Distribución desigual de las oportunidades educativas en el territorio y migración de la matrícula escolar: el caso de la región de Los Lagos (Chile)

Donoso-Díaz, Sebastián; Rojas, Óscar Arias

doi:10.4067/s0718-07052012000200003

Cited by 12 publications

(10 citation statements)

References 9 publications

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“…In Chile, the type of school each student attends is determined not randomly, but according to SES (González, 2017). In other words, low-SES children attend public schools (low-SES schools), while medium-and high-SES children attend private-subsidised or private schools (or medium-high-SES school) (Donoso & Arias, 2012). From the point of view of the Chilean education system, there is a need to establish the classification as the degree to which teacher expectations are biased is based on the type of institution in which they work.…”

Section: Palabras Clavementioning

confidence: 99%

Factors that bias teacher expectations: Findings from Chile

Barriga

Rodríguez

Ferreira

2019

RLP

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It is well-known that teacher expectations tend to be biased by factors such as student socioeconomic status (SES) and gender. However, much less research has been devoted to understanding how teacher characteristics may impact their own expectations of the students. The present study investigated teacher expectations for 343 Chilean teachers (240 in-service and 103 pre-service). We first designed and validated an instrument to measure expectations; then we assessed the effect of teacher gender and experience, and student gender and school-SES in the formation of teacher expectations. The data were analysed using hypothesis and data-driven analyses. The results showed that SES had an effect on teacher expectations (2= .03 to .12); there was a higher probability that teachers from high-SES schools would have positive expectations of their students. However, negative expectations were equally distributed across teachers working in high and low-SES schools. There was also no evidence of the effect of teacher or student gender on teacher expectations. With respect to teacher experience, the findings were clear cut; both pre-service and in-service teachers shared identical expectations of their students. These findings have important implications regarding teacher training programmes since the expectation bias is observed very early during training.

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Section: Palabras Clavementioning

confidence: 99%

Factors that bias teacher expectations: Findings from Chile

Barriga

Rodríguez

Ferreira

2019

RLP

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“…Las condiciones socioeconómicas y sus correlatos psicosociales son elementos del contexto que inciden en lo que hace y logra la escuela. En efecto, los estudios en Latinoamérica reiteran en señalar que las inequidades socioeconómicas, la vulnerabilidad social de los alumnos, las condiciones sociodemográficas de las escuelas, las atribuciones y expectativas educativas entre otras, se reflejan en los logros de aprendizaje (Cornejo y Redondo 2007;Donoso y Arias 2012;Murillo y Román 2009). No obstante, no se puede establecer una relación causal entre las condiciones del contexto y lo que pueden hacer y logran las escuelas y la comunidad educativa; los estudios han evidenciado experiencias educativas donde la situación de pobreza y/o vulnerabilidad social no ha sido obstáculo para alcanzar logros de aprendizaje escolar cuando se han implementado adecuadas acciones de mejoramiento (UNICEF 2004;Volante et al 2008).…”

Section: Antecedentesunclassified

Contexto socioeconómico, práctica pedagógica y aprendizaje autónomo en el aula

Páucar

Budnik

2018

Estud. pedagóg.

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RESUMENEl objetivo fue analizar la práctica pedagógica efectiva para el logro de aprendizaje autónomo en diferentes contextos socioeducativos de Educación Básica. Metodológicamente es un estudio descriptivo de las clases de ocho profesoras, 16 directivos y 40 niños de primero y segundo básico, de cuatro escuelas de la Región Metropolitana de Santiago de Chile, seleccionadas según nivel socioeconómico (NSE) y logro escolar medido por la prueba del Sistema de Medición de la Calidad de la Educación (SIMCE). Se hizo registro fílmico de las clases y entrevistas. Se realizó análisis de la Conversación (AC), de criterios de Experiencia de Aprendizaje Mediado (EAM), estadística no paramétrica, y análisis de contenido semántico. Los resultados indican que las prácticas pedagógicas de aula son diferentes según el NSE y el logro escolar. La eficacia para promover aprendizajes autónomos se orienta a la nivelación o de enriquecimiento cultural según sea el nivel socioeconómico de los alumnos.Palabras clave: logro escolar, intercambio, segregación académica, mediación, análisis de la conversación, sala de clase. ABSTRACTThe aim of this research was to analyze the effective pedagogical practice for the achievement of autonomous learning in different socio-educational contexts of Elementary Education. Methodology consisted of a descriptive study of the classes of eight teachers, 16 executives and 40 children of first and second grade from four schools of the Metropolitan Region, Chile, selected according to their socioeconomic status (SES) and academic achievement measured by the test of the Education Quality Measurement System (SIMCE). Classes and interviews were recorded. Conversation Analysis (CA), criteria for the Mediated Learning Experience (MLE), nonparametric statistics, and semantic content were analyzed. Findings suggest that the classroom pedagogical practices are different according to the SES and academic achievement. The effectiveness to promote autonomous learning is focused on the placement or cultural enrichment according to students' socioeconomic status.

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“…Pese a los avances logrados en los últimos años, la educación rural continúa siendo la modalidad y sector educacional más desaventajado (San Miguel, 2005, Thomas y Hernández, 2005Williamson, 2004). A esto se suma el cuestionamiento respecto de su escaso equipamiento (Atchoarena & Gasperini, 2004), su menor tamaño (Araya et al, 2012;Kearns, Lewis, McCreanor & Witten, 2009) y su reducido número de matrícula producto de la disminución de la población en zonas rurales, fenómeno que se repite en varios países del mundo (Donoso & Arias, 2012;Hargreaves, 2009;Kearns, et al, 2009;Nuñez, et al, 2014;Smit & Humpert, 2012).…”

Section: Caracterizando La Educación Ruralunclassified