CIAE Universidad de Chile / Publicaciones académicas

Valenzuela, JP.; Undurraga, E.; Kuzmanic, D.; Canales, A.; Claro, S.; Cortés, F.

(2022).

Socio-economic inequalities in opportunities and participation in in-person learning during the covid-19 pandemic.

Annenberg Institute at Brown University; Working paper,

(22-671),

0-0.

Publicaciones académicas

Rojas, Carlos.; Riffo, Bernardo.; Guerra, E.

(2023).

Word Retrieval After the 80s: Evidence From Specific and Multiple Words Naming Tasks.

SAGE Open,

(13),

215824402311787-0.

https://doi.org/10.1177/21582440231178796

Jéldrez, E.; Cain, Kate.; Silva, M.; Strasser, Katherine.

(2023).

The Problem of Reading Motivation Multidimensionality: Theoretical and Statistical Evaluation of a Reading Motivation Scale.

READING PSYCHOLOGY,

(0),

0-0.

https://doi.org/10.1080/02702711.2023.2202175

Araya, R.

(2023).

Connecting Classrooms with Online Interclass Tournaments: A Strategy to Imitate, Recombine and Innovate Teaching Practices.

Sustainability,

(15),

8047-0.

https://doi.org/10.3390/su15108047

Valenzuela, JP.; Kuzmanic, Danilo.

(2023).

Dropouts and transfers: socioeconomic segregation in entrance to and exit from the Chilean higher education.

Higher Education Research & Development,

(0),

1-18.

https://doi.org/10.1080/07294360.2023.2209510

Adlerstein, Cynthia.; Pardo, M.

(2023).

Chilean Early Childhood Teachers' Discourses on Professional Associations Building Professionalism: Cohesions and Tensions of an Ecosystem.

SAGE OPEN,

(13),

0-0.

https://doi.org/10.1177/21582440231164283

Hanham, José.; Castro-Alonso, J.C.; Chen, Ouhao.

(2023).

Integrating cognitive load theory with other theories, within and beyond educational psychology.

British Journal of Educational Psychology,

(0),

0-0.

https://doi.org/10.1111/bjep.12612

~Díaz, A.; Poblete, Guillermo Zamora.

(2023).

A STUDY OF MOTIVATIONS FOR LEAVING THE TEACHING PROFESSION IN CHILE.

Educação Sociedade,

(44),

e259709-0.

https://doi.org/10.1590/ES.259709

Cerda Etchepare, Gamal.; Vera Sagredo, Angélica.; Saadati, F.

(2023).

Interacción compleja del estilo atribucional, autorregulación y resiliencia respecto del rendimiento en matemáticas.

Revista Complutense de Educación,

(34),

35-45.

https://doi.org/10.5209/rced.76753

Rupin, P.; Munoz, Carla.; Jadue, D.

(2023).

"So, We Can't Play": Limitations to Play at School in Periods of Educational Transition in Chile.

EDUCATION SCIENCES,

(13),

1-24.

https://doi.org/10.3390/educsci13030317

Innocentini, Viviana.; Navarro, F.

(2023).

Negotiating across languages: Metadiscourse in English and Spanish abstracts in Soil Science.

Literatura y Lingüística,

(46),

113-152.

https://doi.org/10.29344/0717621X.46.3134

Donoso, A.

(2023).

The social gaze present in Latin American student movements: an essay on a socio-historical approach.

AYER,

(0),

327-342.

https://doi.org/10.55509/ayer/1233

Montecinos, C.; Cortez, Monica.; Zett, Isabel.; Chavez, Sofia.

(2023).

Responding to external accountability in high-performing, high-capacity public secondary schools in Chile.

EUROPEAN JOURNAL OF EDUCATION,

(58),

36-50.

https://doi.org/10.1111/ejed.12538

Opazo, M.; de la Fuente, Loreto.; Valenzuela, JP.; Vanni, X.

(2023).

Exploring leadership in private ECEC in Chile: perspectives from the field.

EARLY YEARS,

(0),

0-0.

https://doi.org/10.1080/09575146.2023.2169662

Arias, Oscar.; Canals, Catalina.; Mizala, A.; Meneses, Francisco.; Rau, Holger A.

(2023).

Gender gaps in Mathematics and Language: The bias of competitive achievement tests.

PLOS ONE,

(18),

e0283384-0.

https://doi.org/10.1371/journal.pone.0283384

Quaresma, Maria Luisa.; Allende, C.; Villalobos, Cristobal.; Araneda, Sebastian.

(2022).

Students' Perceptions of Excellence in Chilean High-Performing Public Schools.

FRONTIERS IN EDUCATION,

(6),

0-0.

https://doi.org/10.3389/feduc.2021.732295

Valoyes, L.; Zapata-Ramos, Paola.

(2022).

The Culture of Algebra Teaching in Marginalized Contexts.

