Monitoring inclusive education in Chile: Differences between urban and rural areas

Tamayo, Mauro; Rebolledo, Jame; Besoaín-Saldaña, Álvaro

doi:10.1016/j.ijedudev.2017.01.002

Cited by 15 publications

(12 citation statements)

References 14 publications

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“…This is consistent with international and local evidence, suggesting that maternal IQ and greater education buffer against developmental problems [63] and language difficulties [16,18,46]. Additionally, findings related to resource access were consistent with previous Chilean and international research [9,11,47], indicating that living in urban areas and being part of the private health system-which is itself strongly related to high SES in Chile [49,55]-had a positive impact on children's receptive language. In contrast, lower socioeconomic level and rural location may put children at higher risk for suboptimal receptive language development.…”

Section: Discussionsupporting

confidence: 88%

“…Regarding the impact of SES, Farkas and Corthorn [ 48 ] reported that, at 12 months old, there is a relationship between language development and SES where children of higher SES use a more productive vocabulary than children of a medium and low SES; and these differences are still evident at 30 months old [ 47 ]. Additionally, children living in rural sectors achieved lower language scores on standardised national tests than children living in urban zones, a result that is explained as a consequence of socioeconomic deprivation in rural areas [ 49 ]. Mothers from low-SES backgrounds in Chile also exhibit higher levels of parental stress and more mental health problems, as a result of contextual adversity [ 50 ].…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Contextual, Maternal and Prenatal Factors on Receptive Language in a Chilean Longitudinal Birth Cohort

Morales

Farkas

Aristotelous

et al. 2020

Child Psychiatry Hum Dev

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A secondary analysis was conducted on longitudinal data collected from ELPI, a representative Chilean survey to model Chilean infant’s receptive language using contextual, maternal and prenatal factors. The sample for the current study comprised children aged between 36 and 48 months (n = 3921). The sample was re-assessed when children were aged 60–72 months (n = 3100). Linear regression analyses were conducted. At the first time point, all the predictors included were significant (living area, health system provision, maternal intelligence and education, adolescent pregnancy, maternal medical appointments during pregnancy, and presence of a significant other at childbirth), except for smoking during pregnancy. The model explained 13% of the variance. However, when timepoint one receptive language scores were included in the analyses for when children were aged 60–72 months, only two variables remained as significant predictors: previous receptive language scores and maternal education, explaining 21% of the variance. Findings and implications are discussed.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

The Impact of Contextual, Maternal and Prenatal Factors on Receptive Language in a Chilean Longitudinal Birth Cohort

Morales

Farkas

Aristotelous

et al. 2020

Child Psychiatry Hum Dev

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“…Although the studies regarding the special requirements pupils show an evolution of its members' attitudes towards acceptance and tolerance, there still are persons who share wrong concepts regarding different types of deficiencies persons or behave discriminatory regarding the educational or professional opportunities which can be made available to them. This research, who underline attitude of the teachers toward children with special education needs, became a very important and actual topic for educational policies (Clipa, Mâtă & Lazăr, 2019;Sharma, Forlin & Loreman, 2008;Savolainen et al, 2012;Tamayo, Rebolledo & Besoain-Saldana, 2017;Yada & Savolainen, 2017). The educational policies became real vectors for develop positive communities who creating an inclusive society (Batarelo et al, 2016;Clipa & Greciuc, 2018;Monsen et al, 2014;Unianu, 2012Unianu, , 2013.…”

Section: Introductionmentioning

confidence: 99%

Inclusive Education and In-service Teachers' Attitudes

Mâță¹,

Clipa²

2020

RREM

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The aim of this research was to measure teachers' attitudes about inclusive education, teachers who are involve on in-service teacher training. When the teachers have a positive attitude towards inclusive school, they become more open to adjusting and changing the way they teach, in order to meet the numerous pupils' learning needs. Studying the teachers attitudes towards the integration of the "special educational requirements" children help identifying the most appropriate influence measures, in order to establish relations based on mutual valorisation and promotion of equal participation opportunities. The investigation of the attitudes of teachers upon the integration process of students with special educational needs helps identify the best means of influencing, with the purpose to form relations based on mutual evaluation and to promote equity of participation chances.

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Section: Introductionmentioning

confidence: 99%

“…In recent years, many scholars have done a lot of research on the allocation of basic education teachers [1][2][3][4] and the differences between urban and rural areas [5]. Through observation and investigation, Mauro Tamayo et al studied the urban-rural distribution differences of Inclusive Education in Chile [1], and found that the urban-rural differences were obvious. Zhang et al analyzed the investment in education funds, teaching staff and school running conditions, and found that the regional and urban-rural education gap in the stage of compulsory education was significantly narrowed [6].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Teacher Allocation in Regional Compulsory Education Industry Based on K-means clustering and GIS Spatial analysis: A Case Study of teacher-student ratio

Liu¹

2021

converter

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The allocation of teacher resources can reflect the situation of regional education disequilibrium. It is an important research content to effectively evaluate the differences of regional teacher resource allocation and reveal the characteristics of spatial location. Take teacher-student ratio of compulsory education of five adjacent cities in China as an example, this paper focus on difference analysis and balanced evaluation of teacher resource allocation. Combined with geographical location, Differentiation coefficient, K-means clustering and GIS hot spot analysis methods are used to carry out the classification of teacher resource allocation and the spatial aggregation model of cold and hot spots. The results show that: there is an imbalance between different cities, as well as between districts and counties in same city.The results of K-means clustering and GIS hot spot analysis also show that regional teacher resource allocation has the characteristics of numerical classification and spatial aggregation. The k-means algorithm can aggregate the teacher-student ratio of 30 districts into three categories, revealing the category characteristics of teacher allocation. The results of GIS hotspots show that there are high value aggregation and low value aggregation in teacher configuration. The methods and research results of this paperprovide newresearch ideas for resource balance evaluation and spatial pattern analysis of education industry.

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Monitoring inclusive education in Chile: Differences between urban and rural areas

Cited by 15 publications

References 14 publications

The Impact of Contextual, Maternal and Prenatal Factors on Receptive Language in a Chilean Longitudinal Birth Cohort

The Impact of Contextual, Maternal and Prenatal Factors on Receptive Language in a Chilean Longitudinal Birth Cohort

Inclusive Education and In-service Teachers' Attitudes

Evaluation of Teacher Allocation in Regional Compulsory Education Industry Based on K-means clustering and GIS Spatial analysis: A Case Study of teacher-student ratio

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