<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662024000400913</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepción de equipos directivos sobre la gestión del currículum en escuelas chilenas de bajo desempeño]]></article-title>
<article-title xml:lang="en"><![CDATA[How school management teams understand curriculum development in low-performing schools in Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leiva-Guerrero]]></surname>
<given-names><![CDATA[María Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aravena Kenigs]]></surname>
<given-names><![CDATA[Omar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sepúlveda-Egaña]]></surname>
<given-names><![CDATA[Bernardita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso Escuela de Pedagogía ]]></institution>
<addr-line><![CDATA[Viña del Mar ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de Temuco Facultad de Educación ]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Barcelona Facultad de Educación ]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<numero>103</numero>
<fpage>913</fpage>
<lpage>937</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662024000400913&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662024000400913&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662024000400913&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio tiene como objetivo indagar la percepción de equipos directivos sobre la gestión del currículum en escuelas chilenas de bajo desempeño. Participaron directivos de 25 escuelas categorizadas en nivel insuficiente, quienes fueron entrevistados sobre los factores que obstaculizan la gestión del currículum a nivel macro, meso y micro. Los resultados indican que los equipos directivos tienden a identificar barreras para la gestión del currículum en aspectos ajenos a sus prácticas de liderazgo, atribuyendo la responsabilidad de los resultados a la gestión pedagógica docente y al desempeño del estudiantado. Se concluye que es necesario fortalecer el liderazgo pedagógico y la implicación de las y los líderes escolares para asegurar la coherencia entre las orientaciones del currículum prescrito y su implementación situada y flexible en virtud de los contextos y necesidades de las escuelas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this study was to investigate how management teams perceive curriculum management in low-performing Chilean schools. School principals from 25 institutions considered poorly performing were interviewed about the factors that hinder curriculum management at the macro, medium, and micro levels. The findings show that the executive teams tend to identify barriers to curriculum management in aspects unrelated to their leadership practices and attribute the responsibility for the results to the pedagogical management of teachers and student performance. The conclusion is that it is necessary to strengthen pedagogical leadership and the involvement of school leaders to ensure consistency between the guidelines of the required curriculum and its flexible and situated implementation according to the contexts and needs of the schools.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[liderazgo]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[directores]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de bajo rendimiento]]></kwd>
<kwd lng="en"><![CDATA[leadership]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[principals]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[low-achieving students]]></kwd>
</kwd-group>
</article-meta>
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