Faculty of Education of Albacete, University of Castilla-La Mancha, 02071 Albacete, Spain.
Int J Environ Res Public Health. 2022 Oct 28;19(21):14103. doi: 10.3390/ijerph192114103.
The context of a school may play a fundamental role in students' academic and personal progress. In this study, we focus on two contextual variables, the school type and school location or setting. The study used a questionnaire to assess teachers' knowledge and thoughts about rare diseases based on these variables, with the participation of 574 school teachers. To broaden the research perspective, another questionnaire was administered to members of 152 rare disease patient advocacy groups to ask about their participation in educational processes and analyse their results according to one of the contextual variables: the setting or location of each association. The results indicated statistically significant differences according to the variables examined, which were larger for the type of school variable. In short, numerous variables that influence the teaching and learning processes need to be considered in educational praxis; in this study, we looked at those of a contextual nature (for example, the geographic characteristics of schools and associations), and this is essential for increasingly heterogeneous educational locations that demand multidimensional approaches.
学校背景可能对学生的学业和个人发展起着至关重要的作用。在本研究中，我们关注两个背景变量，即学校类型和学校位置或环境。研究使用问卷评估了 574 名学校教师基于这些变量的对罕见病的认识和想法。为了拓宽研究视角，我们还向 152 个罕见病患者倡导团体的成员发放了另一份问卷，询问他们参与教育过程的情况，并根据其中一个背景变量（每个协会的设置或地点）对结果进行分析。结果表明，根据所检查的变量，存在统计学上的显著差异，其中学校类型变量的差异更大。简而言之，在教育实践中需要考虑许多影响教学过程的变量；在本研究中，我们着眼于那些具有背景性质的变量（例如，学校和协会的地理特征），这对于日益多样化的教育场所至关重要，因为这些场所需要多维的方法。
