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In this essay, I examine the Córdoba University Reform Movement of 1918 through both a historical lens and the application of Urie Bronfenbrenner's (1979, 1986, 1993) ecological systems theory. Examining the Reform Movement at the National University of Córdoba (UNC) from a historical perspective elucidates the complexities of the movement and its resulting legacies, particularly its essential role in shaping the Latin American higher education tradition of academic freedom and university autonomy. Building on this historical perspective, I utilize the context component of Bronfenbrenner's (1979, 1986, 1993) ecological systems model to explore how issues, challenges, and opportunities to improve institutional policy and culture arose at different levels within the student activist experience at UNC. This examination reveals the importance of studying identity formation among student activists so higher education practitioners can build campus environments to effectively promote optimal growth and holistic development for diverse student populations. [Note: The volume and issue number (v7 n2) shown on the PDF is incorrect. This article was published in v8 n1 2019.]

The purpose of this research is to reveal the relationship between women's education, women's labor force participation and national income in G20 countries. The relationships between women's education, women's labor force participation and national income were analyzed by the panel data analysis method for the G20 countries for the period 1997-2018. Stability of series were tested by "Fisher ADF" and "Fisher PP" panel root tests and the series were determined to be I (1). Pedroni (2004) was used to test the existence of cointegration relationships between the series. The series were found to be cointegrated. The long- and short-term relationships of the series were analyzed by the Panel DOLS method and it is determined that the increase of female schooling level increase the female labor force participation rate, increase of female schooling level and female labor force participation rate increase the per capita (real) national income. A two-way causality relationship was found between the ratio of women in higher education and national income per person. In addition, two-way causality relations between women's labor force participation rates and schooling rates at all levels of women were determined. In the study, it is concluded that in G20 countries, women's schooling rate increases the women's participation in the labor market and increases of women's schooling rate and female employment increase the national income per capita in countries.

The massification of Argentine higher education intensified in the context of open-access and tuition free public university policies. Although Argentina stands out in relation to enrollment in higher education, it faces serious problems in terms of retention and graduation. To study the factors associated with dropout in the higher education system, we use the Permanent Household Survey, or EPH, to measure these phenomena. The EPH is a quarterly national survey that systematically and permanently collects data on the population's demographic, educational, labor and socioeconomic characteristics. Based on the EPH, we calculated the global dropout and graduation rates by socioeconomic status and gender and used logistic regression models to estimate the effect of some demographic, socioeconomic, institutional and financial factors on dropout probability. Among the main findings, we observed that the socioeconomic status and being a first-generation student matter. We detected that being a first-generation student, even after controlling for the socioeconomic status of the student's household, gender, the type of institution (tertiary non-university or university) and having a scholarship, implies a higher probability of dropout. We conclude that these results are most germane to public policy design and possible replications of this methodology in other Latin American countries.

Understanding factors promoting or preventing participants' completion of a massive open online course (MOOC) is an important research topic, as attrition rates remain high for this environment. Motivation and digital skills have been identified as aspects promoting student engagement in a MOOC, and they are considered necessary for success. However, evaluation of these factors has often relied on tools for which the psychometric properties have not been explored; this suggests that researchers may be working with potentially inaccurate information for judging participants' profiles. Through a set of analyses (t-test, exploratory factor analysis, correlation), this study explores the relationship between information collected by administering valid and reliable pre and post instruments to measure traits of MOOC attendees. The findings from this study support previously reported outcomes concerning the strong relationships among motivation, previous knowledge, and perceived satisfaction factors for MOOC completers. Moreover, this study provides evidence of the feasibility of developing valid assessments for evaluation purposes.

I estimate achievement effects of education public-private partnerships (PPPs) in 17 countries on the 2009 PISA assessment. Enrollment in PPP schools is tied to student wealth and prior academic ability. PPP students outperform their public peers on half of all outcomes. After accounting for selection, the PPP performance advantage remains on one-quarter of outcomes. However, nearly all of these performance differences are accounted for by school-level peer group effects. PPP schools are outperforming their public counterparts not through any advantages in productive efficiency but through sorting of more capable students.

