Nueva educación pública: evidencia para los desafíos de futuro

430 Referencias ■ Adelman, M. y Lemos, R. (2021) Gestión para el aprendizaje: Medición y fortalecimiento de la gestión de la educación en América Latina y el Caribe. El Desarrollo Internacional Bajo la Lupa. Banco Mundial. DOI: 10.1596/978-1-4648-1762-5 ■ Agencia de Calidad de la Educación (2024) Monitoreo del efecto de los Servicios Locales de Educación Pública en los resultados de aprendizaje. https://s3.amazonaws.com/archivos.agenciaeducacion. cl/Monitoreo+efecto+NEP.pdf ■ Anderson, S. (2010). Moving change: Evolutionary perspectives on school improvement. EnMichael Fullan et al. International Handbook of Educational Change (3rd Edition). Kluwer Publishers. (Pp. 65-84). ■ Aiyar, Y., Bhattacharya, S. (2016) The Post Office Paradox: A Case Study of the Block Level Education Bureaucracy. Economic andPoliticalWeekly , 51 (11), 61-69. https://www.jstor.org/stable/44004104 ■ Bellei, C. Muñoz, G. (2021) Models of regulation, education policies, and changes in the education system: a long‑term analysis of the Chilean case. Journal of Educational Change, 24 , 49–76. https:// doi.org/10.1007/s10833-021-09435-1 ■ Elmore, R. (2010). Mejorando la escuela desde la sala de clases. Fundación Chile. ■ Ehren, M.C.M., y Baxter, J. (2021). Governance of Education Systems: Trust, accountability and capacity in hierarchies, markets and networks. In M.C.M. Ehren and J. Baxter (Eds). Trust, Accountability and Capacity in Education System Reform; Global Perspectives in Comparative Education (pp. 30-54). Routledge. ■ Farrell, C. C. y Coburn, C. E. (2017). Absorptive capacity: A conceptual framework for understanding district central office learning. Journal of Educational Change, 18 (2), 135-159. https://doi. org/10.1007/s10833-016-9291-7 ■ Fullan, M. (2015). Leadership from the Middle. https://michaelfullan.ca/leadership-from-the- middle-a-system-strategy/ ■ Grissom, J. A., Anna J. A., and Constance A. L. (2021). How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research. The Wallace Foundation. http://www. wallacefoundation.org/principalsynthesis ■ Hattie, J. y Smith, R. (2021). 10 Mindframes for Leaders. The Visible Learning Approach to School Success. Corwin Press, Inc. ■ Honig, M.I. (2008). District central offices as learning organizations: How sociocultural and organizational learning theories elaborate district central office administrators’ participation in teaching and learning improvement efforts. American Journal of Education, 114 , 627-664. ■ Honig, M. I., y Coburn, C. (2008). Evidence-based decision making in school district central offices: Toward a policy and research agenda. Educational policy, 22 (4), 578-608. ■ Rivas, A. et al. (2020). Las llaves de la educación. Estudio comparado sobre la mejora de los sistemas educativos subnacionales en América Latina. Fundación Santillana. ■ Tournier, B., Chimier, Childress, D. y Jones, Ch. (2023) Leading teaching and learning together. The Rol of the middle tier. https://unesdoc.unesco.org/ark:/48223/pf0000384504 ■ Trinidad, J. (2024). Neither Elite nor Grassroots Networks: Educational Change Through Mid-Level Bureaucrats. https://doi.org/10.31235/osf.io/eqwbn ■ Weinstein, J. y Muñoz, G (2023) Gestionar la Contingencia, un Desafío para los Líderes Escolares. Cuadernos de Pedagogía , N°540.