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This paper compares the development of International Baccalaureate (IB) schools in four different settings: Argentine, Chile, Spain and Ecuador. The global comparative approach used in this study, based on actor-network theory (ANT), allows us to analyse the connections and interactions between global actors and the plurality of national, regional, municipal actors in a common conceptual frame--the IB network. The IB network includes mainly global actors, such as the Diploma Programme (DP), IB schools and the IB organisation, IB schools associations but also a myriad of local actors such as political leaders, national education administrations and local authorities. The paper examines two central assemblages: the institutional assemblage and the curricular assemblage. The institutional assemblage relates to who promotes and funds the DP in each country. While in Argentina and Chile an IB-private school assemblage prevails, in Spain it was an IB-public/private schools assemblage and in Ecuador an IB-government one. These assemblages condition the main point of passage of the IB network--the DP as a means to access to university--which further necessitates new assemblages between the DP and the official curriculum--the curricular assemblage.

Copyright of Educación Física y Ciencia is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Argentinian Journal of Applied Linguistics is the property of Federacion Argentina de Asociaciones de Profesores de Ingles and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The purpose of this paper is to understand how Argentina has successfully developed a non-traditional export business such as blueberry, explain the causes of the most recent competitive crisis and analyze the emerging public–private strategies as a response. Design/methodology/approach: The unit of analysis of this study is the blueberry agro-system which is a complex network of backward, forward and lateral linkages with specialized buyers, suppliers, institutions and other economic agents. Considering the qualitative and relational nature of the dimensions studied, a case study methodology was adopted. The data were collected from primary and secondary sources through in-depth interview techniques and documentary analysis. These techniques were complemented by the processing of quantitative information to enrich the analysis and put the case into a broader context. Findings: The main finding of this study is that Argentina's export-oriented business model based on off-season high prices and scarcity of supply in the Northern Hemisphere markets must be revised and reformulated. This revision, already underway, was triggered by the Peruvian competition and is driven by the firm compromise of companies and chambers and in many cases has the backing of public bodies; this revision is an open-ended process in which the success of efforts to recreate profitability and competitiveness of the sector is not guaranteed. Research limitations/implications: The case study methodology implemented in the study implies that the main findings cannot be directly extrapolated to other fruits or crops. In fact, lessons and policy implications for other sectors should be conceived with caution. Another limitation is that the research relies on the perspectives of domestic stakeholders who have to respond and adapt to specific rules established by traders and supermarkets. The views and perspectives of these big companies, which manage a buyer-driven global value chain, could not be incorporated and is an area for further research. Originality/value: The study uses the concept of temporal window to analyze the business opportunity for off-season fresh fruits exports. This concept is a key to understand both the development of a modern value chain in a South American country to market blueberries in the Northern Hemisphere and the crisis created by the emergence of new more competitive suppliers such as Peru. The main explanatory factors are historical, technological, institutional, firm-related and market. [ABSTRACT FROM AUTHOR]

In recent years, the topics of insecurity, juvenile delinquency and criminal responsibility of minors appeared in numerous times at the written press in Argentina through diverse genres such as the newspaper article, the report, the opinion article or the editorial. In this paper, which takes part in a wider research carried out under the direction of Mg. Claudia Gaiotti in the framework of the Diplomatura en Ciencias del Lenguaje (I.S.P. "Dr. Joaquín V. González"), we propose a discursive approach of an opinion article about the Juvenile Justice Reform Project in Argentina, recently published in a national print media, from the francophone Discourse Analysis perspective. To accomplish this, we focus on the discursive analysis of the concessive argumentative connectives. We propose as a hypothesis that the concession introduced by argumentative connectives constitutes a discursive marker through which it is possible to recognize the locutor identities and the alterity voices. In other words, in the analysed article, the argumentative connectives related to the concession could be interpreted as a polyphonic-dialogical marker. As a continuation of this discursive analysis, we elaborate a pedagogical material oriented towards the teaching of the argumentation as a way of discourse organization at the secondary school subject Language and Literature. In this way, this article presents a dual objective: to characterize the discursive functioning of the concessive argumentative connectives and to elaborate a pedagogical projection of such issue dedicated to the secondary level. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