Tecné; Episteme y Didaxis: TED,

(51),

97-114.

https://doi.org/10.17227/ted.num51-11604

Valenzuela, JP.; Undurraga, E.; Kuzmanic, D.; Canales, A.; Claro, S.; Cortés, F.

(2022).

Socio-economic inequalities in opportunities and participation in in-person learning during the covid-19 pandemic.

Annenberg Institute at Brown University; Working paper,

(22-671),

0-0.

Buscar en el sitio

Publicaciones académicas

Rojas, Carlos.; Riffo, Bernardo.; Guerra, E. (2023). Word Retrieval After the 80s: Evidence From Specific and Multiple Words Naming Tasks. SAGE Open, (13), 215824402311787-0. https://doi.org/10.1177/21582440231178796

Jéldrez, E.; Cain, Kate.; Silva, M.; Strasser, Katherine. (2023). The Problem of Reading Motivation Multidimensionality: Theoretical and Statistical Evaluation of a Reading Motivation Scale. READING PSYCHOLOGY, (0), 0-0. https://doi.org/10.1080/02702711.2023.2202175

Araya, R. (2023). Connecting Classrooms with Online Interclass Tournaments: A Strategy to Imitate, Recombine and Innovate Teaching Practices. Sustainability, (15), 8047-0. https://doi.org/10.3390/su15108047

Valenzuela, JP.; Kuzmanic, Danilo. (2023). Dropouts and transfers: socioeconomic segregation in entrance to and exit from the Chilean higher education. Higher Education Research & Development, (0), 1-18. https://doi.org/10.1080/07294360.2023.2209510

Adlerstein, Cynthia.; Pardo, M. (2023). Chilean Early Childhood Teachers' Discourses on Professional Associations Building Professionalism: Cohesions and Tensions of an Ecosystem. SAGE OPEN, (13), 0-0. https://doi.org/10.1177/21582440231164283

Hanham, José.; Castro-Alonso, J.C.; Chen, Ouhao. (2023). Integrating cognitive load theory with other theories, within and beyond educational psychology. British Journal of Educational Psychology, (0), 0-0. https://doi.org/10.1111/bjep.12612

~Díaz, A.; Poblete, Guillermo Zamora. (2023). A STUDY OF MOTIVATIONS FOR LEAVING THE TEACHING PROFESSION IN CHILE. Educação Sociedade, (44), e259709-0. https://doi.org/10.1590/ES.259709

Cerda Etchepare, Gamal.; Vera Sagredo, Angélica.; Saadati, F. (2023). Interacción compleja del estilo atribucional, autorregulación y resiliencia respecto del rendimiento en matemáticas. Revista Complutense de Educación, (34), 35-45. https://doi.org/10.5209/rced.76753

Rupin, P.; Munoz, Carla.; Jadue, D. (2023). "So, We Can't Play": Limitations to Play at School in Periods of Educational Transition in Chile. EDUCATION SCIENCES, (13), 1-24. https://doi.org/10.3390/educsci13030317

Innocentini, Viviana.; Navarro, F. (2023). Negotiating across languages: Metadiscourse in English and Spanish abstracts in Soil Science. Literatura y Lingüística, (46), 113-152. https://doi.org/10.29344/0717621X.46.3134

Donoso, A. (2023). The social gaze present in Latin American student movements: an essay on a socio-historical approach. AYER, (0), 327-342. https://doi.org/10.55509/ayer/1233

Montecinos, C.; Cortez, Monica.; Zett, Isabel.; Chavez, Sofia. (2023). Responding to external accountability in high-performing, high-capacity public secondary schools in Chile. EUROPEAN JOURNAL OF EDUCATION, (58), 36-50. https://doi.org/10.1111/ejed.12538

Opazo, M.; de la Fuente, Loreto.; Valenzuela, JP.; Vanni, X. (2023). Exploring leadership in private ECEC in Chile: perspectives from the field. EARLY YEARS, (0), 0-0. https://doi.org/10.1080/09575146.2023.2169662

Arias, Oscar.; Canals, Catalina.; Mizala, A.; Meneses, Francisco.; Rau, Holger A. (2023). Gender gaps in Mathematics and Language: The bias of competitive achievement tests. PLOS ONE, (18), e0283384-0. https://doi.org/10.1371/journal.pone.0283384

Quaresma, Maria Luisa.; Allende, C.; Villalobos, Cristobal.; Araneda, Sebastian. (2022). Students' Perceptions of Excellence in Chilean High-Performing Public Schools. FRONTIERS IN EDUCATION, (6), 0-0. https://doi.org/10.3389/feduc.2021.732295

Valoyes, L.; Zapata-Ramos, Paola. (2022). The Culture of Algebra Teaching in Marginalized Contexts. Tecné; Episteme y Didaxis: TED, (51), 97-114. https://doi.org/10.17227/ted.num51-11604

Valenzuela, JP.; Undurraga, E.; Kuzmanic, D.; Canales, A.; Claro, S.; Cortés, F. (2022). Socio-economic inequalities in opportunities and participation in in-person learning during the covid-19 pandemic. Annenberg Institute at Brown University; Working paper, (22-671), 0-0.

