1,720,956 research outputs found
Liderazgo del nivel intermedio y su contribución a la justicia educacional: desafíos y lecciones desde la implementación de una nueva educación pública en Chile
Full text linkThis article systematizes evidence-based concepts about "what is" "middle-tier leadership" in public educational systems, aiming to contribute to a deeper understanding of a growing field of research. It explores characteristics that make it effective, particularly its contribution to social justice.This critical reflection considers research advances and international experiences, paying special attention to the Chilean case. Reform is being implemented in Chile that could serve as a model for other educational systems seeking to evolve from a traditional and neoliberal approach to a more inclusive and democratic one. The article presents challenges, lessons, and recommendations for strengthening this leadership in education systems and transforming it into a driving force for educational justice.Este artículo[1] sistematiza conceptos respaldados en evidencia acerca de “qué es” el “liderazgo de nivel intermedio” en sistemas educativos públicos, buscando aportar a una comprensión más profunda sobre un campo de investigación en crecimiento. Se exploran características que lo hacen efectivo, especialmente respecto de su contribución a la justicia social.
Esta reflexión crítica, considera avances de investigación y experiencias internacionales, presentado especial atención al caso chileno, donde se está implementado una reforma que podría servir de modelo para otros sistemas educativos que busquen evolucionar desde un enfoque tradicional y neoliberal hacia uno más inclusivo y democrático.
El artículo presenta desafíos, lecciones y recomendaciones para fortalecer este liderazgo en los sistemas educativos, con el propósito de transformarlo en un motor impulsor de justicia educativa.
[1] Este artículo se elaboró en base al análisis reflexivo de una parte de diversos antecedentes que sustentan la tesis doctoral de Autor/a 1, quien agradece el financiamiento de la Agencia Nacional de Investigación y Desarrollo (ANID) a través de la Beca Doctorado en el Extranjero Año/Folio para el desarrollo de este artículo.
 
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Educación parvularia en Chile: identificando avances, tensiones y desafíos desde la implementación de políticas públicas
No full texthis article seeks to contribute to the public debate on how to continue improving the quality of early childhood education in Chile, based on the review of the main historical, political and social antecedents that mark its future in the last two decades. Critical factors are considered: schooling at transition levels, the lack of universal and mandatory coverage, regular attendance and dropout, the low appreciation of this educational level, the impact of the institutionalization process, and leadership at the level. The article is part of a research that aims to describe and explain how the leaders of Early Childhood Education in Chile perceive that the resignification of their role has impacted the daily work they perform, and what challenges they face considering the institutional changes and educational policies implemented in recent years.Este artículo busca contribuir al debate público sobre cómo seguir mejorando la calidad de la educación parvularia en Chile, a partir de la revisión de los principales antecedentes históricos, políticos y sociales que marcan su devenir en las últimas dos décadas. Son considerados factores críticos: la escolarización de los niveles de transición, la falta de cobertura universal y obligatoriedad, la asistencia regular y la deserción, la poca valorización de este nivel educativo, el impacto del proceso de institucionalización y el liderazgo en el nivel. El artículo se inscribe en el marco de una investigación que tiene por objetivo describir y explicar cómo los líderes y lideresas de la educación parvularia en Chile perciben que la resignificación de su rol ha impactado la labor diaria que desempeñan, y qué desafíos enfrentan a la luz de los cambios institucionales y las políticas educativas implementadas en los últimos años
Liderazgo de Nivel Intermedio en Red Para la Justicia Educativa en la Formación Técnico-Profesional
Full text linkThis qualitative study explores how networks managed by the Local Public Education Services (SLEP) in Chile, as part of the New Public Education (NEP) reform, contribute to the development of leadership capacities for educational justice in the context of Technical and Vocational Education and Training (TVET) institutions. This sector faces particular challenges that require systemic and networked leadership. The participation of 22 informants, including experts from the macro-state level and leaders from the intermediate level, was key in identifying significant facilitators and barriers to understanding the functioning of these networks as spaces for professional development. The findings highlight the need for public policy improvements and active collaboration from the intermediate level (SLEP). The study concludes that, to strengthen these networks, specific evidence-based strategies must be designed to promote educational justice, focusing on the capacity development of TVET leaders.
