Report on Research and Academic Output, 2014–2020

120 Universidad ORT Uruguay , D. 2019 • Vaillant, D. (2018). Teacher professional development in higher education: emerging issues and research gaps. In E. M. Wiebusch & M. I. Côrte Vitória (Eds.), Newcomers to the teaching profession in higher education (pp. 63–78). Porto Alegre: EdiPUCRS. Vaillant, D. 2019 • Vaillant, D. (2019). Teacher training for innovation. In M. Martínez Martín & A. Jolonch i Anglada (Eds.), The paradoxes of educational innovation (pp. 235–254). Barcelona: Horsori. Vaillant, D. 2019 • Vaillant, D. (2019). Teacher training for innovation. In M. Martínez Martín & A. Jolonch i Anglada (Eds.), The paradoxes of educational innovation (pp. 239–258). Barcelona: Horsori. Vaillant, D. 2019 • Vaillant, D. (2019). Teacher training from and for social justice in Latin America. In P. Rivera Vargas, J. Muñoz Saavedra, R. Morales Olivares, & S. Butendieck Hijerra (Eds.), Public policies for social equity (pp. 83–91). Barcelona: University of Santiago de Chile and University of Barcelona. Retrieved from http://hdl.handle.net/2445/136061 Vaillant, D. Rodríguez Zidán, E. 2018 • Vaillant, D., & Rodríguez Zidán, E. (2018). Perspectives of UNESCO and the OEI on the quality of education. In H. Monarca (Ed.), Quality of education in Ibero-America: Discourses, policies, and practices (pp. 136–154). Madrid: Dykinson. Retrieved from https://ie.ort.edu.uy/innovaportal/file/73018/1/calidad-de-la-educacion-en-iberoamerica.pdf Vaillant, D. Rodríguez Zidán, E. 2020 • Vaillant, D., Rodríguez Zidán, E., & Bentancor, G. (2020). The incorporation of digital tools and platforms in mathematics education. In D. Vaillant (Ed.), Teaching and learning in the digital age: a research perspective (pp. 177–195). Montevideo: Universidad ORT Uruguay. Retrieved from http://hdl.handle.net/20.500.11968/4147 Vázquez, M. I. 2014 • Corea, N. C., Barrales Villegas, A., Vázquez, M. I., Hernández, W., Terreros Barrios, N., Fonseca, M. C., … Andino Picado, M. (2014). Immigrants. In J. Gairín, D. Castro, & D. Rodríguez (Eds.), Access, retention, and graduation from university for vulnerable groups in Latin America. Intervening and changing reality (pp. 3–24). Santiago, Chile: Santillana. Vázquez, M. I. 2014 • Martínez, D., Nossar, K., Sarasola, M., & Vázquez, M. I. (2014). Coexistence in elementary and secondary schools in Uruguay. In J. Gairín & A. Barrera-Corominas (Eds.), Coexistence in primary and secondary schools in Ibero-America (pp. 201–215). Santiago, Chile: Santillana. Vázquez, M. I. 2014 • Vázquez, M. I., Arguedas, I., Dovigo, F., Estupiñan, E., Parra, O., Román Medina, L., … Tafur Puente, R. (2014). Poverty (low HDI). In J. Gairín, D. Castro, & D. Rodríguez (Eds.), Access, retention, and graduation from university among vulnerable groups in Latin America. Intervening and changing reality (pp. 3–29). Santiago, Chile: Santillana. Zorrilla de San Martín, V. 2020 • Zorrilla de San Martín, V., & Moravec, J.W. (2020). The Ceibal Plan: Uruguay built and implemented it. What now? In D. Vaillant (Ed.), Educating and learning in the digital age: a research perspective (pp. 103–125). Montevideo: Universidad ORT Uruguay. Retrieved from http://hdl.handle.net/20.500.11968/4147 BOOK CHAPTERS / INSTITUTE OF EDUCATION