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Journal articles on the topic 'Education – Chile'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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1

Saxl, Eva R. "Diabetes Education in Chile." Diabetes Educator 11, no. 1 (1985): 60. http://dx.doi.org/10.1177/014572178501100111.

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2

Pérez González, Patricio. "Tránsitos hacia la educación estética. Análisis crítico de las categorías taxonómicas educativas en Chile." Revista de Estudios y Experiencias en Educación 21, no. 47 (2022): 356–70. http://dx.doi.org/10.21703/0718-5162202202102147019.

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La educación chilena actual se encuentra arraigada en una racionalidad moderna que la protege como sistema de conocimiento, este estudio pretende reconocer la importancia de fisurar esa estructura y establecer territorios de conocimiento sensible para una educación estética. Esta investigación cuestiona la incorporación implícita de habilidades sensibles en el currículo chileno, a través de una reflexión filosófica de la relevancia de la educación estética para la formación integral, apoyada en Friedrich Schiller y Friedrich Nietzsche, y de un análisis de la formulación de aprendizajes en las

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3

Lu, Xuemei. "Business English Education Developments in Chile." Open Journal of Social Sciences 10, no. 01 (2022): 315–23. http://dx.doi.org/10.4236/jss.2022.101025.

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4

Yeager, Gertrude M. "Elite Education in Nineteenth-Century Chile." Hispanic American Historical Review 71, no. 1 (1991): 73. http://dx.doi.org/10.2307/2516423.

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5

Yeager, Gertrude M. "Elite Education in Nineteenth-Century Chile." Hispanic American Historical Review 71, no. 1 (1991): 73–105. http://dx.doi.org/10.1215/00182168-71.1.73.

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6

Schiefelbein, E. "Chile: Economic Incentives in Higher Education." Higher Education Policy 3, no. 3 (1990): 21–26. http://dx.doi.org/10.1057/hep.1990.41.

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7

Castillo, Felipe Aravena, and Marta Quiroga Lobos. "Early child care education: Evidence from the new law in Chile." Journal of Pedagogy 8, no. 1 (2017): 121–35. http://dx.doi.org/10.1515/jped-2017-0006.

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AbstractIn the last decade, Chile has focused on early childhood education and care (ECEC) as a key opportunity to increase student-learning outcomes and decrease socio-economic inequalities. The creation of Chile’s Under-Secretariat of ECEC in 2015 highlights the relevance of this educational stage. The purpose of this study is to analyse the new law (no. 20.835) on ECEC from the perspective of policy formulation. This study employs a discourse analysis that is based on a conceptual frame analysis of two concepts: relationships and roles. The findings indicate that the creation of the Superin

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8

Magendzo, Salomón. "Popular Education in Nongovernmental Organizations: Education for Social Mobilization?" Harvard Educational Review 60, no. 1 (1990): 49–62. http://dx.doi.org/10.17763/haer.60.1.j618176u87205x88.

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Salomón Magendzo contrasts the government-sponsored educational system in Chile with"popular education," a community-based education movement concerned with empowering poor people and involving them in the transformation of society. To this end, the Interdisciplinary Program for Research in Education, a nongovernmental organization affiliated with the Catholic Church in Chile, is committed to creating social change by conducting research on educational problems and by promoting educational change. In this article Magendzo describes some of the popular education projects developed by PIIE that

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9

Poveda, David, Viviana Gómez, and Claudia Messina. "Children's Rights and Education in Argentina, Chile and Spain." education policy analysis archives 7 (October 12, 1999): 31. http://dx.doi.org/10.14507/epaa.v7n31.1999.

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This article is a first attempt to relate the UN Convention on the Rights of the Child to education policy. It compares three countries, Argentina, Chile and Spain in an attempt to both present particular problems that are of pressing concern in each and to propose a framework that might reveal some possible obstacles to the implementation of children's rights. The article is divided into three sections. In the first section, a comparative review of the formal dispositions and legislative changes in the three countries is presented. Some of the most notable contrasts are briefly contextualized

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10

Barahona, Plank, Ernesto Veres Ferrer, and Manuel Barahona Droguett. "Factors associated with the quality of education in Chile." Revista Internacional de Investigación en Ciencias Sociales 14, no. 1 (2018): 17–30. http://dx.doi.org/10.18004/riics.2018.julio.017-030.

