Browsing by Author "Treviño, Ernesto"

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    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
  • Thumbnail Image
    Item
    Intercultural Education in Chile: A Discussion Map
    (Springer, 2023) Morawietz, Liliana; Treviño, Ernesto; Villalobos, Cristóbal
    This first chapter addresses three distinct aspects of Bilingual Intercultural Education (EIB, by the Spanish acronym). The first section provides a brief overview of the recent history of EIB during the last two decades in Chile, outlining its main policies and describing the major milestones and advances, as well as its various challenges, in order to demonstrate the development path that EIB has followed in the country.
  • Thumbnail Image
    Item
    Learning Inequalities Between Indigenous and Non-indigenous Children in Latin America: The Bridge Between School and Families to Promote Quality
    (Springer, 2023) Treviño, Ernesto; Villalobos, Esteban; Godoy Ossa, Felipe Andrés
    Latin America has been making progress in incorporating education policies with an intercultural bilingual focus in parallel with the struggles and demands of indigenous peoples, which international organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO), among others, have helped to place on the global agenda.
  • Thumbnail Image
    Item
    Segregation of Indigenous Students in the Chilean School System
    (Springer, 2023) Treviño, Ernesto; Valenzuela, Juan Pablo; Villalobos, Cristóbal
    School segregation, especially on the basis of socioeconomic, ethnic, or racial characteristics, is one of the fields of greatest interest for the design of public policies in countries with high levels of inequality in educational opportunities and low social mobility, such as Chile (Núñez and Miranda, Estudios De Economía 38:195–221, 2011; OECD. (2010). PISA 2009 Results: What Students Know and Can Do - Student Performance in Reading, Mathematics and Science (Vol. 1): OECD.). This trend has been accentuated in a global context of educational reforms aimed at improving academic performance through standards-based quality assurance systems (often built on the results of standardized national tests) and strengthening the links between productive development and the quality of education (ECLAC. (2010). La hora de la igualdad. Brechas por cerrar, caminos por abrir. Santiago: CEPAL.). The evidence gathered at the international level conclusively shows the direct negative short-, medium-, and long-term effects of school segregation on these objectives (Gorard and Fitz, Research Papers in Education 15:115–132, 2000; Harker, The effects of Student Composition on School Outcomes, Massey University, New Zealand. College of Education, 2004).
  • Thumbnail Image
    Item
    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.