Ortega-Barba, Claudia-Fabiola
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Preferred name
Ortega-Barba, Claudia-Fabiola
Official Name
Ortega Barba, Claudia Fabiola
Alternative Name
cortega
Main Affiliation
ORCID
Scopus Author ID
56094621100
Researcher ID
FNX-8971-2022

Research Output
Now showing 1 - 8 of 8
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Tendencias investigativas sobre liderazgo y dirección escolar. Revisión sistemática de la producción científica

2022 , Meza-Mejía, Mónica del Carmen , Ortega-Barba, Claudia-Fabiola , Cobela Vargas, José Francisco

El campo de la dirección y el liderazgo en la escuela, además de generar nuevo conocimiento, crea nuevos espacios de reflexión en torno a estos temas y al contexto educativo. Por ello, el trabajo que se presenta busca responder a esta pregunta de investigación: ¿Cuáles son las tendencias en la producción científica en torno al liderazgo y la dirección escolar? Los objetivos del estudio son describir la producción científica sobre estos temas y analizar las tendencias de los mismos. Se siguió una metodología cuantitativa sistematizando el proceso a partir de los lineamientos de verificación de la declaración PRISMA 2020 para el trabajo con el material bibliográfico identificado en la base de datos Scopus; y otra cualitativa para un posterior análisis documental descriptivo de los resultados obtenidos. En cuanto a los hallazgos, en un primer plano arrojan que los países de mayor productividad científica de habla hispana en torno a estos temas son, en primer lugar, España y, en segundo, Chile. También, la tendencia investigativa en torno al liderazgo y la dirección escolar está fundamentalmente orientada a registrar la experiencia, el significado y la percepción de los actores. Por lo cual, caracteriza primordialmente a este tipo de estudios el enfoque cualitativo. Asimismo, se subraya la necesidad de continuar avanzando en la construcción del campo del liderazgo y de la dirección escolar a partir de constructos teóricos que conecten con la experiencia de la realidad.

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The newsroom: Uso de una serie de televisión para la formación ética de futuros profesionales de la información

2017-03-24 , Nicolás Gavilán, María Teresa , Galbán-Lozano, Sara-Elvira , Ortega-Barba, Claudia-Fabiola

¿Cómo lograr que los estudiantes de comunicación integren en su vida profesional comportamientos éticos? Para responder a esta pregunta, el presente trabajo presenta el uso de las series de televisión en la docencia universitaria, como medio de aprendizaje. El artículo se configura en tres apartados: en el primero se presenta a la enseñanza universitaria como el contexto y a la ética profesional como el espacio curricular donde se desarrolla la propuesta. En el segundo se explica por qué el uso de series de televisión, además de motivar el interés de los estudiantes, facilita la adquisición de conocimientos, habilidades y actitudes éticas. En el tercer apartado se describe el uso de la serie The newsroom en el aula y algunos testimonios que evidencian la efectividad de la estrategia. ©2017 © EPI - El Profesional de la información. Copyright

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Social Networks in Education : Discussions About Concepts

2012 , Romo Lopez, Ana Paola , Ortega-Barba, Claudia-Fabiola

The topic of social networking is not new, it was founded at the origin of man as social being, as a network implies the presence of at least two elements, in this case people. In addition, the construct becomes important now as the technologies have been incorporated into the daily lives of people meeting spaces allowing the generation, raising needs and creating products that cover. Thus, in the last twenty years the influence that technology has had on all areas of human activity has been exponential. The purpose of this paper is to share the conceptual findings we have reached about social networks in the educational context. Some of the documents reflect the social networks of recent empirical research, however, not enough work on this subject from this point of view rather need to reflect on the concept that there are discussions around the issue and its influence in various areas as educational. In relation to this, there are differences of opinion among researchers who study the subject because these structures are derived from different epistemological positions that can be conceived as a paradigm, a theory, methodology or technique. Some authors suggest that the lack of conclusions and agreements on the subject due to the contributions made by different areas of knowledge in almost 80 years, lack of systematization. To locate the emergence of social networks as a research topic in the history of thought, was required to do a trace on the concept of network and end this section with the conceptualization of social network. This first approach is mainly theoretical and it seeks to reveal the systematization of the concepts due to the complexity of the network. The lecture exposes the connectivism as the learning theory developed from the social networks, and it also describes the possibilities of education that arise from the theoretical principles it upholds. Connectivism is presented as an alternative to learning theories most studied in recent decades, ie, behaviorism, constructivism and congnoscitivismo. These theories, although the process of learning analyzed from various points of view, are not very suitable to observe the light of the influence of technologies. That is, are insufficient to meet the educational challenges that arise in the digital age. The questions that arise about these theories, are related to the learning process that is generated from a knowledge that is acquired in a linear fashion. Connectivism is formed by a series of statements made by George Siemens presented as "a theory of learning designed for the digital age" (Siemens, ...). In this theory, learning is exposed to a series of connections and includes technology as a resource in the educational process. Siemens says that learning is essentially a process of creation and management of networks formed by nodes-or knowledge-relevant people. Therefore, knowledge is a dynamic that is generated by connecting to a network in which information circulates and connecting new knowledge. © IATED Digital Library