Este estudio cualitativo explora cómo las redes gestionadas por los Servicios Locales de Educación Pública (SLEP) en Chile, que son parte de la reforma Nueva Educación Pública (NEP), contribuyen al desarrollo de capacidades directivas para la justicia educativa en el contexto de la Educación Media Técnico-Profesional (EMTP), donde se enfrentan desafíos particulares que requieren de un liderazgo sistémico y en red. La participación de 22 informantes, expertos relacionados al nivel macro estatal y líderes del nivel intermedio, fue clave para identificar facilitadores y barreras significativas para comprender el funcionamiento de las redes como espacios de desarrollo profesional. Los hallazgos destacan la necesidad de mejoras de política pública y de una activa colaboración del nivel intermedio (SLEP). Se concluye que, para fortalecer estas redes, deben diseñarse estrategias específicas que promuevan la justicia educativa, basadas en evidencia, con foco en el desarrollo de capacidades de los directivos de la EMTP
Cómo se ve un líder cuando está mejorando su escuela. Un estudio longitudinal
Full text linkThis study analyses the impact of leadership on school improvement in vulnerable contexts, using a qualitative and longitudinal approach. Two cases of Chilean schools with similar characteristics of vulnerability and low performance are examined. The findings highlight that leadership focused on Readiness for Change (RFC) and attention to nuance - the ability to understand change, read the context and adapt decisions to it - coupled with the creation of a collaborative culture was key to school improvement in the school that experienced sustainable transformations. In contrast, the school where leadership focused on organisational management predominated, progress was limited. It is concluded that adaptive and situated leadership that promotes collaboration is essential to generate sustainable change in vulnerable schools, while a managerial approach has limitations in achieving deep transformations in educational quality.
Keywords: School leadership. Readiness for change (RFC). Nuance.Este estudio analiza el impacto del liderazgo en la mejora escolar en contextos vulnerables, utilizando un enfoque cualitativo y longitudinal. Se examinan dos casos de escuelas chilenas con características similares de vulnerabilidad y bajo rendimiento. Los hallazgos destacan que un liderazgo centrado en la Preparación Para el Cambio (PPC) y la atención al matiz –capacidad de comprender el cambio, leer el contexto y adaptar las decisiones a este –, sumado a la creación de una cultura de colaboración fue clave en la mejora de la escuela que experimentó transformaciones sostenibles. En contraste, la escuela donde predominó un liderazgo centrado en la gestión organizacional, los avances fueron limitados. Se concluye que un liderazgo adaptativo y situado que promueva la colaboración es esencial para generar cambios sostenibles en escuelas vulnerables, mientras que un enfoque administrativo tiene limitaciones para lograr transformaciones profundas en la calidad educativa.
Palabras clave: Liderazgo escolar. Preparación para el cambio (PPC). Matiz.Este estudio analiza el impacto del liderazgo en la mejora escolar en contextos vulnerables, utilizando un enfoque cualitativo y longitudinal. Se examinan dos casos de escuelas chilenas con características similares de vulnerabilidad y bajo rendimiento. Los hallazgos destacan que un liderazgo centrado en la Preparación Para el Cambio (PPC) y la atención al matiz –capacidad de comprender el cambio, leer el contexto y adaptar las decisiones a este –, sumado a la creación de una cultura de colaboración fue clave en la mejora de la escuela que experimentó transformaciones sostenibles. En contraste, la escuela donde predominó un liderazgo centrado en la gestión organizacional, los avances fueron limitados. Se concluye que un liderazgo adaptativo y situado que promueva la colaboración es esencial para generar cambios sostenibles en escuelas vulnerables, mientras que un enfoque administrativo tiene limitaciones para lograr transformaciones profundas en la calidad educativa.
Palabras clave: Liderazgo escolar. Preparación para el cambio (PPC). Matiz
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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