El liderazgo pedagógico y la implicación del profesorado como factores de éxito en centros de entornos desfavorecidos en España

Aaronson, D., Barrow, L. & Sander, W. (2007) Teachers and Student Achievement in the Chicago Public High Schools. Journal of Labor Economics, 25(1). doi: https://doi.org/10.1086/508733

Attali, A. & Bressoux, P. (2002). L’évaluation des pratiques éducatives dans les premier et second degrés. Rapport pour le Haut Conseil de l’Evaluation de l’Ecole. Recuperado de http://webcom.upmf-grenoble.fr/sciedu/pbressou

Astolfi, J.P (1992). L'ecole pur aprendre. Paris: ESF.

Barber, M. & Mourshed, M (2007). How the World’s Best-Performing School Systems Come Out on Top. Londres: McKinsey and Company.

Beauchamp, L. & Parsons, J (2012). Instructional Leadership in Alberta: Research insights from five highly effective schools. Journal of Scholarship & Practice, 8 (4).

Bolívar, A. (2010). El liderazgo educativo y su papel en la mejora: Una revisión actual de sus posibilidades y limitaciones. Psicoperspectivas, 9(2), 9-33. doi: https://doi.org/10.5027/psicoperspectivas-Vol9-Issue2-fulltext-112

Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., Brown, E., Ahtaridou, E. & Kington, A. (2009), The Impact of School Leadership on Pupil Outcomes: Final Report, UK Department for Children, Schools and Families Research.

Dupriez, V. & Dumay, X. (2006). Inequalities in school systems: effect of school structure or of society structure? Comparative Education, 42(2), 243–260. doi: http://doi.org/10.1080/03050060600628074

Duru-Bellat, M. & Suchaut, B. (2005). Organisation and Context, Efficiency and Equity of Educational Systems: What PISA tells us. European Educational Research Journal, 4(3), 181-194. doi: https://doi.org/10.2304/eerj.2005.4.3.3

Field, S., Kuczera, M., & Pont, B. (2007). No More Failures: Ten Steps to Equity in Education. Paris: OECD. doi: https://doi.org/10.1787/9789264032606-en

Garcia Alegre, E. & del Campo Canals, M. (2012). ¿La corresponsabilidad es una estrategia de éxito? Revista de Educación, Número Ext, 220–248. doi: http://doi.org/10.4438/1988-592X-RE-2012-EXT-213

Gorard, S. & Smith, E. (2004). An international comparison of equity in education systems. Comparative Education, 40(1), 15–28. doi: http://doi.org/10.1080/0305006042000184863

Hargreaves, A. (2010). Rethinking school reform: Learning from the inspiring examples of other systems and countries. University of Massachusetts, Lowell Institute. Recuperado de http://associationdatabase.com/aws/

Harris, A., & Chapman, C. (2002). Leadership in schools facing challenging circumstances. Management in Education, 16(1), 10–13. doi: http://doi.org/10.1177/08920206020160010301

Harris, A., Muijs, D. (2002). Teacher leadership: A review of research. Coventry/London: University of Warwick Institute of Education – General Teaching Council.

Hopkins, D., & Reynolds, D. (2002). The past, present and future of school improvement. London: DfES.

Johnston, K. & Hayes, D (2007) Supporting student success at school trought teacher professional learning: The pedagogy of disrupting he default modes of schooling. International Journal of Inclusive Education, 11(3), 371-381. doi: https://doi.org/10.1080/13603110701240666

Joyce, B., Calhoun, E., & Hopkins, D. (1999). The New Structure of School Improvement Inquiring Schools and Achieving Students. Buckingham: Open University Press.

Kane, T. & Staiger, D (2008) Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation. NBER Working Paper No. 14607 JEL No. I21. doi: https://doi.org/10.3386/w14607

Leithwood, K., & Steinbach, R. (2003). Successful leadership for especially challenging schools. In Handbook of educational leadership and management. London: Pearson.

