Ngā hua rapu - "educational policies"

Public policy and education policy: A reflection on the context mā Pulido Chaves, Omar Orlando

Ngā marau: “…education policy…”
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Educational Policy for School Re-entry in Chile: Contributions from the Experience of Young Graduates mā Sepulveda Pavletich, Julián, Calventus Salvador, Joan

Ngā marau: “…education policy…”
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Educational quality: a look at the school and the teacher in Colombia mā Chacón Díaz, Luis Francisco

Ngā marau: “…educational policies…”
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Being a teacher requires a comprehensive policy mā Delgado Ríos, Zulma G.

Ngā marau: “…educational policy…”
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Reflections on Educational Inclusion: A Challenge in the Initial Training of Natural Science Teachers mā Castro-Castillo, Diana Carolina, Tuay Sigua, Rosa Nidia

Ngā marau: “…education policies…”
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Educational Innovation mā IDEP, admin

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Hegemony of normality in the School mā Villa Rojas, Yennifer Paola

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Stakeholders Analysis in the implementation of the “Jornada única” program in Bogotá mā Bayona Rodríguez, Hernando, Ballén Cifuentes, Oscar Alexander

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Problems and challenges of rural education in Colombia mā Arias Gaviria, Jairo

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Leadership for inclusion and social justice: The challenge of directive leadership before the implementation of the School Inclusion Law in Chile mā Carrasco Sáez, Andrea, González Martínez, Pablo

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Public policies for ICT integration in education mā Cortés Rincón, Albenis

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Basic learning rights and Transmedia Narrative, another way to learn in math class mā Charria Castaño, Liliana

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For the war nothing: pedagogy, narrative (s) and memory (s) mā Mayorga Mendieta, César Augusto, López López, Ángela María, Romero Lancheros, Laura Constanza, Muñoz, Karen Alexandra, Aranzazu Portilla, Jhon Alexander

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Educational inclusion and school coexistence in Chile: A look based on speeches by school directors mā Montoya Ojeda, Claudio Andrés, Barraza Rubio, Diego Eliseo

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Quality, competences and standardized tests: a look from international organizations mā Guevara Patiño, Ragnhild

“…This article is a reflection on three aspects of educational policy: quality, competencies and standardized tests, from the perspective of international organizations, comparing them in three moments in history: the nineties, the beginning of the XXI Century and from the 2010, when the 2021 educational goals were created and when the international discourse is characterized by a clear tendency toward accountability and the technical vision of evaluation. …”
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Teacher networks in the midst of social regulation and teacher control mā Jaime Fajardo, Juan Carlos

“…The theory of human capital guides the education policy by causing changes in the school, the teacher and the education goals, incorporating a language and business practices. …”
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International discourses, the quality of education and public policies mā Herrera Casilimas, Gloria Elena

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When are we going to leave the future? Training of ex-combatants: A policy under construction mā Ortega Valencia, Piedad, Merchán Díaz, Jeritza, Castro, Clara

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Learning-Service: an educational practice that favors the strong participation of minors in the construction of cities mā Mayor Paredes, Domingo

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Investigative Work: An Emerging Mode of Subjectivation of Teachers in School mā Cárdenas-Forero , Óscar Leonardo, Uribe-Garzón, Sonia Milena

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