Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Educational Markets and Segregation : Global Trends and Singular Experiences From Belgium and Chile / / edited by Vincent Dupriez, Juan Pablo Valenzuela, Marie Verhoeven, Javier Corvalán
| Educational Markets and Segregation : Global Trends and Singular Experiences From Belgium and Chile / / edited by Vincent Dupriez, Juan Pablo Valenzuela, Marie Verhoeven, Javier Corvalán |
| Autore | Dupriez Vincent |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (308 pages) |
| Disciplina | 370.89 |
| Altri autori (Persone) |
ValenzuelaJuan Pablo
VerhoevenMarie CorvalánJavier |
| Collana | Evaluating Education: Normative Systems and Institutional Practices |
| Soggetto topico |
Education and state
International education Comparative education Educational Policy and Politics International and Comparative Education Discriminació en l'educació Política educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-36147-4 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- Part I - Foundations: theoretical grounds, literature reviews and empirical balance. Chapter I. What’s wrong with segregation in schools? Ethical perspectives -- Chapter II. Understanding school markets in order to transform them? -- Chapter III. Education markets and mechanisms of reproduction: dimensions of variability and political -- limitations for educational reform -- Chapter IV. The educational market as a source of school segregation: paths of problematization and reform -- Chapter V. Educational Markets and Socioeconomic segregation: An international overview -- Part II - Roots of segregation and attempts to desegregate in two contexts. Chapter VI. School segregation in Belgium -- Chapter VII. School desegregation policies in Belgium -- Chapter VIII. School segregation in Chile -- Chapter IX. Policies of school desegregation in Chile: tensions between market and non-selection policies -- Part III - Emerging issues. Chapter X. The education of the elite: A legitimized school segregation in Chile -- Chapter XI. The segregation of migrant students in Chile -- Chapter XII. Beyond socioeconomic segregation across schools: Research on ability-grouping within schoolsin Chile -- Chapter XIII. Does the extreme secondary school segregation in Chile extend to its higher education? -- Chapter XIV. Objectives and practices of socialisation in schools: towards a fragmentation of the school field? -- Conclusions: What can we learn from Belgium and Chile?. |
| Record Nr. | UNINA-9910735394503321 |
Dupriez Vincent
|
||
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Intercultural education in Chile : experiences, peoples, and territories / / Ernesto Treviño [and three others], editors
| Intercultural education in Chile : experiences, peoples, and territories / / Ernesto Treviño [and three others], editors |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer Nature Switzerland AG, , [2023] |
| Descrizione fisica | 1 online resource (250 pages) |
| Disciplina | 379 |
| Soggetto topico |
Education and state - Chile
Multicultural education Multicultural education - Chile Educació intercultural Indis de l'Amèrica del Sud Política educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031106804
9783031106798 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- Intercultural Education in Chile: A Discussion Map -- Intercultural Education Policies in Chile: Context, Perspectives, and Evidence : Learning Inequalities Between Indigenous and Non-Indigenous Children: The Bridge Between School and Families to Promote Quality -- The Educational and Language Policy Demands of the Indigenous Peoples of Chile: A View From the Perspective of Linguistic Rights -- Segregation of Indigenous Students in the Chilean School System -- Reflections on Intercultural Education in Chile and the Worldview of Indigenous Peoples -- Development of Indigenous Peoples: History and Particularities: Intercultural Bilingual Education Among the Aymara People of Northern Chile: Approaches and Historical Dynamics in its Implementation (1994-2014) -- The Rapa Nui Language Among High School Students on Easter Is-land: Level of Self-Reported Proficiency in Relation to School and Ethnic Variables -- Education, Indigenous Peoples, and Interculturality from Rapa Nui / Ka Ma’a Te Mau O Te Kãiŋa -- Teaching Processes in Intercultural Spaces: Communities, Learning, and Cultures: Incorporating Indigenous Mathematical Knowledge into the Edu-cation Systems of Colombia and Chile (1990-2013) -- Intercultural Mathematical Education: Proposals and Projections From the Mapuche People -- Crafts of the Earth: Dialogue of Knowledge in Intercultural Environmental Education. |
| Record Nr. | UNINA-9910720073103321 |
