Beyond the Test Score

Treviño, Ernesto; Scheele, Judith; Flores, Stella M.

doi:10.1177/1558689814527940

Cited by 12 publications

(10 citation statements)

References 13 publications

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“…En la misma línea, los centros educativos han promovido documentos institucionales para mejorar la calidad educativa, tales como modelos educativos o listados de competencias intencionadas institucionalmente, que orientan el desarrollo de los aprendizajes esperados. Además, se ha fomentado la aparición de programas e iniciativas de ingreso, nivelación, apoyo y acompañamiento de los estudiantes prioritarios, tanto en el nivel institucional local como en políticas de estado más generales (Santelices, Galleguillos, & Catalán Avendaño, 2015;Treviño, Scheele, & Flores, 2014). A esto se suma la ampliación, desarrollo y jerarquización de los organismos estatales semiautónomos de control que buscan evaluar, acreditar y promover la calidad educativa de las instituciones de educación superior, y que han restringido y fiscalizado en parte la tradicional autonomía universitaria y la libertad de mercado del sector privado (Lemaitre, 2015;Rama Vitale, 2006).…”

Section: Introductionunclassified

Lectura, escritura y oralidad en perfiles de egreso de educación superior: contrastes entre instituciones y carreras

Navarro

Reyes

Calle-Arango

et al. 2020

Cal Edu

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La llamada “sociedad del conocimiento” requiere escritores y oradores expertos, que participen en contextos ciudadanos, administrativos y profesionales complejos y dinámicos. Sin embargo, estudios previos sugieren que esta formación se relega al currículum oculto en educación superior. Este artículo busca identificar la presencia de la lectura, la escritura y la oralidad en algunos instrumentos curriculares clave del sistema de educación superior chileno. Se seleccionaron diez universidades con rasgos institucionales diferenciados y cinco carreras diversas; se recolectaron 50 perfiles de egreso públicos y diez modelos educativos; y se codificaron cualitativamente las competencias letradas implícitas y explícitas, junto con las concepciones subyacentes, con cuantificación posterior. Los resultados muestran que la lectura, la escritura y la oralidad aparecen invisibilizadas o con baja frecuencia y con una visión reproductiva y generalista en los perfiles de egreso universitarios chilenos, en particular en carreras como Pedagogía en Educación Básica. A partir de estos hallazgos, se sugiere que los procesos de innovación por competencias y acreditación de carreras e instituciones estén informados por una concepción contemporánea de la lectura, la escritura y la oralidad como competencias complejas, retóricas, epistémicas y disciplinarmente situadas, que requieren un lugar explícito y un compromiso institucional en la formación de profesionales.

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Section: Introductionunclassified

Lectura, escritura y oralidad en perfiles de egreso de educación superior: contrastes entre instituciones y carreras

Navarro

Reyes

Calle-Arango

et al. 2020

Cal Edu

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“…A range of educational outcomes were assessed to measure the impact of the pedagogical interventions. Hard outcomes included academic achievement (Treviño et al, 2014), GPA (Ramseth, 2018) or college enrolment (Crump et al, 2015). Soft outcomes included attitudes towards school and education (Ramseth, 2018).…”

Section: Resultsmentioning

confidence: 99%

A systematic review of widening participation: Exploring the effectiveness of outreach programmes for students in second‐level schools

Chorcora

Bray

Banks

2023

Review of Education

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A major challenge for universities across the globe is to address the lack of diversity within higher education. Widening participation (WP) programmes can vary between in‐reach and outreach programmes. Some initiatives focus on either pre‐entry stage (primary or secondary schools) or post‐entry stage (helping students adapt to university life). This systematic literature review provides an analysis of the effectiveness of widening participation outreach programmes, a topic that is relatively unexplored, particularly at school level education. By examining empirical studies of widening participation interventions, the paper allows for the investigation of the educational outcomes measured in these programmes. A total of 19 studies were included, which analysed quantitative or mixed‐method data. The findings indicate a growth in the evidence base for widening participation programmes for second‐level students over the last decade. Interventions identified in the literature were categorised by their approach, which included guidance‐based interventions, multidimensional interventions or pedagogical interventions. The findings confirm some positive effects for widening participation outreach programmes on a range of outcomes including students' college readiness, educational aspirations and college enrolment. The review argues for consistency in the way in which educational outcomes are measured, as well as the need for cross‐collaboration and sharing of data between schools and universities, to enable more effective measurement of widening participation programmes in future research. Context and implicationRationale for this studyThis study gives an up‐to‐date synthesis of outreach interventions in secondary schools which aim to widen participation at higher education. A review of its kind has not been conducted in the last decade.Why the new findings matterFindings highlight the most effective new interventions, as well as, the challenges in defining success, research design and collecting accurate data across secondary and tertiary educational institutions.Implications for educational researchers and policy makersThis systematic review provides an overview for widening participation WP practitioners of what types of outreach interventions are out there, offering templates and ideas for introducing these kinds of initiatives in other universities and partnership schools. The paper highlights to policy makers, the need to create policies that enable cross‐collaboration and sharing of data between schools and universities. Implications for researchers include discussion around how success is being defined, what outcomes are being measured, the need for longitudinal studies with larger sample sizes as well as the collection of baseline data of participants.

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“…Such an approach would heavily complement other criteria already used, (e.g., cognitive skills, knowledge, and standardized testing scores, PSU) in selecting university students in Chile. While we focus on students studying on pedagogical programmes (Treviño, Scheele, & Flores, 2014), other researchers may use our framework to study engagement in other programmes.…”

Section: Discussionmentioning

confidence: 99%

Academic Engagement in Preservice Teachers: Motivational Variables for a Chilean sample

Valenzuela

Muñoz

Frenay

et al. 2019

RLP

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This quantitative study examines how pre-service teachers' personal motivations are related to engagement. Subjects were pre-service teachers (n=764) enrolled in nine Chilean universities. Multiple linear regression analysis and path analysis were conducted. Controlling for demographic and academic variables, we show a motivational variables model that significantly predicts engagement. Results indicate strong, positive relationships between engagement and expectancy/value components of motivation for professional training, task value of motivation for academic reading, and intellectual curiosity. Although weaker predictors of engagement, motivation to become a teacher and motivation to teach were still statistically significant and mediated other variables. Overall, the model shows good fit. The results of the present study call for, at least within the Chilean context, the careful consideration that "motivation to become a teacher" or "motivation to teach" may not be enough to explain the teacher training engagement.

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Beyond the Test Score

Cited by 12 publications

References 13 publications

Lectura, escritura y oralidad en perfiles de egreso de educación superior: contrastes entre instituciones y carreras

Lectura, escritura y oralidad en perfiles de egreso de educación superior: contrastes entre instituciones y carreras

A systematic review of widening participation: Exploring the effectiveness of outreach programmes for students in second‐level schools

Academic Engagement in Preservice Teachers: Motivational Variables for a Chilean sample

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