Lessard, C. (2006). Regulação múltipla e autonomia profissional dos professores, comparação entre o Quebec e o Canadá, Educação em Revista, 44. doi: https://doi.org/10.1590/s0102-46982006000200008

Marzano, R. J., Waters, T. & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development.

Montgomery, A., Rossi, R., Legters, N., McDill, E., McPartland, J., & Stringfield, S. (1993). Educational reforms and students placed at risk: A review of the current state of the art. Washington, DC: US Department of Education, OERI.

Muijs, D., Harris, A., Chapman, C., Stoll, L., & Russ, J. (2004). Improving Schools in Socioeconomically Disadvantaged Areas – A Review of Research Evidence. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 15(2), 149–175. doi: https://doi.org/10.1076/sesi.15.2.149.30433

Muijs, D., Reynolds, D. (2010). Effective Teaching: Research and Practice. London: Paul Chapman.

Meirieu, Ph. & Le Dû, M. C (2006). Carta a un joven profesor: por qué enseñar hoy. Barcelona : Graó,

Murillo, J. (2007). School Effectiveness Research in Latin America. In T. Townsend (Ed.), International Handbook of School Effectiveness and Improvement (pp. 75–92). Springer Netherlands. doi: https://doi.org/10.1007/978-1-4020-5747-2_5

OCDE (2007). Understanding the Social Outcomes of Learning. Paris: OECD. doi: https://doi.org/10.1787/9789264068780-en

OCDE (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS. doi: https://doi.org/10.1787/9789264068780-en

OCDE (2010). PISA 2009 Results Overcoming Social Background: Equity in Learning opportunities and Outcomes. Vol II. Paris: OECD.

OCDE (2011). Against the Odds: Disadvantaged Students Who Succeed in School. OECD Publishing. doi: http://doi.org/10.1787/9789264090873-en

Perrenoud, Ph. (1999). Construir competencias desde la escuela. Santiago de Chile: Dolmen.

Pont, B., D. Nusche., & Moorman, H. (2008). Improving school leadership. Paris, OCDE. Recuperado de http://www.oecd.org/edu/schoolleadership

Reynolds, D. (2010). Failure Free Education? The Past, Present and Future of School Effectiveness and School Improvement. London: Routledge.

Rivkin, S. G., Hanushek E., & Kain, J (2005) Teachers, schools, and academic achievement. Econometrica 73, no. 2:417–58. doi: https://doi.org/10.1111/j.1468-0262.2005.00584.x

Sammons, P. (2007). School Effectiveness and Equity: Making Connections. A review of school effectiveness and improvement makers(pp. 1–77). CfBT.

Sammons, P., Hillman, J., & Mortimore, P. (1995). Key Characteristics of Effective Schools: A review of school effectiveness research. London: OFSTED.

Scheerens, J. & Bosker, R. J. (1997). The Foundations of Educational Effectiveness. Oxford: Pergamon.

Suchaut, B. (2005), Un regard sur l’efficacité des dispositifs de lutte contre l’échec scolaire. Regards sur l’actualité, 310, pp. 51-58

TALIS (2013). Estudio internacional sobre la Enseñanza y el Aprendizaje. Informe español. Educa INEE nº 33. Recuperado de http://www.mecd.gob.es/inee/Ultimos_informes/TALIS-2013.html

Teddie, C. & Reynolds, D (ed) (2000). The International Handbook of School Effectiveness Research. London, Falmer Press

Teddlie, C., & Stringfield, S. (1993). Schools Make a Difference: Lessons Learned from a 10-Year Study of School Effects. New York: Teachers College Press.

The Office for Standards in Education (OFSET) (2009) Children's Services and Skills Departmental Report 2008/09. Retrieved from https://www.gov.uk/government/uploads/ system/uploads/attachment_data/file/238633 /7597.pdf

Townsend, T. (Ed) (2007). International Handbook of School Effectiveness and School Improvement. New York: Springer. doi: https://doi.org/10.1007/978-1-4020-5747-2