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Analysis of institutional authors

Márquez Vázquez, CarmenAuthor

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September 8, 2022
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La Prevención del Fracaso Escolar en Educación Secundaria desde el Programa de Mejora del Rendimiento y del Aprendizaje

Publicated to:Revista Internacional de Educación para la Justicia Social (RIEJS). 11 (1): 157-174 - 2022-01-01 11(1), DOI: 10.15366/riejs2022.11.1.009

Authors: Márquez Vázquez, Carmen; Indarramendi, Cintia

Affiliations

Univ Autonoma Madrid, Fac Formac, Madrid, Spain - Author
Univ Paris 8 Vincennes St Denis, Paris, France - Author
Universidad Autónoma de Madrid - Author
Universite Paris 8 Vincennes-St Denis - Author

Abstract

Con la finalidad de prevenir el fracaso escolar y facilitar la graduación en Educación Secundaria Obligatoria del alumnado con dificultades no atribuibles a su falta de estudio y esfuerzo, la Ley Orgánica de Mejora de la Calidad Educativa aprobó el Programa de Mejora del Aprendizaje y Rendimiento (PMAR). Siete años después de su puesta en marcha, este trabajo tiene como objetivos describir cómo se ha implementado y qué resultados ha obtenido PMAR en centros de Andalucía y Madrid. Primero, se realiza un estudio dedicado al análisis de la normativa que regula el programa en ambas comunidades autónomas. Segundo, se llevan a cabo entrevistas semiestructuradas orientadas a conocer la opinión de nueve responsables educativos de los departamentos de orientación. Los resultados evidencian limitaciones estructurales que afectan al desarrollo del programa en ambas comunidades y regulaciones normativas que explican un trato diferenciado del alumnado en cada territorio. Se pone de manifiesto la baja eficacia de esta medida como estrategia para prevenir el fracaso escolar y se concluye enfatizando la necesidad de repensar en apoyos más tempranos, sostenidos en el tiempo y que faciliten la inclusión del alumnado con dificultades en su grupo de pertenencia. 

Keywords

compulsory secondary educationinclusive educationschool failureschool orientationCompulsory secondary educationDiversityInclusionInclusive educationSchool failureSchool orientation

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Revista Internacional de Educación para la Justicia Social (RIEJS) due to its progression and the good impact it has achieved in recent years, according to the agency Scopus (SJR), it has become a reference in its field. In the year of publication of the work, 2022, it was in position , thus managing to position itself as a Q1 (Primer Cuartil), in the category Sociology and Political Science.

From a relative perspective, and based on the normalized impact indicator calculated from World Citations from Scopus Elsevier, it yields a value for the Field-Weighted Citation Impact from the Scopus agency: 1.43, which indicates that, compared to works in the same discipline and in the same year of publication, it ranks as a work cited above average. (source consulted: ESI Nov 14, 2024)

This information is reinforced by other indicators of the same type, which, although dynamic over time and dependent on the set of average global citations at the time of their calculation, consistently position the work at some point among the top 50% most cited in its field:

  • Field Citation Ratio (FCR) from Dimensions: 5.04 (source consulted: Dimensions Jul 2025)
  • Normalized Impact calculated by Dialnet Metrics: 17.39 (source consulted: Dialnet Metrics Dec 2023)

Specifically, and according to different indexing agencies, this work has accumulated citations as of 2025-07-09, the following number of citations:

  • WoS: 1
  • Scopus: 4

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-07-09:

  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 26 (PlumX).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
  • Additionally, the work has been submitted to a journal classified as Diamond in relation to this type of editorial policy.
  • Assignment of a Handle/URN as an identifier within the deposit in the Institutional Repository: https://repositorio.uam.es/handle/10486/704390

Leadership analysis of institutional authors

This work has been carried out with international collaboration, specifically with researchers from: France.

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (MARQUEZ VAZQUEZ, MARIA CARMEN) .