Browsing by Author "Treviño Villarreal, Juan Ernesto"

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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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    Agrupamiento por habilidad académica en el sistema escolar: nueva evidencia para comprender las desigualdades del sistema educativo chileno
    (2018) Treviño Villarreal, Juan Ernesto; Valenzuela, Juan Pablo; Villalobos, Cristóbal; Bejares, Consuelo; Wyman, Ignacio; Allende, Claudio
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    Are the school choices of indigenous students affected by discrimination? Evidence from Chile
    (2023) Hofflinger, Álvaro; Villalobos, Cristóbal; Cárdenas, Loreto; Treviño Villarreal, Juan Ernesto
    A common criticisms of school choice programs is that, instead of improving student achievement, they would increase school segregation. Parents may use different criteria to choose a school, such as proximity, school quality, or the school's ethnic/racial composition. As a result, the system would be segregated based on the parent's preferences. This research examines the school preferences of indigenous parents and whether ethnic discrimination influences their decision-making process. Longitudinal national-level data from Chile were analyzed using OLS with fixed effects. The results show that indigenous students, particularly those who have suffered ethnic discrimination in middle school, prefer high schools with a higher percentage of indigenous students. Furthermore, it was found that the level of acts of discrimination occurring in middle schools increases as the percentage of indigenous students rises. However, when the proportion of indigenous and non-indigenous students is similar, indigenous students are less likely to face discrimination.
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    Assessment of Early Childhood Mental Health in Immigrant and Local Children in Chile
    (2022) Narea Biscupovich, Marigen Soledad; Caqueo Urízar, Alejandra; Torres Irribarra, David; Treviño Villarreal, Juan Ernesto; Flores, Jerome; Gutiérrez Rioseco, Javiera
    Little is known about mental health during early childhood and differences in mental health problems between migrant and local preschool children in Chile. This research aimed to study the early mental health of children and disparities in mental health indicators between immigrant and local children in the context of a middle-income country. Parents and teachers assessed immigrant (n = 120) and non-immigrant (n = 383) children between 3 and 4 years old with the Sistema de Evaluación de Niños y Adolescentes (Child and Adolescent Evaluation System, SENA). A multivariate analysis of covariance (MANCOVA) was used to study both main and interaction effects while controlling for the clustering of children on center-based care. Results show that immigrant parents tended to report more internalizing problems than locals’ parents did in terms of depression, anxiety, and somatic complaints. Also, they reported more attention problems, developmental delay, unusual behavior, rigidity, and isolation in immigrant children. However, teachers’ assessments regarding immigrant children were similar to non-immigrant children’s evaluations in many cases. Finally, girls presented fewer emotional and behavioral problems than boys. Our study shows the importance of assessing mental health during early childhood, especially in immigrant children, and the difficulty of carrying out this evaluation through different information sources from parents and early childhood teachers.
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    Background on Continuities and Discontinuities in the Transition from Early Childhood Education to Primary: The Chilean Case
    (Springer, Cham, 2022) Narea Biscupovich, Marigen Soledad; Godoy, Felipe; Treviño Villarreal, Juan Ernesto; Urbina-García, Angel; Perry, Bob; Dockett, Sue; Jindal-Snape, Divya; García-Cabrero, Benilde
    This chapter analyses how early childhood and primary education are articulated to facilitate children’s transition in Chile in terms of institutional arrangements, curricular differentiation, and pedagogical interactions of both levels. It considers to what extent this articulation fosters either a smooth and child-respectful transition or a greater schoolification of the early childhood education (ECE) system. There have been advances in favour of having a smoother transition. The 2 years of kindergarten (for children aged 5 and 6) were included in primary schools, with the aim of easing the transition. Undoubtedly, the transition can be done more organically, but this has also led to greater schoolification. Regarding the curriculum, there are essential differences between the two levels. Notably, while personal, social, and emotional development is highly foregrounded within the early childhood level, it is not in the primary school curriculum. Also, there are schoolification problems within the early years of the primary school level. The accountability pressures for this level could also jeopardise early childhood level objectives. Finally, in terms of pedagogical practices, ECE is focused on children’s socioemotional development while this focus is gradually being lost as children are promoted through the school levels. We propose making the school ready for children, advocating for bringing into the primary school some features of the early childhood level’s pedagogical practice, so that it is more flexible and focused on children’s wellbeing.
