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Authordc.contributor.authorMizala Salcés, Alejandra 
Authordc.contributor.authorSchneider, Ben Ross 
Cita de ítemdc.identifier.citationJournal of Education Policy 35(4): 529-555es_ES
Abstractdc.description.abstractReformers in developing countries increasingly seek to raise education quality. Yet we know little about the politics of improving education. One significant and instructive case of reforms designed to boost education quality comes from Chile, where in 2016 the government enacted a sweeping reform of teaching careers. This paper first uses a quantitative analysis of appearances in the news to identify key stakeholders and then turns to process tracing to analyze how and when these stakeholders influenced reform dynamics. Comparatively, the Chilean case differs from similar reforms elsewhere in Latin America due to the absence of business, the strong role of policy networks, and the final negotiated settlement with the teacher union. Theoretically, the analysis confirms general theories that emphasize the roles of distributive politics and policy networks.es_ES
Type of licensedc.rightsAttribution-NonCommercial-NoDerivs 3.0 Chile*
Link to Licensedc.rights.uri*
Sourcedc.sourceJournal of Education Policyes_ES
Keywordsdc.subjectDistributional politicses_ES
Keywordsdc.subjectEducation reformes_ES
Keywordsdc.subjectTeaching careerses_ES
Keywordsdc.subjectPolicy networkses_ES
Keywordsdc.subjectTeacher unionses_ES
Títulodc.titlePromoting quality education in Chile: the politics of reforming teacher careerses_ES
Document typedc.typeArtículo de revistaes_ES
dcterms.accessRightsdcterms.accessRightsAcceso Abierto
Indexationuchile.indexArtículo de publicación ISIes_ES

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Attribution-NonCommercial-NoDerivs 3.0 Chile
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 Chile