Futsal, which can be defined as a new sports branch compared to football, has some shortcomings in comparison with football as well according to the studies carried out. Studies have rather focused on the movement characteristics of futsal players during the game and the physiological effects of games. On the other hand, there are only a limited number of studies conducted on game analysis. Therefore, as the primary goal of the present study, offensive variations that ended up as goals in all matches played in Futsal World Cup were analyzed. As the secondary goal, these parameters were studied in terms of the teams' winning-drawing-losing states during games. In the present study, a total of 52 matches of the teams playing in 2016 FIFA Futsal World Championship were analyzed. The analyses of the games were performed using the hand notation method. Differences between offensive variations (Diagonal, parallel, central and transition game forms, set games etc.) and the goals scored (shots taken, shots at goal, the area where the goals were scored, the way the goals were scored, the area where the foot hit the ball, block shoots etc.) were determined with One-way Anova and Kruskal-Wallis tests on SPSS version 20 in terms of 3 variables (win-loss-draw). The findings show that the winning teams had significantly more shots than the losing teams (10.80, 95%CI (from 3, 73 to 17, 87) and that the number of shots at goal was also higher (5.82, 95%CI (from 2, 43 to 9, 91) in terms of the teams' winning-losing-drawing states. However, no statistically significant difference was found between the areas where the shots were taken and the points they ended up at the goal. As for position specific games, on the other hand, statistically significant differences were found in terms of winning, losing and drawing states during the game (central= X[superscript 2] (2) = 10.500, p = 0.005, diagonal= X[superscript 2] (2) = 17.142, p = 0.000, parallel= X[superscript 2] (2) = 10.931, p = 0.004, transition= X[superscript 2] (2) = 28,587 p = 0.000). No statistically significant difference was found between set games ending up with goals and the teams' game score variables. The results obtained concerning offensive variations in a superior futsal championship reveal that positional games of dynamic style could be much more effective compared to set games of static starting positions in winning the game. Moreover, producing shooting positions and their accuracy levels seem to be an important factor affecting success. According to these results, it can be recommended that the trainings to be held should be designed to improve positional games that these should be planned as practices that result in shots.

Situating the endeavors of Asa Shinn Mercer and Domingo Faustino Sarmiento within the broader settler colonial histories of the US and Argentina, this study provides two cases in which men representing prominent settler groups in the Americas attempted to regulate via internal educational colonialism populations they considered divergent from the nations' ideals. Both projects recruited women to serve as civilizing agents who would help align disparate groups with the desired standards of citizenship. The female participants, however, did not blindly conform to their leaders' expectations of behavior, instead asserting their own will at key points during the projects' execution. Examining the groups' dynamics in tandem provides new examples of the gendered processes at play within the settler colonialist structures of two nineteenth-century American countries.

Multiple literacy practices, such as writing, texting, blogging and journaling, are intertwined in a crisis. Although many studies have been conducted on literacy practices arising from crises such as a divorce, a disaster and social activism, most of them are focused on a single event. In this chapter, I propose a method for examining literacy practices in dual-layered crises. Drawing from huge data (collected from March 2016-2019), during a commemoration, which doubled up as a protest in Buenos Aires, Argentina, this paper illustrates how the works of literacy or signs in open public spaces can be documented using photographic data. While there is no one fix method, I argue for a systematic approach by asking researchers to think about the subjectivities of managing huge data sets.

All disciplines have particular ways of knowing, common practices, and means of using language that mediate and potentially support engagement with the discipline. For multilingual learners, language demands of a discipline can be a closed door or a facilitated entryway. Drama and theater arts, the focus of our article, are often marginalized in curricula across the grades and therefore receive less attention to relevant disciplinary activities and language demands. In response to this pattern, our paper has several aims. We highlight ways language demands are embedded in drama and theater arts curricula and activities. Second, we describe and analyze ways instruction can attend to these demands and support multilingual learners' engagements with them. Third, we distill a set of principles that can guide teachers, guest artists, and teacher educators in their work on drama and theater arts with multilingual student populations. To accomplish these aims, we draw upon our own and others' teaching and research to frame instructional practices that support multilingual students' engagements with drama and theater activities. Engagements we describe span early childhood through high school years. Tapping our own work in several US states (Illinois, North Carolina, California), as well as in Argentina and the UK, we present data and themes from a high school study featuring drama and theater arts practices used with multilingual learners. We examine how principles from our framework are illustrated in data of the study. We also identify challenges and critical adaptations that may be needed to realize the potential of drama in work with multilingual students. Principles we identify may aid teachers, guest artists, and teacher educators in shaping drama and theater arts activities that spotlight language demands of the discipline(s) of drama and theater and provide supportive and meaningful instruction.

Purpose: The concept of well-being has gained attention in the educational literature over time. Teachers around the globe are leaving the profession because they see their well-being being turned into ashes. Teachers' loss of well-being affects them and other actors of the educational system. The purpose of this paper is to look at teachers' sense of well-being through the lens of the construct of mattering. Design/methodology/approach: Twenty-one South American Elementary Level teachers were interviewed for this qualitative study. Findings: The paper's results suggest that teachers have experienced a loss of their sense of mattering--this sense of mattering impacts their overall level of well-being. If teachers do not feel valued or feel that they cannot add value, they will not function healthily. The author proposes that to regain their sense of mattering and increase their sense of well-being, teachers need to develop a sense of community further. Originality/value: This paper seeks to look at the meta-construct from a more microscopic lens. Therefore, given the elusive nature of well-being, the purpose of this paper is to investigate well-being through the lens of mattering. In this paper, using the lens of mattering helps us focus on work-related manifestations of teachers' well-being in teachers working in elementary schools. Even though there are some empirical studies that have investigated the construct of mattering in educational settings, this author is not aware of empirical studies that have specifically focused on the documentation of teachers' perceived sense of mattering.

