Educación para todos: el imperativo de la calidad - unesdoc - Unesco

Educación para todos: el imperativo de la calidad - unesdoc - Unesco Educación para todos: el imperativo de la calidad - unesdoc - Unesco

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REFERENCIAS / 453 —. 2003. “Sector-based development co-operation: evolving strategies, persisting problems — a place for dialogue” en J. Olsson y L. Wohlgemuth (compiladores), Dialogue in pursuit of development. Estocolmo, Almqvist & Wiksell International, págs. 286-301 (Grupo de expertos en cuestiones de desarrollo, Estudio 2003/2). Sampa, F. K. 2003. Étude de cas nationale. Zambie — Programme de lecture dans l’enseignement primaire (PRP): améliorer l’accès y la qualité de l’éducation dans les écoles. Documento de discusión para la Reunión Bienal sobre la Calidad de la ADEA (Grand-Baie, Mauricio, 3-6 de diciembre de 2003). París, Asociación pro Desarrollo de la Educación en África (ADEA). Save the Children. 2004. Boletín de salud y nutrición escolares, abril (www.savethechildren.org/publications/SHN_newsletter_April_2004.pdf) Sayed, Y. 2001. Continuing Professional Development and Education Policy: Characteristics, Conditions and Change. Intervención en nombre del Ministerio de Educación de Sudáfrica en la Conferencia nacional sobre políticas de formación de docentes, 20-21 de octubre de 2001. —. 2002. “Changing forms of teacher education in South Africa: a case study of policy change”. International Journal of Educational Development, Vol. 22, Nº 3/4, págs. 381-395. Sayed, Y; Akyeampong, K.; y Ampiah, J. G. 2000. “Partnership and participation in whole school development in Ghana”. Education through Partnership, Vol. 4, Nº 2, págs. 40-45. Sayed, Y.; Heystek, J.; y Smit, B. 2002. Further Diploma in Education (Educational Management) by Distance Education at the University of Pretoria, South Africa. Brighton, Centro para la Educación Internacional, Universidad de Sussex (Documento de discusión del Proyecto MUSTER, Nº 33). Scheerens, J. 1992. Effective Schooling, Research, Theory and Practice. Londres, Cassell. —. 2004. Review of School and Instructional Effectiveness Research. Documento de referencia para el Informe de Seguimiento de la EPT en el Mundo 2005. Schleicher, A.; Siniscalco, M.; y Postlethwaite, T. N. 1995. The Conditions of Primary Schools: A Pilot Study in the Least Developed Countries. Informe para la UNESCO y el UNICEF. Schliesinger, J. 2000. Ethnic Groups of Thailand: Non-Tai-Speaking Peoples. Bangkok, White Lotus. —. 2003. Ethnic Groups of Laos. Vols. 1-4. Bangkok, White Lotus. Schluter, A; Then, V; y Walkenhorse, P. 2001. Foundations in Europe: Society, Management and Law. Londres, London Directory of Social Change/Charities Aid Foundation (CAF). Schultz, T. P. 1996. “Accounting for public expenditures on education: an international panel study” en T. P. Schultz (compilador), Research in Population Economics. Greenwich (Conneticut, EE.UU.), JAI Press, pág. 8. Secretaría del Foro de las Islas del Pacífico. 2001. Forum basic education action plan-2001. Auckland, 15 de mayo. Servicio de Educación de Ghana. 1999. Whole school development: training programme for head teachers and other stakeholders. Accra, División de Formación de Docentes, Servicio de Educación de Ghana. —. 2004. WSD (whole school development) status report. Accra, Ministerio de Educación.Silanda, A. 2000. Why are there so few books in the schools ADEA Newsletter, Vol. 12, Nº 3. Sinclair, M. 2001. Education in emergencies en Learning for a future: refugee education in developing countries. Ginebra, Oficina del Alto Comisionado de las Naciones Unidas para los Refugiados (ACNUR). —. 2002. Planning education in and after emergencies. París, Instituto Internacional de Planeamiento de la Educación (IIPE) de la UNESCO (Principios de planificación de la educación, Nº 73). Singh, N. K. 2003. Aid management: India country report. Documento presentado en el 5º Foro Mundial sobre Reinvención del Gobierno “Innovación y calidad en el gobierno del Siglo XXI”. México D. F., 3-7 de noviembre. Siniscalco, M. T. 2004. Teachers’ Salaries. Documento de referencia para el Informe de Seguimiento de la EPT en el Mundo 2005. Skinner, B. F. 1968. The Technology of Teaching. Englewood Cliffs (Nueva Jersey, EE.UU.)/Londres, Prentice-Hall. Slavin, R. E. 1987. Cooperative learning: student teams. 2ª edición. Washington, D. C., National Education Association Professional Library. —. 1996. Success for All. Lisse (Países Bajos), Swets & Zeitlinger. —. 1998. “Sands, bricks, and seeds: school change strategies and readiness for reform” en A. Hargreaves, A. Liebermann, M. Fullan y D. Hopkins (compiladores), International Handbook of Educational Change, Dordrecht/Boston/Londres, Kluwer. Smalley, W. A. 1994. Linguistic Diversity and National Unity: Language Ecology in Thailand. Chicago, University of Chicago Press.

