Browsing by Author "Araya, Carolina"

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    Chilean Lexicon
    (Routledge, 2021) Grau Cárdenas, Valeska Valentina; Calcagni García, María Elisa; Cortez, Mónica; Gómez, Daniela; Díaz, Gladys; Araya, Carolina; Preiss Contreras, David Daniel
    The International Classroom Lexicon Project aimed to document national lexicons of middle-school mathematics teachers from different countries including Australia, Chile, China, Czech Republic, Finland, France, Germany, Japan, Korea, and the United States. This chapter introduces the Chilean Lexicon, reflecting terms that are in use by such teachers in the country. The lexicon was built by teachers and educational researchers. The work evolved since its original creation in 2014 and included several phases of internal and external validation. The current version of the lexicon includes 74 terms – predominantly short phrases – arranged in five categories. This chapter complements Chapter 4: What We Can Name in the Classroom: A Chilean Lexicon of Middle-school Mathematics Teachers. It introduces the terms and descriptions translated to English to make them available for a wider audience.
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    Consecuencias a nivel local de un sistema de evaluación de profesores: el caso de Chile
    (2013) Santelices Etchegaray, María Verónica; Taut, Sandy; Araya, Carolina; Manzi Astudillo, Jorge
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    Socially shared regulation of learning and quality of talk: Age differences in collaborative group work in classroom contexts
    (2018) Grau Cárdenas, Valeska Valentina; Lorca De Urarte, Amaya Belén; Araya, Carolina; Urrutia Carrere, Sofía; Ríos Infante, Dominga; Montagna Letelier, Pietro Guillermo; Ibaceta Guzmán, Miguel Angel
    Collaborative group work has been recognized as a way of fostering the development of metacognition and self- regulation. Moreover, it has been claimed that these regulatory processes have an interpersonal level in which the regulation of the activity is shared with others (Iiskala et al., 2004). There has also been a considerable body of research on talk within small groups in the classroom. This approach has built a considerable amount of research, given the demonstrated effect of certain types of talk on academic learning. However, very few studies look at both aspects of collaboration Mercer, 2013). The present research aims to investigate the relationship between socially shared regulation of learning SSRL) and type of talk. Two hundred and thirty- one groups of three students were videotaped solving a problem in collaboration. Videos were analyzed qualifying exploratory talk and two dimensions of SSRL: metacognitive regulation and symmetry and reciprocity. Results show that the dimensions of SSRL and quality of talk correlate significantly when the whole sample is considered. However, when the sample is segmented by age, differential patterns start to emerge. Theoretical, methodological, and practical implications are discussed. (c) 2018 Wiley Periodicals, Inc.
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    Theory underlying a national teacher evaluation program
    (PERGAMON-ELSEVIER SCIENCE LTD, 2010) Taut, Sandy; Santelices, Veronica; Araya, Carolina; Manzi, Jorge
    The paper describes a study conducted to explicate the multiple theories underlying Chile's national teacher evaluation program. These theories will serve as the basis for evaluating the intended consequences of this evaluation system, while not losing sight of emerging unintended consequences. We first analyzed legal and policy documents and then interviewed fourteen representatives of the four stakeholder groups involved in the program's design and implementation, in order to gain insight into their respective conceptions of the program's functioning and intended effects. The results show that, as to be expected and despite the long and difficult negotiation process that preceded implementation of this program, multiple political stakeholders still view the program's intended effects differently. However, there was substantial overlap regarding a number of intended effects, such as building the capacity of, and triggering change in, teachers with shortcomings, and informing the selection of new teachers and facilitating the exit of unsatisfactory teachers from the system. It was difficult to get interviewees to talk about how exactly these intended effects are supposed to be achieved. The paper draws conclusions regarding theory elaboration process involving multiple stakeholders in a highly political context. (C) 2010 Elsevier Ltd. All rights reserved.