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Dive into the research topics where Cristóbal Villalobos is active.

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Featured researches published by Cristóbal Villalobos.


Young | 2018

Forms of Youth Political Participation and Educational System: The Role of the School for 8th Grade Students in Chile

Ernesto Treviño; Cristóbal Villalobos; Consuelo Béjares; Eloísa Naranjo

This article analyses the role of school in different forms of expected political participation of 8th grade students in Chile. The massive students’ public demonstrations in Chile in the last ten years and the low rate of young voters’ turnout in elections have raised the question about young people’s preparation to participate as citizens in society. The results show that students’ civic and political background has the greatest influence in political participation, while the influence of school is mainly related to school governance and teacher practices. This discussion focused on the challenges that these results could mean for schools in Chile.


Archive | 2018

Influence of Teacher, Student and School Characteristics on Students’ Attitudes Toward Diversity

Ernesto Treviño; Consuelo Béjares; Ignacio Wyman; Cristóbal Villalobos

Schools are increasingly seen as a potential vehicle for promoting positive attitudes toward diversity and equality in different countries. However, the debate regarding the actual capacity of schools to fulfill this task, set against the role of families and individual preferences, is still open. To analyze how the characteristics of schools may shape student attitudes toward diversity in terms of gender, immigration and ethnic groups, a multilevel model that takes into consideration the characteristics of the school, such as the composition of diversity, school climate and teacher practices, and individual characteristics, such as socioeconomic background and civic interest, was used. Schools seem to have a limited leverage in promoting attitudes toward diversity, due to the fact that variance in attitudes occurs mainly within schools. The main findings are discussed in terms of research, policy and practice.


Archive | 2018

School Segregation of Immigrant Students

Cristóbal Villalobos; Ernesto Treviño; Ignacio Wyman; Consuelo Béjares

IEA’s International Civic and Citizenship Education Study (ICCS) identifies first- and second-generation immigrants, and hence may reveal patterns of segregation of immigrant students. From a comparative perspective, these may be analyzed to provide the distribution, concentration and spread of immigrant students among schools and countries. Here three methods of analysis were employed: (1) descriptive analysis, (2) construction of segregation indices, and (3) multilevel analysis. In general, countries do not implement systematic policies to concentrate or segregate immigrant students, although there are important differences between countries; instead there is a need to appreciate strong relationships between levels of segregation and inequality or human development indexes, and consider geographical, cultural and economic factors. Schools appear to have a limited effect in transforming attitudes toward immigration.


Journal of Social Service Research | 2018

Family Trajectories and Terminations in Conditional Cash Transfer Programs: The Case of Chile's Ethical Family Wage Program

Taly Reininger; Ignacio Wyman; Cristóbal Villalobos

ABSTRACT On an international scale, conditional cash transfer (CCT) programs have rapidly expanded. Since their boom in the 1990s newer modalities have emerged, incorporating some innovative components. The following study sought to examine one particular CCT program heralded as innovative due to its psychosocial and socio employment accompaniment components: Chiles Ethical Family Wage program. Utilizing administrative data from the Ministry of Social Development this exploratory study sought to examine family trajectories in the program with a particular focus on those families who were terminated from the program due to not meeting conditionalities. Findings from the study indicate that the program deviates sharply from its theoretical implementation. Furthermore, the probabilities of program termination increased in those families headed by younger adults, female and single-headed households, households with higher levels of education as well as larger families. However, a greater number of children decreased the probabilities of program termination as was homeownership. Implications of the findings for policy and practice are discussed.


Archive | 2017

Building Citizenship in the Schools of Chile, Colombia and Mexico

Ernesto Treviño; Consuelo Béjares; Cristóbal Villalobos; Eloísa Naranjo

Latin America has faced several challenges to democracy in its recent history. Some countries lived under military dictatorships (Argentina, Uruguay, Brazil and Chile), some had to overcome long periods of civil war (El Salvador, Colombia, Guatemala, Honduras and Nicaragua), and others, like Mexico, had to work against corruption, foster transparency and strengthen democratic institutions (O’Donnell, 1997; Rouquie & Schvarzer, 1985).


Calidad en la Educación | 2017

Formación inicial docente para la Educación Inclusiva. Análisis de tres programas chilenos de pedagogía en Educación Básica que incorporan la perspectiva de la educación inclusiva

Constanza San Martín; Cristóbal Villalobos; Carla Muñoz; Ignacio Wyman

This article explores the importance of inclusive education in pre-service training by examining three academic programs focused on Pedagogy in Elementary Education in the Chilean higher education system that incorporate elements of inclusive education in their descriptions and profiles. Specifically, the research seeks to understand how to inclusive education is defined in the curriculum of these programs and how they include this dimension in the educational training of these students. Using mixed methods approach, the study analyzes the professional profiles and the curricula of each academic program. This analysis is contrasted with the discourse of directors and teachers from each of the programs. The results show that the most programs develop an approach towards inclusive education is based more heavily in theoretical discourse rather than in the implementation of specific teaching practices. Furthermore, the results show that programs incorporate the concept of inclusive education only in relation to specific subjects, without developing a transversal vision of the topic. Additionally, the study did not find high levels of internal consistency regarding what is meant by inclusive education and how this should be developed for initial training of teachers in the programs analyzed.


Learning and Individual Differences | 2016

Within-school segregation in the Chilean school system: What factors explain it? How efficient is this practice for fostering student achievement and equity? ☆

Ernesto Treviño; Juan Pablo Valenzuela; Cristóbal Villalobos


The Journal of Poverty and Social Justice | 2018

CCTs and conditionalities: an exploratory analysis of not meeting conditional cash transfer conditionalities in Chile’s Families Programme

Tal Reininger; Cristóbal Villalobos; Ignacio Wyman


Education Policy Analysis Archives | 2017

Social justice debate and college access in Latin America: merit or need? The role of educational institutions and states in broadening access to higher education in the region

Cristóbal Villalobos; Ernesto Treviño; Ignacio Wyman; Judith Scheele


REDES: Revista Hispana para el Análisis de Redes Sociales | 2016

Redes académicas al interior de las escuelas chilenas: Un estudio exploratorio utilizando Modelos Exponenciales de Grafos Aleatorios (ERGM)

Diego Palacios; Cristóbal Villalobos

Collaboration


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Ernesto Treviño

Pontifical Catholic University of Chile

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Ignacio Wyman

Pontifical Catholic University of Chile

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Consuelo Béjares

Pontifical Catholic University of Chile

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Diego Palacios

Pontifical Catholic University of Chile

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Eloísa Naranjo

Pontifical Catholic University of Chile

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Carla Muñoz

Pontifical Catholic University of Chile

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Judith Scheele

Diego Portales University

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