Bibliografía del programa

Referencias que sostienen las 300 clases, organizadas por área. Cada clase cita dos o tres de estas obras con una nota sobre qué aporta esa lectura a esa clase concreta; aquí están todas juntas, con el criterio para escogerlas.

Criterio de selección. Se priorizan: síntesis de evidencia por sobre estudios aislados; obras que declaran sus límites; textos que siguen siendo referencia después de una década; y fuentes oficiales vigentes para todo lo normativo. Cuando una obra clásica ha sido matizada por investigación posterior, se indica.

Importante
Ninguna referencia sustituye la verificación. Antes de citar una obra en un trabajo propio,
consúltala directamente: este listado orienta la lectura, no la reemplaza.

Dónde encontrar cada obra. Este listado da el criterio y el orden por área; el localizador —ISBN-13, DOI o URL oficial— está en el registro de fuentes, generado desde sources/bibliography.json y verificado en CI. Lo que no resuelve aparece ahí marcado como pendiente: el hueco se declara, no se rellena a ojo.

Ciencias del aprendizaje y cognición

National Research Council (2000). How People Learn: Brain, Mind, Experience, and School.

Síntesis fundacional sobre conocimiento previo, comprensión profunda y metacognición.

National Academies (2018). How People Learn II: Learners, Contexts, and Cultures.

Actualiza la anterior incorporando cultura, contexto y aprendizaje a lo largo de la vida.

Sweller, J., Ayres, P. & Kalyuga, S. (2011). Cognitive Load Theory.
Sweller, J., van Merriënboer, J. & Paas, F. (2019). *Cognitive Architecture and

Instructional Design: 20 Years Later.* Educational Psychology Review, 31.

Mayer, R. (2021). Multimedia Learning (3.ª ed.).
Miller, G. (1956). The Magical Number Seven, Plus or Minus Two. Psychological Review, 63.
Atkinson, R. & Shiffrin, R. (1968). Human Memory: A Proposed System and Its Control Processes.
Roediger, H. & Karpicke, J. (2006). Test-Enhanced Learning. Psychological Science, 17(3).
Dunlosky, J. et al. (2013). Improving Students' Learning With Effective Learning Techniques.

Psychological Science in the Public Interest, 14(1).

Soderstrom, N. & Bjork, R. (2015). Learning versus Performance. Perspectives on

Psychological Science, 10(2).

Chi, M. & Wylie, R. (2014). The ICAP Framework. Educational Psychologist, 49(4).
Kirschner, P., Sweller, J. & Clark, R. (2006). *Why Minimal Guidance During Instruction

Does Not Work.* Educational Psychologist, 41(2).

Schmidt, H., Loyens, S., van Gog, T. & Paas, F. (2007). *Problem-Based Learning is

Compatible with Human Cognitive Architecture.* El contrapunto al anterior.

Kirschner, P. & Hendrick, C. (2020). How Learning Happens.
Willingham, D. (2009). Why Don't Students Like School?
Flavell, J. (1979). Metacognition and Cognitive Monitoring. American Psychologist, 34(10).
Zimmerman, B. (2002). Becoming a Self-Regulated Learner.
Ryan, R. & Deci, E. (2000). *Self-Determination Theory and the Facilitation of Intrinsic

Motivation.* American Psychologist, 55(1).

Deci, E., Koestner, R. & Ryan, R. (1999). *A Meta-Analytic Review of Experiments Examining

the Effects of Extrinsic Rewards on Intrinsic Motivation.*

Wigfield, A. & Eccles, J. (2000). Expectancy–Value Theory of Achievement Motivation.
Covington, M. (1992). Making the Grade: A Self-Worth Perspective on Motivation.
Barnett, S. & Ceci, S. (2002). When and Where Do We Apply What We Learn? Psychological

Bulletin, 128(4).

Gick, M. & Holyoak, K. (1983). Schema Induction and Analogical Transfer.
Pashler, H. et al. (2008). Learning Styles: Concepts and Evidence. Psychological Science

in the Public Interest, 9(3).

Skinner, B. F. (1968). The Technology of Teaching.
Marton, F. & Booth, S. (1997). Learning and Awareness.

Desarrollo humano

Shonkoff, J. & Phillips, D. (eds.) (2000). From Neurons to Neighborhoods. National

Research Council.

