and type of school, years of implantation, etc.). A factorial analysis of variance was conducted to analyse the interaction effect between these variables in each of the evaluated dimensions. Findings The most significant results show a high impact on the dimension management, medium on communication, learning process and external relations and low impact on climate, support and recognition and satisfaction. Likewise, the authors found that members of the Management Teams valued the impact that ISO 9001:2008 Standards have had on all dimensions at a higher level, except for external relations, where no significant differences between Teachers and Management Team members were found. Practical implications The study makes it possible to conclude that in general terms, the members of the Management Team of the schools perceive a higher impact of the implementation of ISO 9001:2008 Standards than teacher do in the different dimensions evaluated. Originality/value The specialised literature shows the lack of studies related to the impact that the implementation of quality management systems has on organisations. Specifically, this study provides conclusions to the scientific and professional community with objective evidence of the impact ISO 9001:2008 implementation has had on schools, through an indirect system of perceptions of the education community of the changes, which according to them had taken place as a result of implementation. Thus, this study contributes to the development of a new body of knowledge by evaluating this impact.Item Assessing the impact of ISO: 9001 implementation on school teaching and learning processes(Quality Assurance in Education, 2019) Fernández Cruz, Francisco José; Rodríguez Mantilla, Jesús Miguel; Fernández Díaz, María JosefaPurpose A growing number of schools are now implementing quality management systems (QMS). As a result, studies are being conducted to assess the educational benefits of these systems and their capacity to identify areas for improvement in school processes and performance. The purpose the present study is to assess the impact of ISO:9001 implementation on teaching-learning processes in the classroom, and in schools with at least three years’ experience of applying this standard. Design/methodology/approach To this end, a questionnaire was administered to a final sample of 2,185 subjects from 80 pre-school, primary and secondary education schools in the regions of Madrid, Castile and León, Andalusia and Valencia (Spain). Findings The results show that ISO:9001 implementation yielded a higher than average impact on teaching-learning processes. Specifically, improvements were observed in the subdomains of tutorials, evaluation and classroom teaching methodologies as a result of implementing this QMS. Originality/value This impact was higher in state-subsidized private schools in Valencia and Andalusia with over nine years’ experience of ISO:9001 in schools with internal funding plans and in those with fewer than 29 teachers on the staff.Item Base de datos CDD_UNESCO_2018 para el estudio de la Competencia Digital del Docente según el Modelo UNESCO(2018) Fernández Cruz, Francisco José; Fernández Díaz, María JosefaItem El proceso de integración y uso pedagógico de las TIC en los centros educativos madrileños(Revista EducaciónXX1, 2018) Fernández Cruz, Francisco José; Fernández Díaz, María Josefa; Rodríguez Mantilla, Jesús MiguelLos centros educativos están haciendo un esfuerzo importante para incorporar en sus aulas las Tecnologías de la Información y Comunicación (TIC). No obstante, su integración requiere de proyectos estructurados que incidan no solo en las infraestructuras y recursos, sino también en planes de formación tecno-pedagógica, de innovación metodológica, de liderazgo, gestión y coordinación para que puedan alcanzar su objetivo de mejora. Este estudio pretende analizar las características de los centros de Primaria y Secundaria de la Comunidad de Madrid, así como los perfiles de Competencias en TIC del profesorado y su correspondencia con los definidos por la UNESCO. Metodología: Para cumplir con estos objetivos, se ha aplicado un cuestionario que posibilita determinar cuáles son las características de los centros que inciden de manera efectiva en el perfil del docente y sus competencias digitales, haciendo que el proceso de integración y uso pedagógico de las TIC sea más eficaz. Resultados: En el presente estudio se evidencia que el profesorado todavía no dispone de las competencias digitales necesarias para trabajar con las TIC en los centros educativos estudiados. Conclusiones: Los resultados obtenidos sugieren que los aspectos que afectan en mayor grado al proceso de implementación e integración de las tecnologías en un centro educativo son la formación en competencias digitales, la coordinación tecno-pedagógica, el uso metodológico diseñado desde el currículo escolar y el liderazgo efectivo que genere un clima de aceptación de las tecnologías como elemento de innovación educativa. Igualmente, estos centros educativos deben hacer un esfuerzo importante, a través de un proyecto de integración tecno-pedagógico, para dotar a sus aulas de los recursos y de la organización/coordinación apropiada para incorporar actividades de aprendizaje innovadoras en las aulas.