Chilean Secondary Schools Research Articles

Implementation of citizenship education policies in a Chilean secondary school: The role of new leaders

This study explored the relationship between school leadership and the implementation of citizenship education (CE) in a Chilean public secondary school, in the context of different reforms in this area, which generate contradictions around the type of curriculum to be implemented, ranging from minimalist versions focused on civic education, to maximalist versions focused on active and critical citizenship. Among them, Law 20.911 (2016) stands out, which establishes that each school must have a citizenship education plan. A case study is presented in a borough where the local policy (municipality) incorporated leaderships that work full time to coordinate and implement CE in each of the schools of the borough, a novel initiative in the national context. An institutional ethnography was developed, which examines the relationship between what is institutionally defined at different levels and its implementation, exploring how CE operates from the perspective of the different actors and recognizing their power to translate policy into action. Institutional documents were reviewed, interviews were conducted with educational actors and classes and other formative instances were observed during a school year. The results show the challenges that leaders must face: the articulation between the municipal and school levels for the implementation of CE; the tension between accountability and the focus on the pedagogical meaning of CE; the reconciliation of different notions about CE within the school; and difficulties to involve the teaching staff in the implementation of CE, and to articulate CE with other school subjects, incorporating it into the curriculum.

Teaching Thales’s theorem: relations between suitable mathematical working spaces and specialised knowledge

AbstractIn this article, we analyse a lesson on Thales’s theorem in a Chilean secondary school classroom through the combination of two theories: Mathematics Teachers’ Specialised Knowledge (ThMTSK) and Mathematical Working Spaces (ThMWS). Both theories, first separately and then in relation to one another, are used to analyse two tasks proposed by the teacher in the classroom following a cross-methodology for networking of theories. Through a single case study research design, a content analysis of the transcript of the video recording of the lesson was conducted. The joint analysis of this lesson allows us to better understand the mathematical work taking place in the classroom. In particular, the results show the scope of each model and their complementarity through the detection of meeting points and blind spots, through the role of proof, representations, and the change between geometrical and numerical work in teaching Thales’s theorem. This allows for a deeper understanding of a teacher’s practice and teaching. Ultimately, relationships between the theoretical elements of both theories are established to show their complementarity. We conclude that networking between theories can contribute to the development of these theories by raising questions that involve examining their foundations and assumptions in greater depth.

Scientific literacy in biology and attitudes towards science in the Chilean education system

ABSTRACT Background The development of scientific literacy in young people is seen as important in several countries. In recent decades, Chile’s educational reforms aimed at performance have led to a market-oriented funding and management system, worsening social inequality and segregation. Purpose The study looked at biology literacy and science attitudes in Chilean secondary school students, considering two aims: 1) to analyse the level of scientific literacy in biology and attitudes toward science posed by secondary school students, making comparisons by gender, age, socio-economic status (SES), and type of school; and 2) to evaluate the relationship between scientific literacy in biology and attitudes towards science. Sample 612 secondary school students in a central southern region of Chile, took part in the study. Design & Methods A quantitative method was used to analyse the students’ responses on two validated and adapted instruments; A test to measure biological knowledge (TOSLS) and Likert Scale Science-related (LSSr) to measure attitude towards science. These instruments were administered to secondary students, and descriptive and inferential analyses were conducted. Results The adapted TOSLS showed significant differences in SES, school type and slight variations by gender and age, although, no illiteracy level in biology was found among the Chilean students. The adapted LSSr showed significant differences concerning attitudes toward science were found in school type, and variations by SES and age, and gender. Also, the correlation analysis shows a weak positive relationship between scientific literacy in biology and attitudes towards science, although of moderate magnitude. Conclusion This study found that scientific literacy in biology does not necessarily impact attitudes towards science. However, SES and type of school can affect understanding and views of science and its role in society, which aligns with previous findings on social inequality in Chilean education.

Psychometric properties of the SocioEmotional Skills Instrument for Teachers using network approach: English and Spanish version.

