Browsing by Author "Godoy, Felipe"

Now showing 1 - 7 of 7
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    Aftershocks of Chile's Earthquake for an Ongoing, Large-Scale Experimental Evaluation
    (SAGE PUBLICATIONS INC, 2011) Moreno, Lorenzo; Trevino, Ernesto; Yoshikawa, Hirokazu; Mendive, Susana; Reyes, Joaquin; Godoy, Felipe; Del Rio, Francisca; Snow, Catherine; Leyva, Diana; Barata, Clara; Arbour, MaryCatherine; Rolla, Andrea
    Evaluation designs for social programs are developed assuming minimal or no disruption from external shocks, such as natural disasters. This is because extremely rare shocks may not make it worthwhile to account for them in the design. Among extreme shocks is the 2010 Chile earthquake. Un Buen Comienzo (UBC), an ongoing early childhood program in Chile, was directly affected by the earthquake. This article discusses (a) the factors the UBC team considered for deciding whether to put on hold or continue implementation and data collection for this experimental study; and (b) how the team reached consensus on those decisions. A lesson learned is that the use of an experimental design for UBC insured that the evaluation's internal validity was not compromised by the earthquake's consequences, although cohort comparisons were compromised. Other lessons can be transferred to other contexts where external shocks affect an ongoing experimental or quasi-experimental impact evaluation.
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    Background on Continuities and Discontinuities in the Transition from Early Childhood Education to Primary: The Chilean Case
    (Springer, Cham, 2022) Narea Biscupovich, Marigen Soledad; Godoy, Felipe; Treviño Villarreal, Juan Ernesto; Urbina-García, Angel; Perry, Bob; Dockett, Sue; Jindal-Snape, Divya; García-Cabrero, Benilde
    This chapter analyses how early childhood and primary education are articulated to facilitate children’s transition in Chile in terms of institutional arrangements, curricular differentiation, and pedagogical interactions of both levels. It considers to what extent this articulation fosters either a smooth and child-respectful transition or a greater schoolification of the early childhood education (ECE) system. There have been advances in favour of having a smoother transition. The 2 years of kindergarten (for children aged 5 and 6) were included in primary schools, with the aim of easing the transition. Undoubtedly, the transition can be done more organically, but this has also led to greater schoolification. Regarding the curriculum, there are essential differences between the two levels. Notably, while personal, social, and emotional development is highly foregrounded within the early childhood level, it is not in the primary school curriculum. Also, there are schoolification problems within the early years of the primary school level. The accountability pressures for this level could also jeopardise early childhood level objectives. Finally, in terms of pedagogical practices, ECE is focused on children’s socioemotional development while this focus is gradually being lost as children are promoted through the school levels. We propose making the school ready for children, advocating for bringing into the primary school some features of the early childhood level’s pedagogical practice, so that it is more flexible and focused on children’s wellbeing.
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    Improving the off-design modeling of a commercial absorption chiller
    (2025) González, José Manuel; Villa Ochoa, Álvaro Antonio; Cardemil Iglesias, José Miguel; Godoy, Felipe; Zamora Zapata, Mónica
    Modeling a commercial absorption chiller accurately is essential for better integrating and optimizing their operation, especially in off-design conditions. Hence, in this work, a novel model based on the principles of mass and energy conservation was developed, incorporating three improvements for a single-effect LiBr–H2O absorption chiller, corresponding to (i) heat loss to the environment, (ii) heat transfer coefficient dependence on flow rate, and (iii) a falling film evaporator model. As a study case, the improved model was applied to simulate the off-design behavior of the Yazaki WFC-SC10 absorption chiller, using available manufacturer data. The effect of hot and chilled water temperature and hot water flow rate on performance were analyzed. Improvement (i) corrects the design point cooling capacity and heat input predictions to 0.03% and 0.04% error, respectively, far lower than the basic model (3.7% and 8.8%), while adding (ii) proves enough to enhance the off-design performance computation to excellent precision within 40%–100% of the rated hot water flow rate. Lastly, improvement (iii) allows the model to exhibit the performance-degrading partial wetting and overflow operating regimes at the evaporator, maintaining more realistic model predictions in off-design operation. The total model error in capacity and heat input with respect to manufacturer data (MAPE) decreased by 68% and 54% respectively, with respect to the hot water temperature, and by 94% and 82% with respect to its associated flow rate. Overall, this work sets a benchmark in commercial absorption chiller modeling accuracy, and particularly to the atypical behavior of the WFC-SC10.
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    Overview of Early Childhood Education (Chile)
    (2020) Narea Biscupovich, Marigen Soledad; Godoy, Felipe
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    ¿Qué nos revelan los instrumentos de observación de aula sobre clases de matemática en escuelas con trayectoria de mejoramiento?
    (2018) Martínez, María Victoria; Godoy, Felipe; Treviño Villarreal, Juan Ernesto; Varas, Leonor; Fajardo, Gabriela
    El presente estudio analiza la capacidad de dos instrumentos de observación de aula, Classroom Assessment Scoring System (CLASS) y Mathematical Quality of Instruction (MQI), para describir el funcionamiento de aulas de matemática que pertenecen a escuelas municipales chilenas con trayectorias de mejoramiento. En concreto, se busca indagar, por una parte, cómo ambos instrumentos correlacionan y coinciden en encontrar determinados rasgos de la enseñanza, y por otra, en las descripciones cualitativas que esconden los puntajes asignados a cada sala. Los resultados nos indican, por un lado, que solamente la dimensión Diálogo Instruccional de CLASS correlaciona significativamente con algunas de las dimensiones de MQI y que los puntajes asignados a las aulas efectivamente permiten discriminar la calidad o frecuencia con que cada rasgo de la enseñanza aparece en cada aula. Sin embargo, las descripciones cualitativas mostraron que en cada sala es posible encontrar múltiples rasgos positivos de la enseñanza que permitieron a los profesores conducir una buena clase de matemática, con errores y elementos ausentes, pero que fueron reemplazados exitosamente por otros elementos de la enseñanza efectiva.
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    ¿Qué nos revelan los instrumentos de observación de aula sobre clases de matemática en escuelas con trayectoria de mejoramiento?
    (2018) Martínez, María Victoria; Godoy, Felipe; Treviño Villarreal, Juan Ernesto; Varas, Leonor; Fajardo, Gabriela
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    Understanding the caring professional dispositions of the early childhood education teacher assistants in Chile
    (2024) Godoy, Felipe; Duhn, Iris; Quinones, Gloria
    Despite their crucial global importance in the daily work within classrooms, teacher assistants are barely addressed in early childhood education (ECE) teaching policy and research. In this context, little is known about features of their role - more commonly studied in the case of lead teachers - such as their professional dispositions. This paper analyses the discourses of a group of Chilean ECE teacher assistants about their dispositions, exploring possible intersections and dissonances of an ethics of care and mainstream technical practice approaches in ECE. Sixteen assistants from two ECE centres located in an urban suburb of Santiago de Chile took part in focus groups and interviews, and their discourses were analysed through a Reflexive Thematic Analysis. Findings show that teacher assistants address their role by producing a discourse informed by an ethics of care, but also drawing marginally on a mainstream technical perspective. The findings may help inform future ECE teaching policy in Chile, embracing new approaches to ECE professionalism that foreground caring practices and acknowledge the diversity of the workforce.