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11

Levin, Ben. "Chile, Latin America, and Inequality in Education." Phi Delta Kappan 93, no. 2 (2011): 74–75. http://dx.doi.org/10.1177/003172171109300218.

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12

Parry, Taryn Rounds. "Decentralization and Privatization: Education Policy in Chile." Journal of Public Policy 17, no. 1 (1997): 107–33. http://dx.doi.org/10.1017/s0143814x00003457.

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ABSTRACTMany countries have experimented with decentralization and privatization policies in hopes of increasing public sector efficiency. This article explores the impact of decentralization and privatization of education in Chile. Decentralization did have some benefits such as improved administrative efficiency and greater productive efficiency. However, government size, as measured by the total personnel working in the education sector, increased under decentralization. Privatization of education in Chile created a type of voucher system. Although educators are more accountable to parents

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13

Pedraja-Rejas, Liliana, Emilio Rodriguez-Ponce Rodriguez-Ponce, and Carmen Araneda-Guirriman. "Doctoral Education And Government Funding In Higher Education Institutions: An Approach From Chile." Contemporary Issues in Education Research (CIER) 9, no. 2 (2016): 67–76. http://dx.doi.org/10.19030/cier.v9i2.9617.

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This research reveals the importance that government funding and the quality of faculty have on the doctoral training of universities from the Council of Chilean Universities (CRUCH), thus exploring the existing relationship inside this formative process. The results and conclusions show that government funding has a direct impact on doctoral training in Chile, along with the quality of the academic staff that these analyzed institutions have. Therefore, it is pertinent to conclude that fiscal funding and quality of faculty is important and relevant within the training of doctors in Chile.

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14

Letelier S, Leonardo, and Hector Ormeño C. "Education and fiscal decentralization. The case of municipal education in Chile." Environment and Planning C: Politics and Space 36, no. 8 (2018): 1499–521. http://dx.doi.org/10.1177/2399654418761888.

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Chile implemented a radical reform in favor of decentralization at the beginning of the 1980s, with municipalities taking over the administration of public school education. The government that came to power in 2014 is committed to revert this reform, removing public schools from municipal control. Using panel data gathered between 2005 and 2013, this study shows that municipalities with greater autonomy performed better when administrating schools. Two major conclusions may be drawn. First, selective decentralization in favor of more autonomous municipalities is a better public policy approac

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15

Scorza, Cecilia, and Olaf Fischer. "Education for development under the skies of Chile." Proceedings of the International Astronomical Union 10, H16 (2012): 548–49. http://dx.doi.org/10.1017/s1743921314012058.

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AbstractWe report on an educational program initiated in Chile in the year 2010 on the frame of an excellence research and graduate exchange program between the University of Heidelberg and the Pontfica Catlica University in Chile, funded by the German International Exchange Office (DAAD).

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16

Unda-Sanzana, Eduardo. "Antofagasta: Astronomy education on the shoulders of giants." Proceedings of the International Astronomical Union 15, S367 (2019): 419–20. http://dx.doi.org/10.1017/s174392132100051x.

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AbstractThis work presents the motivation, history and current status of the Primera Luz initiative, a long-term educational project run by researchers and professionals of the Astronomy Center (CITEVA) at Universidad de Antofagasta (UA, Chile), primarily focused on connecting Astronomy with the people living in the Region of Antofagasta (Chile) but producing results designed to be shared with international audiences.

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17

León, Soraya. "Education in Geriatric Dentistry: A Challenge for Chile." Journal of Oral Research 5, no. 3 (2016): 99–100. http://dx.doi.org/10.17126/joralres.2016.021.

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18

Brunner, Jose Joaquin. "Higher Education in Chile from 1980 to 1990." European Journal of Education 28, no. 1 (1993): 71. http://dx.doi.org/10.2307/1503822.

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19

Webb, Andrew, and Sarah Radcliffe. "Whitened Geographies and Education Inequalities in Southern Chile." Journal of Intercultural Studies 36, no. 2 (2015): 129–48. http://dx.doi.org/10.1080/07256868.2015.1008433.