Purpose: To analyse and compare the extension objectives of individual extension agents across nine countries. Design/methodology/approach: Extension agents from Argentina, Australia, Brazil, Chile, Mexico, New Zealand, Nigeria, Paraguay, and South Africa were surveyed using convenience sampling (n = 2707). A typology of extension agents with different profiles of objectives was built using data from five of the countries. Findings: The most frequent individual extension objectives were to increase farmers' knowledge through training, and productive modernisation of farms. Four types of extension agents were identified: the socially-engaged extension agent; the agricultural production and business expert; the trainer of subsistence farmers, and the pro-poor practitioner. Practical implications: Researchers can use these results to analyse specific institutional settings, and extension institutions to reflect on the type of extension agent that best fit their institutional goals and to select practitioners accordingly. Theoretical implications: Productive modernisation persists as a fundamental individual extension objective in many countries. Individual extension objectives are not stand-alone preferences but clusters of interrelated priorities, which do not necessarily coincide with those of extension institutions or national policies. Practitioners' agency plays a key role in realising (or not) a fit between extension service offerings and demand for extension services, and contributes to a wider repertoire of advisory styles in extension systems than implied by extension institutional objectives. Originality/value: This research adds to the literature by examining individual extension agents, rather than the institutional extension objectives, and providing a typology of agents with different profiles of objectives.

With early childhood inhabiting a firm position on policy agendas, an emerging global consensus acknowledges the need for research into early childhood education and care (ECEC) systems. However, standardised approaches to comparison dominate the field. These studies tend to be grounded in methodological nationalism, assuming nation states as the natural and necessary unit to study social phenomena. I argue the national unit is not sufficient to understand ECEC systems and that we need to consider subnational levels (district and local). Subnational approaches enable the reconstruction of the different actors and institutions at play in all levels of ECEC systems. This movement beyond methodological nationalism requires a shift towards integrated approaches and territorialised policy analysis. I illustrate my argument drawing on qualitative data from two subnational studies in Argentina. I discuss the conceptual and methodological implications for international comparison and comparative research in the early childhood field.

Research Findings: The focus of the current study was on the frequency and type of number talk of 2.5- and 4-year-old Argentinean children and their mothers (N = 23 dyads) in shared counting-type picture book reading. The book included sets of animals in ascending order (from 1 to 9), with their corresponding numerals and the animals' written names. A finer-grained approach was used for identifying four types of numerical utterances (enumeration, quantification, comparison, and recognition of numerals); for each category, a subset of codes was created to describe how dyads used numerical information for different purposes, intertwining different semiotic modes of communication and reflection with and about numbers. Results showed distinct ways in which mothers and children express and elaborate numerical information, as a function of children's age and set size. Practice or Policy: Shared picture book reading is a simple, low-cost, and effective tool. The results can contribute to the design of books, intervention programs and policies that focus on multimodal contexts for early mathematical development, both in the family and educational environment, with a special emphasis on young children's active participation.

Purpose: The paper aims to reflect on the function(s) served by the network of Argentine universities for environmental management and social inclusion (UAGAIS), including sharing information, empowering its members and fostering political action. To these functions, the authors add that networks play a prominent role in promoting culturally and locally meaningful representations of sustainability, and as rhetorical devices for positioning universities within the national, regional and international context. Design/methodology/approach: Drawing upon a constructionist and cultural approach, two analyses were conducted: the first an analysis of the institutional webpages of selected UAGAIS universities; the second, a discursive analysis of five in-depth interviews conducted with UAGAIS representatives. Both analyses looked at local and cultural specificities of sustainability in higher education, perceptions of the sustainable development goals (SDGs) and the role of UAGAIS for individuals, universities and other social actors involved. Findings: Results show how sustainability is used in institutional communication and in the interviews to frame the role of the university in the community. The network serves information and empowering functions, as the same time acting as an amplifier of the activities performed under the "Extensión" framework. Such a culturally situated approach to sustainability is used to engage different social actors and to stress commitment of universities with the environmental and social needs of local communities. Originality/value: The results underline the role played by networks in transformative process. Anchored to the culturally rooted "Extensión" concept, the examined network serves as a place to advance the social commitment and the local understanding of sustainability. Moreover, it is rhetorically used to challenge the status quo and advocate for systemic change.

In this essay from a teacher in Argentina, Valeria Vincent describes how she employed Multiple Literacies in Project-based Learning (MLPBL) (Krajcik, Palincsar, and Miller 2015). ML-PBL, an open education free resource, has three design principles that support teacher and student learning and satisfaction. ML-PBL builds on teacher ingenuity and adaptation (Miller, Severance, and Krajcik 2021; Miller et al. 2021) rather than prescription through contexts where both students and teachers play, create, and learn (Charara, Miller, and Krajcik 2021). Some of the challenges included finding materials that can work for designing investigations and sharing artifacts. For example, classroom and recycled materials are different in Argentina. In addition, the "Next Generation Science Standards" (NGSS) are more comprehensive than the science standards of Argentina. The NGSS are foundational to ML-PBL, as three-dimensional standards expand learning opportunities (Ford 2015; Severance 2016).

