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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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National Languages, Multilingual Education, and the Self-proclaimed "Militants" for Change in Senegal
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Struggle Gives Birth to Solidarity: The Lived Experiences of Trans Spectrum College Students in Red States Since the 2016 U.S. Presidential Election
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The Paradox of Minzu Higher Education: Structural Inequity and Exclusion of Tibetans in China’s Tertiary Education
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Implicit Instruction of Direct and Indirect Object Pronouns in Spanish through Technology-Mediated Task-Based Language Teaching
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Math Attitudes and Achievement: The Moderating Role of Perceived Same-Ethnic Representation in Math Class
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A Comparative Study of Mathematics Classroom Practices in Chile, Colombia, and Mexico
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Abstract:
The expansion of education systems across Latin America has failed to decrease education inequality. An important mechanism driving educational inequality relates to the distribution of classroom practices. This dissertation studied the distribution of classroom practices in Chile, Colombia, and Mexico, the three Latin American countries taking part in the Teaching and Learning Survey (TALIS) Video Study (TVS). Specifically, I focused on the evidence provided by classroom observations and student survey responses. The overarching research purpose of this study was to further our understanding of how classroom practices are distributed between and within these three Latin American countries, in particular centering on the inequities between the classroom experiences of students from different socioeconomic backgrounds. Specifically, this dissertation centered around the following research questions: first, I analyzed the key similarities and differences between the educational systems, of Chile, Colombia, and Mexico, particularly as it refers to teaching standards and frameworks to evaluate teachers and teaching; second, I explored the factorial structures of measures of classroom practice derived from the TVS observation system and student surveys in Chile, Colombia, and Mexico, and the extent to which this were invariant across contexts; and finally, I investigated the extent to which the distribution of classroom practices (for each measure) related to student, family, teacher, and school characteristics. The findings of this dissertation showed that observation scores of classroom practice were not invariant across countries, but student ratings were, highlighting the complementarity of both measures and fostering the use of multiple measures for the assessment of classroom practices. In addition, observation scores in Latin America were lower than student ratings of classroom practices, especially comparing to averages in the rest of participating jurisdictions in the TVS. Finally, few characteristics were correlated with said scores of classroom practices and these correlations varied by country. However, residual variances in both sets of models remained large, indicating the need for exploring further factors that can explain different scores of classroom practices. The findings of this dissertation provide context for future research that seeks to understand how other measures of student, classroom, and teacher characteristics are related to classroom practices. Additionally, this study provides evidence for the use of both, observation systems and student surveys for the assessment of classroom practices depending on the purpose and intended use of the assessment.
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Keyword:
classroom practices; Education; measurement invariance; teaching
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URL: https://escholarship.org/uc/item/91r8m44r
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Assessing the Relationship Between Adverse Childhood Experiences and Academic Performance: A Systematic Review ...
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Activity Structure in Preschool Classrooms and Children’s Language Change ...
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| 11 |
The Discourse on LGBTQ Coming Out Process in Academic Journals ...
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| 12 |
الفعل المتعدي بين اللغة العربية واللغة الإندونيسية والاستفادة منه في تدريس اللغة العربية ...
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| 13 |
Children’s and adults’ language habitus and bilingual practices: Including children's voice in family language policy ...
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Children’s and adults’ language habitus and bilingual practices: Including children's voice in family language policy ...
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| 15 |
Developing a Curriculum for Addressing the Opioid Crisis: A National Collaborative Process ...
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| 16 |
Bilingualism effects on cognition in autistic children are not all-or-nothing: The role of socioeconomic status in intellectual skills in bilingual autistic children ...
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Bilingualism effects on cognition in autistic children are not all-or-nothing: The role of socioeconomic status in intellectual skills in bilingual autistic children ...
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| 18 |
Developing a Curriculum for Addressing the Opioid Crisis: A National Collaborative Process ...
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| 19 |
Oslo Early Education Study, study 2: Impact of a professional development intervention on the quality of caregiver–child interactions. ...
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Is it possible to teach social justice as lived capability? ...
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