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20

CAVALLIERI, SILVANA, PIERO CÁNEPA, and MAURICIO CAMPOS. "Evolution of the WFSA education program in Chile." Pediatric Anesthesia 19, no. 1 (2008): 33–34. http://dx.doi.org/10.1111/j.1460-9592.2008.02881.x.

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21

Murakami, Yoshimichi, and Tomokazu Nomura. "Expanding higher education and wage inequality in Chile." Journal of Economic Studies 47, no. 4 (2020): 877–89. http://dx.doi.org/10.1108/jes-12-2018-0445.

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PurposeThis study aims to analyse the contribution of the expansion and diversification of higher education to Chile's increase in wage inequality from 1992 to 2000 and its subsequent decrease from 2000 to 2013.Design/methodology/approachThe wage equation for each year is estimated using data from the national household survey, Encuesta de Caracterización Socioeconómica Nacional (CASEN). Using the method proposed by Firpo et al. (2009), the evolution of wage changes is decomposed into composition and wage structure effects of each explanatory variable at different points of the wage distributi

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22

Cox, Cristian. "Higher education policies in Chile in the 90s." Higher Education Policy 9, no. 1 (1996): 29–43. http://dx.doi.org/10.1016/s0952-8733(96)90036-7.

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23

Sánchez, Jaime, Álvaro Salinas, and Jordan Harris. "Education with ICT in South Korea and Chile." International Journal of Educational Development 31, no. 2 (2011): 126–48. http://dx.doi.org/10.1016/j.ijedudev.2010.03.003.

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24

Corvalan, Oscar, Erika Santibanez, and Debbie Simmons. "Reforms introduced in technical-vocational education in Chile." International Journal of Educational Development 10, no. 2-3 (1990): 199–204. http://dx.doi.org/10.1016/0738-0593(90)90038-p.

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25

Méndiz-Rojas, Heleny. "Communication and education joint." Comunicar 11, no. 22 (2004): 115–20. http://dx.doi.org/10.3916/c22-2004-17.

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Chile is living an educational reform, specially in language and communication area, which is trying to make the new technologies available to schools and teachers. According to that, this paper exposes an experience called «Radio goes to school», in whic Chile, a través de la reforma educativa, y específicamente en el área de lenguaje y comunicación, está propiciando las condiciones para que todas las escuelas y los profesores tengan accesos a las nuevas tecnologías (redes, vídeo, radio, prensa). En este sentido se expone, a continuación, la experiencia «La radio va a la escuela», en la que a

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26

Moreno Vera, Fabiola, and Agustín De la Herrán Gascón. "CONOCIMIENTOS DISCIPLINARES Y PEDAGÓGICOS DE LAS EDUCADORAS DE PÁRVULOS EN CHILE." Profesorado, Revista de Currículum y Formación del Profesorado 21, no. 1 (2017): 233–51. http://dx.doi.org/10.30827/profesorado.v21i1.10361.

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Resumen:Se estudia si la percepción de los conocimientos profesionales (disciplinares y pedagógicos) de las educadoras de párvulos de Chile está asociada al nivel de conocimientos que realmente tienen. Con este fin se aplicaron dos instrumentos de recogida de datos, previamente validados. El primero fue un cuestionario diseñado sobre la Encuesta Nacional Docente realizada por el Ministerio de Educación de Chile. El segundo fue la prueba INICIA (Ministerio de Educación de Chile, 2013), aplicada anualmente a los alumnos egresados de las carreras de educación parvularia. Los resultados indican qu

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27

Hiebert, Jonathan, and Anke Hiebert. "La formación docente en la reforma educativa de Paraguay y Chile." Revista de Investigación Científica y Tecnológica 2, no. 1 (2018): 93–102. http://dx.doi.org/10.36003/rev.investig.cient.tecnol.v2n1(2018)9.

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28

Mandiola C., Marcela. "Problematizando la Educación en Negocios en Chile: una práctica (no) fisurada." Revista Stultifera 2, no. 2 (2019): 59–73. http://dx.doi.org/10.4206/rev.stultifera.2019.v2n2-04.

