<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982017000400112</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Liderazgo distribuido y aprendizaje de la matemática en escuelas primarias: el caso de Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Distributed leadership and mathematics learning in elementary schools: the case of Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Alfaro]]></surname>
<given-names><![CDATA[Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gallegos Araya]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Chile Facultad de Ciencias Sociales ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica Silva Henríquez Escuela de Administración y Economía ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>39</volume>
<numero>158</numero>
<fpage>112</fpage>
<lpage>129</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982017000400112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982017000400112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982017000400112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo determinar la incidencia que tiene el liderazgo distribuido en los aprendizajes de matemáticas de estudiantes de octavo año básico en escuelas primarias pertenecientes a grupos socioeconómicos (GSE) bajo y medio bajo de Chile. En el estudio participaron 782 docentes de 69 escuelas que obtuvieron un puntaje superior al promedio nacional durante dos periodos consecutivos en la prueba del Sistema de Medición de la Calidad de la Educación (SIMCE). Para el análisis se ajustaron modelos jerárquicos lineales de dos niveles: nivel 1 (escuela) y nivel 2 (GSE). Los resultados muestran que las dimensiones participación y cooperación del liderazgo distribuido incurren en un aumento de 12.7 y 13.8 puntos respectivamente en el puntaje promedio en la prueba SIMCE de matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is focused on determining the impact of distributed leadership on mathematics learning among eighth grade students belonging to low and medium-low socioeconomic groups in Chile. Participants in this study were 782 teachers from 69 schools that scored above the national average in two consecutive periods in testing for the System for Measuring Quality of Education (Sistema de Medición de la Calidad de la Educación-SIMCE). Linear hierarchical models were adjusted for this analysis at two levels: level 1 (school) and level 2 (socioeconomic group). Results indicate that the participation and cooperation dimensions of distributed leadership led to an increase of 12.7 and 13.8 points, respectively, in average scores for the SIMCE mathematics test.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Liderazgo]]></kwd>
<kwd lng="es"><![CDATA[Organizaciones escolares]]></kwd>
<kwd lng="es"><![CDATA[Participación]]></kwd>
<kwd lng="es"><![CDATA[Cooperación]]></kwd>
<kwd lng="es"><![CDATA[Educación primaria]]></kwd>
<kwd lng="en"><![CDATA[Leadership]]></kwd>
<kwd lng="en"><![CDATA[School organizations]]></kwd>
<kwd lng="en"><![CDATA[Participation]]></kwd>
<kwd lng="en"><![CDATA[Cooperation]]></kwd>
<kwd lng="en"><![CDATA[Elementary education]]></kwd>
</kwd-group>
</article-meta>
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<surname><![CDATA[Raczynski]]></surname>
<given-names><![CDATA[Dagmar]]></given-names>
</name>
<name>
<surname><![CDATA[Horn]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<name>
<surname><![CDATA[Anderson]]></surname>
<given-names><![CDATA[Stephen]]></given-names>
</name>
</person-group>
<source><![CDATA[Directores de escuelas en Chile. ¿En tránsito hacia más liderazgo pedagógico?]]></source>
<year>2010</year>
<conf-name><![CDATA[ XXIXInternational Congress of the Latin American Studies Association (LASA)]]></conf-name>
<conf-date>6-9 de octubre de 2010</conf-date>
<conf-loc>Toronto </conf-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
