Colecciones Institucionales

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Browsing Colecciones Institucionales by browse.metadata.categoriaods "04 Educación de Calidad"

Now showing 1 - 4 of 4
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    Epoch and crisis in Global Education Compact’s narrative: Reflectios from the philosophy of history
    (Pontificia Universidade Catolica do Parana, 2024) Nuñez Poblete, Rodrigo Emiliano Diego; Da Costa, Nathalia
    This article proposes a reflection on the notions of epoch and crisis in Global Compact on Education’ narrative. After a presentation of the general guidelines of de Global Compact on Education, it seeks to highlight how these notions assume a temporal dimension and establish a horizon of experience and expectations, that is, they offer an opening of possibilities of action for the future.
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    La temperatura de la educación: efectos del calor en la educación escolar chilena
    (2024) Garrido Ureta, María José; Claro Larraín, Susana; Pontificia Universidad Católica de Chile. Escuela de Gobierno
    This study provides the first evidence from Chile on how accumulated heat exposure during the school year affects learning outcomes. Using data from Chilean primary schools from 2002 to 2018, I examine how higher temperatures impact academic performance in SIMCE. I find that exposure to warmer temperatures above 26°C on school days reduces mathematics scores. The effect is more pronounced in the central zone (Csa climate), where schools show significant declines in performance, while schools in the northern zone (Bsk climate) show no effect. This suggests that acclimatization plays a key role in how heat impacts learning. My findings highlight the importance of considering the local climatic context when developing educational policies to adapt to rising temperatures due to climate change.
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    Students’ sociodemographic characteristics and writing performance: a systematic literature review
    (Springer Nature B.V, 2025) Castillo, Carolina; Avila Reyes, Natalia Alejandra
    Standardized writing measurements worldwide have consistently shown achievement gaps in writing proficiency among the examined population groups based explicitly on sociodemographic characteristics. One of the most crucial criteria for quality assessment is fairness, which means that a test should neither favor nor disadvantage students based on their characteristics. This study reviewed relevant academic literature to systematize the sociodemographic characteristics of students across different educational levels related to their performance in writing assessments. We identified 1495 articles using keywords in Web of Science, PsycINFO, Proquest and SCOPUS of which 172 were assessed for eligibility. Additionally, we conducted an abstract screening using inclusion and exclusion criteria, followed by a full-text review, identifying 97 articles of interest. Five characteristics were identified as associated with writing performance: race or ethnicity, sex, disability status, being a learner of a dominant second language, and socioeconomic status. This study discusses the implications of the persistence of these gaps in shaping future writing assessments by using proactive measures aimed at achieving fairness.
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    Toma de decisiones del profesorado al enseñar estadística y probabilidad
    (2024) Carrasco, Teresa; Chandía, Eugenio; Vásquez Ortiz, Claudia Alejandra
    En este estudio se analizan las Prácticas de Instrucción (PI) de un docente chileno que realiza clases de estadística y probabilidad en tercer año medio (entre 15 y 17 años). Para ello, se utiliza el enfoque de estudio de caso, ya que se analiza la particularidad de un docente bajo una metodología cualitativa de enfoque interpretativo. La primera etapa consiste en grabar todas las clases de la unidad, para posteriormente seleccionar 9 video viñetas con una duración de entre 0:22 y 1:50 minutos enmarcados enlos esquemas de interacción de las PI. Se aplicó una entrevista semi-estructurada, para su análisis se utilizaron las transcripciones usando la perspectiva de la Teoría Fundamentada, desarrollando codificación abierta, axial y selectiva. Los principales resultados logran evidenciar las etapas por la que el docente pasa para llegar a tomar una decisión y como cada una de esas características se transforma en una PI como interacción entre el profesor, estudiante y contenido, siendo también alguno de ellos enlace para las PI posibles. Sin embargo, para relacionar la interpretación y la decisión, el profesor alude a su campo profesional que se limita a la experiencia del profesor estableciendo familias de acciones.