Prevenir el alcoholismo desde los colegios: Componentes y evidencia de programas de prevención/School-based prevention of alcoholism: Components and evidence of effective programs.
Pineda, P., Celis, J., & Rangel, L. (2020).
Prevenir el alcoholismo desde los colegios: Componentes y evidencia de programas de prevención/School-based prevention of alcoholism: Components and evidence of effective programs. Revista Latinoamericana de Estudios Educativos, 16(1), 138-162.
Abstract
Policy instruments such as the National Policy for Reducing Substance Use (Ministerio de Protección Social, 2007) and the National Law on School Coexistence (CRC, 2013) follow a preventive approach to address the problem of alcoholism. However, neither national public bodies nor schools often have access to information on prevention programs based on scientific evidence. In this article, the international literature on alcohol abuse prevention programs in the school setting is reviewed. It was found that the most robust programs are characterized by (1) differentiating between abuse and use, (2) addressing the problem of addiction to different psychoactive substances, (3) relating alcohol to overall social-emotional problems.
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Loose Coupling in Curriculum Reforms: Rural Teachers' Perceptions of Peace Education in Post-Conflict Colombia.
Pineda, P., & Meier, M. (2020).
Loose Coupling in Curriculum Reforms: Rural Teachers' Perceptions of Peace Education in Post-Conflict Colombia. Peace and Conflict Studies, 47 (1), Article 3.
Abstract
Previous research has shown how peace education (PE) mutates according to socio-political and curricular/didactic traditions, but we still need to know how PE disseminates at the school level. We surveyed teachers from 12 rural schools of the violent Amazon region of Colombia where a national Law made PE mandatory in schools and universities. Teachers working on schools affected by the armed conflict have high expectations about PE. Teachers also have opposing views about the history of PE. We could not find a systematic pattern of responses about the pedagogical principles or theoretical sources of inspiration of PE. We discuss the differences between present PE reforms and the previous tradition related to classical Education.
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Emerging decolonized scientific collaboration: The Max Planck Institute and the Leibniz Association in Latin America.
Pineda, P., Gregorutti, G., & Streitwieser, B. (2019).
Emerging decolonized scientific collaboration: The Max Planck Institute and the Leibniz Association in Latin America. Journal of Studies in International Education, 24(1) (online first).
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The worldwide spread of peace education: discursive patterns in academic publications.
Pineda, P., Celis, J. E., & Rangel, L. (2019).
The worldwide spread of peace education: discursive patterns in academic publications. Globalisation, Societies and Education, 17(5), 638-657.
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Changing analytical levels and methods of research on leadership of university presidents.
Badillo, R., Krücken, G., & Pineda, P. (2019).
Changing analytical levels and methods of research on leadership of university presidents. Studies in Higher Education.
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On Interculturality and decoloniality: Sabedores and government protection of indigenous knowledge in Bacatá Schools.
Pineda, P., & Celis, J. E. (2019).
On Interculturality and decoloniality: Sabedores and government protection of indigenous knowledge in Bacatá Schools. Compare, 49.
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The maelstrom of online programs in Colombian teacher education. (114).
Pineda, P., & Celis, J. E. (2018).
The maelstrom of online programs in Colombian teacher education. (114). Education Policy Analysis Archives 26(114), online first.
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Research partnerships over neocolonialism: Max Planck Society’s policy in Latin America.
Pineda, P., & Streitwieser, B. (2018).
Research partnerships over neocolonialism: Max Planck Society’s policy in Latin America. In G. Gregorutti & N. Svenson (Hrsg.), Innovative North-South University Research Partnerships in Latin America (S. 259-278). New York: Palgrave Macmillan. ISBN 978-3-319-75363-8
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Technical education in Colombia between massification and legitimacy: A neo-Institutional perspective.
Pineda, P., & Celis, J. E. (2018).
Technical education in Colombia between massification and legitimacy: A neo-Institutional perspective. In R. Raby & E. Valeau (Hrsg.), International Handbook on Comparative Studies on Community Colleges and Global Counterparts (S. 331-351). Berlin: Springer. ISBN 978-3-319-50910
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Towards the entrepreneurial university? Market-based reforms and institutional isomorphism in Colombia.
Pineda, P., & Celis, J. E. (2017).
Towards the entrepreneurial university? Market-based reforms and institutional isomorphism in Colombia. Education Policy Analysis Archives, 25(71), 1-30.
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El Aprendizaje y la Evaluación en la Universidad [Learning and Evaluation at the University].
Pineda, P. (2016).
El Aprendizaje y la Evaluación en la Universidad [Learning and Evaluation at the University]. Bogotá: Pontificia Universidad Javeriana.
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University research in Chile and Colombia: assessing the impact of science and higher education policy.
Pineda, P. (2016).
University research in Chile and Colombia: assessing the impact of science and higher education policy. In J. Delgado & G. Gregorutti (Hrsg.), Private Universities in Latin America: Research and Innovation in the Knowledge Economy (S. 79-106). New York: Palgrave Macmillan. ISBN 9781137479372
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The Research Entrepreneurial University in Latin America: Global and Local Models in Chile and Colombia 1950-2015.
Pineda, P. (2015).
The Research Entrepreneurial University in Latin America: Global and Local Models in Chile and Colombia 1950-2015. New York: Palgrave Macmillan. ISBN 9781137540270
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Formación Posgradual Docente y Política Educativa Distrital en Bogotá 2007-2014 [Postgraduate Teacher Education and Bogota District´s Educational Policy 2007-2014].
Pineda, P., Sepúlveda, M., Ardila, J., & Morales, M. (2015).
Formación Posgradual Docente y Política Educativa Distrital en Bogotá 2007-2014 [Postgraduate Teacher Education and Bogota District´s Educational Policy 2007-2014]. Bogotá: Secretaría de Educación.
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