Socio-Educational Intervention Strategies to Promote School Engagement

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datacite.alternateIdentifier.citationREVISTA IBEROAMERICANA DE DIAGNOSTICO Y EVALUACION-E AVALIACAO PSICOLOGICA,Vol.2,191-205,2021
datacite.alternateIdentifier.doi10.21865/RIDEP59.2.15
datacite.creatorLeyton, Cristian
datacite.creatorMella, Cristhie
datacite.creatorSalum-Alvarado, Sara
datacite.creatorSaracostti, Mahia
datacite.creatorSotomayor, Belen
datacite.creatorde-Toro, Ximena
datacite.creatorLabrin Munoz, Leslie
datacite.date2021
datacite.subject.englishschool engagement
datacite.subject.englishstrategies
datacite.subject.englishintervention
datacite.subject.englishevaluation
datacite.subject.englisheducation
datacite.subject.english
datacite.titleSocio-Educational Intervention Strategies to Promote School Engagement
dc.date.accessioned2021-10-04T18:54:33Z
dc.date.available2021-10-04T18:54:33Z
dc.description.abstractThis article analyzes feasible strategies for promoting school engagement in Chile, within the framework of a school engagement diagnosis, monitoring and evaluation system that has a technological platform for its evaluation. This system already has validation and adjustment of school engagement instruments and contextual facilitating factors in several Ibero-American countries, and it will incorporate consistent strategies to promote school engagement. For this, 43 international evidence-based strategies were systematized and a validation process was carried out through expert's judgment in Chile. A total of 15 strategies prioritized as relevant were analyzed in terms of components, focus, critical nodes, ways of monitoring and evaluation's effectiveness, as well as tensions in the process of adjustment and transfer to this context.
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/4360
dc.language.isoes
dc.publisherAIDEP
dc.sourceREVISTA IBEROAMERICANA DE DIAGNOSTICO Y EVALUACION-E AVALIACAO PSICOLOGICA
oaire.resourceTypeArticle
uct.indizacionSSCI
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