| Cham, Switzerland : , : Springer Nature Switzerland AG, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mass intellectuality of the neoliberal state : mass higher education, public professionalism, and state effects in Chile / / Nicolas Fleet
| Mass intellectuality of the neoliberal state : mass higher education, public professionalism, and state effects in Chile / / Nicolas Fleet |
| Autore | Fleet Oyarce Nicholas Gregory |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (323 pages) |
| Disciplina | 379.83 |
| Collana | Palgrave Studies on Global Policy and Critical Futures in Education |
| Soggetto topico |
Education, Higher
Education and state Social sciences Educació superior Política educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-77193-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Acknowledgements -- Praise for Mass Intellectuality of the Neoliberal State -- Contents -- List of Figures -- List of Tables -- Chapter 1: The Political Potential of Mass Intellectuality -- 1.1 The Condition of Mass Intellectuality -- 1.2 Researching the Orientations of Mass Intellectuality in the University System -- 1.3 Effects of Mass Intellectuality in the Neoliberal State -- 1.4 Overview -- References -- Chapter 2: The Non-bureaucratic Basis of the Bureaucracy: Universities and Mass Intellectuality -- 2.1 Ideological Socialisation of Mass Intellectuality: Theoretical Remarks -- 2.1.1 Class, Professions, and Mass Intellectuality -- 2.1.2 Socialisation of Public Professionalism: Ideals and Ideology -- 2.2 Data Collection and Analysis -- 2.3 Universities as Ideological State Apparatuses -- 2.3.1 University Reform and Counter-Reform: From Development to Neoliberalism -- 2.3.2 Massification, Marketisation, and Material Differentiation -- 2.3.3 Patterns of Ideological Differentiation -- (A) Public-Elite -- (B) Private-Elite -- (C) Private-Mass/Commercially-Oriented -- (D) Private-Mass/Public-Oriented -- (E) Public-Mass -- 2.4 The 2011 Student Movement and the Politicisation of Intellectual Labour -- References -- List of Referenced Interviews -- Chapter 3: The Shift of State Autonomy: From Formal Bureaucracy to Autonomous State Work -- 3.1 The Classical Framework of Bureaucratic Action and Its Functionalist Critique -- 3.1.1 Weber's Classical Framework -- 3.1.2 The Functionalist Critique -- 3.2 Marxist and Post-Marxist Theories on State Autonomy in Advanced Capitalism -- 3.2.1 Relative Autonomy and State Power -- 3.2.2 Transformations of the State Apparatus -- 3.2.3 The Technocratic Rediscovery of State Autonomy -- 3.3 Post-Structuralist Approaches: Mass Intellectuality, Neoliberalism, and Post-Bureaucracies.
3.3.1 Mass Intellectuality as Labour and Critique -- 3.3.2 Neoliberal State Power -- 3.3.3 New Public Management, Post-Professions, and Post-Bureaucracies -- References -- Chapter 4: The Labour of State Transformations: Public Professionals and Political Process -- 4.1 State Autonomy in Chile and Latin America -- 4.1.1 State Autonomy in Latin America -- 4.1.2 Knowledge, Networks, and Elites in Latin American States -- 4.2 The Labour of State Transformations -- 4.2.1 Developmental Bureaucracy (1938-1973) -- 4.2.2 Authoritarianism, Neoliberalism, and the Economists of Financial Capitalism (1973-1990) -- 4.2.3 Technocratic Orientations of the Neoliberal State of Second Generation (1990-2010) -- 4.3 New Administrative Relations of Production and Mass Intellectuality of the State -- 4.3.1 Modernisation of the Administrative Relations of Production -- 4.3.2 Rapid Professionalisation of the Public Administration -- 4.3.3 The Moment of Mass Intellectuality -- References -- Chapter 5: Professional Configurations of Political Change and the Ideological Division of Intellectual Labour in the Chilean Public Administration -- 5.1 Changes of Coalition: Bachelet (2006-2010), Piñera (2010-2014), and Bachelet (2014-2018) -- 5.2 Production of Data on the Chilean Public Administration and Considerations of Analysis -- 5.2.1 Data Production -- Transparencia Database -- Comptroller Database -- 5.2.2 State Functions -- 5.2.3 Problem, Questions, and Hypotheses -- 5.3 The Professional Basis of Political Change -- 5.3.1 Personnel Turnover -- 5.3.2 Professional Reconfigurations -- 5.3.3 Exits and Hires -- 5.3.4 Rewards of Political Change -- 5.3.5 Regression Models -- 5.4 Towards an Ideological Division of Professional State Labour -- References -- Chapter 6: Administration and Emancipation: Intellectual Ideals and Autonomous Action of Public Professionals of the State. 