Browsing by Author "Mascareno, Mayra"

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    High-quality teachers in low-quality schools: understanding the variation in teaching quality in low-achieving Chilean schools
    (2024) Escribano, Rosario; Mascareno, Mayra; Timmermans, Anneke; Trevino, Ernesto; Nussbaum, Miguel
    The aim of this study is to understand the strengths and weaknesses of schools and provide inputs to better inform both research and public policies. To address this aim, 258 low-achieving Chilean primary schools and their 1,266 teachers were analysed. On the basis of a multilevel latent class analysis, we found four profiles of teaching practices. The proportion of teachers in the high-quality teacher category is unexpectedly high (38.37%), followed by the low-quality (25.61%), content-oriented (18.91%), and climate-oriented (17.12%) categories. Finally, several school-level variables were tested to explore the link between school practices and teaching quality categories. The results show that the quality of the school's teaching practices related to their support for behavioural issues is associated with the probability of teachers belonging to the low-quality or climate-oriented categories. These findings can be valuable for policymaking, as they call for the development of strategies that strengthen teachers' capacities within schools.
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    Home language and literacy environments at the age of four: determinants and their relation to reading comprehension up to age nine (Ambientes de lenguaje y alfabetizacion inicial en el hogar a los cuatro anos: determinantes y relacion con comprension lectora hasta los nueve anos)
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2022) Mendive, Susana; Aldoney, Daniela; Mascareno, Mayra; Pezoa, Jose; Hoff, Erika
    This study determines (a) which factors of the parenting context, the child and their mothers are associated with environments that differ in their home literacy environment in a Chilean low-SES sample of 53-month-old children, and (b) whether reading comprehension at second and fourth grade is predicted by the socialization in the literacy environment. First, it found that the factors of maternal educational level and cognitions and the child's task orientation and prosocial behaviour are related to the type of home literacy environment. Likewise, it found that the type of literacy environment predicts reading comprehension at age seven, with a major difference of one standard deviation between the two types of literacy environments. A similar distribution was found at age nine. This article discusses the implications of these results in informing early interventions in disadvantaged socioeconomic levels.