Una teoría para la mejora sistémica de la educación en América Latina
Resumen El estudio de la mejora de los sistemas educativos tiene un escaso desarrollo en la tradición de la investigación en América Latina. La aparición de las evaluaciones estandarizadas, que permiten la comparación en el tiempo de los logros, ha generado interpretaciones sesgadas o simplistas sobre las causas de los resultados de aprendizajes. La propuesta de una teoría de la mejora sistémica parte de estas advertencias y busca generar un marco que escape a los sesgos de las evaluaciones con una actitud pragmática que pueda interpretarlas y usarlas para consolidar una visión de la complejidad de los sistemas educativos. La teoría fundamentada que se presenta está basada en múltiples investigaciones previas y se organiza en base a cuatro ejes analíticos combinados: 1-la gobernanza sistémica, 2-la expansión de capacidades de los actores del sistema, 3-la alineación de la rendición de cuentas y 4-la coherencia en la traducción curricular. Estos ejes requieren entrar en la caja negra del funcionamiento de los sistemas educativos y advertir las múltiples capas que median entre las políticas y las prácticas de enseñanza. Para lograr avanzar en esta dirección se plantean una serie de derivaciones metodológicas que favorezcan testeos empíricos de la propuesta teórica. Finalmente, se aborda el problema epistemológico y político de la definición de los procesos de “mejora sistémica” y la necesidad de usar y al mismo tiempo ir más allá de las evaluaciones estandarizadas.
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Andrews, M., Lant P., & Woolcock, M. (2017). Building state capability: Evidence, analysis, action. Oxford University Press.
Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. McKinsey & Company.
Barrenechea, I., Beech, J., & Rivas, A. (2022). How can education systems improve? A systematic literature review. Journal of Educational Change https://doi.org/10.1007/s10833-022-09453-7
Bellei, C., Contreras, C., Vanni, X., y Valenzuela, J. (2014). Lo aprendí en la escuela: ¿Cómo se logran procesos de mejoramiento escolar? Lom Ediciones.
Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique. Rowman & Littlefield.
Bereday, G. (1964). Comparative Method in Education. Holt, Rinehart & Winston.
Burns, T., & Köster, F. (2016). Governing Education in a Complex World. OECD Publishing.
Carnoy, M. (2007). Cuba’s Academic Advantage. Stanford University Press.
Carnoy, M., Marotta, L., Lozano, P., Khavenson, T., Recch, F., Guimarães, F., & Carnauba, F. (2017). Intranational Comparative Education: What State Differences in Student Achievement Can Teach Us about Improving Education—the Case of Brazil. Comparative Education Review, 61(4), 726-759. https://doi.org/10.1086/693981
Cerna, L. (2014). Trust: what it is and why it matters for governance and education. OECD Education Working Papers, no. 108 (November). http://dx.doi.org/10.1787/5jxswcg0t6wl-en
Coffield, F. (2012). Why the McKinsey reports will not improve school systems. Journal of Education Policy, 27(1), 131-149. https://doi.org/10.1080/02680939.2011.623243
Cohen, D., & Spillane, J. (1992). Chapter 1: Policy and practice: The relations between governance and instruction. Review of Research in Education,18(1), 3-49. https://doi.org/10.3102/0091732X018001003
Crato, N. (2021). In Improving a Country’s Education. Springer.
Creese, B., Gonzales, A., & Isaacs, T. (2015). Aligned instructional systems: Cross-jurisdiction benchmarking report. Center for International Education Benchmarking.
Crossley, M., & Watson, K. (2003). Comparative and international research in education. Globalisation, context and difference. Routledge Falmer.
Crouch, L. (2020). Systems Implications for Core Instructional Support Lessons from Sobral (Brazil), Puebla (Mexico), and Kenya. RISE Insight Series. 2020/020. https://doi.org/10.35489/BSG-RISE-RI_2020/020
Cruz, L., & Loureiro, A. (2020). Alcançando um Nível de Educação de Excelência em Condições Socioeconômicas Adversas: O Caso de Sobral. World Bank Group.