0 0 5 454 / ANEXO 2 Informe de Seguimiento de la Educación para Todos en el Mundo Smith, G.; Kippax, S.; y Aggleton, P. 2000. HIV and sexual health education in primary and secondary schools: findings from selected Asia-Pacific countries. Sydney, Centro Nacional de Investigaciones Sociales sobre el VIH. Somerset, A., 1996. “Examinations and educational quality” en A. Little y A. Wolf (compiladores), Assessment in transition: learning, monitoring and selection in international perspective. Oxford/Tarrytown/Tokyo, Elsevier Science Ltd, págs. 263-284. Sow, M. A.; Brunswic, E.; y Valérien, J. 2001. “Case study E: Guinea” en T. Read, C. Denning y V. Bontoux (compiladores), Upgrading book distribution in Africa. Londres, Grupo de Trabajo de la ADEA sobre Libros y Materiales Pedagógicos, Departamento para el Desarrollo Internacional (DFID), págs. 127-136. Span Consultants. 2003. Common indicators in education for development co-operation. Informe final preparado para la Comisión Europea. Utrecht, Span Consultants. Spiro, R. J.; Feltowich, P. J.; Jacobson, M. J.; y Caulson, R. L. 1992. “Cognitive flexibility, constructivism and hypertext: random access instruction for advanced knowledge acquisition in ill-structured domains” en T. M. Duffy y D. H. Jonassen (compiladores), Constructivism and the technology of instruction: a conversation. Hillsdale (Nueva Jersey), Lawrence Erlbaum Associates. Spring, J. 1972. Education and the rise of the corporate state. Boston, Beacon Press. Stallings, J. 1985. “Effective elementary classroom practices” en M. J. Kyle (compilador), Reaching for excellence. An effective schools sourcebook. Washington, D. C., Oficina de Publicaciones del Gobierno de los Estados Unidos. Stallings, J.; y Mohlman, G. 1981. School policy, leadership style, teacher change and student behavior in eight schools. Informe final para el Instituto Nacional de Educación de los Estados Unidos de América, Washington, D. C. Steele, M. 2003. “Teacher education policy: a provincial portrait from KZN. Dead men walking” en K. M. Lewin, M. Samuel y Y. Sayed. (compiladores), Changing patterns of teacher education in South Africa: policy, practice and prospects. Sandown, Heinemann Press, págs. 107-117. Storeng, M. 2001. Giving learners a chance: learner-centredness in the reform of Namibian teaching. Tesis doctoral (inédita). Estocolmo, Instituto de Educación Internacional. Sweeney, J. 1982. “Research synthesis on effective school leadership”. Educational Leadership, Vol. 39, págs. 346-352. Tabulawa, R. 1997. Teachers’perspectives on classroom practice in Botswana: implications for pedagogical change. Comunicación prsentada en la 3 e Conferencia Bienal Nacional de Fornmación de Docentes. Gaborone, 25-29 de agosto. Takala, T. 2004. Contribution of the sector-wide approach to improvement of quality of basic education in Mozambique. Documento de referencia para el Informe de Seguimiento de la EPT en el Mundo 2005. Tan, J. P.; Lane, J.; y Lassibille, G. 1999. “Outcomes in Philippine elementary schools: an evaluation of four experiments”. World Bank Economic Review, Vol. 13, Nº 3, págs. 493-508. Taylor, P. 2004. “How can participatory processes of curriculum development impact on the quality of teaching and learning in developing countries” Documento de referencia para el Informe de Seguimiento de la EPT en el Mundo 2005. Brighton, Instituto de Estudios sobre el Desarrollo. Taylor, P.; y Fransman, J. 2004. Learning and Teaching participation: exploring the role of higher learning institutions as agents of development and social change. Brighton, Instituto de Estudios sobre el Desarrollo (Documento de trabajo, Nº 219). Teddlie, C.; y Reynolds, D. 2000. The international handbook of school effectiveness research. Londres/Nueva York, Falmer Press. Tesorería de Su Majestad Británica. 2003. International finance facility. Londres, Tesorería de Su Majestad Británica. —. 2004. Stability, security and opportunity for all: investing for Britain’s long-term future. 2004 spending review: new public spending plans 2005-2008. Julio. Theunynck, S. 2003. School construction in developing countries: what do we know Washington, D. C., Banco Mundial. Thomas, D. 1999. “Fertility, education and resources in South Africa” en C. Bledsoe, y otros (compiladores), Critical perspectives on schooling and fertility in the developing world. Washington, D. C., National Academy Press. Tobias, S. 1991. “An eclectic examination of some issues in the constructivist-ISP controversy”. Educational Technology, Vol. 31, Nº 9, págs. 41-43. Todd, P. E.; y Wolpin, K. I. 2003. “On the specification and estimation of the production function for cognitive achievement”. Economic Journal, Vol. 113, Nº 485, págs. 3-33.