Several studies have analysed the impact of attending early childhood education centres on communication, regulatory skills and social-emotional development. These educational institutions have increased in presence annually, partially due to the access of women to the labour market. It has been found that infant education may modulate development in vulnerable contexts (typically associated with negative cognitive outcomes), although the results are contradictory. We presented a study that evaluated Latin American dyads of mothers-infants aged 18 to 24 months regarding the influence of infant education and social vulnerability on Executive Functions (EF) and Communication Skills (CS). To address these goals, toddlers completed several EF tasks and the Early Social Communication Scales. Parents completed the Socioeconomic Level Scale from INDEC. Results revealed that social vulnerability was associated with both EF and CS, daycare attendance was positively related to CS and finally, the contribution of daycare varied by SES on EF. These findings highlight the importance of considering infant education and socioeconomic status to generate equal opportunities from the first months of life. [Translation from Spanish by Mary Black.]

This study explores how preschool educators could assess dual language learners' (DLLs) English language abilities using formative instruments in school settings. It specifically examines (1) DLLs' receptive and expressive language proficiencies measured using the instruments and (2) educators' perceived usefulness of them for informing instruction. Participants were 139 preschool DLLs (M = 4;9) and 37 preschool educators from four countries (Argentina, Chile, China, and US). DLLs' families completed a questionnaire on the child's language background, indicating the child's home language and English abilities. Educators measured DLLs' English proficiency using adult-child co-play activities and language observations. Afterwards, educators completed a survey regarding the usefulness of these instruments. Findings show that DLLs' receptive English language ability was higher than and significantly correlated with their expressive ability in their home language and English. Also, parents' estimate of their children's English language ability was similar to that of educators. The correlation between DLLs' home language and English proficiencies was statistically significant, but low, indicating that the two languages do not necessarily develop together. Educators found the formative instruments helpful in understanding DLLs' language proficiency and believed that such an understanding could inform their instruction. Results provide implications for assessing DLLs' English language ability using age appropriate instruments.

This article discusses the connections between health, illness and education from a historical perspective, aiming at providing clues for understanding these relationships that, as demonstrated in recent global events, cannot be analyzed separately. Over the centuries, societies have always found different ways of educating their new generations and deal with their health problems. The relationship between education and illness has varied throughout history, but in certain extreme cases, such as epidemics, this relationship intensifies and becomes more evident. Each particular situation affected the educational system and the school institutions in different ways, as it changed the life of teachers, pupils and their families, represented pedagogical challenges, and marked all of them at different levels and had an impact on their futures. This focuses on the marks left in education by certain events that took place during the epidemic since the foundation of the modern educational system until more recent times in Argentina. Such events are the succession of "plagues" from 1870 to 1920 (as the "Yellow Fever" in 1871 and the "Spanish Flu" in 1918) during the modernization processes, as well as the "Poliomyelitis Outbreak" in 1956 during the political struggle between Peronism and anti-Peronism. In both cases, we will try to a) reconstruct the ways in which society and specially school institutions went through these epidemics, b) analyze the close and changing bonds between health and education, which turned the school into a privileged space where that bond was enhanced, and c) present the consequences regarding instruction.

Recent articles on the problems of 'locus of enunciation' have focused on research and publication as well as on theoretical development of the concept. It is an issue in teaching and learning too, and this is the focus of this article which argues that to reject teaching approaches in 'the South' because they come from 'the North' is, first, counter to the principles of academic freedom upheld as much in the South as the North, second, prevents learners from having access to important knowledge and third, ignores the ways in which learners in 'the South' can 're-enunciate' what they have learned from 'the North'. Our argument has its origins in our own experience of censorship in the name of 'locus of enunciation'. As language teachers, we demonstrate that internationalist and pluralist ways of thinking can and should lead to cultural, intellectual humility and that this is a better basis for making judgements than a preference for 'our' locus of enunciation over 'theirs'. We illustrate our argument with the pedagogic project that gave rise to the use of 'locus of enunciation' as the basis for rejection of our teaching, to show how the project can be read 'otherwise'.

We describe lessons learned from one-and-a-half decades of global virtual immersion practices in subsistence marketplaces, and explore implications for international business teaching and learning in the post-pandemic world. Global virtual immersion refers to bottom-up learning experiences, typically in contexts much different than what we may be familiar with, without being physically present in a specific geographic location. "Bottom-up" learning connotes learning from actual ground-level reality rather than the opposite, "top-down" reliance on prior knowledge. The aim of global virtual immersion is to move learners from sympathy -- a most natural human emotion in response to poverty and suffering, to informed empathy, developing an understanding of subsistence marketplaces in different countries through a variety of means. Students, thus, broaden their global horizons, paving the way for additional learning and perhaps actual immersion, where possible. This process is particularly relevant as global contexts are so diverse and often elude generalities, and more so at lower income levels. This "bottom-up" approach for understanding subsistence marketplaces enables a better appreciation of the environmental realities, social contexts, market-level exchange systems, and individual behaviors of subsistence consumers and entrepreneurs, providing a particularly important learning approach for international business education across geographically diverse settings.