The importance of socioemotional teaching skills has been highlighted for its link with better academic, social, emotional, and behavioral results of students, as well as for its contribution to the work wellbeing, mental health, and prosperity of teachers. However, there are few instruments that measure these skills in teachers in the context of their professional practice. The purpose of this research was to analyze the psychometric properties of the socioemotional Skills Instrument for Teachers (SEMS-IT). An instrumental design and a sample of 853 Chilean secondary school teachers were used. To evaluate the dimensional structure of the instrument, a portion of the sample (n = 468) underwent a network estimation method with exploratory graph analysis (EGA) using a Gaussian GLASSO model. Then, in order to confirm the structural consistency and stability of the items, the analysis was replicated in a second sample (n = 385), where these results were additionally contrasted with those of the confirmatory factor analysis (CFA). The EGA findings confirmed a structure of four dimensions and 19 items in total: (a) cognitive management of teacher emotion (four items), (b) teacher empathic concern (four items), (c) teacher-student relationship (four items), and (d) adverse classroom climate (seven items), with a 7-point Likert scale response format. The CFA showed good and acceptable fit indicators, X2 (171) = 354.546 (p < 0.001), Comparative Fit Index (CFI) = 0.971, Tucker-Lewis index (TLI) = 0.966, Root Mean Square Error of Approximation (RMSEA) = 0.061, and Standardized Root Mean Square Residual (SRMR) = 0.062. In conclusion, a tool for the assessment of teachers' socioemotional skills, valid for school-based educational research, is provided. Implications of the findings at the theoretical and practical levels are discussed, as well as limitations and future projections for future research.

Initial validation of the Multidimensional Adolescent Functioning Scale (MAFS) in Spanish-speaking students from Chilean secondary schools.

Psychosocial functioning is closely associated with psychopathology and wellbeing in different populations, particularly adolescents. Despite its relevance, measures assessing psychosocial functioning in healthy adolescents are scant as most focus on adults or clinical populations. We evaluated the psychometric properties of the Multidimensional Adolescent Functioning Scale (MAFS), a self-report questionnaire created to assess three dimensions of psychosocial functioning ('general functioning', 'family-related functioning', and 'peer-related functioning') in adolescents from the general population. After translation and cultural adaptation, we administered the Spanish MAFS to 619 adolescents aged 14 to 19. We assessed the factor structure, internal consistency, and associations with depressive symptoms, suicidal ideation, cognitive-behavioral skills, cognitive reappraisal (CR), and expressive suppression (ES). We additionally tested for measurement invariance based on biological sex. The original three-factor structure showed the best fit. Internal consistency was good for the total scale (ω = 0.874; α = 0.869; GLB = 0.939, rM=0.216) and for all subscales (ω = 0.806-0.839; α = 0.769 to 0.812; GLB = 0.861-0.873). Correlations between all three MAFS subscales were significant, ranging between 0.291 and 0.554. All MAFS subscales correlated positively and significantly with cognitive-behavioral skills and adaptive regulatory strategies and negatively with depressive symptoms and suicidal ideation. The Spanish MAFS translation is a valid and reliable self-report measure to assess three domains of psychosocial functioning in adolescents aged 14-19 from the general population.

Relationship among Materialism, Attitudes Regarding Money, Peer Influence and Satisfaction with Life in Chilean Adolescents

Materialism has been recognized as an important variable in postmodern societies; however, most of the studies on this concept have focused on the adult population. The aim of the present study is to determine the possible association between materialism and life satisfaction, and the possible mediating role of attitudes towards money and peer influence in this association, in a sample of Chilean adolescents. A sample of 1325 Chilean secondary school students completed a questionnaire measuring materialism, attitudes in regards with money, susceptibility to peer influence, and satisfaction with life. First, a confirmatory factor analysis was conducted to validate the scalers. Secondly, a theoretical model was tested using Hayes (2013) SPSS macro, PROCESS. The theoretical model included materialism as the predictor variable, satisfaction with life as the predicted variable, and attitudes towards money and susceptibility to peer influence as mediator variables. Results indicate that materialistic attitudes regarding money strengthens a negative relation between materialism and satisfaction with life. This tendency is not observed in susceptibility to peer influence despite being positively associated with materialism and attitudes regarding money. These findings suggest that the variables materialism and attitudes regarding money play a relevant role in the life satisfaction of Chilean adolescents.

