Browsing by Author "Veronica Santelices, Maria"

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    Academic Language as a Predictor ofreading Comprehension in Monolingual Spanish-speakingreaders: Evidence From Chilean Early Adolescents
    (2018) Meneses, Alejandra; Uccelli, Paola; Veronica Santelices, Maria; Ruiz, Marcela; Acevedo, Daniela; Figueroa Miralles, Javiera
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    Aligning teacher assessments and teacher learning through a teacher learning progression
    (SPRINGER HEIDELBERG, 2022) Veronica Santelices, Maria; Wilson, Mark
    This theoretical piece discusses the concept of a teacher learning progression in an attempt to integrate teacher learning and assessment. From the authors' perspective, the main features of the teacher learning progression are the longitudinal understanding of teacher knowledge and practice, and the opportunity to align teacher evaluations' formative and summative purposes. Criteria to assess existing teacher learning progressions are proposed and used to examine examples of teacher assessment systems implemented in different parts of the world. The concept of teacher learning progression has national and international implications for teacher training, for teaching assessment and for the design and implementation of educational policies.
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    Transitioning to higher education: students' expectations and realities
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2022) Cifuentes Gomez, Gonzalo; Guzman, Pamela; Veronica Santelices, Maria
    Background The transition from school to higher education (HE) involves multiple challenges including academic issues, motivation and identity adaptation. In this scenario, the role of family, peers and institutions can be fundamental in the success of the transition process. Purpose We sought to deepen our understanding of the transition phenomenon by studying students' perceptions on HE expectations versus the reality encountered, identifying the main challenges they faced and analysing the strategies used to cope with the difficulties encountered in adjusting to HE. Method This is a follow-up interview study that examined the perceptions of 14 first- and second-year HE students in Chile, who had participated in a previous research study two years earlier whilst in secondary school. Interview data were analysed using a qualitative approach. Findings The analysis identified contrasts between students' expectations and what occurred during the first two years of HE. Associated with academic difficulties, the students felt that the main challenges included increased complexity of content, time management and study strategies. To cope with these challenges, the evidence suggested that the students adapted their academic strategies and relied strongly on their families and peers. Conclusions Our findings draw attention to a mismatch that can occur between the expectations and the reality that students face once they have transitioned to HE. Implications for institutions include building a transition bridge between secondary and postsecondary education, which goes beyond providing information about funding or the labour market. In terms of supporting successful transition, issues such as academic demand, studying time, study strategies and prior familiarity with HE staff and peers are all relevant aspects for consideration.