Cueto, S., León, J., & Muñoz, I. G. (2016). Conductas, estrategias y rendimiento en lectura en PISA: análisis para el Perú. REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 14(3), 5-31. https://doi.org/10.15366/reice2016.14.3.001
Dalin, P. (1994). How Schools Improve. An International Report. Cassell.
Ehren, M., & Baxter, J. (2021). Trust, Accountability and Capacity in Education System Reform. Global Perspectives in Comparative Education. Routledge.
Elmore, R. (2004). School Reform from the Inside Out: Policy, Practice, and Performance. Harvard Education Press.
Fernandez Cano, A. (2016). A Methodological Critique of the PISA Evaluations. Relieve, 22(1). http://dx.doi.org/10.7203/relieve.22.1.8806
Fleisch, B. (2016). System-wide improvement at the instructional core: Changing reading teaching in South Africa. Journal of Educational Change, 17(4), 437-451. https://doi.org/10.1007/s10833-016-9282-8
Fullan, M. (2016). The elusive nature of whole system improvement in education. Journal of Educational Change, 17(4), 539- 544. https://doi.org/10.1007/s10833-016-9289-1
Fuller, B., & y Clarke, P. (1994). Raising school effects while ignoring culture? Local conditions and the influence of classroom tools, rules and pedagogy. Review of Educational Research, 64(1), 119–157. https://doi.org/10.3102/00346543064001119
Gale, T. (2001). Critical policy sociology: Historiography, archaeology and genealogy as methods of policy analysis. Journal of Education Policy, 16(5), 379–393. https://doi.org/10.1080/02680930110071002
Glaser, B. G. (1992). Basics of grounded theory analysis. Sociology Press.
Grassi, D., & Memoli, V. (2016). Political determinants of state capacity in Latin America. World Development, 88, 94-106. H
Grindle, M. (2004). Despite the Odds. The Contentious Politics of Education Reform. Princeton University Press.
Gundlach, G. T., & Cannon, J. P. (2010). ‘Trust but verify?’ The performance implications of verification strategies in trusting relationships. Journal of the Academy of Marketing Science, 38, 399–417. https://doi.org/10.1007/s11747-009-0180-y
Harris, A., & Jones, M. (2017). Professional learning communities: A strategy for school and system improvement? Wales Journal of Education, 19(1), 16-38. https://doi.org/10.16922/wje.19.1.2
Hopkins, D. (2007). Every school a great school: Realizing the potential of system leadership. McGraw-Hill Education.
IIEP-UNESCO. (2012). Strengthening of Education System. IIEP-UNESCO.
Keefer, P., y Scartascini, C. (2022). La clave de la cohesión social y el crecimiento en América Latina y el Caribe. BID.
Kurtz, M. (2013). Latin American State Building in Comparative Perspective: Social Foundations of Institutional Order. Cambridge University Press.
Lewis, S., & Lingard, B. (2015). The Multiple Effects of International Large-Scale. Assessment on Education Policy and Research. Discourse: Studies in the Cultural Politics of Education, 36(5),621–637. https://doi.org/10.1080/01596306.2015.1039765
LLECE-UNESCO. (2013). Factores asociados al aprendizaje en el SERCE: Análisis de los factores latentes y su vínculo con los resultados académicos de los niños. OREALC-UNESCO Santiago.
López Rupérez, F., Expósito-Casas, E., y García, I. (2020). Un marco analítico para la evaluación de la calidad de la gobernanza de los sistemas educativos. Revista Iberoamericana de Educación, 83(1), 53-76. https://doi.org/10.35362/rie8313672
Mann, M. (1984). The autonomous power of the state: its origins, mechanisms and results. Archives Europénnes de Sociologie, 25(2), 185-213. https://www.jstor.org/stable/23999270
Martínez Rizo, F. (2008), La evaluación de aprendizajes en América Latina, Cuadernos de Investigación, 32, INEE.