Vygotsky, L. (1978). Mind in Society.
Piaget, J. (1970). Psicología y epistemología.
Bronfenbrenner, U. (1979). The Ecology of Human Development.
Bowlby, J. (1988). A Secure Base.
Sroufe, A. et al. (2005). The Development of the Person.
Siegler, R. (1996). Emerging Minds: The Process of Change in Children's Thinking.
Gopnik, A. (2016). The Gardener and the Carpenter.
Steinberg, L. (2014). Age of Opportunity: Lessons from the New Science of Adolescence.
Blakemore, S.-J. (2018). Inventing Ourselves: The Secret Life of the Teenage Brain.
Eccles, J. et al. (1993). *Development During Adolescence: The Impact of Stage-Environment

Fit.* American Psychologist, 48(2).

Eccles, J. (1999). The Development of Children Ages 6 to 14. The Future of Children, 9(2).
Marsh, H. & Craven, R. (2006). Reciprocal Effects of Self-Concept and Performance.
Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64.
Adolph, K. & Franchak, J. (2017). The Development of Motor Behavior.
Arnett, J. (2000). Emerging Adulthood. American Psychologist, 55(5).
Baltes, P. & Baltes, M. (1990). Successful Aging.
Salthouse, T. (2010). Major Issues in Cognitive Aging.
Denham, S. (1998). Emotional Development in Young Children.
Durlak, J. et al. (2011). The Impact of Enhancing Students' Social and Emotional Learning.

Child Development, 82(1).

Educación parvularia

Mineduc (2018). Bases Curriculares de la Educación Parvularia. Chile.
Copple, C. & Bredekamp, S. (eds.) (2009). *Developmentally Appropriate Practice in Early

Childhood Programs.* NAEYC.

Sylva, K. et al. (2004). The Effective Provision of Pre-School Education (EPPE) Project.
Rinaldi, C. (2006). In Dialogue with Reggio Emilia.
Weisberg, D., Hirsh-Pasek, K. & Golinkoff, R. (2013). Guided Play.
Harms, T., Clifford, R. & Cryer, D. Early Childhood Environment Rating Scale (ECERS).
Romeo, R. et al. (2018). Beyond the 30-Million-Word Gap. Psychological Science, 29(5).
Clements, D. & Sarama, J. (2014). *Learning and Teaching Early Math: The Learning

Trajectories Approach.*

Siegler, R. & Ramani, G. (2008). *Playing Linear Number Board Games Promotes Low-Income

Children's Numerical Development.*

Lectura, escritura y matemática escolar

Castles, A., Rastle, K. & Nation, K. (2018). Ending the Reading Wars. Psychological

Science in the Public Interest, 19(1).

Seidenberg, M. (2017). Language at the Speed of Sight.
Snow, C., Burns, S. & Griffin, P. (eds.) (1998). *Preventing Reading Difficulties in Young

Children.*

National Early Literacy Panel (2008). Developing Early Literacy.
Graham, S. & Perin, D. (2007). Writing Next.
Graham, S. & Harris, K. Self-Regulated Strategy Development.
National Mathematics Advisory Panel (2008). Foundations for Success.
Siegler, R. et al. (2012). Early Predictors of High School Mathematics Achievement.

Psychological Science, 23(7).

Rittle-Johnson, B. & Star, J. (2007). *Does Comparing Solution Methods Facilitate Conceptual

and Procedural Knowledge?*

Snowling, M. & Hulme, C. (2011). *Evidence-Based Interventions for Reading and Language

Difficulties.*

Fuchs, D. & Fuchs, L. (2006). Introduction to Response to Intervention. Reading Research

Quarterly, 41(1).

Didáctica y enseñanza

Shulman, L. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational

Researcher, 15(2).

Ball, D., Thames, M. & Phelps, G. (2008). Content Knowledge for Teaching.
Rosenshine, B. (2012). Principles of Instruction. American Educator, 36(1).
Wood, D., Bruner, J. & Ross, G. (1976). The Role of Tutoring in Problem Solving.
van de Pol, J., Volman, M. & Beishuizen, J. (2010). *Scaffolding in Teacher–Student

Interaction.*

Collins, A., Brown, J. S. & Newman, S. (1989). Cognitive Apprenticeship.
Johnson, D. & Johnson, R. (2009). *An Educational Psychology Success Story: Social

