Browsing by Author "Carrasco Ogaz, Diego"

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    A School Effectiveness Approach to Good Citizenship
    (Springer, Cham, 2021) Treviño Villarreal, Juan Ernesto; Carrasco Ogaz, Diego; López Hornickel, Natalia Verónica; Zúñiga, Carmen Gloria
    Schools are traditionally considered agents of political socialization. However, the school’s capacity to promote citizenry among students is often considered limited, in comparison to the expected influence of the socioeconomic background of students’ families. Using data from IEA’s International Civic and Citizenship Education Study (ICCS), this chapter inquires if schools’ differences are related to students’ citizenship norms endorsement, focusing on the relationship between civic learning opportunities and open classroom discussion of schools on promoting citizenship norms endorsement among students. To this end, a multilevel multinomial base category logit model is used, including students’ and schools’ characteristics specifying citizenship norms profiles as the dependent variable. Citizenship norms profiles is a nominal variable, that summarize the way students endorse 12 different citizenship norms, across countries. Results suggest that schools explain a non-ignorable portion of the variance of students’ citizenship norms endorsement. Additionally, civic learning opportunities and open classroom discussion are school practices that promote a comprehensive endorsement of citizenship norms, above students’ socioeconomic background, and students’ civic background across countries. Implications for civic education are discussed.
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    Angry and Afraid: Exploring the Impact of Mixed Emotional Reactions to Hate Crimes With LGBT+ and Muslim Communities
    (2024) Paterson, Jenny L.; Walters, Mark A.; Brown, Rupert; Carrasco Ogaz, Diego
    Hate crimes send messages of intolerance that can cause significant emotional and behavioral harm to entire identity groups. Previous research, based on intergroup emotions theory, has helped explain the psychological mechanisms that underpin the indirect effects of anti-LGBT+ hate crime, showing that incidents give rise to perceptions of threat among community members, which in turn elicit certain emotional reactions that trigger specific behavioral outcomes. This article provides two significant contributions to this developing knowledgebase. First, it provides an important replication of the theoretical model with another frequently targeted community: Muslim people. In addition, it offers the first quantitative analysis of how combinations of different emotions trigger discrete behavioral responses in the aftermath of hate crime, thereby providing much-needed nuance to the intergroup emotions theory model. Across two studies (Study 1: N = 589 LGBT+ participants; Study 2: N = 347 Muslim participants), we show that, for both LGBT+ and Muslim participants, indirect experiences of hate crimes are associated with greater perceptions of threat, which are then positively associated with anger, anxiety, and shame, that link to behavioral intentions: avoidance, pro-action, security behaviors, and retaliation. Latent class analyses further revealed that participants’ emotional reactions tend to cluster into four distinct profiles in both communities: people scored mid-range on all emotions, or high anger with low shame, or high anger with high anxiety, or low shame. These combinations had direct implications for intended behaviors across both groups: experiencing high anger with high anxiety was a cogent motivator of action. Most significantly, we provide new insights into how and why different emotions interact to predict both similar and divergent behaviors in the aftermath of hate crime incidents. Our findings yield important new knowledge that holds the potential of shaping both public policies and practices aimed at addressing the impacts of hate crimes.
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    Beyond the 'East-West' Dichotomy : Global Variation in Cultural Models of Selfhood
    (2016) Vignoles, Vivian L.; Owe, Ellinor; Becker, Maja; Smith, Peter B.; Easterbrook, Matthew J.; Brown, Rupert; González Gutiérrez, Roberto; Didier, Nicolás; Carrasco Ogaz, Diego
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    Civic knowledge and open classroom discussion: explaining tolerance of corruption among 8th-grade students in Latin America
    (2020) Carrasco Ogaz, Diego; Banerjee, R.; Treviño Villarreal, Juan Ernesto; Villalobos, Cristóbal
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    Connected or Disconnected? Exploring the Relationship Between Citizenship Norms and Other Citizenship Attitudes in Young People
    (Routledge, 2022) Villalobos, Cristóbal; Carrasco Ogaz, Diego; Miranda Riquelme, Catalina; Morel Rioseco, María Jesús; Treviño Villarreal, Juan Ernesto; Sandoval-Hernández, Andrés
    Citizenship is a complex, multidimensional concept that comprises a broad set of beliefs, values, skills, knowledge, actions, and dispositions. Due to this multiplicity, the relationships between the components of citizenship are not necessarily linear or causal. Using the largest and most recent comparative study on youth citizenship, the 2016 International Civic and Citizenship Education Study, this chapter analyzes the relationship between civic norms and four attitudes: multiculturalism, gender equality, patriotism, and respect for democracy. To differentiate between different types of civic norms, five profiles of eighth-grade students are discussed: (1) comprehensive (students who express that all civic norms are important; (2) duty-based (students who support traditional norms, like obeying the law or respecting authorities); (3) socially engaged (students who support norms oriented toward helping the community and protecting the environment and human rights); (4) monitorial (students who value non-conventional forms of political participation); and (5) anomic (those with the lowest endorsement in all citizenship norms). General trends show that the profiles of civic norms endorsement vary significantly between countries, suggesting that citizenship norms are constructed contextually. There is continued relevance in exploring the contradictory relationship between patriotism and multiculturalism, or gender equality with respect to other civic attitudes.