Masino, S., & Niño-Zarazúa, M. (2016). What works to improve the quality of student learning in developing countries? International Journal of Educational Development, 48, 53-65. https://doi.org/10.1016/j.ijedudev.2015.11.012
McAleavy, T., & Elwick, A. (2016). School Improvement in London: A Global Perspective. Education Development Trust.
Mjøset, L. (2006). No fear of comparisons or context: on the foundations of historical sociology. Comparative Education, 42(3), 337-362. https://doi.org/10.1080/03050060600875584
Mourshed, M., Barber, M., & Chijioke, C. (2010). How the World’s Most Improved School Systems Keep Getting Better. McKinsey & Company.
Murillo, F. (Coord.). (2007), Investigación Iberoamericana sobre eficacia escolar. Convenio Andrés Bello.
Murphy, J., & Hallinger, P. (1988). Characteristics of instructionally effective school districts. The Journal of educational research, 81(3), 175-181. https://doi.org/10.1080/00220671.1988.10885819
Neto, R. M., Medeiros, H. A., Mello, F. M., de Oliveira, F. M., Lira, M. H., & Paiva, F. (2017). Ensino médio na rede estadual de Pernambuco: educação integral e pacto de gestão por resultados. Cadernos Cenpec, [S.l.], 6(2), junio. http://dx.doi.org/10.18676/cadernoscenpec.v6i2.363
OECD. (2010). Strong Performers and Successful Reformers in Education. Lessons from PISA for the United States. OECD Publishing.
OECD. (2015). Governing Complex Education Systems – Framework for Case Studies. OECD Publishing.
Osmond-Johnson, P., & Campbell, C. (2018). Transforming an education system through professional learning: developing educational change at scale in Ontario. Educational Research for Policy and Practice, 17(3), 241-256.
Oszlak, O. (1980). Políticas públicas y regímenes políticos: reflexiones a partir de algunas experiencias latinoamericanas. Estudios CEDES, 3(2). http://repositorio.cedes.org/handle/123456789/3470
Pang, N. S., & Miao, Z. (2017). The Roles of Teacher Leadership in Shanghai Education Success. Bulgarian Comparative Education Society, 15. https://eric.ed.gov/?id=ED574221
Pritchett, L. (2015). Creating education systems coherent for learning outcomes: Making the transition from schooling to learning. RISE-WP-15/005. https://riseprogramme.org/publications/creating-education-systems-coherent-learning-outcomes
Ravela, P. (2003). ¿Cómo aparecen los resultados de las evaluaciones educativas en la prensa? PREAL.
Repetto, F. (2022). Capacidad estatal: requisito para el mejoramiento de la política social en América Latina. Banco Interamericano de Desarrollo.
Rivas, A. (2015). América Latina después de PISA. Lecciones aprendidas de la educación en siete países (2000-2015), CIPPEC, Natura e Instituto Natura.
Rivas, A. (2021). La mejora sistémica de la educación. Estudio de casos en América Latina. Fundación Santillana.
Rivas, A. (2022). The long road to systemic improvement in education: a comparative multi-level case study in federal countries. Comparative Education, 59(1), 77-98. https://doi.org/10.1080/03050068.2022.2133860
Rivas, A., y Scasso, M. (2020). Las llaves de la educación. Estudio comparado sobre la mejora de los sistemas educativos subnacionales en América Latina. Fundación Santillana.
Rivas, A., & Scasso, M. (2021). Low stakes, high risks: the problem of intertemporal validity of PISA in Latin America. Journal of Education Policy, 36(2), 279–302. https://doi.org/10.1080/02680939.2019.1696987
Sabelli, N. (2006). Complexity, technology, science, and education. The Journal of the Learning Sciences, 15(1), 5-9. https://doi.org/10.1207/s15327809jls1501_3
Schleicher, A. (2018). How to build a 21st-century school system. OECD Publishing.
