Browsing by Author "Trevino Villarreal, Juan Ernesto"
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- ItemAdapting early childhood education interventions to contexts: Lessons and challenges of using different evaluation designs(Elsevier Ltd, 2022) Trevino Villarreal, Juan Ernesto; Godoy Ossa, Felipe Andrés© 2022This paper analyzes the experience of three waves of implementation of UBC, an intervention to improve early childhood education quality in schools serving disadvantaged children in Chile. It delves on the notions of context as a primary source of information to adapt and improve educational programs in order to adjust to local needs. The results show that adapting to context improves both the quality of classroom interactions and child outcomes. The paper discusses the tensions between experimental and quasi-experimental methods in assessing these types of programs.
- ItemCivics and Citizenship(2017) Trevino Villarreal, Juan Ernesto
- ItemDiagnóstico del sistema escolar: Las reformas educativas 2014-2017(2018) Trevino Villarreal, Juan Ernesto
- ItemEducación intercultural en Chile(2017) Trevino Villarreal, Juan Ernesto
- ItemEffects of Between-Class Ability Grouping on Secondary Students’ Academic Achievement: Quasi-experimental evidence from Chile(2023) Allende, Claudio; Díaz, Juan Daniel; Villalobos, Cristóbal; Valenzuela, Juan Pablo; Wyman, Ignacio; Trevino Villarreal, Juan ErnestoThis study estimates the effect of between-class ability grouping on Chilean secondary students’ academic achievement. We rely on a structural feature of the school system: a considerable number of students who complete primary school must change schools to start their secondary education. Cardinality matching was performed in order to account for confounding variables. Sensitivity analysis was performed to address the fact that differences in unobserved variables could bias our findings. Results show that attending a school that groups students by ability causes a reduction in the average scores obtained in 10th grade of 0.07 sd for lecture and 0.08 sd for mathematics. Students matched by their observed covariates could differ in their odds of attending a school with or without ability grouping by 15% for mathematics and 10% for lecture, without altering our conclusions. Disadvantaged students are the most affected, whereas best-performing students do not benefit from this policy either.
- ItemFinanciamiento de la educación escolar en Chile. La reforma estructural pendiente(Ediciones UC, 2019) Villalobos Dintrans, Cristobal Alejandro; Trevino Villarreal, Juan Ernesto; Carrasco Rozas, Alejandro Javier; UC
- ItemInfluence of Teacher, Student and School Characteristics on Students’ Attitudes Toward Diversity(2018) Trevino Villarreal, Juan Ernesto
- ItemInvarianza de las escalas de nivel socioeconómico en estudios internacionales.(2019) Trevino Villarreal, Juan Ernesto
- ItemLa puesta en marcha de la Nueva Educación Pública: Relevancia, impacto y sustentabilidad(Ediciones UC, 2019) Villalobos Dintrans, Cristobal Alejandro; Trevino Villarreal, Juan Ernesto; Carrasco Rozas, Alejandro Javier; Wyman San Martin, Ignacio Andres; UC
- ItemMapeando el uso del análisis de redes sociales en los sistemas educativos de América Latina. Tendencias, aportes y desafíos.(Centro de investigaciones sociales, 2023) Villalobos Dintrans, Cristobal Alejandro; Trevino Villarreal, Juan Ernesto; Berger Silva, Christian; Palacios, Diego; UC; Universidad Mayor
- ItemSchool Segregation of Immigrant Students.(2018) Trevino Villarreal, Juan Ernesto
- ItemSegregation of indigenous students in the Chilean Educational System and its relation to socioeconomic segregation(2019) Trevino Villarreal, Juan Ernesto
- ItemStudents' Schooling Paths and Ability Grouping in Chilean High Schools(2016) Trevino Villarreal, Juan Ernesto
- ItemUn buen Comienzo para los niños de Chile(2018) Trevino Villarreal, Juan Ernesto