6.1 Administration and Emancipation -- 6.1.1 Dialectic of Professions and Bureaucratic Organisation -- 6.1.2 Professional Work as Political Action -- 6.1.3 Public Professionalism: Orientations and Effects -- 6.2 Data Collection and Analysis -- 6.3 Locating Public Professionals in the State -- 6.3.1 Between Authentic Representation and Efficient Management -- 6.3.2 Positions and Orientations of State Work -- 6.4 Alienation of Professional State Work -- 6.5 Influence on State Power -- References -- List of Referenced Interviews -- Chapter 7: Conclusion -- 7.1 Mass Higher Education and Public Professionalism -- 7.2 State Effects -- 7.3 General Protest and Crisis of the Neoliberal State -- References -- Appendices -- Appendix 1: List of Universities by Selectivity and Ownership -- Appendix 2: Coefficients, Standard Error of B, and Ratios of Regression Models Predicting Exits and Hires of Public Functionaries to the Political Function -- Appendix 3: Coefficients, Standard Error of B, and Ratios of Regression Models Predicting Exits and Hires of Public Functionaries to the Technical Function -- Appendix 4: Coefficients, Standard Error of B, and Ratios of Regression Models Predicting Exits and Hires of Public Functionaries to the Social/Cultural Function -- Appendix 5: Coefficients, Standard Error of B, and Ratios of Integrated Regression Models Predicting Exits and Hires of Professionals and Managers to the Public Administration -- Appendix 6: Coefficients, Standard Error of B, and Ratios of Logistic Regression Models Predicting the Possession of Information on University -- Index. |
| Record Nr. | UNINA-9910495178203321 |
|
Fleet Oyarce Nicholas Gregory
|
||
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Medicinal and aromatic plants of South America . Volume 2 : Argentina, Chile and Uruguay / / edited by Ákos Máthé and Arnaldo Bandoni
| Medicinal and aromatic plants of South America . Volume 2 : Argentina, Chile and Uruguay / / edited by Ákos Máthé and Arnaldo Bandoni |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (538 pages) |
| Disciplina | 581.634098 |
| Collana | Medicinal and Aromatic Plants of the World |
| Soggetto topico |
Medicinal plants - Chile
Aromatic plants - Argentina Medicinal plants - Argentina Plantes aromàtiques Plantes medicinals |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-62818-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910767546103321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Validity of educational assessments in Chile and Latin America / / Jorge Manzi, Maria Rosa Garcia, Sandy Taut, editors
| Validity of educational assessments in Chile and Latin America / / Jorge Manzi, Maria Rosa Garcia, Sandy Taut, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (453 pages) |
| Disciplina | 371.26 |
| Soggetto topico |
Educational tests and measurements - Chile - Evaluation
Education - Chile - Evaluation Tests i proves en educació Avaluació educativa Avaluació dels professors |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-78390-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- 1 Introduction -- 1.1 A Book on Validity -- 1.2 Conceptual Contributions -- 1.3 Technical Contributions -- 1.4 Chapters That Illustrate Validation Processes -- 1.4.1 Based on Multiple Evidence -- 1.4.2 Based on Specific Evidence -- 1.5 Challenges Around Validity -- 1.6 To Conclude: Book Structure -- References -- 2 Is Validation a Luxury or an Indispensable Asset for Educational Assessment Systems? -- 2.1 The Modern Definition of Validity and Validation -- 2.2 The History of Validity -- 2.2.1 Early Definitions of Validity -- 2.2.2 Messick's Unified Construct of Validity -- 2.2.3 Cronbach's Notion of Validation -- 2.2.4 Kane's Contribution on Validity Arguments -- 2.2.5 Are Consequences of Testing Part of Test Validation? -- 2.3 The Standards for Educational and Psychological Testing -- 2.3.1 Evidence Based on Test Content -- 2.3.2 Evidence Based on Response Processes -- 2.3.3 Evidence Based on Internal Structure -- 2.3.4 Evidence Based on Relations to Other Variables -- 2.3.5 Evidence Based on Consequences of Testing -- 2.3.6 Validation as Integration of Different Types of Evidence -- 2.4 The Political Dimension of Validation -- References -- Part I Validity of Student Learning Assessments -- 3 How to Ensure the Validity of National Learning Assessments? Priority Criteria for Latin America and the Caribbean -- 3.1 Introduction -- 3.2 What Does It Mean to Validate Assessments? -- 3.3 Validation Criteria -- 3.4 Dimension of Test Alignment with the Official Curriculum -- 3.4.1 Criterion 1: The Design of the Assessment is Justified in Reference to the Curriculum -- 3.4.2 Criterion 2: The Assessment Domain is Operationalized by Taking into Consideration Actual Student Learning -- 3.4.3 Criterion 3: Test Results Allow Accurate and Unbiased Monitoring of the Achievement of Curricular Learning Over Time.
