Trabajo docente y nueva gestión pública en chile: una revisión de la evidencia
TL;DR: This article present a revision de alcance de la literatura sobre trabajo docente and Nueva Gestion Publica en Chile a partir de 48 investigaciones publicadas en el periodo 2008-2018.
Abstract: 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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TL;DR: This paper examined les differentes etapes de la construction du marche scolaire and de la nouvelle gestion publique au Chili de 1979 a 2009, passant d'un "marche sauvage" a un marche preformatif, dirige par l'Etat combinant des supports programmatiques and scolaires, a un ensemble complexe d'evaluation institutionnelle, d'inspection et de reddition de comptes.
Abstract: Cet article examine les differentes etapes de la construction du marche scolaire et de la nouvelle gestion publique au Chili de 1979 a 2009. Ce processus a ete decrit lentement, passant d'un "marche sauvage" a un marche preformatif, dirige par l'Etat combinant des supports programmatiques et scolaires, a un ensemble complexe d'evaluation institutionnelle, d'inspection et de reddition de comptes. La NGP est vue comme un accord entre les coalitions de droite et de centre-gauche, comprise comme une garantie de la dereglementation et de "manque" dans le marche de l'education. Les changements ne representent pas la reduction d'un regime de commercialisation, mais si son entretien et sophistication a travers les nouveaux dispositifs de controle, de differenciation et de competence. A partir des discours et des documents officiels de l'epoque, nous y fournissons une analyse des politiques qui tissent le modele et les recits qui le soutiennent.
8 citations
TL;DR: In this paper, the authors examined the joint contribution of individual, family, and school characteristics to student's social well-being at school (SWS) in a nationally representative sample of 6,389 children and adolescents enrolled in fifth to 11th grade.
Abstract: Schools are an essential part of students’ lives and can promote and facilitate their well-being. Although research on well-being among school-aged children and adolescents has distinguished subjective well-being from social well-being, very few studies examined student’s social well-being at school (SWS). SWS is understood as students’ valuation of the circumstances and functioning of their school. This framework posits that the context of the schools can shape students’ perception of feeling integrated and making significant contributions to their schools. However, not much is known regarding the joint contribution of individual, family, and school characteristics to students’ SWS. This study analyzed these joint contributions in a nationally representative sample of 6,389 children and adolescents enrolled in fifth to 11th grade. Findings show that being female and younger were individual predictors of SWS. Students’ satisfaction with their family and fewer changes of schools were also significant contributors. When students’ perceptions of their schools were incorporated, the individual and family characteristics decreased or lost significance. In the full model, the highest contribution to SWS was explained by the school-level aggregated perception of school climate. These findings call for integrated policies and practices to foster students’ sense of belonging, feeling integrated, and contribution to their schools, with a focus on school-level interventions to improve SWS through positive and engaging school climates that foster students’ sense of agency.
6 citations
5 citations
01 Jan 2014
TL;DR: In this article, the authors argue that SEP is an example of a neoliberal policy that reconfigures the teachers' subjectivity based on theoretical tools of Foucault, Ranciere, and a psycho-social approach to affective-emotional dimensions.
Abstract: This paper is based on 12 focus groups of primary schools' teachers as part of the qualitativ e research on the perceptions of directives and teachers at the beginning of the Preferential School Voucher Law's implementation (SEP is its acronym in Spanish). The authors argue that SEP is an example of a neoliberal policy that reconfigures the teachers' subjectivity. Based on theoretical tools of Foucault, Ranciere, and a psycho-social approach to affective-emotional dimensions a particular reading is proposed to describe the scope of SEP as a mode of regulation, and an understanding of the relationship between educational policy and teachers' subjectivity. The teachers expressed ambivalence and anxiety facing the SEP's implementation and its orientation to modify their logics and conditions of work. Forms of resistance, submission, and a painful subjectification were identified. This analysis poses important challenges to understand the relationship between neoliberal educational policies and the teacher professionalization.
3 citations
30 Apr 2021
TL;DR: In this paper, the authors present a study on emotional activities in secondary teachers' everyday work from different educational contexts in Santiago, Chile, and identify two sets of emotional activities: emergent emotional activities, which respond to unforeseen and unpostponable demands from their students, that teachers must immediately resolve in order for them to continue their work.
Abstract: In this article we present a study on emotional activities in secondary teachers’ everyday work from different educational contexts in Santiago, Chile. Carried out with an ethnographic standpoint, we identified two sets of emotional activities: the first, which we named emergent emotional activities, respond to unforeseen and unpostponable demands from their students, that teachers must immediately resolve in order for them to continue their work. Secondly, we describe bonding emotional activities that allow teachers to know and build a relationship with their students. In third place, we describe the implications that these emotional activities have on teachers, in terms of their complexity, the work and time invested, and the weariness it produces. Further, we discuss that these activities are varied, contextualized and indispensable for teachers’ work, in spite of being unrecognized in regulations based on accountability.
1 citations
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TL;DR: A framework for conducting a scoping study is outlined based on recent experiences of reviewing the literature on services for carers for people with mental health problems and it is suggested that a wider debate is called for about the role of the scoped study in relation to other types of literature reviews.