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29

Labraña, Julio, and Raf Vanderstraeten. "Functional Differentiation and University Expansion in Chile." Social and Education History 9, no. 3 (2020): 252. http://dx.doi.org/10.17583/hse.2020.4565.

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Over the last few decades, education has acquired a fairly robust social identity worldwide and participation in higher education has also become increasingly common. Building upon Luhmann’s theory of society, in this paper we analyze the expansion of higher education in Chile, specifically looking at the transformations the Chilean higher education system has undergone and the interactions between this system and its social environment. We will include statistics to clarify the extent of the changes to – and costs of – increasing inclusion. We will also focus on the ever-changing rationales f

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30

Didier, Nicolás. "About the (non) existence of a lifelong education system in Chile." Journal of Adult and Continuing Education 24, no. 2 (2018): 229–49. http://dx.doi.org/10.1177/1477971418818574.

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This article aims to present the lifelong education system of Chile from a functional and institutional point of view, in an attempt to describe its strategy. This paper covers both formal education and graduate studies, which were analyzed systematically from the institutional framework and experience of Chile. A comprehensive review of open access data of Chilean higher education was performed, analyzing human capital investment and access to post-secondary education. The main findings are based on the lack of coordination between the educational levels and postsecondary education which make

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31

Vidal-Espinoza, Rubén, Emilio Rodríguez-Macayo, Rossana Gomez-Campos, Rodrigo Ruay-Garcés, Sonia Isabel-Muñoz, and Marco Cossio-Bolaños. "Scientific Knowledge of University Students of Chile." International Journal of Higher Education 10, no. 5 (2021): 194. http://dx.doi.org/10.5430/ijhe.v10n5p194.

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Scientific research is becoming increasingly important in higher education, as it helps students to understand scientific knowledge and provides tools to construct and interpret the meaning of what science provides. This descriptive study compares the use of scientific knowledge by university according to age, entrance route and type of establishment, and verifies the possible relationships between variables. A questionnaire measuring the use of scientific knowledge (information search, knowledge transfer and knowledge contribution) was administered to 187 university students. The results show

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32

Galleguillos, Nibaldo, and Joseph P. Farrell. "The National Unified School in Allende's Chile." Curriculum Inquiry 20, no. 1 (1990): 83. http://dx.doi.org/10.2307/1179868.

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33

Aedo‐Richmond, Ruth, and Mark Richmond. "Recent Curriculum Change in Post‐Pinochet Chile." Compare: A Journal of Comparative and International Education 26, no. 2 (1996): 197–215. http://dx.doi.org/10.1080/0305792960260205.

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34

Arenas, Alberto. "Privatization And Vouchers In Colombia And Chile." International Review of Education/ Internationale Zeitschrift fr Erziehungswissenschaft/ Revue inter 50, no. 3 (2004): 385–400. http://dx.doi.org/10.1007/s11159-004-2629-z.

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35

Leyva, Diana, Christina Weiland, M. Barata, et al. "Teacher-Child Interactions in Chile and Their Associations With Prekindergarten Outcomes." Child Development 86, no. 3 (2015): 781–99. http://dx.doi.org/10.1111/cdev.12342.

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36

Cornejo Améstica, Miguel, Carlos Matus Castillo, and Cristian Reyes Galdames. "Physical Education Teacher in Chile: Relationship work to society." Staps 85, no. 3 (2009): 47. http://dx.doi.org/10.3917/sta.085.0047.

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37

Contreras, José L., and Erich Spencer Ruff. "MBA Education in Latin America: The Case of Chile." Journal of Education for Business 78, no. 1 (2002): 51–55. http://dx.doi.org/10.1080/08832320209599698.

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38

Espinoza, Óscar, and Luis Eduardo González. "Accreditation in higher education in Chile: results and consequences." Quality Assurance in Education 21, no. 1 (2013): 20–38. http://dx.doi.org/10.1108/09684881311293043.

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39

Delgado Alvarez, Luis Ignacio, Tatiana Aracely Vera Calderon, Diana Patricia Castro Cedeno, Yadira Rosanna Robles Santana, and Ana Cristina Velez Saltos. "Teacher evaluation during virtual education in the higher education system." Minerva 2, no. 6 (2021): 98–104. http://dx.doi.org/10.47460/minerva.v2i6.47.