Interdependence Theory and Cooperative Learning.*

Slavin, R. (2014). Cooperative Learning and Academic Achievement.
Alexander, R. (2020). A Dialogic Teaching Companion.
Brookfield, S. & Preskill, S. (2005). Discussion as a Way of Teaching.
Rowe, M. B. (1986). Wait Time: Slowing Down May Be a Way of Speeding Up.
Bloom, B. (1968). Learning for Mastery.
Bloom, B. (1984). The 2 Sigma Problem.
Guskey, T. (2010). Lessons of Mastery Learning. Educational Leadership, 68(2).
Hmelo-Silver, C. (2004). Problem-Based Learning: What and How Do Students Learn?
Condliffe, B. et al. (2017). Project-Based Learning: A Literature Review. MDRC.
Barron, B. & Darling-Hammond, L. (2008). Teaching for Meaningful Learning.
van Alten, D. et al. (2019). Effects of Flipping the Classroom on Learning: A Meta-Analysis.
Abeysekera, L. & Dawson, P. (2015). Motivation and Cognitive Load in the Flipped Classroom.
Chi, M. et al. (2001). Learning from Human Tutoring.
Furtak, E. et al. (2012). *Experimental and Quasi-Experimental Studies of Inquiry-Based

Science Teaching.* Review of Educational Research, 82(3).

Driver, R. et al. (1994). Making Sense of Secondary Science.
Wineburg, S. (2001). Historical Thinking and Other Unnatural Acts.
Hess, D. & McAvoy, P. (2015). The Political Classroom.
Toulmin, S. (1958). The Uses of Argument.
Ericsson, K. A. & Pool, R. (2016). Peak: Secrets from the New Science of Expertise.

Currículum y diseño

Tyler, R. (1949). Basic Principles of Curriculum and Instruction.
Taba, H. (1962). Curriculum Development: Theory and Practice.
Wiggins, G. & McTighe, J. (2005). Understanding by Design.
Biggs, J. (1996). Enhancing Teaching through Constructive Alignment. Higher Education, 32.
Biggs, J. & Tang, C. (2011). Teaching for Quality Learning at University.
Anderson, L. & Krathwohl, D. (2001). A Taxonomy for Learning, Teaching, and Assessing.
Biggs, J. & Collis, K. (1982). Evaluating the Quality of Learning: The SOLO Taxonomy.
Bruner, J. (1960). The Process of Education.
Goodlad, J. (1979). Curriculum Inquiry.
Jackson, P. (1968). Life in Classrooms.
Jacobs, H. H. (1997). Mapping the Big Picture.
Beane, J. (1997). Curriculum Integration.
Young, M. (2013). Overcoming the Crisis in Curriculum Theory: A Knowledge-Based Approach.

Evaluación y psicometría

AERA, APA & NCME (2014). Standards for Educational and Psychological Testing.
Messick, S. (1989). Validity. En Educational Measurement.
Messick, S. (1994). *The Interplay of Evidence and Consequences in the Validation of

Performance Assessments.*

Kane, M. (2013). Validating the Interpretations and Uses of Test Scores. Journal of

Educational Measurement, 50(1).

Black, P. & Wiliam, D. (1998). Assessment and Classroom Learning e Inside the Black Box.
Wiliam, D. (2011). Embedded Formative Assessment.
Sadler, D. R. (1989). Formative Assessment and the Design of Instructional Systems.
Hattie, J. & Timperley, H. (2007). The Power of Feedback. Review of Educational

Research, 77(1).

Kluger, A. & DeNisi, A. (1996). The Effects of Feedback Interventions on Performance.
Boud, D. & Molloy, E. (2013). Rethinking Models of Feedback for Learning.
Nicol, D. & Macfarlane-Dick, D. (2006). Formative Assessment and Self-Regulated Learning.
Wiggins, G. (1998). Educative Assessment.
Jonsson, A. & Svingby, G. (2007). The Use of Scoring Rubrics.
Brookhart, S. (2013). How to Create and Use Rubrics.
Haladyna, T., Downing, S. & Rodriguez, M. (2002). *A Review of Multiple-Choice Item-Writing

Guidelines.*

Crocker, L. & Algina, J. (1986). Introduction to Classical and Modern Test Theory.
Embretson, S. & Reise, S. (2000). Item Response Theory for Psychologists.
McNeish, D. (2018). Thanks Coefficient Alpha, We'll Take It From Here. Psychological

Methods, 23(3).

Baartman, L. et al. (2007). Evaluating Assessment Quality in Competence-Based Education.