Abstract: This paper focuses on scoping studies, an approach to reviewing the literature which to date has received little attention in the research methods literature. We distinguish between different types of scoping studies and indicate where these stand in relation to full systematic reviews. We outline a framework for conducting a scoping study based on our recent experiences of reviewing the literature on services for carers for people with mental health problems. Where appropriate, our approach to scoping the field is contrasted with the procedures followed in systematic reviews. We emphasize how including a consultation exercise in this sort of study may enhance the results, making them more useful to policy makers, practitioners and service users. Finally, we consider the advantages and limitations of the approach and suggest that a wider debate is called for about the role of the scoping study in relation to other types of literature reviews.
16,728 citations
TL;DR: Specific recommendations to clarify and enhance this methodology are outlined for each stage of the Arksey and O'Malley framework, to support the advancement, application and relevance of scoping studies in health research.
Abstract: Scoping studies are an increasingly popular approach to reviewing health research evidence. In 2005, Arksey and O'Malley published the first methodological framework for conducting scoping studies. While this framework provides an excellent foundation for scoping study methodology, further clarifying and enhancing this framework will help support the consistency with which authors undertake and report scoping studies and may encourage researchers and clinicians to engage in this process. We build upon our experiences conducting three scoping studies using the Arksey and O'Malley methodology to propose recommendations that clarify and enhance each stage of the framework. Recommendations include: clarifying and linking the purpose and research question (stage one); balancing feasibility with breadth and comprehensiveness of the scoping process (stage two); using an iterative team approach to selecting studies (stage three) and extracting data (stage four); incorporating a numerical summary and qualitative thematic analysis, reporting results, and considering the implications of study findings to policy, practice, or research (stage five); and incorporating consultation with stakeholders as a required knowledge translation component of scoping study methodology (stage six). Lastly, we propose additional considerations for scoping study methodology in order to support the advancement, application and relevance of scoping studies in health research. Specific recommendations to clarify and enhance this methodology are outlined for each stage of the Arksey and O'Malley framework. Continued debate and development about scoping study methodology will help to maximize the usefulness and rigor of scoping study findings within healthcare research and practice.
7,536 citations
TL;DR: The purpose of this article is to clearly describe the differences in indications between scoping reviews and systematic reviews and to provide guidance for when a scoping review is (and is not) appropriate.
Abstract: Scoping reviews are a relatively new approach to evidence synthesis and currently there exists little guidance regarding the decision to choose between a systematic review or scoping review approach when synthesising evidence. The purpose of this article is to clearly describe the differences in indications between scoping reviews and systematic reviews and to provide guidance for when a scoping review is (and is not) appropriate. Researchers may conduct scoping reviews instead of systematic reviews where the purpose of the review is to identify knowledge gaps, scope a body of literature, clarify concepts or to investigate research conduct. While useful in their own right, scoping reviews may also be helpful precursors to systematic reviews and can be used to confirm the relevance of inclusion criteria and potential questions. Scoping reviews are a useful tool in the ever increasing arsenal of evidence synthesis approaches. Although conducted for different purposes compared to systematic reviews, scoping reviews still require rigorous and transparent methods in their conduct to ensure that the results are trustworthy. Our hope is that with clear guidance available regarding whether to conduct a scoping review or a systematic review, there will be less scoping reviews being performed for inappropriate indications better served by a systematic review, and vice-versa.
3,945 citations
TL;DR: The results indicate that there is much indirect evidence emerging of improved academic performance and student and staff satisfaction with the flipped approach but a paucity of conclusive evidence that it contributes to building lifelong learning and other 21st Century skills in under-graduate Education and post-graduate education.
Abstract: There is increasing pressure for Higher Education institutions to undergo transformation, with education being seen as needing to adapt in ways that meet the conceptual needs of our time. Reflecting this is the rise of the flipped or inverted classroom. The purpose of this scoping review was to provide a comprehensive overview of relevant research regarding the emergence of the flipped classroom and the links to pedagogy and educational outcomes, identifying any gaps in the literature which could inform future design and evaluation. The scoping review is underpinned by the five-stage framework Arksey and O'Malley. The results indicate that there is much indirect evidence emerging of improved academic performance and student and staff satisfaction with the flipped approach but a paucity of conclusive evidence that it contributes to building lifelong learning and other 21st Century skills in under-graduate education and post-graduate education.
1,491 citations
TL;DR: A blended learning approach was not superior to a QCs approach for improving knowledge about dementia management, however, a subgroup of GPs who were motivated to actually use the online modules had a gain in knowledge.
Abstract: The implementation of new medical knowledge into general practice is a complex process. Blended learning may offer an effective and efficient educational intervention to reduce the knowledge-to-practice gap. The aim of this study was to compare knowledge acquisition about dementia management between a blended learning approach using online modules in addition to quality circles (QCs) and QCs alone. In this cluster-randomised trial with QCs as clusters and general practitioners (GPs) as participants, 389 GPs from 26 QCs in the western part of Germany were invited to participate. Data on the GPs' knowledge were obtained at three points in time by means of a questionnaire survey. Primary outcome was the knowledge gain before and after the interventions. A subgroup analysis of the users of the online modules was performed. 166 GPs were available for analysis and filled out a knowledge test at least two times. A significant increase of knowledge was found in both groups that indicated positive learning effects of both approaches. However, there was no significant difference between the groups. A subgroup analysis of the GPs who self-reported that they had actually used the online modules showed that they had a significant increase in their knowledge scores. A blended learning approach was not superior to a QCs approach for improving knowledge about dementia management. However, a subgroup of GPs who were motivated to actually use the online modules had a gain in knowledge. Current Controlled Trials ISRCTN36550981.
678 citations