0<br />

0<br />

5<br />

454 / ANEXO<br />

2<br />

Informe <strong>de</strong> Seguimiento <strong>de</strong> <strong>la</strong> <strong>Educación</strong> <strong>para</strong> Todos en <strong>el</strong> Mundo<br />

Smith, G.; Kippax, S.; y Aggleton, P. 2000. HIV and sexual health education in primary and secondary schools:<br />

findings from s<strong>el</strong>ected Asia-Pacific countries. Sydney, Centro Nacional <strong>de</strong> Investigaciones Sociales sobre <strong>el</strong> VIH.<br />

Somerset, A., 1996. “Examinations and educational quality” en A. Little y A. Wolf (compi<strong>la</strong>dores), Assessment in<br />

transition: learning, monitoring and s<strong>el</strong>ection in international perspective. Oxford/Tarrytown/Tokyo, Elsevier<br />

Science Ltd, págs. 263-284.<br />

Sow, M. A.; Brunswic, E.; y Valérien, J. 2001. “Case study E: Guinea” en T. Read, C. Denning y V. Bontoux<br />

(compi<strong>la</strong>dores), Upgrading book distribution in Africa. Londres, Grupo <strong>de</strong> Trabajo <strong>de</strong> <strong>la</strong> ADEA sobre Libros<br />

y Materiales Pedagógicos, Departamento <strong>para</strong> <strong>el</strong> Desarrollo Internacional (DFID), págs. 127-136.<br />

Span Consultants. 2003. Common indicators in education for <strong>de</strong>v<strong>el</strong>opment co-operation. Informe final pre<strong>para</strong>do<br />

<strong>para</strong> <strong>la</strong> Comisión Europea. Utrecht, Span Consultants.<br />

Spiro, R. J.; F<strong>el</strong>towich, P. J.; Jacobson, M. J.; y Caulson, R. L. 1992. “Cognitive flexibility, constructivism and<br />

hypertext: random access instruction for advanced knowledge acquisition in ill-structured domains” en<br />

T. M. Duffy y D. H. Jonassen (compi<strong>la</strong>dores), Constructivism and the technology of instruction: a conversation.<br />

Hillsdale (Nueva Jersey), Lawrence Erlbaum Associates.<br />

Spring, J. 1972. Education and the rise of the corporate state. Boston, Beacon Press.<br />

Stallings, J. 1985. “Effective <strong>el</strong>ementary c<strong>la</strong>ssroom practices” en M. J. Kyle (compi<strong>la</strong>dor), Reaching for exc<strong>el</strong>lence.<br />

An effective schools sourcebook. Washington, D. C., Oficina <strong>de</strong> Publicaciones d<strong>el</strong> Gobierno <strong>de</strong> los Estados<br />

Unidos.<br />

Stallings, J.; y Mohlman, G. 1981. School policy, lea<strong>de</strong>rship style, teacher change and stu<strong>de</strong>nt behavior in eight<br />

schools. Informe final <strong>para</strong> <strong>el</strong> Instituto Nacional <strong>de</strong> <strong>Educación</strong> <strong>de</strong> los Estados Unidos <strong>de</strong> América, Washington,<br />

