Browsing by Author "Villalobos D., Cristóbal"
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- ItemClase 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., CristóbalLa 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.
- ItemForms 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
- ItemInternational large-scale assessment and citizenship. Exploring the relationship between politics and ICSS in Chile (2009-2016)(2020) Villalobos D., Cristóbal; Wyman, Ignacio; Treviño Villarreal, Juan Ernesto
- ItemMapeando a la élite en las universidades chilenas : un análisis cuantitativo-multidimensional(2020) Villalobos D., Cristóbal; Quaresma, María Luisa; Franetovic, G.
- ItemLa ofensiva de Bolivia y Chile y la diplomacia pública mediada(2016) Aguirre Azócar, Daniel; Villalobos D., Cristóbal
- ItemSocial justice debate and college access in Latin America: merit or need? The role of educational institutions and states in broadening access to higher education in the region(2017) Villalobos D., Cristóbal; Treviño Villarreal, Juan Ernesto; Wyman, Ignacio; Scheele, JudithDuring the first decade of the 21st century, Latin America experienced an intense economic growth that increased access in the school system. In this context, the paper analyzes four different programs from Bolivia (Intercultural Community Indigenous Universities), Brazil (Quotas´ Law), Chile (Follow up and Effective Access to Higher Education Program) and Ecuador (Scholarship Program based on Quotas) aimed at improving the participation of marginalized students in the university from three different perspectives. First, conceptually, the paper analyzes the governance of these programs in terms of what are the institutional arrangements that define who is responsible for solving this source of inequality in higher education. Second, the study looks at the concepts of equality, fairness, merit, need and diversity behind the different initiatives presented, using the social justice debate. Thirdly, the paper uses the framework of analysis of different types of access programs to study the scope, components and arrangements of the policies. The results show a high level of heterogeneity in the characteristics and focuses of the programs, which allows to deepen the discussion on the role of access to higher education in the region.
- ItemSocioeconomic status, parental involvement and implications for subjective well-being during the global pandemic of Covid-19(2021) Treviño Villarreal, Juan Ernesto; Miranda Riquelme, Catalina; Hernández Vejar, Macarena; Villalobos D., CristóbalSchool closures prompted by the global outbreak of COVID-19 have impacted children’s subjective well-being. In this context, a growing number of studies has pointed out that the experience of learning at home is an essential factor influencing their subjective well-being, raising the importance of parental involvement in the educational process of their children. This article explores the formal and informal parental practices of home learning during school closures period in 19 countries and their explanatory factors, with the further aim of discussing their implications for children’s subjective well-being. The study uses the International COVID-19 Impact on Parental Engagement Study (ICIPES) database and develops a regression analysis of family, child, and school factors predicting parental involvement in homeschooling. The main findings show that parents’ socioeconomic status is a critical predictor of both formal and informal parental practices. In addition, the results denote the impact of other factors, such as the level of parental confidence with the use of technology and children’s age and gender (in the case of informal activities). Based onthesefindings, the article discusses policy implications to promote parental involvement and children’s subjective well-being.
- ItemWhat might happen if school vouchers and privatization of schools were to become "universal" in the U.S.: Learning from a national test case-Chile(2018) Treviño Villarreal, Juan Ernesto; Mintrop, Rick; Villalobos D., Cristóbal; Órdenes, MiguelIn contemporary education policy debates in the United States, school voucher programs and school privatization—the entry of many private for-profit corporations and nonprofit and other organizations into the education arena—are under the spotlight. Following in the footsteps of several prior administrations, the current federal administration is actively supporting vouchers and privatization as ways to expand school choice for American parents and students. Some state governments have followed suit. Supporters of these choice programs believe that they will expand alternatives to traditional public schools, especially for students who do not have access to a quality education. Additionally, supporters contend, such competition will motivate traditional schools to improve quality. In contrast, opponents believe that in taking money away from traditional public schools, vouchers and privatization will exacerbate inequalities, benefit few, and leave many students behind. Currently, the vast majority of students in the U.S. go to public schools. Experiments with vouchers and privatization are still relatively peripheral in the U.S. But what might happen if vouchers and privatization were to become universal features of American publicly funded education? A national test case of such conditions is available in Chile. By looking at that country’s experience, we can imagine what might happen if the U.S. were to take the route of universal privatization and vouchers.