Despite the growing importance of agricultural microbiology at the applied, productive and ecological levels, undergraduate degrees in Agronomy generally do not feature much microbiological experimentation. To address this deficiency, we have designed an experimental programme that evaluates the potential of plant growth-promoting rhizobacteria (PGPR) for the biocontrol of fungal pathogens. The approach involves an experimental laboratory class in which Agronomy students evaluate the ability of a rhizospheric "Burkholderia" sp. strain to inhibit the development of "Sclerotium rolfsii" (the causal agent of 'white wilt' disease in peanut plants). The assays cover three aspects: biochemical mechanisms associated to biocontrol properties in the bacterium, bacterium-fungus interaction (plate inhibition assays), and plant-bacterium-fungus interaction (disease control assays). Students verify the bacterial strain's ability to produce fungi-degrading enzymes, inhibit fungal growth, and protect the plant by inhibiting disease development. The assays serve as an integrative basis on which to discuss relationships between plants, bacteria, and fungi in connection with a disease which affects important regional crops. This set of experiments should help students to develop different skills which will be key in their future professional career, such as handling and designing experimental assays; comparing, discussing and solving practical problems; and drawing conclusions from their observations and the results obtained.

This article reports a service learning experience carried out by university student tour-guides and pre-service teachers of English during 2017-2018 in a rural multi-grade primary school in northern Argentinian Patagonia. With their university English language teachers, participants taught workshops using intercultural literature in English to 6-14 year olds from the native Mapuche communities with no prior contact with English. They also designed and delivered two guided tours of heritage sites in the area. Theoretically, the study is grounded in a conceptualisation of social justice language education beyond redistribution, with a focus on recognition, inclusive language ideologies and practices, and transformative learning. Designed as a case study, data comprise reflection logs, workshop and tour plans, field notes, children's artefacts, photographs and video-recordings of the experiences. Qualitative data analysis involves holistic, inductive and deductive phases. Findings indicate that the children engaged in multilingual, multimodal, creative and embodied forms of expression combining their affective and semiotic resources through literature, music, movement and embodiment, the creative arts and outdoor learning experiences. These resources became the means for initiating transformation of their selves and their social milieu focused on the local environment. Implications for language education in multilingual contexts are discussed.

This literature review aims to examine the approach given to open science policy in the different studies. The main findings are that the approach given to open science has different aspects: policy framing and its geopolitical aspects are described as an asymmetries replication and epistemic governance tool. The main geopolitical aspects of open science policies described in the literature are the relations between international, regional, and national policies. There are also different components of open science covered in the literature: open data seems much discussed in the works in the English language, while open access is the main component discussed in the Portuguese and Spanish speaking papers. Finally, the relationship between open science policies and the science policy is framed by highlighting the innovation and transparency that open science can bring into it.

During the first years of the new century, Latin America went through significant political changes in a period of economic growth. In education, we identify a 'regulatory governance turn' characterised by the emergence of four policy instruments: 1-New performance-based teaching career regulations with teachers' evaluations, 2-Curricular standards and increasing regulation via textbook provision, 3-Test-based accountability based on high-stakes assessments, 4-The formation of the 'school unit' as an accountable decision-making body. These policies created a new regime of accountability, control, and prescribed curriculum, which was fully developed in Chile and Mexico; and substantially in Brazil, Colombia, and Peru. Our research was based on the revision of over 500 articles and policy documents, a genealogy of the trajectories of education policies, and 134 interviews in seven countries: Argentina, Brazil, Chile, Colombia, Mexico, Peru and Uruguay. We present the new policy landscape and analyse the paradoxes of the increasing regulation of classroom practices.

The article seeks to provide new perspectives on the gender gap that characterizes free software, from the review of a series of experiences that have been taking place in Argentina in recent years, which aim at building bridges between free software and feminism. The empirical corpus selected for this work is built upon a series of interviews with free software activists and records of participant observation in events promoted by the communities of which the interviewees are part. A close look at their experiences allows us to recognize a set of commonalities that converge in a process in which they rewrite and resignify the principles that have historically been assigned to 'hacker learning'. In this way, I argue that these experiences enable new meanings and practices that configure scenarios for a feminist pedagogy of free software.

This study examines the motivations of learners studying Welsh in the city of Esquel, Argentine Patagonia. Welsh is considered a heritage immigrant language in this region, given the fact that a group of Welsh settlers arrived in 1865 and established successful settlements. After a flourishing period, the process of acculturation reduced the number of Welsh speakers. However, through different projects, Welsh has started to grow in the community by attracting Argentines with and without Welsh roots to learn the language. Framed as a qualitative study, this article presents the findings that emerged from in-depth interviews with ten adult and young learners at a local Welsh learning centre in Esquel. Based on the qualitative data collected and on complementary theories of language learning motivation, it may be concluded that for the participants motivation is driven by family and community-driven interests in language maintenance and revitalisation. Also, integrative orientation, influenced by the official narrative of over-representing the Welsh in Patagonia (Berg, K. 2018. "Chubut, Argentina: A Contested Welsh 'First-Place'." "International Journal of Heritage Studies" 24: 154-166. doi:10.1080/13527258.2016.1274667), was identified as influential.

