In this study we inquired into the qualifications of public secondary school teachers by examining whether or not teachers met the No Child Left Behind Act's ([NCLB] 2002) definition of “highly qualified” immediately prior to the law's enactment. We examined this by core academic subjects (English, social studies, math, and science) and, particularly, in the subfields of science (chemistry, earth science, life science, physical science, and physics). We also inquired into the distribution of teachers who were identified as highly qualified in their main teaching assignments by school locations (urban, suburban, and rural) and by schools with different levels of minority student enrollment. In this study, a highly qualified teacher has at least a bachelor's degree, full state certification, and a major in the subject taught. We analyzed data extracted from the 1999–2000 Schools and Staffing Survey (SASS). Results revealed that the percentages of highly qualified teachers in the core subjects, especially in the subfields of the sciences, were far from satisfactory. Overall the percentage of highly qualified teachers in their main assignments was 72.8. However, the percentage of qualified teachers in the subfield of earth science was only 15.7, when determined by every subject a teacher teaches. Urban schools were less likely to have highly qualified teachers than suburban or rural schools. We also found that the greater percentage of minority students a school served, the lower the percentage of highly qualified teachers employed in that school. There was a 10 percent gap in highly qualified teachers between schools with low numbers of minority students and high numbers. The findings suggest that the situation poses a serious challenge for implementing the NCLB's mandate of highly qualified teachers in secondary schools. Furthermore, the findings raise an equity issue in staffing across schools.

Are Teachers Highly Qualified? A National Study of Secondary Public School Teachers Using the SASS 1999-2000.

Study of socioeconomic and academic segregation in Chilean education

Mejor gasto para mejores vidas: cómo América Latina y el Caribe puede hacer más con menos: Capítulo 10: Hipotecando el futuro: el sesgo de corto plazo de las políticas

This paper aims to study the differences in the degree of professionalization of teachers in Colombian educational institutions. We break down the inequalities in the supply of teachers according to their degree of professionalization using the Theil index. Next, we estimate the determinants of professionalization, taking into account characteristics of the school and the municipalities where the institutions operate. We evaluate two hypotheses: first, whether more public spending on education personnel by local authorities has helped to improve the level of teacher training in government institutions; and we assess the impact of the teacher professionalization law of 2002 on the degree of teacher professionalization.

https://papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID2103855_code365933.pdf?abstractid=2103855&mirid=1

Desigualdades Regionales en el Nivel Educativo de los Profesores en Colombia (Regional Inequality in the Distribution of Educational Level of Teachers in Colombia)

This article is a theoretical study on issues about school inclusion, intellectual disability and teacher training. It discusses the issue of inclusion in contemporaneity, circumscribed by tensions between respect for differences and the exclusionary practices that emerge in an educational context. In light of Historical-Cultural Psychology and the principles of clinical activity, an important theoretical and methodological possibility for teacher training emerges which, depending on the quality of the interventions made by the researcher, can enable the resignification of the praxis of the teacher collective. teacher education • intellectual disabilities • inclusive education • social exclusion lA formAción docente en el mArco de lA inclusión: pArA unA nuevA metodologíA

/pdf/teacher-training-in-the-context-of-inclusion-towards-a-new-2y20pwbub5.pdf

Teacher training in the context of inclusion: towards a new methodology

Resumen Chile ha impulsado con fuerza terminar con la discriminacion en educacion en todos sus tipos. Consecuentemente promulgo la Ley de Inclusion Escolar en 2015. Se analizan las opiniones de docentes de establecimientos particulares subvencionados de la region del Maule (Chile), en el ambito de sus practicas pedagogicas cotidianas situadas en el marco de esta ley. Es un estudio exploratorio cualitativo. El analisis permite evidenciar el pensamiento y las dinamicas laborales de estos actores en contextos educativos diversos, identificando nudos criticos que de ser atendidos afectarian positivamente su trabajo, observandose la necesidad de corregir dificultades, establecer estrategias pedagogicas y potenciar algunos componentes de la ley.