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This study was developed with the objective of determining the evaluation of teaching performance and its influence on the use of virtual classrooms in the higher education system, as an important relationship that encompasses social change, highlighting the health crisis and the impact on the teaching performance of the Lay University "Eloy Alfaro" of Manabí. A quantitative study was carried out, with a descriptive approach, applied to higher education students and teachers through surveys. The evaluation of teaching performance is used as a tool to manage the quality of teaching, being neces

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40

Silva Piovani, Verónica Gabriela, and Franklin Castillo Retamal. "Tempo livre, ócio, lazer e recreação nos projetos pedagógicos de quatro cursos de educação física do Brasil, Chile e Uruguai." Caderno de Educação Física e Esporte 17, no. 1 (2019): 189–97. http://dx.doi.org/10.36453/2318-5104.2019.v17.n1.p189.

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Objetivo: analisar e comparar a presença da área de lazer e recreação nos Projetos pedagógicos (PP) e nas ementas das disciplinas de cursos de EF do Brasil, Chile e Uruguai. Métodos: Análise documental dos PP de quatro cursos de Educação Física de uma universidade do Brasil (estado do Paraná), uma do Chile (região de Maule) e uma do Uruguai (departamento de Rivera). Os PP dos cursos foram obtidos através dos websites das universidades. Resultados: Nos PP dos cursos de Licenciatura em EF (Brasil), Pedagogia em EF (Chile) e Licenciatura em EF - Opção práticas educativas (Uruguai), evidenciou-se

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41

Fernández, M. Beatriz. "Framing teacher education: Conceptions of teaching, teacher education, and justice in Chilean national policies." education policy analysis archives 26 (March 12, 2018): 34. http://dx.doi.org/10.14507/epaa.26.2806.

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Chile shows high inequity and socioeconomic stratification in both K-12 education and teacher preparation. Drawing on the notion of frames, this critical policy analysis examines how teaching, teacher education, and justice were conceptualized in Chile’s teacher preparation policies between 2008-2015. It also analyzes the narrative stories implicit in these policy documents. Analysis of the documents shows that national policies emphasize a content knowledge for teaching and teacher education and conceptualize justice as an issue of access to quality teachers. These approaches to teaching, tea

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42

Couyoumdjian, Juan Pablo. "Primary education and fiscal policy in Mid-19th century Chile: in search of a Balance." Revista de Historia Económica / Journal of Iberian and Latin American Economic History 26, no. 2 (2008): 145–71. http://dx.doi.org/10.1017/s0212610900000306.

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RESUMENEn este trabajo examinamos una propuesta sobre la organización de un sistema de instrucción primaria en Chile presentada por el entonces diputado Manuel Montt. Este proyecto representó una iniciativa muy anhelada en favor de la difusión de la educación en Chile, a la vez que involucró un diseño organizacional bastante radical. En la medida que el proyecto incluía consideraciones relativas al financiamiento del sistema, éste parece también relevante en cuanto al tema de la organización de la estructura fiscal de Chile. Aunque la propuesta de Montt fue finalmente desechada, las discusione

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43

de-Fontcuberta-Balaguer, María-del-Mar. "Mentor: International Association for Media Education." Comunicar 12, no. 24 (2005): 41–45. http://dx.doi.org/10.3916/c24-2005-07.

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The Mentor International Association for Media Education was founded in Barcelona at the end of May 2004 during the media education workshop organized by Unesco and the Universidad Autónoma de Barcelona in collaboration with the European Comission and the Pontificia Universidad Católica de Chile. Its objective is to connect media education professionals from diverse official and institutional structures in order to develop and coordinate international activities in the area of media education. It is and independent association with support of Unesco. La asociación internacional en educación en

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44

Ganga-Contreras, Francisco, Walter Sáez, Adolfo-Ignacio Calderón, Ángel Calderón, and Emilio Rodríguez-Ponce. "Principales rankings académicos internacionales: el caso de Chile." Ensaio: Avaliação e Políticas Públicas em Educação 28, no. 107 (2020): 407–34. http://dx.doi.org/10.1590/s0104-40362019002701964.

