La agenda pendiente en educación: profesores, administradores y recursos: propuestas para la nueva arquitectura de la educación chilena

78 ¿Cómo mejorar las políticas de desarrollo profesional docente? Umansky, I. (2005). “A Literature Review of Teacher Quality and Incentives: Theory and Evidence”, in E. Vegas (ed.), Incentives to Improve Teaching. Lessons from Latin America. Washington DC: The World Bank. UNESCO (2000). “National Education for All Evaluation Report - EFA 2000: Brazil (Unesco)”. Retrie- ved October 11, 2004 from http://www2.unesco.org/wef/countryreports/brazil/rapport_1.html Urquiola, M. and E. Vegas. 2005. “Arbitrary Variation in Teacher Salaries: An Analysis of Teacher Pay in Bolivia.” In E. Vegas (ed.), Incentives to Improve Teaching. Lessons from Latin America. Washington DC: The World Bank. Vegas, E. (ed.) 2005). Incentives to Improve Teaching. Lessons from Latin America. Washington, DC: The World Bank. Vegas, E. e Ilana Umansky (2005). Mejorar la enseñanza y el aprendizaje por medio de incentivos. Washington, DC: Banco Mundial. Vegas, E. and Jenny Petrow (2007). Raising Student Learning in Latin America. The Challenge for the 21st Century. Washington, DC: The World Bank. Vélez, E., E. Schiefelbein y J. Valenzuela (1993). Factores que afectan el rendimiento académico en la educación primaria . Villegas-Reimers, E. (1998). “The Preparation of Teachers in Latin America: Challenges and Trends”. LCSHD Paper Series 15. Washington, DC: World Bank. World Bank (2003). Little Data Book . Washington DC: The World Bank. World Bank (2004). World Development Report: Making Services Work for Poor People. Washington, DC: The World Bank and Oxford University Press. Zegarra, E. and R. Ravina (2003). “Teacher Unionization and the Quality of Education in Peru: An Empirical Evaluation Using Survey Data”. Research Network Working Paper #R-474. Washing- ton DC: The World Bank.