Inclusión y educación especial

CAST (2024). Universal Design for Learning Guidelines, versión 3.0.
Booth, T. & Ainscow, M. (2011). Index for Inclusion.
Florian, L. (2014). What Counts as Evidence of Inclusive Education?
Organización Mundial de la Salud (2001). *Clasificación Internacional del Funcionamiento,

de la Discapacidad y de la Salud (CIF).*

Capp, M. (2017). The Effectiveness of Universal Design for Learning: A Meta-Analysis.
Deunk, M. et al. (2018). Effective Differentiation Practices. Educational Research

Review, 24.

Tomlinson, C. (2014). The Differentiated Classroom.
Barkley, R. (2015). Attention-Deficit Hyperactivity Disorder: A Handbook.
DuPaul, G. & Stoner, G. (2014). ADHD in the Schools.
AAIDD. Intellectual Disability: Definition, Diagnosis, Classification, and Systems of Supports.
Browder, D. & Spooner, F. (2011). Teaching Students with Moderate and Severe Disabilities.
Assouline, S. et al. (2015). A Nation Empowered.
Renzulli, J. The Schoolwide Enrichment Model.

Gestión de aula y convivencia

Kounin, J. (1970). Discipline and Group Management in Classrooms.
Evertson, C. & Emmer, E. Classroom Management for Elementary / Secondary Teachers.
Marzano, R. (2003). Classroom Management That Works.
Simonsen, B. et al. (2008). Evidence-Based Practices in Classroom Management.
Ginott, H. (1972). Teacher and Child.
Olweus, D. Bullying at School.
Wang, M.-T. & Degol, J. (2016). *School Climate: A Review of the Construct, Measurement,

and Impact.*

Pianta, R. et al. Classroom Assessment Scoring System (CLASS).
Ward, A. et al. (2017). *Brain Drain: The Mere Presence of One's Own Smartphone Reduces

Available Cognitive Capacity.*

Educación técnico-profesional y aprendizaje de adultos

Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation.
Schön, D. (1983). The Reflective Practitioner.
Billett, S. (2001). Learning in the Workplace.
Billett, S. (2011). *Curriculum and Pedagogic Bases for Effectively Integrating

Practice-Based Experiences.*

Knowles, M. (1984). The Adult Learner: A Neglected Species.
Kolb, D. (1984). Experiential Learning.
Mezirow, J. (1991). Transformative Dimensions of Adult Learning.
Merriam, S. & Bierema, L. (2013). Adult Learning: Linking Theory and Practice.
Wlodkowski, R. (2008). Enhancing Adult Motivation to Learn.
Kirkpatrick, D. & Kirkpatrick, J. (2006). Evaluating Training Programs.
Alliger, G. & Janak, E. (1989). Kirkpatrick's Levels of Training Criteria: Thirty Years Later.
Baldwin, T. & Ford, J. K. (1988). Transfer of Training. Personnel Psychology, 41.
Blume, B. et al. (2010). Transfer of Training: A Meta-Analytic Review. Journal of

Management, 36(4).

Eby, L. et al. (2008). Does Mentoring Matter? A Multidisciplinary Meta-Analysis.
Clutterbuck, D. (2004). Everyone Needs a Mentor.
Coombs, P. & Ahmed, M. (1974). Attacking Rural Poverty: How Nonformal Education Can Help.

Educación superior

Marton, F. & Säljö, R. (1976). On Qualitative Differences in Learning.
Ramsden, P. (2003). Learning to Teach in Higher Education.
Freeman, S. et al. (2014). *Active Learning Increases Student Performance in Science,

Engineering, and Mathematics.* PNAS, 111(23).

Mazur, E. (1997). Peer Instruction: A User's Manual.
Holmes, N. G. & Wieman, C. (2018). Introductory Physics Labs: We Can Do Better.
Hofstein, A. & Lunetta, V. (2004). The Laboratory in Science Education.
Boyer, E. (1990). Scholarship Reconsidered.
Bretag, T. (ed.). Handbook of Academic Integrity.
Delamont, S., Atkinson, P. & Parry, O. (2004). Supervising the Doctorate.
Lee, A. (2008). How Are Doctoral Students Supervised? Studies in Higher Education, 33(3).

Liderazgo y mejora escolar

Bryk, A. et al. (2010). Organizing Schools for Improvement.
Robinson, V. (2011). Student-Centered Leadership.
Leithwood, K. et al. (2020). *Seven Strong Claims about Successful School Leadership

Revisited.* School Leadership & Management, 40(1).