Schmidt, W., McKnight, C., Houang, R., Wang, H., Wiley, D., Cogan, L., y Wolfe, R. (2001). Why Schools Matter: A Cross-National Comparison of Curriculum and Learning. Jossey-Bass.
Schmidt, W.H., & Prawat, R.S. (2006). Curriculum coherence and national control of education: Issue or non-issue? Journal of Curriculum Studies, 38, 641–658. https://doi.org/10.1080/00220270600682804
Snipes, J., Doolittle, F., & Herlihy, C. (2002). Foundations for Success: Case Studies of How Urban School Systems Improve Student Achievement. Council of the Great City Schools.
Snyder, S. (2013). The Simple, the complicated, and the complex: educational reform through the lens of complexity theory. OECD Education Working Papers, no.96.
Soifer, H. (2012). Measuring state capacity in contemporary Latin America. Revista de Ciencia Política 32(3). https://doi.org/10.4067/S0718-090X2012000300004
Steward, V. (2012). A World-Class Education: Learning from International Models of Excellence and Innovation. ASCD.
Tucker, M. (2011). Surpassing Shanghai. An Agenda for American Education Built on the World’s Leading Systems. Harvard Education Press.
Valverde, G. (2009). Estándares y evaluación. En S. Schwartzmann y C. Cox (Eds.), Políticas Educativas y Cohesión Social en América Latina (pp. 57-68). CIEPLAN.
Vegas, E., & Petrow, J. (2008). Raising Student Learning in Latin America. The Challenge for the 21st Century. Banco Mundial.
Verger, A, Parcerisa, L., & Fontdevila, C. (2018). The Growth and Spread of Large-Scale Assessments and Test-Based Accountabilities: A Political Sociology of Global Education Reforms. Educational Review, 71(1), 1–26. http://dx.doi.org/10.1080/00131911.2019.1522045
Vieira, S. L., Plank, D. N., y Vidal, E. M. (2019). Política Educacional no Ceará: processos estratégicos. Educação e Realidade, 44(4). https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/87353
Weaver, K., y Rockman, B. (1993). Do institutions matter?: government capabilities in the United States and abroad. Brookings Institution Press.
Westbury, I. y Hsu, C. (1996). Structures of curriculum governance and classroom mathematics. Educational Evaluation Policy Analysis, 18, 123–139. https://doi.org/10.2307/1164552
Zawistowska, A. (2014). The Black Box of the Educational Reforms in Poland: What Caused the Improvement in the PISA Scores of Polish Students? Polish Sociological Review, 187(3), 333-350.
Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. McKinsey & Company.
Barrenechea, I., Beech, J., & Rivas, A. (2022). How can education systems improve? A systematic literature review. Journal of Educational Change https://doi.org/10.1007/s10833-022-09453-7
Bellei, C., Contreras, C., Vanni, X., y Valenzuela, J. (2014). Lo aprendí en la escuela: ¿Cómo se logran procesos de mejoramiento escolar? Lom Ediciones.
Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique. Rowman & Littlefield.
Bereday, G. (1964). Comparative Method in Education. Holt, Rinehart & Winston.
Burns, T., & Köster, F. (2016). Governing Education in a Complex World. OECD Publishing.
Carnoy, M. (2007). Cuba’s Academic Advantage. Stanford University Press.