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Resumen Los rankings académicos (RACs), a pesar de recibir muchos cuestionamientos, se vienen destacando como un instrumento de evaluación externa de apoyo para la toma de decisiones de las universidades y de diferentes grupos de interés. Este artículo tiene como objetivo analizar y mapear – en términos de metodologías adoptadas, formas de selección de universidades y fuentes de información – los RACs chilenos, en una óptica comparativa con los más destacados rankings internacionales. Se realiza una investigación exploratoria, analítico-descriptiva y comparativa. Para ello, se utilizan fuentes

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45

Galaz Ruiz, Alberto, Mariela Sonia Jiménez-Vásquez, and Ángel Díaz-Barriga. "Evaluación del desempeño docente en Chile y México." Perfiles Educativos 41, no. 163 (2019): 156–76. http://dx.doi.org/10.22201/iisue.24486167e.2019.163.58935.

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La evaluación del desempeño docente es una estrategia recomendada por organismos internacionales para alinear los sistemas educativos bajo principios de mercado. A partir de su instalación los países son conminados a re-configurar espacios en los cuales profesores, especialistas, organismos privados y públicos interactúan con disímiles grados de poder. Sin embargo, los estudios sobre sus resultados centran las responsabilidades a nivel individual obviando enfoques comparativos regionales. Este artículo argumenta cómo su implementación en Chile y México adquiere y requiere de particular atenció

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46

Flores, Catherine. "Beginning teacher induction in Chile: Change over time." International Journal of Educational Research 97 (2019): 1–12. http://dx.doi.org/10.1016/j.ijer.2019.06.001.

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47

Zuniga-Soria, Joaquin, Sergio Zuniga-Jara, and Karla Soria-Barreto. "Taxonomía de las carreras de medicina en Chile." Formación universitaria 15, no. 6 (2022): 59–70. http://dx.doi.org/10.4067/s0718-50062022000600059.

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48

Soto Muñoz, María Eugenia, and Beatriz Zapata Ospina. "Transiciones educativas en la infancia: concepciones de docentes en Chile y Colombia." Revista de Estudios y Experiencias en Educación 21, no. 46 (2022): 12–31. http://dx.doi.org/10.21703/0718-5162.v21.n46.2022.001.

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En este artículo se inicia con un breve análisis documental de la normativa y política vigente sobre Transición Educativa en los países en estudio, para dar paso al análisis de las opiniones que tienen docentes de educación preescolar y primaria sobre este proceso, con el propósito comprender sus concepciones, respecto a la transición de los estudiantes desde la educación preescolar a la educación básica. Su naturaleza cualitativa y metodología descriptiva e interpretativa, develó significados y sentidos de los docentes, así como los aspectos culturales y sociales que determinan el proceso, pa

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49

KUNZLER, JANAINA, Artur Jacobus, João Batista Storck, and Maria Aparecida Marques da Rocha. "Expansion of Distance Education in higher education: Trajectories in Argentina, Brazil, Chile and Colombia." Revista Portuguesa de Educação 35, no. 2 (2022): 61–82. http://dx.doi.org/10.21814/rpe.24298.

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During the first two decades of the 21st century, higher education has had an accentuated expansion in South America. To be able to handle this increase in demand, international organizations have encouraged the region’s countries to turn to distance education. Therefore, it is important to understand how this mode of education has been incorporated into higher education policies in different South American countries. The aim of this article is to compare the reality of four South American countries with respect to the level of participation in distance education in higher education, namely in

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50

Villarroel, Verónica, and Alvaro González. "Students' Learning Perception in Engineering, Health and Education During Emergency Remote Education in Chile." International Journal of Educational Methodology 9, no. 1 (2023): 41–51. http://dx.doi.org/10.12973/ijem.9.1.41.

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<p style="text-align: justify;">Higher education institutions around the world had to implement an emergency remote education (ERE) modality due to the COVID-19 pandemic. This study aimed to determine the individual and relational factors that affect the perception of learning in engineering, education, and health students during emergency distance education. Through a quantitative, non-experimental, and correlational study, an online survey was administered to a sample of 929 higher education students regarding their ERE experience. They were surveyed regarding their perceived learning,

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