Autoethnography and School Principals: an Experiential Approach to Educational Reforms in Chile
In the last 26 years, many educational reforms have been introduced in Chile with the aim of improving equity and quality in the system. School principals, as both actors and protagonists of these reforms, have developed their own vision of these social phenomena and their effects on educational org...
Сохранить в:
Главные авторы: | Aravena Castillo, Felipe, Quiroga Lobos, Marta |
---|---|
Формат: | Online |
Язык: | spa |
Опубликовано: |
REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
2018
|
Online-ссылка: | https://redie.uabc.mx/index.php/redie/article/view/1600 |
Метки: |
Добавить метку
Нет меток, Требуется 1-ая метка записи!
|
Схожие документы
-
Autoethnography and School Principals: an Experiential Approach to Educational Reforms in Chile
по: Aravena Castillo, Felipe, et al.
Опубликовано: (2018) -
Diversity in Intercultural Educational Reforms
по: Muñoz Cruz, Hector
Опубликовано: (2002) -
Neo-Liberal Educational Reform in Latin America
по: López Guerra, Susana, et al.
Опубликовано: (2006) -
Main Reform on Higher Education Systems in Korea
по: Lee, Jeong-Kyu
Опубликовано: (2000) -
The Education Quality Act: A Critical Analysis of the New Spanish Educational Reform
по: Digón Regueiro, Patricia
Опубликовано: (2003)