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    Ley de arriendo: propuestas para una política pública que garantice la seguridad de la tenencia
    (Ediciones UC, 2024) Gil, Diego; Bogolasky F., Francisca; Link, Felipe; Marín, Adriana
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    What we can name in the classroom: A Chilean lexicon of middle-school mathematics teachers
    (Routledge, 2021) Calcagni García, María Elisa; Grau Cárdenas, Valeska Valentina; Cortez Quezada, Mónica Miroslava; Gomez D.
    This chapter introduces the process of creation of the Chilean Lexicon and its main features, locating them in the Chilean educational context. The lexicon was created by a team of researchers and teachers, undergoing several phases of refinement and validation. This included a consultation with the local educational community indicating that the terms are reasonably familiar to them. The lexicon contains 74 items, predominantly short phrases that are grouped in five categories: Subject-matter didactics (22 terms), General pedagogy (18 terms), Pedagogical interaction (16 terms), Classroom climate (9 terms), Structure/routine (12 terms), some terms belonging to more than one. Our lexicon’s focus is generic, with most of its terms being applicable to other subjects as well. This may relate to the fact that middle-school mathematics teachers hold generalist degrees and usually teach more than one subject, perhaps making general aspects of teaching more salient. Some of the terms relating to lesson structure and phases can be mapped onto the local Framework for Good Teaching that guides teachers’ professional activities. Furthermore, we documented agency connotations in the terms, finding that most terms refer to actions that are exclusive to teachers (37 terms). This apparent secondary role of students can be linked to classroom studies in the country, which show that teacher-led activities focused on transmitting information and practising skills are emphasised, with scarce opportunities for students’ contributions (Preiss et al., 2015, 2016). Implications of the lexicon for future research and professional development in Chile are discussed
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    Impacts of Urbanization and Land Use Change over Water Resources
    (Springer, 2021) Bunster Bustamante, Tomas Ignacio; Gironas Leon, Jorge Alfredo; Rojas Quezada, Carolina Alejandra; Bonilla Meléndez, Carlos Alberto
    Anthropogenic land use changes have taken place through time, and will continue in the future as the country develops. Such changes have affected the occurrence of hydrological processes, and impacted water resources. This chapter describes these changes and their evolution through time. Urban and population growth, expansion and intensification of agriculture and productive forestry, and the occurrence of wildfires in Chile are characterized. Furthermore, the main impacts over water resources and current practices to cope with these changes are presented. Finally, future challenges are described, together with the concluding remarks.
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    Self-regulated Learning and Conceptual Development in Young Children: The Development of Biological Understanding
    (SPRINGER, 2012) Whitebread, David; Grau Cárdenas, Valeska Valentina; Zohar, A; Dori, YJ
    Within an understanding of metacognition as a process embedded within the self-regulated learning construct, this chapter presents a review of different theoretical models relating the concepts of self-regulated learning and metacognitive skills to models of conceptual change and learning in a domain. This review stresses a developmental perspective and an in-depth analysis of these relationships within the scientific domain. In this context, theories of self-regulated learning and intentional conceptual change are analysed and discussed in the light of recent evidence from empirical studies. Evidence will also be presented from an empirical study, carried out by the authors, which illustrates the relationship between these constructs in the early years of schooling in relation to the biological domain. Through a multiple case study approach and a microgenetic perspective, eight cases belonging to the third grade of primary school were followed during one academic semester. The data collected involved observations of the children in the multiple contexts of collaborative group work activities within the classroom and individual activities and assessments which varied in their demands upon domain-specific knowledge and cognitive strategies. Implications for the relationship between self-regulated learning and conceptual change in science learning are discussed, including theoretical implications and practical suggestions to foster learning through interventions in the science classroom. The predominant type of metacognition observed in this study was of on-line regulation, namely, planning, monitoring, control and reflection during students learning. The article also examines the interrelationships between metacognition and intentional conceptual change (ICC) and between metacognition and self-regulation.
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    Extinction
    (De Gruyter, 2023) Ríos, Valeria de los
    El artículo estudia el papel que jugó Euse-bio de Cesarea en las discusiones teológicas del sínodo de Nicea. Para ello, examina la condena de Eusebio de Cesarea en el sínodo de Antioquía (325) y su relación con el sínodo de Nicea. Una vez aclarado que Nicea actuó como tribunal de apelación para Eusebio, se analizan los relatos de los principales testigos ocula-res de las discusiones teológicas del sínodo. Se trata de dos documentos casi contemporáneos a la asam-blea, a saber, la carta de Eusebio a su iglesia (Urk. 22) y un fragmento de Eustacio de Antioquía (fr. 79), y de los relatos retrospectivos que Atanasio escribió varias décadas después de la asamblea nicena (decr. 19-20). Finalmente, el artículo ofrece una reconstrucción de las deliberaciones teológicas del sínodo de Nicea