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The Meaning of the Management Function: Discourse from Educational Institution Directors

2020 , Meza-Mejía, Mónica del Carmen , García-Casas, Claudia María , Ortega-Barba, Claudia-Fabiola , Galbán-Lozano, Sara-Elvira

This qualitative research articulates the perspective that educational institution directors have on the meaning of management action and the need for training in this area. Significant research findings include the importance of training in three specific aspects: technical knowledge, virtues, and managerial competencies. Study participants emphasized that experience alone is insufficient to run a school, which is an important job not only for educating students, but also for the impact it has on the entire educational community (i.e., managers, administrative and service staff, teachers, and parents). © Emerald Publishing Limited

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Women and Leadership in Higher Education: A Systematic Review

2023 , Meza-Mejía, Mónica del Carmen , Villarreal-García, Mónica Adriana , Ortega-Barba, Claudia-Fabiola

The theoretical postulates of gender studies demonstrate that inequality, when it comes to women, is more of a sociocultural construct than the result of nature. Gender inequality is typical of higher education, where inclusion of women was a milestone and where the “female advantage” phenomenon refers to the rise of women at this level. Thus, this study aims to investigate the patterns of action that women take in academia when exercising leadership positions. It aims to understand the social behavior related to this phenomenon based on scientific research. The study followed a quantitative method, systematizing the process based on the PRISMA. 2020 guidelines to work with the bibliographic material identified in the Scopus database, and another qualitative method was used in conjunction for a resulting descriptive documentary analysis of the results obtained. This study concludes that women exercise leadership in higher education in teaching, research, and management roles with unequal participation in each of them. ©MDPI

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Television series use in teaching and learning professional ethics in communication

2017 , Nicolás Gavilán, María Teresa , Ortega-Barba, Claudia-Fabiola , Galbán-Lozano, Sara-Elvira

The work presented here is an exploratory and descriptive study under a qualitative approach. It purposes was to show the use of television series, as a means of teaching and learning professional ethics in communication undergraduate students. Among the results we found two direct areas of impact: teaching and learning. In the case of teaching, the professor shows an innovative practice and she realized different ways to improve it as a continuous way to advance her teaching. In the case of learning, the use of television series promoted the interest of the students and a significant learning. However, the most important finding of this study is that the teaching experience has contributed in the educational process of communicators specifically in ethical thinking. © Media Watch.

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Significado de la ética profesional : el caso de estudiantes de ciencias empresariales

2019 , Scalzo, Germán , Galbán-Lozano, Sara-Elvira , Ortega-Barba, Claudia-Fabiola

Este trabajo de corte cualitativo tiene como objetivo mostrar los significados y experiencias de estudiantes de las áreas de ciencias económicas y empresariales en torno a la ética profesional, la cual por su misma naturaleza, no tiene como fin el mero conocimiento sino su aplicación práctica, en donde actúan los aprendizajes internalizados, como modelos para la acción. Dentro de los hallazgos más significativos se encontró que los estudiantes valoran la formación ética que les ofrece la universidad como complemento de su formación técnica, sin embargo, consideran necesario el uso de estrategias innovadoras para su enseñanza. Los significados que muestran sobre la ética van desde lo personal hasta lo profesional pasando por lo social, resaltando el carácter relacional de la misma. © 2019 Universidad Nacional de Educación a Distancia. All rights reserved.

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Technology in mexican schools : experiences of innovative teachers

2016 , Galbán-Lozano, Sara-Elvira , Ortega-Barba, Claudia-Fabiola , Baptista-Lucio, Pilar

The introduction of Information and Communication Technologies (ICT) in the school system always implies change and disruption, and teachers are the ones who finally adopt or reject innovative pedagogies with ICT. But, who are the teachers that are the early adopters? This study seeks to understand Mexican innovative teachers by exploring their experiences in the incorporation ICT. What is their vision? Could their mindset be described? To find answers to these questions, a qualitative study was conducted using two techniques for data gathering: Personal reports and interviews with innovative teachers. In both instances, they were asked to describe how ICT transformed their teaching practices and what changes they observe in the students' learning. The analysis and interpretation of the collected narratives, effectively illustrates the mindset of innovative teachers and their daily routines in school life. These are personal stories from a variety of social contexts, based on real life experiences from all the different regions of Mexico.

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