Association Between Self-Regulation of Learning, Forced Labor Insertion, Technological Barriers, and Dropout Intention in Chile

Early dropout and retention of students are critical problems in both secondary and higher education. Existing models that predict the intention to drop out require the incorporation of complex variables strongly related to student success, such as self-regulated learning. Moreover, new possible predictors have emerged in the context of a pandemic. This study set out to validate scales that measure the phases of self-regulation of learning in Chilean secondary school students and determine the association between self-regulation, forced labor insertion, technological barrier, and intention to quit during COVID-19. An instrumental design was carried out, where 251 students participated, and a cross-sectional predictive design with a sample of 171. Results showed adequate psychometric properties in assessment scales for self-regulation. Furthermore, the logistic regression model carried out to predict the dropout intention was significant. The final model showed that external causal attributions, planning self-evaluation, forced labor insertion, and technological barriers were significant predictors, achieving a success rate of 84.8%. In conclusion, although many factors are considered in dropout intention models, this study incorporated self-regulation skills that can be promoted in students and systematically integrated into school programs to help reduce dropout rates in secondary education, therefore contributing to a successful transition to higher education.

Political Socialization and Citizenship Education in Chile: An Analysis from a Gender Perspective

Facing a socio-political scenario of increasing disaffection with politics, systematic decline of the credibility of institutions and diversification of the forms of political participation, the issue of citizenship education emerges with special interest in recent years. Nevertheless, the analysis of political socialization processes and citizenship education in Chilean school contexts has not been addressed looking at the gender differences that may exist in beliefs and forms of participation, nor at the education that, in this regard, students receive at school.This research seeks to identify and to characterize gender differences and biases existing in political socialization and citizenship education of Chilean secondary school students. Using quantitative and qualitative evidence, the results suggest a cultural transition towards strengthening the relationship between female students and the socio-political domain. However, at the same time, in their school education, traits of the cultural pattern that identify politics mainly as a masculine domain remain.

Momentary task-values and expectations predict engagement in science among Finnish and Chilean secondary school students.

While expectancy-value-cost theory predicts that students' task values play an important part in academic engagement, these associations have rarely been tested in science education and are even less studied in authentic classroom situations. The present study examined to what extent momentary task-values, expectations and costs are associated with students' momentary academic engagement in science classes. Momentary academic engagement was operationalised as energy (give up), dedication (grit) and absorption (flow) components of engagement. Finnish (N=5891 beeps, 307 students) and Chilean (N=1931 beeps, 157 students) secondary school students participated in the study using Experience Sampling Method via smartphones. When signalled, students responded to questions via smartphones concerning their momentary task values, expectations, costs and components of engagement in the current activity. The research questions were analysed with multilevel path modelling. The results showed that, for both samples task-values, expectations and costs were related to energy, dedication and absorption components of engagement in science classes. High momentary task-values were positively associated with momentary flow and grit; high momentary expectations were positively associated with high grit and low giving up in both samples; and high momentary challenge showed as increases in feelings of giving up.

O3.3. DO DEPRESSIVE SYMPTOMS MEDIATE THE RELATIONSHIPS BETWEEN SUICIDAL IDEATION AND PSYCHOTIC EXPERIENCES IN ADOLESCENTS?