Carnoy, M., Marotta, L., Lozano, P., Khavenson, T., Recch, F., Guimarães, F., & Carnauba, F. (2017). Intranational Comparative Education: What State Differences in Student Achievement Can Teach Us about Improving Education—the Case of Brazil. Comparative Education Review, 61(4), 726-759. https://doi.org/10.1086/693981
Cerna, L. (2014). Trust: what it is and why it matters for governance and education. OECD Education Working Papers, no. 108 (November). http://dx.doi.org/10.1787/5jxswcg0t6wl-en
Coffield, F. (2012). Why the McKinsey reports will not improve school systems. Journal of Education Policy, 27(1), 131-149. https://doi.org/10.1080/02680939.2011.623243
Cohen, D., & Spillane, J. (1992). Chapter 1: Policy and practice: The relations between governance and instruction. Review of Research in Education,18(1), 3-49. https://doi.org/10.3102/0091732X018001003
Crato, N. (2021). In Improving a Country’s Education. Springer.
Creese, B., Gonzales, A., & Isaacs, T. (2015). Aligned instructional systems: Cross-jurisdiction benchmarking report. Center for International Education Benchmarking.
Crossley, M., & Watson, K. (2003). Comparative and international research in education. Globalisation, context and difference. Routledge Falmer.
Crouch, L. (2020). Systems Implications for Core Instructional Support Lessons from Sobral (Brazil), Puebla (Mexico), and Kenya. RISE Insight Series. 2020/020. https://doi.org/10.35489/BSG-RISE-RI_2020/020
Cruz, L., & Loureiro, A. (2020). Alcançando um Nível de Educação de Excelência em Condições Socioeconômicas Adversas: O Caso de Sobral. World Bank Group.
Cueto, S., León, J., & Muñoz, I. G. (2016). Conductas, estrategias y rendimiento en lectura en PISA: análisis para el Perú. REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 14(3), 5-31. https://doi.org/10.15366/reice2016.14.3.001
Dalin, P. (1994). How Schools Improve. An International Report. Cassell.
Ehren, M., & Baxter, J. (2021). Trust, Accountability and Capacity in Education System Reform. Global Perspectives in Comparative Education. Routledge.
Elmore, R. (2004). School Reform from the Inside Out: Policy, Practice, and Performance. Harvard Education Press.
Fernandez Cano, A. (2016). A Methodological Critique of the PISA Evaluations. Relieve, 22(1). http://dx.doi.org/10.7203/relieve.22.1.8806
Fleisch, B. (2016). System-wide improvement at the instructional core: Changing reading teaching in South Africa. Journal of Educational Change, 17(4), 437-451. https://doi.org/10.1007/s10833-016-9282-8
Fullan, M. (2016). The elusive nature of whole system improvement in education. Journal of Educational Change, 17(4), 539- 544. https://doi.org/10.1007/s10833-016-9289-1
Fuller, B., & y Clarke, P. (1994). Raising school effects while ignoring culture? Local conditions and the influence of classroom tools, rules and pedagogy. Review of Educational Research, 64(1), 119–157. https://doi.org/10.3102/00346543064001119
Gale, T. (2001). Critical policy sociology: Historiography, archaeology and genealogy as methods of policy analysis. Journal of Education Policy, 16(5), 379–393. https://doi.org/10.1080/02680930110071002
Glaser, B. G. (1992). Basics of grounded theory analysis. Sociology Press.
Grassi, D., & Memoli, V. (2016). Political determinants of state capacity in Latin America. World Development, 88, 94-106. H
Grindle, M. (2004). Despite the Odds. The Contentious Politics of Education Reform. Princeton University Press.
Gundlach, G. T., & Cannon, J. P. (2010). ‘Trust but verify?’ The performance implications of verification strategies in trusting relationships. Journal of the Academy of Marketing Science, 38, 399–417. https://doi.org/10.1007/s11747-009-0180-y
Harris, A., & Jones, M. (2017). Professional learning communities: A strategy for school and system improvement? Wales Journal of Education, 19(1), 16-38. https://doi.org/10.16922/wje.19.1.2
Hopkins, D. (2007). Every school a great school: Realizing the potential of system leadership. McGraw-Hill Education.
IIEP-UNESCO. (2012). Strengthening of Education System. IIEP-UNESCO.