Bryk, A. & Schneider, B. (2002). Trust in Schools.
Bryk, A. et al. (2015). Learning to Improve.
Fullan, M. (2007). The New Meaning of Educational Change.
Fullan, M. (2011). Choosing the Wrong Drivers for Whole System Reform.
Hargreaves, A. & O'Connor, M. (2018). Collaborative Professionalism.
Schein, E. (2010). Organizational Culture and Leadership.
Vescio, V., Ross, D. & Adams, A. (2008). *A Review of Research on the Impact of Professional

Learning Communities.*

Danielson, C. Framework for Teaching.
Ho, A. & Kane, T. (2013). The Reliability of Classroom Observations by School Personnel.
Knight, J. (2007). Instructional Coaching.
Kraft, M., Blazar, D. & Hogan, D. (2018). *The Effect of Teacher Coaching on Instruction and

Achievement.* Review of Educational Research, 88(4).

Darling-Hammond, L. et al. (2017). Effective Teacher Professional Development. Learning

Policy Institute.

Desimone, L. (2009). Improving Impact Studies of Teachers' Professional Development.
Starratt, R. (2004). Ethical Leadership.
Century, J. & Cassata, A. (2016). Implementation Research: Finding Common Ground.

Tecnología e inteligencia artificial en educación

Mishra, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge. Teachers

College Record, 108(6).

Clark, R. & Mayer, R. (2016). e-Learning and the Science of Instruction.
Garrison, D., Anderson, T. & Archer, W. (2000). Critical Inquiry in a Text-Based Environment.
Means, B. et al. (2013). The Effectiveness of Online and Blended Learning.
Selwyn, N. (2016). Is Technology Good for Education?
Sailer, M. & Homner, L. (2020). The Gamification of Learning: A Meta-Analysis.
Siemens, G. & Gašević, D. Learning Analytics: fundamentos y aplicaciones.
Slade, S. & Prinsloo, P. (2013). Learning Analytics: Ethical Issues and Dilemmas.
Baker, R. & Inventado, P. Educational Data Mining and Learning Analytics.
VanLehn, K. (2011). *The Relative Effectiveness of Human Tutoring, Intelligent Tutoring

Systems, and Other Tutoring Systems.*

Koedinger, K. & Aleven, V. (2007). Exploring the Assistance Dilemma.
Lewis, P. et al. (2020). Retrieval-Augmented Generation for Knowledge-Intensive NLP Tasks.
Bender, E. et al. (2021). On the Dangers of Stochastic Parrots.
Russell, S. & Norvig, P. Artificial Intelligence: A Modern Approach.
Wineburg, S. & McGrew, S. (2019). Lateral Reading and the Nature of Expertise.
UNESCO (2023). Guidance for Generative AI in Education and Research.
UNESCO (2021). Recomendación sobre la ética de la inteligencia artificial.
UNESCO (2023). Informe de Seguimiento de la Educación en el Mundo: tecnología en la educación.

Investigación educativa

Shadish, W., Cook, T. & Campbell, D. (2002). *Experimental and Quasi-Experimental Designs

for Generalized Causal Inference.*

Creswell, J. & Creswell, J. D. (2018). *Research Design: Qualitative, Quantitative, and

Mixed Methods Approaches.*

Creswell, J. & Plano Clark, V. (2018). Designing and Conducting Mixed Methods Research.
Bryman, A. (2007). Barriers to Integrating Quantitative and Qualitative Research.
Maxwell, J. (2013). Qualitative Research Design: An Interactive Approach.
Yin, R. (2018). Case Study Research and Applications.
Lincoln, Y. & Guba, E. (1985). Naturalistic Inquiry.
Guba, E. & Lincoln, Y. (1994). Competing Paradigms in Qualitative Research.
Braun, V. & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative

Research in Psychology, 3(2).