/pdf/la-inclusion-escolar-en-chile-observada-desde-la-docencia-26pp83t6xl.pdf

La inclusión escolar en chile: observada desde la docencia

The evolution of the Chilean public budget in education in the present millennium is exposed, attending to its relevance as a key component of development, and inquiring about what this means in reference to the evolution of the country's Gross Domestic Product (GDP), as well as the public budget. -total audience. The annual budget items are systematized, updated, before some key milestones of the educational policies of the period studied. The main results show significant increases in the budget, even above GDP growth, and in the social demands in this field. However, it is estimated that some major examinations must be carried out, since it is not possible to continue with a sector budget that grows unlimitedly, but also to it requires other forms of budget allocation that involve structural change. The findings show the importance of advancing in these matters to support those strategic policies that Chile does not satisfactorily resolve: social segmentation of the school system, social inequality, and low quality of educational results.

/pdf/tendencias-del-financiamiento-publico-y-dilemas-de-la-1pwy0ai7r0.pdf

Tendencias del financiamiento público y dilemas de la política educacional chilena (1999-2018)

RESUMEN Este articulo revisa los alcances que para el director escolar reportan las condiciones de vulnerabilidad de un estudiante e influencias que tiene el trabajo docente en su desempeno academico. Corresponde a un estudio exploratorio, basado en entrevistas a directivos de escuelas particular-subvencionadas con estudiantes en esta condicion. El analisis permite evidenciar el pensamiento directivo y las dinamicas docentes, identificando nudos criticos que de ser atendidos incidirian positivamente en la organizacion de la ensenanza en este contexto. A partir de los antecedentes se formulan propuestas en el plano de las politicas publicas que tiendan a la orientacion y desarrollo del liderazgo y la gestion pedagogica en este marco.

/pdf/vulnerabilidad-en-escuelas-privadas-subvencionadas-chilenas-3z5xl0x3sr.pdf

Vulnerabilidad en escuelas privadas subvencionadas chilenas: desafíos docentes desde la visión directiva

El estudio analiza las opiniones de las educadoras de primera infancia en Chile, respecto del trabajo orientado a la prevención de la violencia e inequidad de género en establecimientos escolares con educación inicial. Mediante un cuestionario tipo encuesta se han identificado sus prácticas más recurrentes, asociadas al procesos de enseñanza-aprendizaje de niños y niñas y de las actividades para potenciar su desarrollo en lo interpersonal y valórico. Los principales resultados señalan que las educadoras está conscientes de la temática, han implementado herramientas sociales y pedagógicas que aportan a la prevención del fenómeno. Finalmente este trabajo permiten formular propuestas de apoyo y orientación para potenciar la prevención de la violencia e inequidad de género en esos contextos escolares.

/pdf/violencia-e-inequidad-de-genero-prevencion-desde-la-16mrwval.pdf

Violencia e Inequidad de Género: Prevención desde la Educación Inicial Chilena

Se revisan los alcances que para un docente tiene la evaluación de aprendizajes. Corresponde a un estudio descriptivo cualitativo, a partir de entrevistas semi-estructuradas a una muestra de 42 docentes con trayectoria laboral relevante en aula (8 años), pertenecientes a establecimientos públicos, de la región del Maule (Chile). El análisis permite evidenciar el pensamiento y las dinámicas docentes en esta temática, identificando nudos críticos que, de ser atendidos, incidirían positivamente en el mejoramiento de sus prácticas evaluativas. A partir de los hallazgos se formulan propuestas en el plano de las políticas que conllevan – paralelamente – a la orientación y desarrollo de la gestión pedagógica en este marco. 

Daniel Reyes-Araya

Papers

La inclusión escolar en chile: observada desde la docencia

Tendencias del financiamiento público y dilemas de la política educacional chilena (1999-2018)

Vulnerabilidad en escuelas privadas subvencionadas chilenas: desafíos docentes desde la visión directiva

Violencia e Inequidad de Género: Prevención desde la Educación Inicial Chilena

Evaluación de aprendizajes. Una práctica docente al debe