3.5 Dimension of Curricular Validity of Performance Levels -- 3.5.1 Criteria: 4. Performance Levels Are Aligned with the Curriculum and 5. Performance Levels Are Operationalized with Actual Student Learning in Mind -- 3.5.2 Criterion 6: Performance Levels Describe Qualitatively Different Stages of Learning -- 3.5.3 Criterion 7: Performance Levels Balance Stability and Change in the Context of a Dynamic Curriculum Policy -- 3.6 Dimension of Consequential Validity of the Assessments -- 3.6.1 Criteria: 8. Assessment Results Are Effectively Communicated, and 9. There Are Formal Mechanisms to Support the Use of Assessments to Improve Learning -- 3.6.2 Criterion 10: There Are Formal Mechanisms to Monitor the Impact of Assessments on the Education System -- 3.7 Conclusions -- References -- 4 Contemporary Practices in the Curricular Validation of National Learning Assessments in Latin America: A Comparative Study of Cases from Chile, Mexico, and Peru -- 4.1 Introduction -- 4.2 Methodology -- 4.3 Curriculum Validation Practices in Latin America -- 4.3.1 Dimension of Test Alignment with the Official Curriculum -- 4.3.2 Dimension of Curricular Validity of the Performance Levels -- 4.3.3 Dimension of Consequential Validity of Assessments -- 4.4 Achievements, Challenges, and Implications for a Validation Agenda -- References -- 5 Learning Progress Assessment System, SEPA: Evidence of Its Reliability and Validity -- 5.1 Introduction -- 5.2 Learning Progress Assessment System, SEPA -- 5.3 Routine Validation Agenda in SEPA -- 5.3.1 Arguments Based on the Content of SEPA Tests -- 5.3.2 Validity Evidence on Internal Test Structure -- 5.3.3 Reliability Checks -- 5.3.4 Fairness Checks -- 5.4 Occasional Validation Studies Agenda in SEPA -- 5.4.1 Evidence on the Relationship with Other Variables: Correlation with SIMCE. 5.4.2 Usage Studies as Validity Evidence Based on Consequences -- 5.5 Conclusions -- References -- 6 Validation Processes of the National Assessment of Educational Achievements-Aristas: The Experience of the INEEd (Uruguay) -- 6.1 The Standardized Assessment in Uruguay and the Creation and Development of the INEEd -- 6.1.1 Standardized Assessment in Uruguay -- 6.1.2 The Creation and Development of the INEEd -- 6.2 Aristas, the National Assessment of Educational Achievement -- 6.2.1 Reading -- 6.2.2 Mathematics -- 6.2.3 Social-Emotional Skills -- 6.2.4 School Life, Participation and Human Rights -- 6.2.5 Family Context and School Environment -- 6.2.6 Learning Opportunities -- 6.3 Validation Processes for the Use of Aristas Results -- 6.3.1 Evidence of Content-Related Validity of Reading and Mathematics Tests: Defining the Conceptual Framework and Itemization Process -- 6.3.2 Evidence of Validity Associated with the Internal Structure of Reading and Mathematics Tests: Psychometric Analysis -- 6.3.3 Evidence of Validity Associated with the Content of the Social-Emotional Skills Instrument: Definition of the Conceptual Framework and Process of Itemization -- 6.3.4 Evidence of Validity Associated with the Internal Structure of the Social-Emotional Skills Instrument: Psychometric Analysis of the Instrument -- 6.4 Conclusions: Challenges Regarding the Use of Evaluation -- References -- 7 The Validity and Social Legitimacy of the Chilean National Assessment of Learning Outcomes (SIMCE): The Role of Evidence and Deliberation -- 7.1 A Brief History of SIMCE -- 7.2 The External Committees Convened to Revise SIMCE -- 7.2.1 A Comprehensive Evaluation Framework for Judging SIMCE -- 7.3 Evidence to Support the Validity of SIMCE Result Interpretations -- 7.3.1 Validity as a Relation to Other Measures -- 7.3.2 Validity as Curriculum Alignment. 