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    Caracterización de la retroalimentación y evaluación formativa de la escritura en estudiantes de quinto año de educación básica.
    (2021) Pérez Cabello, Margarita; Treviño Villarreal, Juan Ernesto; Pontificia Universidad Católica de Chile. Facultad de Educación
    El presente estudio tiene como propósito caracterizar, identificar y describir la retroalimentación y evaluación formativa que entregan los docentes de lenguaje, de dos colegios de dependencia municipal a los textos escritos por los estudiantes de quinto año de educación básica. La recolección de los datos se realizó a través del análisis de las producciones textuales realizadas por los estudiantes y las retroalimentaciones dadas por los docentes a sus escritos en el marco del estudio sobre escritura auténtica desarrollado por el Centro de Justicia Educacional. El foco de la investigación son las características de la retroalimentación sobre la escritura de los estudiantes provista por sus docentes. La retroalimentación se estudia mediante un análisis mixto—cuantitativo y cualitativo—de los comentarios hechos por los profesores de lenguaje a las producciones escritas de los estudiantes sobre temas relacionados con las ciencias, como el cuidado del medio ambiente, se sustraen las concepciones docentes sobre escritura. Los resultados obtenidos referidos a los tipos de retroalimentaciones dan cuenta de que los docentes centran sus comentarios en los juicios negativos por sobre los juicios positivos, cuestión que dificulta al estudiante adquirir un uso técnico del lenguaje y por ende mejorar su producción de textos escritos. En las conclusiones se plantean las recomendaciones a la política educativa pública y local.
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    Ciudadanías, educación y juventudes. Investigaciones y debates para el Chile del futuro
    (2021) Treviño Villarreal, Juan Ernesto; Villalobos, Cristóbal; Morel, María José
    Ciudadanías, educación y juventudes. Investigaciones y debates para el Chile del futuro” es un libro que busca recopilar evidencia sobre la construcción de la ciudadanía juvenil en Chile y América Latina, promover discusiones respecto del rol de la escuela en la formación ciudadana y potenciar el debate sobre los desafíos económicos, sociales, culturales y ambientales que vivimos actualmente y que vivirán las próximas generaciones en este globalizado mundo. A través de 15 capítulos -además de 6 relatos de jóvenes de distintos lugares, identidades y organizaciones del país-, el libro busca profundizar en un tópico poco considerado por el sistema escolar y la investigación social: la relación entre ciudadanía, escuela y juventudes. En contraste con las visiones que han restringido el tema de la ciudadanía a discusiones curriculares o a análisis normativos de lo que la juventud “debiese ser”, el libro se desarrolla desde una definición amplia de la(s) ciudadanía(s) y la(s) juventud(es), considerando como un eje central de trabajo la pluralidad de miradas, enfoques conceptuales, sujetos de investigación y metodologías. En términos de su organización, el libro está estructurado en tres grandes dimensiones. La primera sección se focaliza en las actitudes cívicas, explorando cómo actitudes identitarias de las juventudes (como la orientación sexual, los prejuicios de género, la etnicidad o la nacionalidad) impactan en la vida escolar. La segunda sección se apunta al conocimiento cívico, analizando el rol de los profesores en la formación ciudadana, las políticas públicas sobre la materia, las brechas de conocimiento ciudadano existentes y los factores familiares y escolares que podrían potenciar este conocimiento. Finalmente, la tercera sección profundiza en las acciones ciudadanas, estudiando las protestas juveniles secundarias, las formas de organización juvenil escolar, las acciones socioambientales o la percepción de los jóvenes sobre la participación política dentro o fuera de la escuela. Concebido como un trabajo colectivo, “Ciudadanías, educación y juventudes. Investigaciones y debates para el Chile del futuro” reúne a más de 50 investigadores e investigadoras, especializados en ámbitos tan diversos como el currículo escolar, la sociología, la psicología, la historia, las ciencias ambientales o la ciencia política, para promover un debate intergeneracional y activar discusiones centrales en las próximas décadas en el país, en un momento que puede considerarse como clave para el futuro de nuestra sociedad