For more than twenty years, Latin American countries have faced the challenge of generating policies that support the universalization and democratization objectives of the secondary school level, guaranteeing the access, permanence and graduation of young people. Within this context, in Argentina, several regulations and actions focused on secondary school and young people of school age have been developed in recent years, including some aimed at revising the curriculum mesh. This paper presents some advances in two research projects in development. One of them analyses the construction process of the Curriculum Design for Secondary Education in the Province of Buenos Aires (2005-2010), and the other studies the creation of secondary education offers in disadvantaged areas within the framework of a project promoted by the Ministry of National Education between 2014 and 2015. The paper aims to provide a theoretical framework for the understanding of the decisionmaking processes in curriculum policy and to present some key questions about the way in which the characteristics of these processes could put a strain on the meaning of the curriculum changes that are intended to be implemented, at the level of educational systems and at the level of institutions. [ABSTRACT FROM AUTHOR]

Objective: this paper aims to describe the first phase of a project whose general goal was to develop a consensus-based set of advanced practice nurse competencies applicable to Latin American countries and, based on these competencies, produce an advanced practice nurse curricular prototype adapted to Latin American countries. The project was framed in a competency-based approach to advanced practice nursing education. The specific aims of the first phase of the project described in this paper were: 1) to identify a set of potential advanced practice nurse competencies that would serve as the template for Core Advanced Practice Nurse Competencies in Latin American countries and 2) to establish consensus for Core Advanced Practice Nurse Competencies in Latin American countries. Method: advanced practice nurse competencies were derived from a comprehensive review of published competencies and informed the development of a survey designed to assess the relevance of advanced practice nurse competencies in Latin American countries. The survey was distributed to nurse leaders and nurse educators. Data were analyzed using descriptive statistics. Results: consensus for Core Competencies was established. Conclusion: the Core Advanced Practice Nurse Competencies presented can provide a structured framework to build educational programs aligned to the needs of the regional environment. [ABSTRACT FROM AUTHOR]

This study is an empirical analysis of the field’s current state in Argentinian universities. Bibliometric parameters were used to retrieve the total listed texts (N = 797) of eight undergraduate history courses’ syllabi from Argentina’s most populated public university psychology programs. Then, professors in charge of the selected courses (N = 7) were interviewed regarding the structure, procedure, and instructional strategies of their courses. Results showed predominance of works produced by Argentinian scholars and secondary sources. Syllabi showed limited incorporation of primary sources, recent research papers, and certain psychological schools. The pervasive presence of infrastructural constraints and lecture-based instruction are seen as limitations that should be collectively debated and addressed by courses’ faculty. [ABSTRACT FROM AUTHOR]

This paper assesses the impact on the curricula of undergraduate programmes in Argentina of the quality assurance mechanism implemented by the National Commission for University Evaluation and Accreditation (CONEAU). The paper examines curricula changes in pharmacy, biochemistry and agriculture undergraduate programmes to show the major observations made during the accreditation process and the possible tensions generated within institutions throughout the implementation of change. The analysis is based on peers' opinions about accredited programmes and enquiries made to academics. The evidence shows that universities faced problems when they attempted to implement changes to adjust curricula to quality criteria due to individual and organisational resistance to change. The sources of resistance identified are structural inertia, resistance to resource allocation between teaching departments, lack of consensus and threats to expertise and teaching habits. However, as the accreditation process was mandatory and institutions responded to peer review, the accreditation process had a significant impact on programmes because it enabled universities to implement curricula changes. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Sobre Educacion is the property of Servicio de Publicaciones de la Universidad de Navarra, S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trabajos y Comunicaciones is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuestiones de Sociologia: Revista de Estudios Sociales is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Philosophy & History of Biology / Filosofia e História da Biologia is the property of Associacao Brasileira de Filosofia e Historia da Biologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article derives from an ongoing research work aimed at studying formative experiences that take place in primary schools in Ciudad Autónoma de Buenos Aires. In this context, the paper analyzes the characteristics of the educational proposal for one specific subject of the first tier, as it is delineated by the official curriculum. Through an analytical reading of the document that focuses on its discursive features, it is argued that the curriculum would configure a paradoxical experience of detachment as a formative plan for the students. It is shown how the official pedagogic discourse articulates an instructional and expressive order that simultaneously would pursue the reconstruction of ideas and the production of predominantly rational agents. The transmission of a code aspiring to a detached relation between the agents and the world as a particular relationship with knowledge is thought to be fundamental in that discourse. The analysis shares broader reflections that invite to rethink the ways in which curriculum policies contribute to configure meanings and conditions for school experiences at the primary level. [ABSTRACT FROM AUTHOR]