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    Contextualism as an Important Facet of Individualism-Collectivism : Personhood Beliefs Across 37 National Groups
    (2013) Owe, Ellinor; Vignoles, Vivian L.; Becker, Maja; Brown, Rupert; Smith, Peter B.; Lee, Spike W. S.; Easterbrook, Matt; González Gutiérrez, Roberto; Carrasco Ogaz, Diego; Lay Martinez, Siugmin Paz; Didier, Nicólas; Cadena, María Paz
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    Continuation Ratio Model for Polytomous Items Under Complex Sampling Design
    (Springer Cham, 2022) Carrasco Ogaz, Diego; Torres Irribarra, David; González Burgos, Jorge Andrés
    The use of polytomous items as part of background or context questionnaires and complex sampling designs are two features common in international large-scale assessments (ILSA). Popular choices to model polytomous items within ILSA include the partial credit model, the graded response model, and confirmatory factor analysis. However, an absent model in ILSA studies is the continuation ratio model. The continuation ratio model is a flexible alternative and a very extendable response model applicable in different situations. Although existing software can fit this model, not all these tools can incorporate complex sampling design features present in ILSA studies. This study aims to illustrate a method to fit a continuation ratio model including complex sampling design information, thus expanding the modelling tools available for secondary users of large-scale assessment studies.
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    Continuation ratio model for polytomous responses with censored like latent classes
    (Springer, 2023) Carrasco Ogaz, Diego; Torres Irribarra, David; González Burgos, Jorge Andrés
    Polytomous item responses are prevalent in background or context questionnaires of International large-scale assessments (ILSA). Responses to these types of instruments can vary in their symmetry or skewness. Zero inflation of responses can lead to biased estimates of item parameters in the response model and also to a downward bias in the conditional model when the zero inflated component is not accounted for in the model. In this paper, we propose to use a mixture continuation ratio response model to approximate the non-normality of the latent variable distribution. We use responses to bullying items from an ILSA study, which typically present positive asymmetry. The present model allows us to distinguish bullying victimization risk profiles among students, retrieve bullying victimization risk scores, and determine the population prevalence of the bullying events. This study also aims to illustrate how to fit a mixture continuation ratio model, including complex sampling design, thus expanding the modeling tools available for secondary users of large-scale assessment studies.
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    Cultural Bases for Self-Evaluation Seeing Oneself Positively in Different Cultural Contexts
    (2014) Becker, M.; Vignoles, V. L.; Owe, E.; Easterbrook, M. J.; Brown, R.; Smith, P. B.; Bond, M. H.; Regalia, C.; González Gutiérrez, Roberto; Carrasco Ogaz, Diego
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    Effects of a genre and topic knowledge activation device on a standardized writing test performance
    (Elsevier Ltd, 2024) Avila Reyes, Nataly; Carrasco Ogaz, Diego; Escribano Alisio, María Del Rosario; Espinosa, María Jesús; Figueroa, Javiera; Castillo, Carolina
    The aim of this article was twofold: first, to introduce a design for a writing test intended for application in large-scale assessments of writing, and second, to experimentally examine the effects of employing a device for activating prior knowledge of topic and genre as a means of controlling construct-irrelevant variance and enhancing validity. An authentic, situated writing task was devised, offering students a communicative purpose and a defined audience. Two devices were utilized for the cognitive activation of topic and genre knowledge: an infographic and a genre model. The participants in this study were 162 fifth-grade students from Santiago de Chile, with 78 students assigned to the experimental condition (with activation device) and 84 students assigned to the control condition (without activation device). The results demonstrate that the odds of presenting good writing ability are higher for students who were part of the experimental group, even when controlling for text transcription ability, considered a predictor of writing. These findings hold implications for the development of large-scale tests of writing guided by principles of educational and social justice.