Miles, M., Huberman, A. & Saldaña, J. (2014). Qualitative Data Analysis.
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences.
Cumming, G. (2012). Understanding the New Statistics.
Wasserstein, R. & Lazar, N. (2016). The ASA Statement on p-Values.
Raudenbush, S. & Bryk, A. (2002). Hierarchical Linear Models.
Singer, J. & Willett, J. (2003). Applied Longitudinal Data Analysis.
Angrist, J. & Pischke, J.-S. (2009). Mostly Harmless Econometrics.
Murnane, R. & Willett, J. (2011). Methods Matter.
Cooper, H., Hedges, L. & Valentine, J. (eds.) (2019). *The Handbook of Research Synthesis

and Meta-Analysis.*

Petticrew, M. & Roberts, H. (2006). Systematic Reviews in the Social Sciences.
Page, M. et al. (2021). The PRISMA 2020 Statement.
Design-Based Research Collective (2003). Design-Based Research. Educational Researcher, 32(1).
Anderson, T. & Shattuck, J. (2012). Design-Based Research: A Decade of Progress?
Open Science Collaboration (2015). Estimating the Reproducibility of Psychological Science.

Science, 349(6251).

Booth, W., Colomb, G. & Williams, J. The Craft of Research.
Boote, D. & Beile, P. (2005). Scholars Before Researchers.
Dunleavy, P. (2003). Authoring a PhD.
Sword, H. (2012). Stylish Academic Writing.
Whetten, D. (1989). What Constitutes a Theoretical Contribution?

Fundamentos, filosofía e historia de la educación

Dewey, J. (1916). Democracy and Education.
Freire, P. (1970). Pedagogía del oprimido.
Biesta, G. (2010). Good Education in an Age of Measurement.
Nussbaum, M. (2010). Sin fines de lucro: por qué la democracia necesita de las humanidades.
Bourdieu, P. & Passeron, J.-C. (1970). La reproducción.
Tyack, D. & Cuban, L. (1995). Tinkering toward Utopia.
Serrano, S., Ponce de León, M. & Rengifo, F. (eds.). Historia de la Educación en Chile.
Bellei, C. (2013). *El estudio de la segregación socioeconómica y académica de la educación

chilena.*

Campbell, E. (2003). The Ethical Teacher.
Meirieu, P. Frankenstein educador.
Sahlberg, P. (2011). Finnish Lessons.
Epstein, J. (2011). School, Family, and Community Partnerships.
Desforges, C. & Abouchaar, A. (2003). The Impact of Parental Involvement.
Eisner, E. (2002). The Arts and the Creation of Mind.
Winner, E., Goldstein, T. & Vincent-Lancrin, S. (2013). Art for Art's Sake? OCDE.
Bailey, R. et al. (2009). *The Educational Benefits Claimed for Physical Education and School

Sport.* Research Papers in Education, 24(1).

Harlen, W. (2015). Working with Big Ideas of Science Education.

Enfoques y metodologías de enseñanza

Freinet, C. Técnicas Freinet de la Escuela Moderna.
Hamari, J., Koivisto, J. & Sarsa, H. (2014). Does Gamification Work?
Lillard, A. (2017). Montessori: The Science Behind the Genius.
Mayer, R. (2004). Should There Be a Three-Strikes Rule Against Pure Discovery Learning?
Sweller, J., van Merriënboer, J. & Paas, F. (1998). Cognitive Architecture and Instructional Design.
Tapia, M. N. Aprendizaje y servicio solidario.

Estrategias para necesidades educativas específicas

Beukelman, D. & Mirenda, P. Augmentative and Alternative Communication.
Bishop, D. et al. (2017). Phase 2 of CATALISE.
Buckley, S. & Bird, G. Educación de estudiantes con síndrome de Down.
Cummins, J. (1979). Cognitive/Academic Language Proficiency.
Decreto 170/2009, Ministerio de Educación de Chile.
Decreto 83/2015, Ministerio de Educación de Chile.
Friend, M. & Cook, L. Interactions: Collaboration Skills for School Professionals.
Kasari, C. et al. Intervenciones sociales tempranas en autismo.
Ley 20.422 (2010). Igualdad de oportunidades e inclusión social de personas con discapacidad, Chile.
Ley 21.545 (2023). Ley de Autismo, Chile.
Schalock, R. et al. Discapacidad intelectual: definición, clasificación y sistemas de apoyo.
Subotnik, R., Olszewski-Kubilius, P. & Worrell, F. (2011). Rethinking Giftedness and Gifted Education.