D. C.<br />

Ste<strong>el</strong>e, M. 2003. “Teacher education policy: a provincial portrait from KZN. Dead men walking” en K. M. Lewin,<br />

M. Samu<strong>el</strong> y Y. Sayed. (compi<strong>la</strong>dores), Changing patterns of teacher education in South Africa: policy, practice<br />

and prospects. Sandown, Heinemann Press, págs. 107-117.<br />

Storeng, M. 2001. Giving learners a chance: learner-centredness in the reform of Namibian teaching.<br />

Tesis doctoral (inédita). Estocolmo, Instituto <strong>de</strong> <strong>Educación</strong> Internacional.<br />

Sweeney, J. 1982. “Research synthesis on effective school lea<strong>de</strong>rship”. Educational Lea<strong>de</strong>rship, Vol. 39,<br />

págs. 346-352.<br />

Tabu<strong>la</strong>wa, R. 1997. Teachers’perspectives on c<strong>la</strong>ssroom practice in Botswana: implications for pedagogical<br />

change. Comunicación prsentada en <strong>la</strong> 3 e Conferencia Bienal Nacional <strong>de</strong> Fornmación <strong>de</strong> Docentes.<br />

Gaborone, 25-29 <strong>de</strong> agosto.<br />

Taka<strong>la</strong>, T. 2004. Contribution of the sector-wi<strong>de</strong> approach to improvement of quality of basic education in<br />

Mozambique. Documento <strong>de</strong> referencia <strong>para</strong> <strong>el</strong> Informe <strong>de</strong> Seguimiento <strong>de</strong> <strong>la</strong> EPT en <strong>el</strong> Mundo 2005.<br />

Tan, J. P.; Lane, J.; y Lassibille, G. 1999. “Outcomes in Philippine <strong>el</strong>ementary schools: an evaluation of four<br />

experiments”. World Bank Economic Review, Vol. 13, Nº 3, págs. 493-508.<br />

Taylor, P. 2004. “How can participatory processes of curriculum <strong>de</strong>v<strong>el</strong>opment impact on the quality of teaching<br />

and learning in <strong>de</strong>v<strong>el</strong>oping countries” Documento <strong>de</strong> referencia <strong>para</strong> <strong>el</strong> Informe <strong>de</strong> Seguimiento <strong>de</strong> <strong>la</strong> EPT<br />

en <strong>el</strong> Mundo 2005. Brighton, Instituto <strong>de</strong> Estudios sobre <strong>el</strong> Desarrollo.<br />

Taylor, P.; y Fransman, J. 2004. Learning and Teaching participation: exploring the role of higher learning<br />

institutions as agents of <strong>de</strong>v<strong>el</strong>opment and social change. Brighton, Instituto <strong>de</strong> Estudios sobre <strong>el</strong> Desarrollo<br />

(Documento <strong>de</strong> trabajo, Nº 219).<br />

Teddlie, C.; y Reynolds, D. 2000. The international handbook of school effectiveness research. Londres/Nueva York,<br />

Falmer Press.<br />

Tesorería <strong>de</strong> Su Majestad Británica. 2003. International finance facility. Londres, Tesorería <strong>de</strong> Su Majestad Británica.<br />

—. 2004. Stability, security and opportunity for all: investing for Britain’s long-term future. 2004 spending review:<br />

new public spending p<strong>la</strong>ns 2005-2008. Julio.<br />

Theunynck, S. 2003. School construction in <strong>de</strong>v<strong>el</strong>oping countries: what do we know Washington, D. C.,<br />

Banco Mundial.<br />

Thomas, D. 1999. “Fertility, education and resources in South Africa” en C. Bledsoe, y otros (compi<strong>la</strong>dores), Critical<br />

perspectives on schooling and fertility in the <strong>de</strong>v<strong>el</strong>oping world. Washington, D. C., National Aca<strong>de</strong>my Press.<br />

Tobias, S. 1991. “An eclectic examination of some issues in the constructivist-ISP controversy”. Educational<br />

Technology, Vol. 31, Nº 9, págs. 41-43.<br />

Todd, P. E.; y Wolpin, K. I. 2003. “On the specification and estimation of the production function for cognitive<br />

achievement”. Economic Journal, Vol. 113, Nº 485, págs. 3-33.

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