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    Good Citizenship for the Next Generation : A Global Perspective Using IEA ICCS 2016 Data
    (IEA, 2021) Treviño, Ernesto; Carrasco, Diego; Villalobos, Cristóbal; Morel, María Jesús; Torres Irribarra, David; López Hornickel, Natalia; Zúñiga, Carmen Gloria; Miranda, Daniel; Miranda, Catalina; Muñoz, Loreto; Pavón Mediano, Andrés; Isac, María Magdalena; Claes, Ellen; Sandoval Hernández, Andrés; Savvides, Nicola; Kennedy, Kerry J.; Kuang, Xiaxoue; Kuang, Xiaoxue; Treviño Villarreal, Juan Ernesto; Carrasco Ogaz, Diego; Claes, Ellen; Kennedy, Kerry J.
    This Open Access book presents an international group of scholars seeking to understand how youth from different cultures relate to modern multidimensional concepts of citizenship, and the roles that education and society have in shaping the views of the world’s future citizens. The book also explores how different aspects of citizenship, such as attitudes towards diverse population groups and concerns for social issues, relate to classical definitions of norm-based citizenship from the political sciences. Authors from Asia, Europe, and Latin America provide a series of in-depth investigations into how concepts of “good citizenship” are shaped in different regions of the globe, using the rich comparative data from the IEA’s International Civic and Citizenship Study (ICCS) 2016. In twelve chapters, the authors review the concept of “good citizenship”; how citizenship norms adherence is configured into profiles across countries; and what country, school, and background factors are related to how students adhere to citizenship norms. Recognizing contingent social and political situations in specific regions of the world, the present books offer six chapters where authors apply their expertise to offer locally relevant and pertinent observations on how young people from diverse cultures understand and relate to different dimensions of citizenship in countries of Asia, Europe, and Latin America. The present book is of relevance for different audiences interested in civic education and political socialization, including social sciences and education, integrating topics from political science, sociology, political psychology, and law
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    How much does the quality of teaching vary at under -performing schools? Evidence from classroom observations in Chile
    (2020) Escribano Alisio, María del Rosario; Treviño Villarreal, Juan Ernesto; Nussbaum Voehl, Miguel; Torres Irribarra, David; Carrasco Ogaz, Diego
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    Indirect effects of bullying on school mathematics achievement in Chile
    (2022) Carrasco Ogaz, Diego; Banerjee, Robin; López Hornickel, Natalia Verónica; Treviño Villarreal, Juan Ernesto
    Students who experience bullying at school present different negative outcomes, including lower academic achievement. However, the process by which bullying is connected to academic achievement is not clear. Using the Trends in International Mathematics and Science Study (TIMSS) dataset from Chilean schools in 2011, we sought to estimate the indirect effects of bullying on mathematics achievement via two key socio-motivational factors, namely school belonging and students’ engagement. Results of our multilevel latent covariate analyses showed that schools’ bullying rates were predictive of school differences in mathematics achievement, but these effects were explained by broader characteristics of the school environment such as perceived levels of safety and discipline. Crucially, the hypothesized indirect pathway was evident at the within-school level, showing that individual experiences of bullying are related to a poorer sense of belonging with the school as a whole, as well as poorer classroom engagement.
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    It is not just your opinion. gender equity endorsement of Latin American students and their peers at school
    (2024) López-Hornickel, Natalia; Carrasco Ogaz, Diego; Lay Martinez, Siugmin Paz; Treviño, Ernesto
    Promoting adhesion to attitudes toward gender equity is critical to achieving more equal societies, yet endorsement of gender equality among Latin American adolescents remains lower than global averages. This study investigates the role of school environments, civic knowledge, and authoritarianism in shaping gender equity attitudes among 8th-grade students in Chile, Colombia, the Dominican Republic, Mexico and Peru, using data from the International Civic and Citizenship Education Study (ICCS) 2016. Fitting different regression models, we explore the relationships between individual socioeconomic status, classroom practices, and school-wide ideological climates on gender equity endorsement. Findings highlight the pivotal influence of civic knowledge and open classroom discussions as protective factors against authoritarian beliefs, which are negatively associated with gender equity support at both individual and contextual levels. Moreover, peer-group ideological climates significantly shape student attitudes, demonstrating the importance of school environments in fostering or hindering egalitarian beliefs. We discussed the role of school practices in the promotion of gender equity. These findings contribute to the global goal of citizenship education and the Sustainable Development Goals (SDG), particularly Goal 5, emphasising the role of schools in promoting democratic and gender-equitable values.