Introduction: The Motivated Strategies for Learning Questionnaire (MSLQ) is one of the most worldwide employed scales to assess self-regulated learning and its factor structure is a topic of debate nowadays. In this paper the internal structure of the instrument is analyzed on university students of Argentina and Uruguay. The aim was to extract a short version of the MSLQ. Method: 918 Argentinian and Uruguayan university students participated. An exploratory factor analysis as well as confirmatory factor analysis was applied using SPSS 21, SIMLOAD and LISREL 8.8 respectively. The factor invariance of the model was tested through the segmentation of each sample according to country, age and gender. The internal consistency was calculated for each sample using the Omega coefficient, these coefficients were compared using the "AlphaTest" program and the coefficient q. Results: The exploratory factor analysis yielded a hexafactorial solution that kept 18 items. This structure was tested in the sample of each country through a confirmatory factor analysis, which verified adequate fit indices (CFI > 0.90, RMSEA < 0.06). The factorial invariance of the model was tested, verifying the metric equivalence ([delta]CFI < 0.009, [delta]RMSEA < 0.002). For each dimension and country, internal consistency was estimated, obtaining values between 0.55 and 0.79. Discussion and Conclusion: The abbreviated version of the MSLQ will allow to have further understanding of the way in which Argentinian and Uruguayan students self-regulate their learning. This information could prove useful for the design of interventions that promote self-regulated learning processes at a college level. Future research will test the structure hereby obtained, aiming to verify whether its results persist in different academic orientations and countries.

Regulation is a key concept for understanding the dynamics of metabolism in bacteria. This report outlines a simple laboratory experiment aimed at studying a key form of regulation in bacterial metabolism, exemplifying how microbes switch the flux of carbon towards alternative metabolic fates as a function of nutrient availability and according to their physiological status. The experiment involves the use of a "Sinorhizobium meliloti" wild-type strain and its isogenic derivative carrying a null mutation in the gene encoding the synthase that generates the storage polymer polyhydroxybutyrate (PHB). These strains serve to characterise the effects of growth phase and carbon availability at the end of balanced growth on the extent of PHB accumulation by rhizobia. The experimental set-up can be completed in a main 4-h laboratory session, followed by an additional 1-h session after an initial incubation for subsequent bacterial-colony counting (48 h), and requires equipment usually available at any university. The protocol described here is performed by the undergraduates of our biochemistry course. We consider this exercise to be a useful complementary tool for spotlighting the concept of metabolic regulation in bacteria and for promoting scientific thinking along with the development of students' wet-bench laboratory skills.

As we work to educate our children in effective ways, supporting their efforts to make a positive difference reaps benefits for both students and society.

Purpose: This study aims to reflect on the effects of the COVID-19 pandemic on education and draw some tentative assumptions from the information and experiences gathered from participants in this community about their possible impact on the future of education. Design/methodology/approach: This study uses a single-case descriptive case study that analyses some indicators of changes in teaching and learning that have taken place to date in the pandemic period as seen from Docentes en línea, a virtual community of practice of the Universidad Nacional de La Plata, Argentina. Findings: A number of shortcomings in the educational system, technological infrastructure and teacher formation in many of our members' countries. Concurrently, rising interest in the use of information and communication technology (ICT) in education and a new awareness of possible changes. Research limitations/implications: Part of the data comes from informal sources; therefore, they cannot be completely systematised or quantified. Besides, the results are provisional because the pandemic has not ended. Originality/value: This analysis was conducted on the basis of first-hand data collected in the activity developed by the members of this virtual community of practice. There is little research on this type of activity at the moment.

Purpose: The purpose of this paper is to study how quality assurance (QA) has impacted Argentina's higher education system, how QA tasks are reflected on the organizational structure of institutions, which kind of professional profiles the new QA staff assume and to what extent university life is reconfigured from these changes. Design/methodology/approach: The authors draw on data from three work fields: collection and analysis of institutional data; survey applied to a stratified sample of staff who perform QA functions; and in-depth interviews with institutional QA professionals. Results show that universities have created specific areas and developed new functions and roles in QA. Findings: The authors have observed a growing presence of dedicated personnel trained in developing these functions, positioned further down a path that had formerly distanced academics from administrative and institutional decision-makers. Unlike European universities, no evident tension was found between traditional sectors and the new professionals. Research limitations/implications: The limited number of responses of the quantitative data collection technique (survey) only allowed for a general and descriptive analysis. This limitation is compensated with two other methodological processes (documental analysis and in-depth interviews), that allowed to incorporate "type of university" as a variable analyse the data obtained. Practical implications Results can be useful for public policy to move toward new forms of monitoring internal institutional QA systems. Originality/value The research that supports this article aims at constructing our own categories to understand the same object that has been studied in developed countries, but in the Argentine-specific context.