Keefer, P., y Scartascini, C. (2022). La clave de la cohesión social y el crecimiento en América Latina y el Caribe. BID.
Kurtz, M. (2013). Latin American State Building in Comparative Perspective: Social Foundations of Institutional Order. Cambridge University Press.
Lewis, S., & Lingard, B. (2015). The Multiple Effects of International Large-Scale. Assessment on Education Policy and Research. Discourse: Studies in the Cultural Politics of Education, 36(5),621–637. https://doi.org/10.1080/01596306.2015.1039765
LLECE-UNESCO. (2013). Factores asociados al aprendizaje en el SERCE: Análisis de los factores latentes y su vínculo con los resultados académicos de los niños. OREALC-UNESCO Santiago.
López Rupérez, F., Expósito-Casas, E., y García, I. (2020). Un marco analítico para la evaluación de la calidad de la gobernanza de los sistemas educativos. Revista Iberoamericana de Educación, 83(1), 53-76. https://doi.org/10.35362/rie8313672
Mann, M. (1984). The autonomous power of the state: its origins, mechanisms and results. Archives Europénnes de Sociologie, 25(2), 185-213. https://www.jstor.org/stable/23999270
Martínez Rizo, F. (2008), La evaluación de aprendizajes en América Latina, Cuadernos de Investigación, 32, INEE.
Masino, S., & Niño-Zarazúa, M. (2016). What works to improve the quality of student learning in developing countries? International Journal of Educational Development, 48, 53-65. https://doi.org/10.1016/j.ijedudev.2015.11.012
McAleavy, T., & Elwick, A. (2016). School Improvement in London: A Global Perspective. Education Development Trust.
Mjøset, L. (2006). No fear of comparisons or context: on the foundations of historical sociology. Comparative Education, 42(3), 337-362. https://doi.org/10.1080/03050060600875584
Mourshed, M., Barber, M., & Chijioke, C. (2010). How the World’s Most Improved School Systems Keep Getting Better. McKinsey & Company.
Murillo, F. (Coord.). (2007), Investigación Iberoamericana sobre eficacia escolar. Convenio Andrés Bello.
Murphy, J., & Hallinger, P. (1988). Characteristics of instructionally effective school districts. The Journal of educational research, 81(3), 175-181. https://doi.org/10.1080/00220671.1988.10885819
Neto, R. M., Medeiros, H. A., Mello, F. M., de Oliveira, F. M., Lira, M. H., & Paiva, F. (2017). Ensino médio na rede estadual de Pernambuco: educação integral e pacto de gestão por resultados. Cadernos Cenpec, [S.l.], 6(2), junio. http://dx.doi.org/10.18676/cadernoscenpec.v6i2.363
OECD. (2010). Strong Performers and Successful Reformers in Education. Lessons from PISA for the United States. OECD Publishing.
OECD. (2015). Governing Complex Education Systems – Framework for Case Studies. OECD Publishing.
Osmond-Johnson, P., & Campbell, C. (2018). Transforming an education system through professional learning: developing educational change at scale in Ontario. Educational Research for Policy and Practice, 17(3), 241-256.
Oszlak, O. (1980). Políticas públicas y regímenes políticos: reflexiones a partir de algunas experiencias latinoamericanas. Estudios CEDES, 3(2). http://repositorio.cedes.org/handle/123456789/3470
Pang, N. S., & Miao, Z. (2017). The Roles of Teacher Leadership in Shanghai Education Success. Bulgarian Comparative Education Society, 15. https://eric.ed.gov/?id=ED574221
Pritchett, L. (2015). Creating education systems coherent for learning outcomes: Making the transition from schooling to learning. RISE-WP-15/005. https://riseprogramme.org/publications/creating-education-systems-coherent-learning-outcomes
Ravela, P. (2003). ¿Cómo aparecen los resultados de las evaluaciones educativas en la prensa? PREAL.
