Browsing by Author "Weinstein, Jose"

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    Chile: School leadership challenged by double accountability towards schools
    (ROUTLEDGE, 2016) Weinstein, Jose; Marfan, Javiera; Horn, Andrea; Munoz, Gonzalo; Easley II, Jacob; Tulowitzki, Pierre
    The presence of accountability conceptualization in educational research is related to a pro-accountability trend in school systems, which has been described, among others, by Organization for Economic Co-operation and Development (OECD) and specifically for the United States by Darling-Hammond. Under the dictatorship of General Pinochet, Chile experienced a sort of capitalist revolution, becoming a country where the neoliberal ideas of Milton Friedman were put into full swing, elevating the market as playing a significant role in national development. The main achievement attained by this market system was the growth in numbers of students inside the school system. The Preferential School Subvention Law (SEP) revolutionized the top-down support forms, based on centralized programs, which in the 1990s the Ministry of Education set in motion in order to boost the educational quality of most vulnerable facilities. The main results that principals are supposed to achieve are in line with the two forms of accountability that have become prevalent in Chilean school system.
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    Relational trust in Valparaiso, Chile and Illinois schools: surprising consistency and further questions
    (2022) Raczynski, Dagmar; Sebring, Penny Bender; Weinstein, Jose; Gordon, Molly Flynn
    In an unusual research collaboration, scholars in Chile and the US collected similar empirical data across their two countries to investigate and contrast relational trust in schools in Valparaiso, Chile and Illinois, US. The most salient finding was that, when asked about constructs associated with relational trust, teachers and students responded similarly and positively across the two regions with respect to trust among teachers, between teachers and principals, and between students and teachers. Similarities emerged regardless of differences in geography; nationality, language and culture; and structure of education systems. Relational trust, which involves respecting, caring for, and believing in the honesty and competence of one's colleagues, seems to materialize in schools, regardless of vast differences in environments. Given that trust is a vital force for school improvement, this is encouraging news for both regions. Nevertheless we observed that teacher-parent trust was much lower in Valparaiso and that there were differences in the operation of factors that condition levels of trust, specifically size of schools and socioeconomic status of the student body.