Browsing by Author "San Martin, Ernesto"

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    COMMUNICATIVE CONDITIONS FOR LEARNING IN PRIMARY SCHOOL: A MULTIMODAL, DIALOGIC, AND FUNCTIONAL LOOK AT THE CLASSROOM
    (2016) Medina Morales Lorena Pia; Ortiz, Dominga; Ojeda, Pablo; Alvarado, Constanza; Llanos, Tomas; San Martin, Ernesto; Mansilla, Fernanda; Chova, LG; Martinez, AL; Torres, IC
    The present study was intended to observe and describe the multiple modes of communication employed in the classroom for fostering the learning of students from 7 fifth grades belonging to 3 subsidized private schools in Santiago de Chile, in the areas of Language and Mathematics, during one academic year. This was the specific objective of a wider research project that, by means of a mixed methodology, seeks to establish connections between the communicative conditions of the classroom and students' learning outcomes.
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    Rasch Models: How (In-)Coherently are they Showed and Used?
    (UNIV COSTA RICA, INST INVESTIGACION PSICOLOGICAS, 2015) San Martin, Ernesto
    Rasch models are widely used for the analysis of educational data. In practice, estimates of difficulties of items and abilities of examinees are reported. However, the meaning of the terms "difficulty" and "abilities" are never made explicit. The meaning of these terms does not depend on the estimations; they should be interpreted with respect to the eventual meaning of both item difficulties and individual abilities. This paper shows that the meaning of the terms "difficulty" and "ability" depends on the way in which the Rasch model is specified. In the psychometric literature, Rasch models are specified in two different ways: one specifies the observable only, whereas the other one specifies both observable and unobservable. The first specification is due to Rasch himself, the second one is due to Lord.
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    Voucher system and school effectiveness: Reassessing school performance difference and parental choice decision-making
    (UNIV CHILE DEPT ECONOMICS, 2012) Carrasco, Alejandro; San Martin, Ernesto
    This paper discusses the potential contribution of employing school effectiveness methodological approach within the ongoing research debate on school choice issues. Using the first approach, we estimate the effectiveness of a sample of Chilean schools after controlling by a baseline at the student level. In order to avoid the endogeneity of such a baseline with respect to the school effect, we use a longitudinal data set (SIMCE 2004 and SIMCE 2006) from which a natural pseudo-experiment is defined in such a way that the baseline is by design uncorrelated with the school effect. Thereafter, we investigate possible relationships between parental school choice (as declared in public standardized surveys) and the schools classified by their effectiveness. The main conclusions of this paper are, on the one hand, that there is not remarkable difference between municipal (public) and subsidised schools in terms of their effectiveness analyzed under value-added; and, on the other hand, that there is no relation between parental school choice preferences and school effectiveness.