Coordination class theory has proven to be a useful theoretical framework for describing processes of conceptual change in certain physical and mathematical concepts. Its development throughout different studies has allowed us to understand numerous mechanisms of conceptual learning by individual subjects. There have been attempts to implement this theory to collective-learning environments. Although there are valuable contributions in this sense, there are still details at the fine-grain level to be unveiled in relation to how conceptual change proceeds within small groups. For this purpose, the development of a coordination class is analyzed in the case of an interview with two students addressing a problem-solving task about entropy, focusing on the role that interactions between participants play in the evolution of the entropy concept. A microcomplementary analysis is proposed by bringing in elements from a sociocultural approach of learning. Thus, we were able to identify different forms of codevelopment of a coordination class. Students exhibiting central as well as peripheral participation benefit from each other during the conceptual learning process of the small group, constituting a "virtuous" interaction for learning.

The popularity of multiplayer online videogames (MOVs) in the lives of young people has become a recurrent area of interest for parents and researchers. The use of these platforms has generated concerns regarding the potential negative effects on children's personal and social development. Additionally, the ways in which players socialize through these games has raised questions concerning what are regarded as the most effective approaches to promote a constructive articulation of virtual and physical worlds. Fortnite, was created by Epic Games in 2017. It can be characterized as a social survival gaming experience and has the most remarkable use on a worldwide scale. The study reported here is a qualitative case study that explores the social dimension of the use of Fortnite and how it impacts on children's and their parents' perceptions regarding its use. A total of 82 in-depth interviews were conducted in 2019 with Argentinian and Chilean children between 9 and 18 years of age and their parents. Findings reveal that parents and children have diverging perspectives regarding the social dimension of the game's immersive experience. The topic developed in this article is of particular relevance to parents and researchers given the current events and widescale use of online platforms due to the COVID-19 pandemic.

This study documents the effects of social inequality on different dimensions of lexical comprehension in Spanish-speaking Argentinian toddlers, a population in which socioeconomic differences are more striking than in previously studied populations. Using a performance-based forced-choice lexical recognition task implemented on a tablet, an adaptation of the Computerized Comprehension Task (CCT; Friend and Keplinger. "Journal of Child Language," 35(01), 77-98. 2003), recognition accuracy and haptic response time to nouns, verbs, and adjectives were assessed. Low and middle (socioeconomic status) SES toddlers (N = 113) were tested at the daycares they attended. Results of the regression analyses showed overall SES effects on recognition accuracy but not on response time. Further analyses that considered the lexical category identified that middle SES children were only more accurate on the recognition of nouns and adjectives but not verbs. Findings also indicated that while low SES children showed longer response times to adjectives than to the other lexical categories, middle SES response times were longer in the case of verbs. The discussion links SES differences in children performance to previous evidence regarding the characteristics of both groups of children's linguistic experiences in the ebb and flow of everyday life.

Student movements in Latin America have historically been at the forefront of democratization and progressive social action. This article seeks to understand state-led protest control against students and their movements in Argentina in the last decades (1997-2007). By drawing on a database of contentious politics events in Argentina using newspaper data, analysis of secondary sources, and in-depth interviews of actors, it closely examines when, why, where, and how the state contains student protests and how the power relations between them and the state unfolds over time. A main finding underlying this study is that the nature of state repression of students is related to (a) the tactics being used, (b) the demands being made, (c) the actors that are protesting alongside them, and (d) the political party in power. The article shows how the associational ties between students, teacher movements, political parties, and other movements change during moments of economic crisis and political shifts in government, and how this, in turn, results in changes in state control. Against common sense understandings, we find that changes toward more politically 'progressive' governments do not necessarily imply less amount of repression even though the nature of state control changes.

This study is an empirical analysis of the recent past and current state of Argentinian undergraduate psychology education in the context of psychology programs' ongoing evaluation and accreditation processes. We used six bibliometric parameters to retrieve the required listed readings (N = 16,085) of the 452 compulsory undergraduate courses' syllabi from Argentina's 12 most populated psychology programs at public and prívate universities. We then compared our data with analyses from the 2000--2010 period and with official accreditation criteria. Results showed a marked obsolescence and a limited updating of required readings. Syllabi showed a clear hegemony of psychoanalytically-oriented authors and readings, dominance of books and faculty-written manuscripts over scholarly articles, and a very limited internationalization. Our findings suggest that accreditation processes have not modified Argentinian psychology's main, historical characteristics.

The detrimental effects of neoliberalism accompany globalization. The paradoxes generated by the global-regional gap have revealed local cultures' double vulnerability to national and international development. Miguel Pereira fictionalizes this complex phenomenon in the film "Verónico Cruz. La deuda interna" (Argentina, 1988). Inspired by the autobiographical narrative of Fortunato Ramos, a rural teacher and artist, the film denounces the sociohistorical and economic inequality suffered by the Qulla culture in Jujuy. In the context of Latin American studies, rooted in Pereira's fiction, we propose a non-credit hybrid workshop in advanced Spanish for Specific Purposes (SSP) at the University of Ottawa, which was also presented at the II JEFE-Vi Conference, Vienna University of Economics and Business--WU, 2019. This 16-hour discussion group is based on Michael S. Doyle and Bruce Fryer's studies, and it implements some principles of andragogy (Knowles) and suggestopedy (Lozanov). Through the themes explored (necessity, consumer needs, the vicious circle of poverty, globalization, technology), it aims to sensitize participants to the global economic development and its impact on the fragile Qulla culture in Jujuy, Argentina. To facilitate participants' examination of social inequality, it applies the neologism minori'ethage. Students' self-assessment process is based on the entries in their learning contracts and diaries, as well as their in-class and online participation.

