Teachers’ agentic actions in tight and loosely coupled effective secondary schools in Chile

Montecinos, Carmen; Cortez, Mónica; Valenzuela, Juan Pablo; Zett, Isabel; Zoro, Barbara

doi:10.1016/j.tate.2022.103731

Cited by 5 publications

(2 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This challenge arises due to the additional instructional time required to explore cultural aspects, which can be challenging when there are already demands to cover language skills and content. Teachers face the task of allocating sufficient time and resources to assess cross-cultural understanding effectively without compromising the evaluation of language proficiency (Montecinos et al, 2022). Additionally, ensuring fairness and inclusivity in the assessment process is a critical consideration, particularly for learners from non-dominant cultural backgrounds.…”

Section: Discussionmentioning

confidence: 99%

Assessing Cross-Cultural Understanding and Intercultural Communication Skills in Efl Classrooms: Challenges, Best Practices, and Perceptions

Rahmawati

2023

NextGen

View full text Add to dashboard Cite

This research study explores the challenges and best practices in assessing cross-cultural understanding and intercultural communication skills in English as a Foreign Language (EFL) learners, considering both formative and summative assessment methods. Employing a mixed-methods research design, quantitative and qualitative data were gathered from EFL teachers and learners in diverse cultural settings. The findings reveal a variety of assessment tasks commonly used, such as written assignments, oral presentations, group discussions, and cultural projects, to evaluate cross-cultural competence. Formative assessment methods, including self-reflection, peer feedback, and teacher-student conferences, were prevalent in assessing cross-cultural understanding. Challenges in cross-cultural assessment include developing culturally sensitive tasks and rubrics, addressing biases in assessment instruments, balancing language proficiency and cultural understanding, and ensuring fairness and inclusivity. Best practices identified include providing clear assessment criteria, incorporating authentic tasks, promoting self-reflection and peer feedback, integrating multiple assessment methods, and offering professional development for teachers. The study emphasizes the positive perceptions of both teachers and learners regarding the effectiveness of cross-cultural assessment in promoting intercultural competence. By addressing these challenges and implementing recommended practices, educators can enhance the quality of EFL education and better prepare learners for effective communication in diverse cultural settings.

show abstract

Section: Discussionmentioning

confidence: 99%

Assessing Cross-Cultural Understanding and Intercultural Communication Skills in Efl Classrooms: Challenges, Best Practices, and Perceptions

Rahmawati

2023

NextGen

View full text Add to dashboard Cite

show abstract

“…Between 2018 and 2021, the lead and second author collaborated on a large research project examining the contributions of subject departments (mathematics and Spanish language) to improve processes and outcomes in secondary schools in Chile. Specifically, issues related to the leadership of principals and department heads were examined as well as work carried out by subject units (Montecinos, Cortez, Valenzuela, et al, 2022; Montecinos, Cortez, Zoro, & Zett, 2022). The overall research project used a sequential mixed‐method design.…”

Section: Methodsmentioning

confidence: 99%

Responding to external accountability in high‐performing, high‐capacity public secondary schools in Chile

Montecinos

Cortez

Zett

et al. 2022

Euro J of Education

Self Cite

View full text Add to dashboard Cite

The qualitative study on which this article reports explored how senior leaders, mathematics and Spanish language teachers (N = 72) in four high‐performing, high‐poverty, public secondary schools in Chile enact performance‐based accountability policies related to standardised assessments. These four public schools were selected because prior to when the study was conducted all were part of the Bicentennial Schools Programme led by the Ministry of Education from 2010 to 2014. The aim of the programme was to develop effective secondary schools to serve low‐income students. A thematic analysis of data produced through individual and group interviews and observations of departmental meetings shows that the enactment of performance‐based accountability involved two dimensions of learning‐centred leadership, distributed among senior leaders and department heads. An aim shared by parents, students, teachers and senior leaders was to ensure students' access to, and completion of, studies in higher education. Attaining good scores in national standardised SIMCE tests was key to meeting the vision. Collective trust among all actors and macro level trust in standardised testing served as a resource for strong collaboration to improve instruction and learning as well as teachers' collective efficacy. The discussion focuses on school‐level practices and policy‐level decisions that create conditions for the effective use of information produced from standardised assessments. A key point supported by our findings is that successful performance in external assessments is resourced by, and fosters, trust formation in schools.

show abstract

Mobilizing continuous improvement in high-poverty effective public secondary schools in Chile: The contributions of subject departments

Montecinos,

Cortez,

Valenzuela

et al. 2025

International Journal of Educational Development

View full text Add to dashboard Cite

Teachers’ agentic actions in tight and loosely coupled effective secondary schools in Chile

Cited by 5 publications

References 40 publications

Assessing Cross-Cultural Understanding and Intercultural Communication Skills in Efl Classrooms: Challenges, Best Practices, and Perceptions

Assessing Cross-Cultural Understanding and Intercultural Communication Skills in Efl Classrooms: Challenges, Best Practices, and Perceptions

Responding to external accountability in high‐performing, high‐capacity public secondary schools in Chile

Mobilizing continuous improvement in high-poverty effective public secondary schools in Chile: The contributions of subject departments

Contact Info

Product

Resources

About