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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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    Clase social y estrategias parentales de apoyo a los estudiantes en pandemia. Resultados para Chile del International COVID-19 Impact on Parental Engagement Study
    (2021) Treviño Villarreal, Juan Ernesto; Miranda Riquelme, Catalina; Hernández Vejar, Macarena; Villalobos D., Cristóbal
    La irrupción de la pandemia (Covid-19) y el tránsito a la educación remota posiciona a las familias en el proceso y experiencia educativa de sus hijos e hijas como uno de especial importancia (Bonal & González, 2020). El objetivo del artículo es explorar las prácticas educativas de la clase media-profesional chilena en período de crisis sanitaria. Para ello se utiliza la base de datos del estudio transnacional, International COVID-19 Impact on Parental Engagement Study (ICIPES) que agrupó a 23 países. En el caso chileno se recogieron 1.597 respuestas que permitieron describir las prácticas educativa ejecutadas por los grupos sociales, además, de testear la relación entre ambas variables. Se concluye que existe un involucramiento parental transversal en el proceso y experiencia de aprendizaje durante la pandemia. Sin embargo, hay diferencias en las prácticas educativas. Mientras los padres y madres no profesionales buscan prácticas de fortalecimiento educativo, aquellos que componen el grupo profesional priorizan la participación del menor en actividades extra-educativas que estimulen su aprendizaje cognitivo. Además, algunas prácticas educativas formales y no formales están asociadas con la clase social de las familias y, por ende, reafirma la desigualdad educativa que se reproduce según los recursos económicos que tiene una persona.
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    Classroom ability composition and the role of academic performance and school misconduct in the formation of academic and friendship networks
    (2019) Palacios, Diego; Dijkstra, Jan Kornelis; Villalobos, Cristóbal; Treviño Villarreal, Juan Ernesto; Berger Silva, Christian; Huisman, Mark; Veenstra, René
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    Collaboration between special education teacher and math teacher to promote argumentation in the mathematics classroom
    (2019) Peña Rincón, Pilar Alejandra; Solar Bezmalinovic, Horacio; San Martín, Constanza; Gómez Zaccarelli, Florencia Sofía; Treviño Villarreal, Juan Ernesto
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    Conclusion: Citizenship Norms Endorsement Among Grade 8 Students
    (Springer, Cham, 2021) Treviño Villarreal, Juan Ernesto; Carrasco, Diego; Claes, Ellen; Kennedy, Kerry J.; Treviño Villarreal, Juan Ernesto; Carrasco, Diego; Claes, Ellen; Kennedy, Kerry J.
    This chapter presents the main findings concerning citizenship norms among young adolescents using IEA’s International Civic and Citizenship Education Study (ICCS) 2016 data. It discusses the results and their main implications for research. Advice for policy and practice is provided. In general, the analyses show that, internationally, most young people are classified in the comprehensive, socially-engaged, or duty-based profiles, which theoretically are more aligned with democratic systems. The endorsement of certain citizenship norms does not automatically guarantee that comprehensive, socially-engaged, and duty-based young people score high on all democratic outcomes, such as support towards equality of rights for minority groups or anti-authoritarianism. Monitorial and anomic groups are overall less frequently found among young adolescents. Analytically, the use of multigroup latent class models allows us to show that citizenship norms are an international phenomenon and can be investigated regionally. Finally, we discuss the implication of the results for future research. Given current worldwide challenges, what is citizenship in an interconnected world?
