Ranked search results have become the main mechanism by which we find content, products, places, and people online. Thus their ordering contributes not only to the satisfaction of the searcher, but also to career and business opportunities, educational placement, and even social success of those being ranked. Researchers have become increasingly concerned with systematic biases in data-driven ranking models, and various post-processing methods have been proposed to mitigate discrimination and inequality of opportunity. This approach, however, has the disadvantage that it still allows an unfair ranking model to be trained. In this paper we explore a new in-processing approach: DELTR, a learning-to-rank framework that addresses potential issues of discrimination and unequal opportunity in rankings at training time. We measure these problems in terms of discrepancies in the average group exposure and design a ranker that optimizes search results in terms of relevance and in terms of reducing such discrepancies. We perform an extensive experimental study showing that being “colorblind” can be among the best or the worst choices from the perspective of relevance and exposure, depending on how much and which kind of bias is present in the training set. We show that our in-processing method performs better in terms of relevance and exposure than a pre-processing and a post-processing method across all tested scenarios.

Reducing Disparate Exposure in Ranking: A Learning To Rank Approach

Este articulo describe y analiza las caracteristicas del llamado "experimento educativo chileno", tanto en sus aspectos estructurales, como de implementacion, asi como sus esenciales consecuencias. Finalmente se describen las principales tendencias generadas desde los movimientos sociales, que han implicado procesos de resistencia a las medidas neoliberales, asi como una incipiente capacidad de propuesta alternativa. Para ello se revisaron un conjunto de fuentes primarias y secundarias de investigacion sobre los alcances de este modelo. El articulo muestra que la aplicacion sistematica de politicas educativas neoliberales es algo inedito en America Latina y que ha generado fenomenos y procesos sociales muy particulares, tanto de reproduccion del modelo, como de resistencia social al mismo.

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La empresa educativa Chilena

This research analyzes the CHAEA questionnaire and ACRA scale as potential tools that can be used by a professor tutor in order to identify the psychoeducational features of tutored students starting college. These instruments were applied to 794 first-year college students from six degrees in three different generational cohorts. The results showed that both instruments have high reliability and stability over time; depending on the degree and gender of students, two tendencies were identified: about the preference for certain styles and the frequency in the use of learning strategies; low but highly significant relations were observed between the variables styles, strategies and school achievement.

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El cuestionario de estilos de aprendizaje chaea y la escala de estrategias de aprendizaje acra como herramienta potencial para la tutoría académica

In this article I analyze the class- and cultural-based exclusion produced by the Chilean neoliberal educational reform, carried out during the period from 1990 to 2010. This educational reform follows the same neoliberal model applied to the economy of the country. Although some indicators improved in relation to coverage and public spending in education, the performance gap among social groups increased. In addition, at a cultural level, the reform promoted the value of individual productivity negatively affecting some of the cultural behaviors developed by low-income groups as a consequence of and as reaction to the exclusion they suffer. Namely, by stressing the notions of human capital and quality education, the reform has tended to reinforce these students’ fatalism, and limit the scope of the organizations they form to improve their academic and social opportunities.

The Class and Culture-Based Exclusion of the Chilean Neoliberal Educational Reform

In this article several aspects of human resource management (HRM) in Chile will be examined. Initially Chile will be analysed in the context of Latin American culture and history, as it shares a number of common features with the rest of the countries of the region. Secondly, the arrival of HRM to Chile is explored, as well as how it is affected by the particular characteristics of the country. Thirdly, HRM research literature in the specific context of Chile is reviewed and analysed. Finally, some consequences are discussed, and it is concluded that Chile shares a unique history, culture, social particularities and problems with the other countries of the region, affecting the way in which HRM is deployed in organisations. It is also concluded that more research in this context is urgently needed.

https://www.fae.usach.cl/fae/docs/investigacion/2012/Managing_human_resources_in_the_Latin_American_context.pdf

Managing human resources in the Latin American context: the case of Chile

This research analyzes teachers' material and psychosocial working conditions and well-being/discomfort in Chilean secondary school It has a multivariate, descriptive/cross-sectional, correlational and explanatory design-wellness/discomfort being the dependent variable in the construction of this multiple regression model Information was collected along 2008 from a representative sample of educational establishments funded by the State of Santiago It concludes that teachers perceive the precariousness of their working conditions and the high levels of labor demand (work intensification) An explanatory model of teachers' well-being/discomfort is constructed, which consists of seven variables, two of which are outlined for their high explanatory power: "meaningfulness in work" and "labor demands"

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Condiciones de trabajo y bienestar/malestar docente en profesores de enseñanza media de Santiago de Chile

Until recently it was difficult to find information in Chile, regarding the real results of the implemented educational politics implemented in the last 15 years. On the contrary, most of the publications in the area try to explain the design of the educational reform, its beginings and its several steps. With the publication of the “National Educational Politics: Chile” by the OCDE a whole new step in the country’s educational research is undertaken. The results of the implemented politics is brought to the discussion table. The emerging view is a contrasting one. With great advances made in some areas, and virtually none in others. This article intends to contribute to the debate. For that, and as a result of the narrowing of the object of study, an analisis of our obligatory schooling system (basic and middle school) is made leaving aside the pre-school, and higher education. The results will be discused in view of the two great transformatios of our educational system, the one that happened at the beginning of the 80’s, in a dictatorial context, and the one that has been happenig from the beginning of the 90’s with the democratic goverments.

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El experimento educativo chileno 20 años después: una mirada crítica a los logros y falencias del sistema escolar

En el presente articulo se presenta una revision y discusion sobre las distintas corrientes principales de investigacion actual alrededor de las variables y factores asociados al aprendizaje escolar. Se plantean los problemas teoricos y metodologicos que se encuentran a la base del conocimiento sobre los factores asociados al aprendizaje y se presenta la posibilidad de un modelo conceptual sobre los mismos desde un marco psicoeducativo, asi como las proyecciones de investigacion que se abren desde dicho marco.

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Variables y factores asociados al aprendizaje escolar: una discusión desde la investigación actual

RESUMEN El articulo presenta una revision de alcance de la literatura sobre trabajo docente y Nueva Gestion Publica en Chile a partir de 48 investigaciones publicadas en el periodo 2008-2018. La revision permitio identificar cuatro lineas de investigacion, estas son: “analisis de marcos regulatorios y prescripciones del trabajo docente” (7 estudios); “investigaciones sobre implementacion de politicas gerenciales” (16 estudios); “subjetividad docente y politicas gerenciales” (15 estudios); y “estudios sobre validez de instrumentos de politica” (10 estudios). Como consideraciones finales se expone una sintesis valorativa acerca de las cuatro categorias identificadas, sus enfoques metodologicos y principales hallazgos, a la vez que se senalan brechas de conocimiento y desafios para futuras investigaciones.

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Rodrigo Cornejo Chávez

Papers

Condiciones de trabajo y bienestar/malestar docente en profesores de enseñanza media de Santiago de Chile

El experimento educativo chileno 20 años después: una mirada crítica a los logros y falencias del sistema escolar

La empresa educativa Chilena

Variables y factores asociados al aprendizaje escolar: una discusión desde la investigación actual

Trabajo docente y nueva gestión pública en chile: una revisión de la evidencia