América Latina y el Caribe en PISA 2015: ¿Cómo le fue a la región?

Bos, María Soledad; Elías, Alison; Vegas, Emiliana; Zoido, Pablo

doi:10.18235/0000542

Cited by 7 publications

(11 citation statements)

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“…Almost all countries in Latin America have participated in regional student achievement tests such as SERCE (Flotts et al, 2015), and some have participated in international tests such as PISA (Bos et al, 2013). Analyses from these tests point to leadership – especially instructional leadership – as a factor that positively influences students’ test scores.…”

Section: Analysis and Discussion: Understanding The State Of The Fieldmentioning

confidence: 99%

“…On international tests such as PISA, Latin America as a region has low scores. Argentina, Brazil, Chile, Colombia, Costa Rica, Mexico, Peru and Uruguay participated in PISA 2012, and in all subjects Latin America scored in the lower third of the ranking (Bos et al, 2013). If baseline system effectiveness were necessary before policymakers showed interest in school leadership, we wouldn't see it anywhere in Latin America.…”

Section: Policy Borrowingmentioning

confidence: 99%

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School leadership in Latin America 2000–2016

Flessa¹,

Bramwell²,

Fernández³

et al. 2017

Educational Management Administration & Leadership

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School site leadership has commanded the attention of researchers and policymakers in Anglo-American jurisdictions for at least two decades, but little is known about how many other parts of the globe have addressed this topic. This paper reviews published research and policy documents related to school leadership in Latin America between 2000–2016. Applying rapid mapping techniques used for scoping studies, we review 359 research and policy documents and give ‘coherent, meaningful shape’ to what we know and what we don’t know about school leadership in the region. Attention in research and policy to school leadership in Latin America was relatively slow to arrive: whilst it grew steadily in the first decade of this century it remains low compared to other regions of the world. We provide an overview of the school leadership policy environment in several countries, describing recruitment, selection, evaluation, and job responsibilities of principals; relevant leadership frameworks; and requirements for training or professional development. We speculate on what might explain the diverse ways that school leadership has been taken up in the region: degree of school system centralization; policy borrowing; stage of development; technocratic problem solving; and neoliberal accountability.

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Section: Analysis and Discussion: Understanding The State Of The Fieldmentioning

confidence: 99%

Section: Policy Borrowingmentioning

confidence: 99%

School leadership in Latin America 2000–2016

Flessa¹,

Bramwell²,

Fernández³

et al. 2017

Educational Management Administration & Leadership

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“…Evidence shows that there is insufficient human capital in the labor force and an unsatisfied demand for skills from employers in the region. According to the Program for International Student Assessment (PISA) 2012 results, which evaluate 15-year-old students who are enrolled in school across 65 countries, scores for students from LAC countries are in the bottom third across all subjects (Bos, Ganimian and Vegas, 2014). More than half of students of the region do not reach basic competency levels, and less than 2% reach high competency levels.…”

Section: Educationalmentioning

confidence: 99%

Apprenticeships for the XXI Century: A Model for Latin America and the Caribbean?

Ripani,

Fernández-Coto,

Fazio

2016

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This study intends to decompose apprenticeships. First, based on an extensive review of existing literature, it proposes a formal definition of apprenticeships that differentiates this type of training modality from other types of skills training. Second, it explores core elements and principles in depth that are central to apprenticeship programs- both in terms of their design and delivery- and presents examples of best practices from around the world that LAC countries can use as potential instruments to apply within their contexts. Third, it assesses the status of apprenticeship-type programs in LAC and provides an overview of the specific challenges these programs face in the region. By providing potential solutions to address them, the study sheds light on the transferability of long-standing apprenticeship models (Germany, Austria, Australia, the United Kingdom, among others) and, more so, of the aforementioned core elements and principles to the LAC context. Finally, in an attempt to close the gap between the theoretical and the practical, it provides a hands-on tool kit for policy makers and employers to ask pertinent questions when considering the design of new programs or the revamping of existing ones.

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“…La comprensión de textos es una habilidad cognitiva compleja de vital importancia para el éxito académico en todos los niveles del sistema educativo (Meneghetti et al, 2006;Royer et al, 1990). Por otro lado, los estudios internacionales indican serias dificultades para la comprensión lectora en estudiantes de países latinoamericanos (Bos et al, 2014) y en Argentina en particular, cuyos resultados continúan siendo inferiores a los niveles del año 2000 (OECD, 2019). A continuación, se describen los factores lingüísticos y cognitivos relevantes para la comprensión de textos en niños.…”

Section: Introductionunclassified

La comprensión de textos expositivos y narrativos y su relación con el vocabulario. La eficacia lectora y el control inhibitorio en niños de cuarto grado

2022

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La comprensión de textos depende de habilidades lingüísticas específicas (como el vocabulario y la fluidez de lectura) y procesos cognitivos de dominio general, como las funciones ejecutivas. Si bien existe evidencia de la participación del control inhibitorio en la comprensión en niños de escolaridad primaria, hay aún cierta controversia en cuanto al rol de procesos específicos, como la inhibición perceptual o la supresión de respuestas prepotentes. Por otra parte, los modelos teóricos y la evidencia empírica sugieren que el tipo de procesamiento y la demanda cognitiva sería diferente al comparar textos expositivos y narrativos. El presente estudio se propuso: 1) analizar y comparar la contribución del vocabulario, la eficacia lectora y el control inhibitorio (resistencia a distractores e inhibición de respuesta) a la comprensión de textos expositivos y narrativos, en niños de cuarto grado; 2) examinar la contribución de estas variables al rendimiento académico. Participaron del estudio 57 niños de 9 a 10 años de edad. Se encontraron mayores efectos del vocabulario, la eficacia lectora y la inhibición de respuestas verbales sobre la comprensión de textos expositivos, indicadores de una mayor demanda cognitiva en este género. La facilidad del acceso léxico-semántico y la inhibición perceptual contribuyeron a la comprensión de ambos tipos de texto, siendo este último efecto mediado por la eficacia lectora. Por último, la comprensión del texto expositivo fue la variable más relevante para explicar el rendimiento académico.

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América Latina y el Caribe en PISA 2015: ¿Cómo le fue a la región?

Abstract: América Latina y el Caribe se ubica nuevamente a la cola del ranking internacional de calidad educativa. La participación de la región en esta prueba aumentó a 10 países, lo que muestra un claro compromiso por mejorar la calidad y aprender de otros países.

Cited by 7 publications

References 0 publications

School leadership in Latin America 2000–2016

School leadership in Latin America 2000–2016

Apprenticeships for the XXI Century: A Model for Latin America and the Caribbean?

La comprensión de textos expositivos y narrativos y su relación con el vocabulario. La eficacia lectora y el control inhibitorio en niños de cuarto grado

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