BackgroundYouth mental health is a global challenge, with onset of mental illness peaking in adolescence. In this population, depressive symptoms (DS), psychotic experiences (PE) and suicidal ideation (SI) are prevalent and risk factors for future mental disorders. DS could mediate relationships between psychotic experiences (PE) and suicidal ideation (SI); however, its precise role in this association remains uncertain. We examined whether depressive symptoms mediate the association between psychotic experiences and suicidal ideation using two complementary approaches to cross-sectional data from a community sample of adolescents. We hypothesized that DS mediate relationships between PE and SI. Additionally, we expected to find that specific DS would play a central role in this association and that this would show via higher centrality values for affective symptoms reflecting low energy, hopelessness and self-depreciating feelings in the network analyses.MethodsWe examined cross-sectional relationships between PE, SI and DS in a community sample of adolescents (N= 1715; 13–19 years old) recruited from Chilean secondary schools between April and August 2015. We addressed depressive symptoms (DS) using the Depression and Anxiety Scale (DASS-21). We assessed suicidal ideation using 6 items of the Columbia Suicide Severity Rating Scale (C-SSRS), adapted for being used as a self-report questionnaire. We addressed psychotic experiences (PE) by items of two pre-existing scales we adapted in prior studies with adolescents: the Community Assessment of Psychic Experiences - Positive scale (CAPE-P15), and the Brief Self-report Questionnaire for Screening Putative Pre-psychotic States (BQSPS). We first conducted a mediation analysis, where PE was the predictor, SI was the outcome, and DS were the mediator variables. Next, we performed a network analysis and estimated the strength centrality index for each symptom, and the network robustness through accuracy and stability test.ResultsPearson’s correlations showed significant associations between all the variables in (SI-DS: r= .491, p<.001; PE-SI: r= .436, p<.001; PE-DS: r= .617, p<.001). No demographic variables (i.e gender, age) had to be controlled for in the mediation.The mediation analysis yielded that depression mediates the relationship between PE and SI (b= .2206, 95% BCa CI [.1783, .2644]). Additionally, network analysis showed the following strength centrality values (SV): depression (mean= 5.92, σ2=1.72; median= 6.08); bizarre experiences (mean= 3.94, σ2=0.35; median= 4.02); perceptual anomalies (mean= 3.75, σ2=2.21; median= 3.75); social anxiety (mean= 3.49, σ2=0.79; median= 3.23); negative symptoms (mean= 3.32, σ2=.23; median= 3.49). SI was strongly connected to pessimism (SV= .69); social anxiety (SV= .41); and self-criticalness/worthlessness (SV= .39). The correlation stability coefficient for the strength was (cor = 0.7) = 0.672, suggesting robustness of the findings.DiscussionOur findings support prior research showing that DS mediate relationship between PE and SI and adds to this literature by showing which symptoms in particular are important. Some specific depressive symptoms having a central role in this process (pessimism and worthlessness) and also psychotic experiences (social anxiety: being distant to people) and perceptual anomalies (seeing things other cannot) are connected in a meaningful way to suicidal ideation in a community sample of adolescents. These findings should be considered when planning early detection/intervention programs.

Teachers’ Transgressive Pedagogical Practices in Context: Ecology, Politics, and Social Change

Chilean teachers face the urgent challenge of incorporating environmental and sustainability dimensions into their teaching practices within an economic and social context of extreme neoliberalism, which has an important impact on both teaching practices and hegemonic perspectives on the environment. Therefore, this article explores the motivations that guide the environment-related practices of teachers at Chilean secondary schools. Using a framework of pragmatism and phenomenology, it addresses teachers’ meaning-making through the interpretative axes of their views on the environment and theories of education, addressing the following categories: (1) connection and consciousness; (2) participation and politics; and (3) re-thinking education. The discussion emphasizes the importance of understanding “environmental issues” in context, together with the transversal axis of social change. Teachers’ meaning-making arises from their social and historical context and can be interpreted from the standpoint of traditions of thought originating in Latin America. The article argues that the transgressive element in the studied practices is social change, understood as community action arising from a combination of critical reflection and with an emphasis on the co-production of knowledge in this collective sphere. This is experienced by the teachers as a challenge to their capacity to address the inherent uncertainty of knowledge and the projection of a utopian society as a social right.

(S)elección en establecimientos polivalentes: cuando las calificaciones condicionan las elecciones educativas

In Chile, high schools that offer both university preparation and vocational education are called "polivalentes". This article describes the school dynamics within a polivalente school that uses grades as the main criterion to group students into different classes at the lower secondary level, as well as to sort students between university prep and vocational education, at the upper secondary level. We use data from a single case study with an ethnographic approach conducted in a polivalente school located in the Metropolitan Region of Santiago, Chile. The findings show the adverse effects of student tracking, as it generates a vicious cycle by stigmatizing students according to their assigned group. Furthermore, the decision to track students based on their grades creates a scenario where those with the top grades are guided towards university prep, while possibly causing a passive reassignment or vocational mismatch for those assigned to the vocational track. This practice replicates the segmentation by education modality, that characterizes the Chilean secondary school system and does not take advantage of the polyvalent model's potential to offer educational alternatives that are equally valued by the students and to channel their vocational interests, in a timely manner.