Convivencia, violencia escolar y desenganche

Balfanz, R. & Byrnes, V. (2012). The Importance of Being in School.
Colvin, G. & Sugai, G. Managing the Cycle of Acting-Out Behavior in the Classroom.
Fredricks, J., Blumenfeld, P. & Paris, A. (2004). School Engagement.
Greene, R. (2014). Lost at School.
Kowalski, R. et al. (2014). Bullying in the Digital Age.
Maslach, C. & Leiter, M. (2016). Understanding the Burnout Experience.
Ministerio de Educación de Chile. Orientaciones para la elaboración de protocolos de actuación.
Orben, A. & Przybylski, A. (2019). The Association Between Adolescent Well-Being and Digital Technology Use.
Perry, B. & Szalavitz, M. (2006). The Boy Who Was Raised as a Dog.
Salmivalli, C. (2010). Bullying and the Peer Group.
Superintendencia de Educación de Chile. Circulares sobre convivencia escolar.
Superintendencia de Educación de Chile. Normativa sobre convivencia escolar y deberes del sostenedor.
Superintendencia de Educación de Chile. Orientaciones sobre convivencia digital.
Ttofi, M. & Farrington, D. (2011). Effectiveness of School-Based Programs to Reduce Bullying.
Yeager, D. et al. (2019). A National Experiment Reveals Where a Growth Mindset Improves Achievement.
Zehr, H. The Little Book of Restorative Justice.

Diversidad cultural, lingüística y territorial

Colbert, V. Escuela Nueva: modelo pedagógico para la educación rural.
Cummins, J. (1979). Cognitive/Academic Language Proficiency.
Delpit, L. (1988). The Silenced Dialogue.
Ellis, R. Task-Based Language Teaching.
Gibbons, P. Scaffolding Language, Scaffolding Learning.
Labov, W. (1972). The Logic of Nonstandard English.
Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy.
Ley 19.253 (1993). Ley Indígena, Chile.
Ley 20.248 (2008). Subvención Escolar Preferencial, Chile.
Lightbown, P. & Spada, N. How Languages Are Learned.
Ministerio de Educación de Chile. Orientaciones para la inclusión de estudiantes migrantes.
Moll, L. et al. (1992). Funds of Knowledge for Teaching.
Programa de Educación Intercultural Bilingüe, Ministerio de Educación de Chile.

Bienestar, salud mental y trabajo docente

Ingersoll, R. & Strong, M. (2011). The Impact of Induction and Mentoring Programs for Beginning Teachers.
Kowalski, R. et al. (2014). Bullying in the Digital Age.
Ley 20.418 (2010). Información, orientación y prestaciones en materia de regulación de la fertilidad, Chile.
Livingstone, S. & Third, A. (2017). Children and Young People's Rights in the Digital Age.
Maslach, C. & Leiter, M. (2016). Understanding the Burnout Experience.
Masten, A. (2014). Ordinary Magic: Resilience in Development.
Ministerio de Educación de Chile. Orientaciones para la actuación ante situaciones de crisis.
Ministerio de Educación de Chile. Orientaciones sobre salud mental en la comunidad educativa.
Ministerio de Salud de Chile. Recomendaciones de postvención en comunidades educativas.
Ministerio de Salud y Ministerio de Educación de Chile. Recomendaciones para la prevención de la conducta suicida en establecimientos educacionales.
OCDE. TALIS: Estudio internacional sobre la enseñanza y el aprendizaje.
Perry, B. & Szalavitz, M. (2006). The Boy Who Was Raised as a Dog.
UNESCO (2018). Orientaciones técnicas internacionales sobre educación en sexualidad.
Weare, K. & Nind, M. (2011). Mental Health Promotion in Schools.
Zalsman, G. et al. (2016). Suicide Prevention Strategies Revisited.
von der Embse, N. et al. (2018). Test Anxiety Effects, Predictors and Correlates.

Educación comparada y sistemas educativos

Colbert, V. Escuela Nueva: modelo pedagógico para la educación rural.
Crehan, L. (2016). Cleverlands.
Fullan, M. (2010). All Systems Go.
Hanushek, E. & Woessmann, L. (2006). Does Educational Tracking Affect Performance and Inequality?
Lewis, C. (2002). Lesson Study: A Handbook of Teacher-Led Instructional Change.
OCDE. Informes país sobre sistemas educativos.
OCDE. Informes país y estudios temáticos sobre reformas educativas.
OCDE. PISA: marco técnico y de evaluación.
Steiner-Khamsi, G. (2004). The Global Politics of Educational Borrowing and Lending.
Zhao, Y. (2014). Who's Afraid of the Big Bad Dragon?

Fuentes institucionales y normativas

Están catalogadas aparte, con qué contiene cada una y cómo leerla, en docs/FUENTES.md.

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