Study abroad (SA) provides a space and place for second language (L2) learners to be challenged in terms of their target language skills and intercultural awareness. In order to appropriately equip learners, a task-based approach seems ideal to identify learners' specific needs (Long 2015). The present study reports a multiphase needs analysis carried out to design a university Spanish course, geared toward students preparing to study abroad in the following semester. In phase 1, qualitative interviews were conducted by contacting resident directors and students who had returned from their study abroad programs. These interviews generated a list of 37 tasks. In phase 2, 40 students, who had completed their study abroad semester, rated the frequency and difficulty of each task on a 37-item Likert-type questionnaire. Finally, in phase 3, researchers analyzed and categorized target tasks identified in the needs assessment into five major target task types. Altogether, results suggest that learner needs in this particular institution center predominantly around tasks that involve the use of colloquial and academic speech in environments in which students need to adapt to unfamiliar situations. These reports then informed course objectives and classroom tasks.

This is a narrative study into the co-construction of teaching identities narrated by twenty-four undergraduate students in the context of an English language teacher education program in Argentina. Teacher identities are defined in the literature as co-authored stories of living and becoming. Our method uses narrative inquiry to study lived experiences as co-narrated phenomena. The narrative analysis of different texts gathered in the teacher education program allowed the co-composition of each participant's identity story. Results first display thematizations of identity strands in these narratives involving emotions--love, desire, imagination, and fluidity. Next, participants' negotiation of their processes of becoming through these emotions are retold. The discussion examines results considering state-of-the-art literature. The conclusions summarize the implications of the research for English language teacher initial university education.

How should educators teach about one of the most complex and pressing issues of our times? This paper presents an empirically-grounded framework to help educators understand the opportunities and challenges of engaging youth around the topic of migration, including migration involving refugees. It stresses the importance of inviting youth to dialogue in ways that involve "slowing down, sharing stories, and making connections." The framework emerged from a design-based research study involving an experimental online learning community and curriculum on the topic of human migration. Posts and comments involving 140 teens from seven countries were closely analyzed using a modified grounded theory approach that incorporated constructivist principles. 14 interviews with participating educators also informed the analysis. The framework proposes that youth be supported to develop (1) curiosity and engagement about individual migration stories and migration in general, (2) nuanced understanding of the complex and diverse factors that help shape historical and contemporary migration experiences, and (3) critical awareness of their own and others' perspectives on migration and migrants. A visual representation is provided. Specific examples of student dialogue are unpacked to illustrate the framework, with discussion of the following cognitive and affective challenges: "the Three O's" of overgeneralization, overconfidence, and othering. The paper argues that youth of all backgrounds need opportunities to learn about migration in ways that allow them to leverage their various experiences and perspectives and engage with one another in meaningful, authentic ways.

Distance higher education has only relatively recently been established in some Latin American countries, as part of wider higher education reforms. The developments of distance education have been the result of sustained efforts of leading thinkers and practitioners in the region. In this article, several leading distance education professionals coming from some of these countries are presented as recognition of their contribution to the development of distance education in the region.

The process toward academic literacy aims at developing academic reading and writing together with higher academic competences of increasing relevance for undergraduate students as future teachers and researchers. Such a process is even more complex in ELT vocational courses where non-English speaking trainees study English as a system while they are in the process of becoming proficient users of this foreign language. This paper shares our action research experience with undergraduate non-native students at an English teacher training program in Argentina. From the Writing Across the Curriculum (WAC) approach, the implementation of data-driven learning (DDL) assignments has proved to contribute to their process of enculturation and the promotion of subject learning while fostering the development of disciplinary thinking.

This work analyses the changes in the relationship between arguing and images from the mathematics textbooks for the secondary school in Argentina (students 12-17 years old) along 67 years. The textbooks have been published in the period 1940 thru 2007. The analysis is done by (N = 137) textbooks based on three metacategories in an inductive way. These meta-categories are: characteristics of the arguing, relationship between images and arguing as well as characteristics of the textbooks (the date of publishing, the epistemological conceptions about mathematics and the educational level which the textbook is oriented). A factorial analysis of multiple correspondences was performed to find the main similarities and differences between the textbooks and to make a cluster analysis and one possible classification. The main differences are given by the changes in the epistemological conception of mathematics and in the characteristics of the images, especially in the newest edition books.

This study seeks to examine how a supervisor scaffolds the student-teachers' learning-to-teach process in the context of one-to-one tutoring sessions in an English as a foreign language teacher education programme in Argentina. The findings indicate that scaffolding implies two main phases: a diagnostic and an intervention phase. Moreover, the supervisor was found to provide contingent help, which suited the student-teachers' perceived needs and/or difficulties. In conclusion, scaffolded help should be understood in relation to the function it serves and how it accommodates the students' level of understanding.