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    It’s not just your opinion. Authoritarianism of classrooms peers, classroom discussion and gender equality support
    (2019) Lay Martinez, Siugmin Paz; Carrasco Ogaz, Diego; López Hornickel, Natalia Verónica; Treviño Villarreal, Juan Ernesto
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    Movilidad de profesores chilenos
    (2021) Díaz Sacco, Alessandra; López González, Dany; Salas Aguayo, Macarena; Carrasco Ogaz, Diego
    La investigación en torno a la movilidad docente indica que existen altas tasas de rotación durante los primeros años de ejercicio profesional que afectan directamente la efectividad de las escuelas, el aprendizaje de los estudiantes y la equidad educativa. La presente investigación se enfoca en los factores escolares relacionados con la movilidad de los profesores chilenos. Se utilizan los datos de la Encuesta de Idoneidad Docente para seguir a la cohorte de profesores de 2007 a 2018 y se emplea un modelo de historia a eventos multinivel para estudiar la relación entre factores escolares y la movilidad docente. Los resultados indican que las escuelas que presentan mayor rotación son las subvencionadas, las rurales y las que cuentan con mayor concentración de estudiantes vulnerables. La consideración de estos elementos resulta relevante para la formulación de políticas públicas relacionadas con la retención de profesores.
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    Profiles of Good Citizenship
    (IEA, 2021) Torres Irribarra, David; Carrasco Ogaz, Diego
    Latent class analysis has been used in previous research to compare the configuration of citizenship norms endorsement among students in different countries. This study fits a different model specification, a homogenous model, in order to produce interpretable and comparable unobserved profiles of citizenship norms in different countries. This analysis was conducted using data from IEA’s International Civic and Citizenship Education Study (ICCS) 2016, which includes responses from students in 24 countries in Europe, Latin America, and Asia. The five-class citizenship norms profiles results and the trade-offs in model specifications are discussed in this chapter. The five-class solution presented here is comparable to previous studies assessing citizenship concepts in various settings
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    School conditions and principal practices promoting instructional data use in high-stakes accountability systems
    (Springer Science and Business Media B.V., 2024) Rojas-Bravo, Jorge; Fromm, Germán; Carrasco Ogaz, Diego
    This study explores how school environments and principal behaviors enhance the use of data within Chile's high-stakes accountability systems. Emphasizing the importance of Data-Driven Decision Making (DDDM) for improving educational outcomes, this mixed-methods research analyzed data employment for accountability, improvement, and instructional purposes. Findings show that schools prioritize data use for enhancing instruction and school improvement over mere compliance with external accountability. Key leadership behaviors, notably instructional leadership, are crucial in promoting effective data utilization. The study identifies both minimal and organizational conditions as critical enablers for data use, although their impact varies with the type of data employed. The results advocate for a balanced approach that considers both quantitative and qualitative factors to optimize data use in educational settings. Future research should delve deeper into specific instructional practices and the factors that influence teacher decision-making to further improve data-driven instruction.
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    Students ratings their open classroom discussion
    (2021) Carrasco Ogaz, Diego; Treviño, Ernesto; López Hornickel, Natalia; Castillo González, Carolina
    Open classroom discussion (OPD) is a recognized school practice, that promotes civic knowledge on students. However, the study of its effectiveness includes various methodological challenges. OPD items are reference-shift items, and if their rater-response nature is ignored, researchers may specify a compositional model leading to underestimation. Moreover, OPD scores of schools are subject to students inter rater variability. Common advice in this regard is to exclude groups with low inter-rater agreement. Nevertheless, this recommendation can result into a considerable loss of sample. In this paper, we argue that a within-between model specification is needed to address the first problem. For the second problem, it is proposed to use a dispersion effect model. This later model studies OPD relations to civic knowledge, at conditional levels of students’ lack of agreement on OPD ratings. Caveats on the use of students as raters of school practices are discussed.