A5038745260- Education and Teacher Training
- Teacher Education and Leadership Studies
- Educational Methods and Psychological Studies
- Educational and Psychological Assessments
- Educational theories and practices
- Educational Practices and Policies
- Educational Assessment and Improvement
- Education in Rural Contexts
- Parental Involvement in Education
- Finance, Taxation, and Governance
- Educational Outcomes and Influences
- Cultural and Social Studies in Latin America
- School Choice and Performance
- Global Education and Multiculturalism
- Evaluation and Performance Assessment
- Global Educational Policies and Reforms
- Higher Education Research Studies
- Tourism, Volunteerism, and Development
- Global Educational Reforms and Inequalities
- Educational Environments and Student Outcomes
- Educational Innovations and Technology
- Higher Education Teaching and Evaluation
- COVID-19 and Mental Health
Pontificia Universidad Católica de Chile
2024
University of Cambridge
2019-2021
Dirección de Investigación y Desarrollo
2010-2012
CIEP
2012
Fundación Chile
2010-2011
This paper introduces 14 evidence-based studies carried out in Chile that bring the impor- tance of educational leadership obtaining adequate school achievement..These are a product bibliographical review performed from year 2000 onwards.The aim this article is to point scope empirical research has been regarding relation between and learning outcomes Chilean system.The summarizes evidence developed over last 10 years research.In addition, we present methodologies used by researchers their...
The article reports the results of a cross-country educational research project that uses quantitative methods to identify school leadership practices and contextual characteristics contribute explain student achievement in Chile, considering international comparisons. question previous evidence about common repertoire effective suggest local context will affect type is required for specific system improve, therefore definition principals’ practices. For points out most improve teacher...
This article critically examines UNESCO's construction of a commons approach to global education through multivocal analysis its 2021 report Reimagining our futures together: A new social contract for education. The participating researchers' "voices" are brought together dialogue and joint meaning making analyse promotion as commons. is achieved by unpacking how the "we" that this implies constructed text. particularly well suited task because it can encompass multiple perspectives,...
In the last decade in Chile, government and institutions have launched different policies designed to promote educational leadership. However, little is known about characteristics of research done on this topic. This topographical review has systematically analyzed articles leadership which an empirical base, been published indexed journals between 2008 2019. The results reveal that 47 published, with increasing number from year 2016 onwards. These were by a group 85 authors, majority whom...
What differences are there, according to teachers’ opinions, in school leadership practices between male principals (MPs) and female (FPs) urban primary schools Chile? A national survey has been done address this topic, which was answered by the principal five teachers 381 schools. Following Leithwood’s four-category model, 14 were considered measured. Data analysed statistical procedures, including decision tree technique, chi-squared automatic interaction detection (CHAID). Findings showed...
El articulo aborda la pregunta sobre cuales son las competencias que deben tener los directores escolares para liderar con exito mejora educativa en Chile y examina si ellas estan siendo desarrolladas por oferta formativa actual. Mediante identificacion conceptual de criticas, aplicacion encuestas entrevistas a encargados programas actores del mundo escolar, elaboracion un catastro instancias formacion (de duracion igual o superior ano), investigacion analiza brecha entre intencionan, el...
This paper advances our understanding of how schools can become change agents capable transforming local practice to address the challenges arising from Covid-19 pandemic. It presents a novel application cultural-historical activity theory reinterpret evidence on widespread learning loss and increasing educational inequities resulting pandemic, identify scalable transformative opportunities through reframing crisis as double stimulation. By reviewing emerging landscape, we first develop...
The article analyzes the recent evolution of school leadership in Chile between 2009 and 2019, a decade significant intensification country's policies, comparing principals' characteristics, working conditions practices, as reported by principals teachers. Data comes from survey applied both years to teachers nationally representative samples urban primary schools. While reports some characteristics have changed, no variation occurred teachers' perceptions practices. discusses policy´s...
Chile has followed the international trend of implementing a standards-based reform, with particularity encompassing both academic and non-academic outcomes. Drawing on interview data from four school cases in Santiago, Chile, this study examines role attitudes reform enactment, analyzing whether how actors’ toward performance indicators influence practice change. Alignment between standards change is often disrupted by subjective norms, whereas consistently drive behavior. This research...
At a time of increasing global uncertainty, it is critical that school systems succeed at transforming their educational aims and practices. This article focuses on the Chilean System Educational Quality Assurance as policy case aimed expanding purpose education by incorporating indicators social personal development (ISPD) within performance-based accountability (PBA) policy. The analyses this phenomenon organisational level, charting emergence routines focusing 'if' 'how' professional...
Le rôle des chefs d'établissements scolaires au Chili a subi de fortes modifications ces dernières années. Autrefois chargés la mise en œuvre politiques nationales, ils sont désormais responsables éducatifs communautés dont ont charge. Cet article montre comment ce processus eu lieu et dans quelle mesure les définitions légales administratives précédé le changement pratiques direction d'établissement. L'article met également évidence caractère complexe changement, un système où...