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Copyright of Tiempo y Espacio is the property of Departamento de Ciencias Sociales, Facultad de Educacion y Humanidades, Universidad del Bio-Bio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Argentina de Sociología is the property of Consejo de Profesionales en Sociologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The presence of geosciences in the curriculum of primary and secondary schools in Argentina has been highly dependent on educational policies that change frequently under political circumstances. Subjects related to geology, geophysics, meteorology, and astronomy make their appearance and disappear under the influence of educational initiatives that shift focus under changing political circumstances. This paper briefly refers to the evolution of the process in recent decades and describes the efforts made by the Department of Geological Sciences of the University of Buenos Aires to cope with the situation. In 1998, the Department established a science popularization program, AulaGEA ("geo-classroom" in English), with the goal of helping preuniversity students, teachers, and the general public acquire basic knowledge of the geosciences. This was accomplished through different activities and initiatives that are presented here with the hope that they can be useful and inspiring to others working in educational environments that pose similar challenges to geosciences education. © 2013 National Association of Geoscience Teachers. [ABSTRACT FROM AUTHOR]

This paper analyzes the official proposal for recent history teaching. For such purpose, we draw on national education laws (1993 and 2006), the curricula approved from 1995 to present for the secondary level (at the national level and at the Province of Buenos Aires) and regulations of the commemorations--especially March 24th and September 16th--. This analysis will be made in relation to the representations of memory and the progress of historiography about recent past, to consider up to what extent school contents have witnessed an impact due to changes in these narratives. [ABSTRACT FROM AUTHOR]

This work shows some of the progress made in the investigation "The learning process: between the instituted and the personal stories". Teacher's representations and learning matrices in students from the Teacher Training Institute (IFD) in public Management Technologies of Córdoba Province”; project directed by Cecilia Ziperovich and selected in the Picto-educational call from the Argentinean Ministry of Education and Science, for the years 2008/09. The purposes of our research are focused on continuing the investigation of the socio-pedagogical processes that take place the Institutes of Superior Education (Colleges) to turn them into analytic objects, mainly in the non-university Superior Education. In this Framework we registered the progress of the research process carried out in 2008 about the learning issues of young and adults participants, situated in a peculiar educational context, the only IDF of Technology in the city of Córdoba. Based on previous studies, we anticipated that the learning subject (the student), with whom the teachers coexist, appears -somehow- unknown both in their ways of learning and in their learning stories. In this paper we focused the analysis in the stories about learning that these students carry, their choice of pursuing a teaching degree and how these operated in their learning possibilities. [ABSTRACT FROM AUTHOR]

Our daily work in history teachers training at the university level has provided us with some preliminary hypothesis which we want to question, analyzing the teaching practices framed in their curricular dimensions, traditions and rituals. In this paper we present an advance of the course group research project, in which we intend to gain knowledge in the teaching of Argentine history in the classrooms of high schools in Cordoba. Which Argentine History is instituted as the regulated history and how does it configure on the different levels of curriculum concretion for high school in Cordoba? According to Cuesta Fernandez, the regulated history is what "the Administration decreed as valuable historical knowledge". Through visible texts, we review analytical categories to look at the Curricular Design and the text books. The power of selecting what, when, how much, how to teach, who says what must be taught imply conflicts in society (Girvtz). Depending in what project of society is proposed, the definition of which Argentine History is taught implies which are the basic and socially useful curricular contents for the formation of a historical conscience. [ABSTRACT FROM AUTHOR]