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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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    COVID-19 and the right to education in Chile: An opportunity to revisit our social contract
    (2021) Gelber, Denisse; Castillo, Carolina; Alarcón, Luciano; Treviño Villarreal, Juan Ernesto; Escribano, Rosario
    © 2021, UNESCO Institute for Lifelong Learning and Springer Nature B.V.The COVID-19 pandemic is pushing the world into a devastating economic and social scenario. The consequences of this crisis largely impact children and teenagers, both now and in the future. School closures have particularly affected vulnerable children, deepening the effects of their unequal socio-economic circumstances. In this context, the actions governments are taking to protect their citizens’ right to education will be crucial to reducing or exacerbating inequality in the long term. The authors of this article analyse the case of Chile, one of the most successful countries in Latin America regarding educational achievement and enrolment, as well as the most segregated educational system among member countries of the Organisation for Economic Co-operation and Development (OECD). How is the right to education being guaranteed for all during the COVID-19 pandemic? Are the measures taken by the Ministry of Education mitigating or intensifying long-term inequalities? Based on the 4-A scheme described by Katarina Tomasevski, which conceptualises national governments’ obligations to guarantee the right to education, the authors examine the normative basis of Chile’s market-oriented educational system (1980–2013) as well as the latest educational reform (2014–2017), which aimed to promote the right to quality education, and critically analyse the measures adopted by the Chilean Ministry of Education in response to the pandemic. The authors conclude that Chile is facing a major challenge to ensure the right to education for all. A new social contract is required to reduce structural inequalities, and to avoid a potential setback in human rights
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    Diagnóstico del sistema escolar: las reformas educativas 2014-2017
    (Ediciones UC, 2018) Treviño Villarreal, Juan Ernesto
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    Experimental Impacts of a Preschool Intervention in Chile on Children's Language Outcomes: Moderation by Student Absenteeism
    (2016) Arbour, Mary Catherine; Yoshikawa, Hirokazu; Willett, John; Weiland, Christina; Snow, Catherine; Mendive Criado, Susana; Barata, M. Clara; Treviño Villarreal, Juan Ernesto
    Despite consensus that school absenteeism has negative consequences for children's life outcomes, until recently, little was known about the prevalence of absenteeism or its potential to moderate the impacts of school-based interventions. This study provides evidence from a randomized experiment of a preschool intervention involving 1,876 children in 64 schools in Chile that chronic absenteeism develops in preschool and is predicted by multiple risk factors for poor academic achievement. We find moreover that individual children's likelihood of absenteeism moderated the intervention's impact on children's language and literacy outcomes such that there were positive impacts of the intervention only for children with the lowest likelihood of absenteeism. Experimental evaluations of school-based interventions that do not take absenteeism into account may thus mask heterogeneous effects. In the context of policy pushes to expand early education and preschool access in the United States and globally, these moderation analyses may prove essential for appropriately interpreting the results of experimental studies of school-based interventions.
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    Forms of Youth Political Participation and Educational System: The Role of the School for 8th Grade Students in Chile
    (2019) Treviño Villarreal, Juan Ernesto; Villalobos D., Cristóbal; Bejares, Consuelo; Naranjo, Eloisa
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    From words to action: inclusive beliefs and practices in schools and classrooms in Santiago
    (2019) Gelber, Denisse; Treviño Villarreal, Juan Ernesto; González Vivanco, Cristian Alonso; Escribano Alisio, María del Rosario; Ortega Alvear, Lorena del Carmen
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    Global citizenship and youth: Profiles of perception of global threats
    (Routledge, 2022) Treviño Villarreal, Juan Ernesto; Escribano, Rosario; Villalobos, Cristóbal; Carrasco, Diego; Morel, Maria Jesús; Miranda, Catalina; Rocuant, Adolfo
    This study investigates the perception of global threats among young people. Using data from the 2016 International Civics and Citizenship Study and applying a latent class analysis technique, the chapter classifies students according to their perceptions on global threats in three dimensions: (1) environmental (pollution, climate change, and water shortages); (2) economic (global financial crises, energy shortages, poverty, unemployment, and food shortages); and, (3) sociopolitical (crime, violent conflict, terrorism, overpopulation, and infectious diseases). The results show that students can be categorized into five classes: (a) aware: students who are quite aware of all the threats posed to them in the survey; (b) unaware: students who consider the threats to the future, except for pollution, as mostly not important; (c) aware but conflict senseless: students who consider most of the global threats as important, except for crime, violent crime, and unemployment; (d) aware but climate change and overpopulation senseless: students who consider most of the global threats as important, except for overpopulation and climate change; and, (e) pollutionists: students who consider pollution as important. These classes are comparable across countries, and important regional differences are discussed.
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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