Association of Tobacco Control Policies With Youth Smoking Onset in Chile

Tobacco smoking is still responsible for more than 6 million preventable deaths annually, most of which occur in low- and middle-income countries. South American countries, Chile in particular, endure some of the highest cigarette smoking prevalence rates globally. Despite the lack of any meaningful increases in cigarette taxes (the most effective tobacco control measure) between 1999 and 2014, cigarette prices in Chile increased sharply almost entirely driven by British American Tobacco (BAT). To examine the associations between cigarette prices and nonprice tobacco control policies targeted at youth introduced in 2006 (Law 20105) and smoking onset among Chilean youths. This study used data from 8 waves of a large national school survey of urban communities in Chile conducted between October and December in 2001, 2003, 2015, 2007, 2009, 2011, 2013, and 2015 and discrete-time hazard models. Data analysis was performed from May 2017 to January 2019. Prices, advertising, and retail restrictions. Smoking onset (the transition between never smoking and smoking) in youth. In this study of 181 624 survey respondents in 8751 Chilean secondary schools, higher prices (own-price elasticity [percentage change in quantity demanded in response to a 1% change in price], -0.40; 95% CI, -0.45 to -0.36) and the tobacco control policies enacted in 2006 (hazard ratio, 0.83; 95% CI, 0.81-0.85) were associated with lower hazards of starting smoking. The study found that an increase in real prices of 58.6% and the introduction of Law 20105 were associated with similar lower hazards of starting smoking (hazard ratio, 0.83; 95% CI, 0.81-0.85); in comparison, between 1999 and 2017, inflation-adjusted cigarette prices increased by 206%. The findings suggest that higher prices initiated by BAT and the tobacco control policies enacted by the Ministry of Health in 2006 were associated with lower hazards of starting smoking in Chilean youth. Large cigarette tax increases may be a strategy that can be used to help reduce smoking among youths in Chile.

Counteracting Victimization in Unequal Educational Contexts: Latin American Migrants’ Friendship Dynamics in Chilean Schools

This article addresses the role of friendship dynamics among newcomer Latin American migrant youth during their transitions to Chilean secondary schools. Drawing on qualitative life history interviews, we discuss ethnic minority well-being in two high-ethnic mix schools, and how power inequalities and racial discrimination are managed through social capital in the courtyard. In particular, we demonstrate the importance of ethnic diversity for counteracting victimization. We found few instances of internal segregation (homogenous or bonding forms of friendship groups); instead cross-ethnic friendships were more common, enabling participants to navigate gendered and class-based cleavages within the schools. Although concentrations of ethnic students in low-quality municipal schools represent deeper social justice issues, the research argues for the need to move beyond dichotomized notions of integration and segregation. Creating greater equity in these spaces, we suggest, does not depend on ethnic mix, but on the opportunities to develop social capital support.

Tackling inequality? Teacher effects and the socioeconomic gap in educational achievement. Evidence from Chile

ABSTRACTAlthough teacher quality is usually signalled to be the most relevant school-level factor impacting students’ learning, little is known about the relevance of teacher effects explaining educational inequality. By using a value-added model for a cohort of 10th graders, in this work we examine the socioeconomic gap in teacher effects across Chilean secondary schools, and its importance in explaining socioeconomic inequality in students’ achievement in math and language. We found an important proportion of highly effective teachers in low-socioeconomic-status (SES) schools, but also much bigger variation in teacher effects across those schools. Variability in teacher effects decreases when moving towards higher SES schools, where there is also a smaller proportion of low-performing teachers. All in all, teacher effects have a levelling impact for students in low-SES schools when compared to those in middle SES schools, but no significant impact when compared to students in high-SES schools.

Explaining secondary school students’ attitudes towards chemistry in Chile

Research into attitudes towards chemistry in Latin America and indeed towards science in general is very limited. The present study aimed to adapt and validate a shortened version of Bauer's Attitude toward the Subject of Chemistry Inventory version 2 (ASCIv2) for use in a Latin American context. It also explored attitudes towards chemistry of Chilean secondary school students, and assessed the effect of school type, year group, gender, and chemistry achievement on both cognitive and affective dimensions. The participants were 523 secondary school students from public, private subsidised, and private schools in Chile. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were first carried out to validate ASCIv2. The results of CFA showed that ASCIv2 retained the two-factor structure and showed optimal model fit, but three items had to be removed from the original instrument. The research also showed that attitudes towards science were neither positive nor negative, a reality similar to that of other countries. The results of multivariate and univariate analyses of variance showed significant effects of year group and chemistry achievement on attitudes towards chemistry. No effects of school type, gender or interactions between factors were found. Follow-up analyses revealed that as students advance through school their attitudes decline, but that the higher their chemistry marks, the more positive their attitudes become. These findings are partially in line with previous data from other countries and are a starting point for more research into attitudes towards chemistry in Latin America.