Repetto, F. (2022). Capacidad estatal: requisito para el mejoramiento de la política social en América Latina. Banco Interamericano de Desarrollo.
Rivas, A. (2015). América Latina después de PISA. Lecciones aprendidas de la educación en siete países (2000-2015), CIPPEC, Natura e Instituto Natura.
Rivas, A. (2021). La mejora sistémica de la educación. Estudio de casos en América Latina. Fundación Santillana.
Rivas, A. (2022). The long road to systemic improvement in education: a comparative multi-level case study in federal countries. Comparative Education, 59(1), 77-98. https://doi.org/10.1080/03050068.2022.2133860
Rivas, A., y Scasso, M. (2020). Las llaves de la educación. Estudio comparado sobre la mejora de los sistemas educativos subnacionales en América Latina. Fundación Santillana.
Rivas, A., & Scasso, M. (2021). Low stakes, high risks: the problem of intertemporal validity of PISA in Latin America. Journal of Education Policy, 36(2), 279–302. https://doi.org/10.1080/02680939.2019.1696987
Sabelli, N. (2006). Complexity, technology, science, and education. The Journal of the Learning Sciences, 15(1), 5-9. https://doi.org/10.1207/s15327809jls1501_3
Schleicher, A. (2018). How to build a 21st-century school system. OECD Publishing.
Schmidt, W., McKnight, C., Houang, R., Wang, H., Wiley, D., Cogan, L., y Wolfe, R. (2001). Why Schools Matter: A Cross-National Comparison of Curriculum and Learning. Jossey-Bass.
Schmidt, W.H., & Prawat, R.S. (2006). Curriculum coherence and national control of education: Issue or non-issue? Journal of Curriculum Studies, 38, 641–658. https://doi.org/10.1080/00220270600682804
Snipes, J., Doolittle, F., & Herlihy, C. (2002). Foundations for Success: Case Studies of How Urban School Systems Improve Student Achievement. Council of the Great City Schools.
Snyder, S. (2013). The Simple, the complicated, and the complex: educational reform through the lens of complexity theory. OECD Education Working Papers, no.96.
Soifer, H. (2012). Measuring state capacity in contemporary Latin America. Revista de Ciencia Política 32(3). https://doi.org/10.4067/S0718-090X2012000300004
Steward, V. (2012). A World-Class Education: Learning from International Models of Excellence and Innovation. ASCD.
Tucker, M. (2011). Surpassing Shanghai. An Agenda for American Education Built on the World’s Leading Systems. Harvard Education Press.
Valverde, G. (2009). Estándares y evaluación. En S. Schwartzmann y C. Cox (Eds.), Políticas Educativas y Cohesión Social en América Latina (pp. 57-68). CIEPLAN.
Vegas, E., & Petrow, J. (2008). Raising Student Learning in Latin America. The Challenge for the 21st Century. Banco Mundial.
Verger, A, Parcerisa, L., & Fontdevila, C. (2018). The Growth and Spread of Large-Scale Assessments and Test-Based Accountabilities: A Political Sociology of Global Education Reforms. Educational Review, 71(1), 1–26. http://dx.doi.org/10.1080/00131911.2019.1522045
Vieira, S. L., Plank, D. N., y Vidal, E. M. (2019). Política Educacional no Ceará: processos estratégicos. Educação e Realidade, 44(4). https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/87353
Weaver, K., y Rockman, B. (1993). Do institutions matter?: government capabilities in the United States and abroad. Brookings Institution Press.
Westbury, I. y Hsu, C. (1996). Structures of curriculum governance and classroom mathematics. Educational Evaluation Policy Analysis, 18, 123–139. https://doi.org/10.2307/1164552
Zawistowska, A. (2014). The Black Box of the Educational Reforms in Poland: What Caused the Improvement in the PISA Scores of Polish Students? Polish Sociological Review, 187(3), 333-350.
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