7.3.3 Validity of the Interpretation of Comparisons Between years -- 7.3.4 Quality of Education: More Than SIMCE and More Than Learning Achievement -- 7.3.5 Validity as Consequences and Impact of SIMCE -- 7.4 On the Social Legitimacy and Political Feasibility of SIMCE -- 7.4.1 Two SIMCE Review Committees to Address Crises of Social and Political Legitimacy -- 7.5 Conclusions and Discussion -- 7.5.1 A Validation Agenda not Only for SIMCE but also for the Categorization of Schools and the Quality Assurance System -- 7.5.2 The Institutionality for Conducting a Validation Agenda -- 7.5.3 On the Social Justification and Political Viability of the National Assessment System -- References -- Part II Validity of International Assessments -- 8 Test Comparability and Measurement Validity in Educational Assessment -- 8.1 What is Comparability and Why is It Important for Validity? -- 8.1.1 Comparability Between Scores from Different Forms of a Test, Applied on the Same Occasion -- 8.1.2 Comparability Between Scores from Different Forms of a Test, Applied on Different Occasions -- 8.1.3 Comparability Between National and International Test Results -- 8.1.4 Comparability Between Scores from Tests Administered to Different School Levels or Grades -- 8.1.5 Comparability Between Scores from the Same Test Administered to Different Populations or Sub-populations -- 8.1.6 Comparability Between Results from Same Test Administered with Different Devices, to Equivalent Populations -- 8.2 Technical Considerations for Comparability Between Forms from the Same Test: Equating Between Forms -- 8.2.1 Equating Designs -- 8.2.2 Psychometric Methodology to Equate Forms -- 8.3 Technical Considerations on Comparability Between Measurements from Different Occasions: Non-Equivalent Groups -- 8.3.1 Equating Designs -- 8.3.2 Psychometric Methodology to Equate Forms. 8.4 Technical Considerations on Comparability Between National and International Tests: Alignment and Concordance Between Scores -- 8.5 Conclusions -- 8.6 Appendix: Suggested Readings for Further Discussion on Issues of Comparability -- References -- 9 Measurement of Factor Invariance in Large-Scale Tests -- 9.1 Introduction -- 9.2 Why is It Necessary to Measure Invariance in Large-Scale Testing? -- 9.3 Measurement Invariance and Measurement Bias -- 9.3.1 Measurement Bias -- 9.3.2 Invariance -- 9.4 Measurement of Invariance and Validity -- 9.5 An Approach to the Factor Analysis Model -- 9.6 Factor Invariance Levels -- 9.6.1 Configural -- 9.6.2 Strict -- 9.7 Goodness-of-Fit Indices to Assess Levels of Invariance -- 9.8 Other Aspects of Invariance Measurement -- 9.8.1 Measurement Invariance and Prediction Invariance -- 9.8.2 What to Do When There is no Measurement Invariance? -- 9.9 An Example: Measuring Factor Invariance of the PISA 2015 Environmental Awareness Scale -- 9.9.1 Background -- 9.9.2 Method -- 9.9.3 Results -- 9.9.4 Synthesis of Findings from the Example -- 9.10 Conclusions -- References -- 10 Invariance of Socioeconomic Status Scales in International Studies -- 10.1 Introduction -- 10.2 Theoretical Framework -- 10.3 Methodology -- 10.3.1 Data -- 10.4 Analytical Strategy -- 10.5 Results -- 10.6 Discussion -- 10.7 Conclusions -- References -- 11 Measuring Attitudes Towards Gender Equality in International Tests: Implications for Their Validity -- 11.1 Introduction -- 11.2 The International Civic and Citizenship Education Study (ICCS) 2009 -- 11.2.1 Construction of Scales and Comparability -- 11.3 Studies on Gender Attitudes in Students -- 11.3.1 Measuring Attitudes Towards Gender Equality: Rights, Roles and Spaces for Participation -- 11.4 Data, Variables and Methods -- 11.4.1 Data -- 11.4.2 Variables -- 11.4.3 Method -- 11.5 Results. 11.5.1 One-Dimensional Model Evaluation of Attitudes Towards Gender Equality. |
| Record Nr. | UNINA-9910503004203321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Soggetto geografico
-
Xile
(5)
- Amèrica Llatina (1)
- Argentina (1)
- Bèlgica (1)
- Uruguai (1)