Impact assessment of the dialogic literary gatherings in learning communities

Abstract

The purpose of this paper is to present the construction and application of an instrument for the evaluation of the impact of the educational action Dialogic Literary Gatherings held in the schools called Learning Communities. The tool consists of a self-administered questionnaire supported in the epistemology of the Dialogic learning theories, regarding basic of educational performance object of study. For the construction of the same has been by an analytical study descriptive and correlational. The instrument has been evaluated by a group of expert judges belonging to the Subnet Andalusian University from Learning Communities (SAUCA) and piloted by teaching staff and volunteer participant in the educational action belonging to schools transformed into learning communities. The results show how this educational performance has an impact on the social and academic impact of the centers that develop it, having a significant effect on the lives of students.