Rojas, Carlos.; Riffo, Bernardo.; Guerra, E.

(2023).

Word Retrieval After the 80s: Evidence From Specific and Multiple Words Naming Tasks.

SAGE Open,

(13),

215824402311787-0.

https://doi.org/10.1177/21582440231178796

Jéldrez, E.; Cain, Kate.; Silva, M.; Strasser, Katherine.

(2023).

The Problem of Reading Motivation Multidimensionality: Theoretical and Statistical Evaluation of a Reading Motivation Scale.

READING PSYCHOLOGY,

(0),

0-0.

https://doi.org/10.1080/02702711.2023.2202175

Araya, R.

(2023).

Connecting Classrooms with Online Interclass Tournaments: A Strategy to Imitate, Recombine and Innovate Teaching Practices.

Sustainability,

(15),

8047-0.

https://doi.org/10.3390/su15108047

Valenzuela, JP.; Kuzmanic, Danilo.

(2023).

Dropouts and transfers: socioeconomic segregation in entrance to and exit from the Chilean higher education.

Higher Education Research & Development,

(0),

1-18.

https://doi.org/10.1080/07294360.2023.2209510

Adlerstein, Cynthia.; Pardo, M.

(2023).

Chilean Early Childhood Teachers' Discourses on Professional Associations Building Professionalism: Cohesions and Tensions of an Ecosystem.

SAGE OPEN,

(13),

0-0.

https://doi.org/10.1177/21582440231164283

Hanham, José.; Castro-Alonso, J.C.; Chen, Ouhao.

(2023).

Integrating cognitive load theory with other theories, within and beyond educational psychology.

British Journal of Educational Psychology,

(0),

0-0.

https://doi.org/10.1111/bjep.12612

~Díaz, A.; Poblete, Guillermo Zamora.

(2023).

A STUDY OF MOTIVATIONS FOR LEAVING THE TEACHING PROFESSION IN CHILE.

Educação Sociedade,

(44),

e259709-0.

https://doi.org/10.1590/ES.259709

Cerda Etchepare, Gamal.; Vera Sagredo, Angélica.; Saadati, F.

(2023).

Interacción compleja del estilo atribucional, autorregulación y resiliencia respecto del rendimiento en matemáticas.

Revista Complutense de Educación,

(34),

35-45.

https://doi.org/10.5209/rced.76753

Rupin, P.; Munoz, Carla.; Jadue, D.

(2023).

"So, We Can't Play": Limitations to Play at School in Periods of Educational Transition in Chile.

EDUCATION SCIENCES,

(13),

1-24.

https://doi.org/10.3390/educsci13030317

Innocentini, Viviana.; Navarro, F.

(2023).

Negotiating across languages: Metadiscourse in English and Spanish abstracts in Soil Science.

Literatura y Lingüística,

(46),

113-152.

https://doi.org/10.29344/0717621X.46.3134

Donoso, A.

(2023).

The social gaze present in Latin American student movements: an essay on a socio-historical approach.

AYER,

(0),

327-342.

https://doi.org/10.55509/ayer/1233

Montecinos, C.; Cortez, Monica.; Zett, Isabel.; Chavez, Sofia.

(2023).

Responding to external accountability in high-performing, high-capacity public secondary schools in Chile.

EUROPEAN JOURNAL OF EDUCATION,

(58),

36-50.

https://doi.org/10.1111/ejed.12538

Opazo, M.; de la Fuente, Loreto.; Valenzuela, JP.; Vanni, X.

(2023).

Exploring leadership in private ECEC in Chile: perspectives from the field.

EARLY YEARS,

(0),

0-0.

https://doi.org/10.1080/09575146.2023.2169662

Arias, Oscar.; Canals, Catalina.; Mizala, A.; Meneses, Francisco.; Rau, Holger A.

(2023).

Gender gaps in Mathematics and Language: The bias of competitive achievement tests.

PLOS ONE,

(18),

e0283384-0.

https://doi.org/10.1371/journal.pone.0283384

Quaresma, Maria Luisa.; Allende, C.; Villalobos, Cristobal.; Araneda, Sebastian.

(2022).

Students' Perceptions of Excellence in Chilean High-Performing Public Schools.

FRONTIERS IN EDUCATION,

(6),

0-0.

https://doi.org/10.3389/feduc.2021.732295

Valoyes, L.; Zapata-Ramos, Paola.

(2022).

The Culture of Algebra Teaching in Marginalized Contexts.

Tecné; Episteme y Didaxis: TED,

(51),

97-114.

https://doi.org/10.17227/ted.num51-11604

Valenzuela, JP.; Undurraga, E.; Kuzmanic, D.; Canales, A.; Claro, S.; Cortés, F.

(2022).

Socio-economic inequalities in opportunities and participation in in-person learning during the covid-19 pandemic.

Annenberg Institute at Brown University; Working paper,

(22-671),

0-0.