This paper explores how teachers' representations mediate their interpretation of the prescribed curriculum and their creation of syllabi in the EFL Teacher Education Program in the School of Humanities, Mar del Plata State University, Argentina. Bourdieu's analytic notion of habitus is employed to interpret these views, derived from actors' narratives. Data were gathered during semi flexible interviews administered to a selection of four professors. Results suggest that instructors pedagogically translate the prescribed curriculum. Bourdieu's categories indicate how each professor's curriculum stems from an objectively obtained lector or auctor habitus. In the pedagogic translation carried out there emerges the domesticated curriculum--or the exercise of symbolic violence. Finally, although this research has a limited number of subjects and is interpretive in character, teachers' representations nevertheless surface as curricular content. Regarding future applications, theorizing on these problematics would allow for their treatment in peer communities aimed at achieving harmonically diverse curricula. [ABSTRACT FROM AUTHOR]

This paper deals with the current proposals about ethical education in psychology undergraduate programs within Mercosur regional context, particularly in Argentina. The organisation processes carried out by the psychology professional community of Mercosur is analyzed. As a consequence of it, the Psychologists' Committee of Mercosur and Associated Countries was founded with the main objective of establishing common standards for psychology undergraduate education and the ethical framework for the regulation of the profession. With respect to Argentina, the processes generated by the psychology academic community are analyzed. With the creation of the Association of Psychology Academic Units and the cooperation of the Federation of Argentinean Psychologists (Fe-PRA), the psychological community has put forward a threefold proposal: i) Activities related to the Professional Degree, ii) the Direct Risk involved in an unethical practice, and iii) the Curricular Contents that should be taught at university. Ethical and deontological contents are included in all the mentioned activities. Finally, it is worth noting the importance of the developments related to professional ethics and deontology taking place in Mercosur context as well as in Argentina. [ABSTRACT FROM AUTHOR]

Geochemistry involves the study of the distribution, proportion, and association of chemical elements of the earth’s crust that are present in different matrices such as water (sweet, saline, residual, rain, underground), soils, minerals, sediments, rocks, and air. Initially, this discipline was only used to study the composition and formation of rocks, but nowadays simultaneously relates geology to chemistry. [ABSTRACT FROM AUTHOR]

This exploratory comparative case study examines three schools in the Autonomous City of Buenos Aires that have a considerable number of recent immigrant students. The article illustrates how these schools advance ideas of inclusiveness and pluralism through the curriculum and educational opportunities, as mandated by the national education law of 2006 and current core curricular standards. The study draws on data from participant observations and semi-structured interviews with administrators and teachers, gathered between 2009 and 2010. Preliminary results show inconsistent practices across schools, leaving many immigrant students ill-prepared and unsupported to become acculturated into Argentine society. This inconsistency appears to stem, at least in part, from two factors: the schools' missions and organizational practices; and lack of teacher in-service training and sufficient support from the city's central administration. [ABSTRACT FROM AUTHOR]

This article shows how and to what extent, even in a neoliberal context, the teaching on sexuality has developed considerably within universities in Argentina. The commitment of feminists who introduced women's and gender studies since the mid-1980s and of a more recent generation of faculty and researchers who study issues connected with sexual diversity and gender have counterbalanced an unfavorable context for flexibility and innovation in any field, including sexuality. The graduate level has played a key role in the introduction of gender and sexuality within the curricula of selected disciplines (mainly humanities, social sciences, and psychology). Consolidation and expansion of the field requires, among other things, developing alliances, creating demand, learning from other countries' experiences, and updating pedagogies. [ABSTRACT FROM AUTHOR]

The article focuses on the contributions of Cecilia Braslavsky, the late director of the International Bureau of Education of the United Nations Educational Scientific and Cultural Organization, to curriculum reform. She was involved as leader of an ambitious curriculum reform in her native country of Argentina. Her research on school education in Argentina in the 1980s indicated her thinking on the curriculum.

Analyzes the two curriculum regulation models in the history of the Argentine education system. Centralized model of curricular regulation; Decentralized model of curricular regulation.