Comparison of moderate-to-vigorous physical activity levels between physical education, school recess and after-school time in secondary school students:

Regular physical activity is an important factor of health in youth. Unfortunately, in Chile 85% of adolescents do not achieve the 60 min daily recommendation of moderate-to-vigorous physical activity. Physical education, school recess and after-school time are considered crucial environments for adolescents to meet the recommended moderate-to-vigorous physical activity levels. This study compared the moderateto-vigorous physical activity levels between physical education, school recess and after-school time in Chilean secondary school students, and examined the influence of gender and weight status. A hundred and fifty-six Chilean secondary school students (finally 89 participants were included), aged 13-14 years, were monitored by objective measures of moderate-to-vigorous physical activity during physical education, school recess and after-school time. Results indicated statistically significant differences in moderate-to-vigorous physical activity between contexts (total minutes: After-school time&amp;gt;physical education&amp;gt;school recess; percentage: Physical education&amp;gt;after-school time=school recess, p&amp;lt;.001) as well as a gender-related influence (boys&amp;gt;girls, p&amp;lt;.05). Policy-makers are encouraged to increase the number of physical education classes and teachers to ensure that more physical education class time is spent in moderate-to-vigorous physical activity, especially among girls. The increase in students’ moderate-to-vigorous physical activity levels during school recess and after-school time should also be promoted.

Trayectorias escolares de los estudiantes y agrupamiento al interior del aula en los colegios chilenos de enseñanza media. Análisis de la heterogeneidad académica al interior de las escuelas

This article describes the configuration of academic heterogeneity in Chilean secondary schools, with special emphasis on understanding the processes of ability grouping and their relationship with the academic progress of students (schooling paths). The results show that the secondary schools analyzed—those that start at 9th grade and have two or more classrooms in this grade—use multiple ways to organize academic heterogeneity, starting with initial grouping at the beginning of secondary education and continuing throughout all the grades of this educational level, especially for low achieving and low socioeconomic status students. This reveals that schools implement a range of mechanisms to manage academic diversity throughout the entire secondary education, which is complemented by decisions and dynamics of school choice, also impacting on shaping the academic heterogeneity within schools. This evidence raises a number of questions and potential public policy actions, which are discussed in the concluding section.

Educational effectiveness in Chilean secondary education: comparing different ‘value added’ approaches to evaluate schools

This article reports an original investigation into school performance measures and the multilevel nature of pupil achievement data in the Chilean school system using a sample of 177,461 students, nested within 7146 classrooms, 2283 secondary schools and 313 municipalities. The data-set comprised Year 10 students’ 2006 SIMCE test’s results in two subject outcomes (language and maths) matched to their prior attainment in grade 8 and family characteristics. The analyses showed the lack of precision of two-level models to draw conclusions regarding the effectiveness of Chilean secondary schools as well as the extent to which different pupil intake, background and context features of Chilean secondary schools influence students’ performance. The results show substantial and statistically significant municipal, school and classroom effects in Chile, and how the estimation of school effects changes according to the explanatory variables controlled for in the analysis and the outcome analysed. These results are compared with similar studies carried out in Latin America, as well as in other countries (England and China), in order to situate the findings in the broader knowledge base of Educational Assessment and Effectiveness Research.

School Violence Against Mapuche Indigenous Students In Chilean Secondary Schools

School violence on ethnic or racial grounds is a relevant problem in culturally diverse educational contexts. The purpose of this study was to identify the types of ethnic violence experienced by indigenous Mapuche adolescents at school. The study is qualitative-descriptive in design. The subjects of the study were 60 students from the Araucania Region of Chile. Results show three main modes of perceived school violence on ethnic grounds. All the modes of school violence found displayed underlying derrogatory attributions of ethnic prejudice towards indigenous students, and constituted a perpetual cycle of mistreatment towards ethnic groups in the school.