Óscar Espinoza

发表

Collaborative Research by Chilean and North American Scholars: Precedents and Projections

N. McGinn, Óscar Espinoza, L. González, 2018 .

Investigating the major factors that contribute to satisfaction with university formation in Psychology and Teaching in Chile

N. McGinn, Óscar Espinoza, L. González, 2020, Journal of Marketing for Higher Education.

Classification of Dropouts to Improve Student Re-Engagement: The Case of Chilean Secondary Opportunity Centers

N. McGinn, Óscar Espinoza, L. González, 2020 .

Reducing inequality in access to university in Chile: the relative contribution of cultural capital and financial aid

Óscar Espinoza, L. González, Luis Sandoval, 2021, Higher Education.

Alternative Approaches on Society, State, Educational Reform, and Educational Policy

Óscar Espinoza, 2006 .

Comparative Education in Spanish-Speaking Latin America: Recent Developments and Future Prospects

J. Gorostiaga, Óscar Espinoza, 2019, Comparative and International Education: Survey of an Infinite Field.

The impact of non-cognitive factors on admission to selective universities: the case of Chile

Óscar Espinoza, L. González, Luis Sandoval, 2022, Educational Review.

Causes and Consequences of the Student Protests in Chile

Óscar Espinoza, L. González, 2013 .

Narratives as a way of conceptualising the field of comparative education

Óscar Espinoza, N. Mcginn, C. Wolhuter, 2022, Compare: A Journal of Comparative and International Education.

Globalisation and Higher Education in Chile and Romania: The Roles of the International Monetary Fund, World Bank, and World Trade Organization

Mark Ginsburg, Óscar Espinoza, Simona M. Popa, 2005 .

Privatisation, Domestic Marketisation and International Commercialisation of Higher Education: vulnerabilities and opportunities for Chile and Romania within the framework of WTO/GATS

Mark Ginsburg, Óscar Espinoza, Simona M. Popa, 2003 .

What factors predict the engagement of dropouts in alternative secondary schools in Chile?

Óscar Espinoza, L. González, Dante Castillo, 2020, Improving Schools.

Engaging dropouts with differentiated practices: some evidence from Chile

Óscar Espinoza, L. González, Dante Castillo, 2020, Research Papers in Education.

Alternative Education Programs for High School Age Students in Chile

Óscar Espinoza, L. González, Dante Castillo, 2020, Education and Urban Society.

The Equity Goal Oriented Model Revisited

Óscar Espinoza, 2014 .

Paulo Freire’s ideas as an alternative to higher education neo-liberal reforms in Latin America

Óscar Espinoza, 2017 .

Solving the equity–equality conceptual dilemma: a new model for analysis of the educational process

Óscar Espinoza, 2007 .

Graduates’ satisfaction as a measure of quality: Evidence from two programs in three Chilean universities

Óscar Espinoza, N. Mcginn, 2018 .

Solving the Equity/Equality Conceptual Dilemma: A New-Goal Oriented Model to Approach Analyses Associated with Different Stages of the Educational Process

Óscar Espinoza, 2007 .

Trans-Nationalization of Latin American Higher Education

Óscar Espinoza, L. González, Gustavo J. Gregorutti, 2016 .

What if privatising higher education becomes an issue? The case of Chile and Mexico

Óscar Espinoza, L. González, Javier Loyola, 2016 .

Second opportunity centers in Chile: Are their teachers effective?

Óscar Espinoza, L. González, N. Mcginn, 2019, PROSPECTS.

University Strategies to Improve the Academic Success of Disadvantaged Students: Three Experiences in Chile

Óscar Espinoza, L. González, N. Mcginn, 2018 .

The Journal of Teaching and Learning for Graduate Employability

Óscar Espinoza, L. González, Luis Sandoval, 2020 .

Should universities train teachers for employability or for effectiveness?

Óscar Espinoza, L. González, Luis Sandoval, 2020 .

Creating (in) equalities in access to higher education in the context of structural adjustment and post-adjustment policies: the case of chile

Óscar Espinoza, 2008 .

Access to higher education in Chile: A public vs. private analysis

Óscar Espinoza, L. González, 2013 .

Family Background, Secondary School and University Prestige: Contributors to Income Inequality in Chile.

Óscar Espinoza, L. González, Luis Sandoval, 2018 .

ASSESSMENT OF ACADEMIC TRAINING AND JOB PLACEMENT IN GRADUATES FROM TEACHING IN BASIC EDUCATION PROGRAMS IN CHILE

Óscar Espinoza, L. González, Luis Sandoval, 2018 .

External evaluation of university quality in Chile: an overview

Óscar Espinoza, M. Crovetto, María J. Rojas, 2022, Quality Assurance in Education.

Accreditation in higher education in Chile: results and consequences

Óscar Espinoza, L. González, 2013 .

The Challenges of the Competencies Model of Teacher Training: Examples from Chile

Óscar Espinoza, L. González, Luis Sandoval, 2022, Journal of Education and Training.

Education and employment in two Chilean undergraduate programs

Óscar Espinoza, L. González, Luis Sandoval, 2019, Education + Training.

Factors that affect post-graduation satisfaction of Chilean university students

Óscar Espinoza, L. González, Luis Sandoval, 2019 .

Second chance schools: background, training and current instructional practices of teachers

Óscar Espinoza, L. González, N. Mcginn, 2021, International Journal of Comparative Education and Development.

Graduates’ satisfaction with the Chilean basic education teacher training degree program

Óscar Espinoza, L. González, Luis Sandoval, 2019, Higher Education, Skills and Work-Based Learning.

Quality assurance and the classification of universities: the case of Chile

B. López, D. López, Óscar Espinoza, 2019 .

Trends in Latin American Higher Education Systems

Óscar Espinoza, L. González, J. Mirabent, 2015 .

The relationship between class-based habitus and choice of university and field of study

Óscar Espinoza, L. González, Luis Sandoval, 2023, British Journal of Sociology of Education.

Factors contributing to the (un)fulfilment of employment aspirations of recent Chilean university graduates

Óscar Espinoza, L. González, Luis Sandoval, 2024, Journal of Education and Work.