Refereed journal articles
Molina, A., & Lamb, S. (2022). School segregation, inequality and trust in institutions: evidence from Santiago. Comparative Education, 58(1), 72-90.
The Smith Family (2022). The Catch-Up Learning program: Supporting students experiencing disadvantage through online tutoring at home, The Smith Family.
Molina, A., Shlezinger, K., & Cahill, H. (2021). Asking for a friend: seeking teacher help for the homophobic harassment of a peer. The Australian Educational Researcher, 1-21.
Molina, A., Cahill, H., & Dadvand, B. (2021). The role of gender, setting and experience in teacher beliefs and intentions in social and emotional learning and respectful relationships education. The Australian Educational Researcher, 1-17.
Carnoy, M., Brodziak, I., Molina, A., Socias, M. (2007). The Limitations of Teacher Pay Incentive Programs Based on Inter-Cohort Comparisons: The Case of Chile’s SNED. Education Finance and Policy, 2007, Volume 2, Issue 3, MIT Press, Cambridge, USA.
Molina, A. (2021). School Segregation and Social Cohesion in Santiago: Perspectives from the Chilean Experience. Springer International Publishing.
Refereed book chapters
Molina, A. (In Print). School Segregation and Effects on Social Cohesion: the case of Chile. In The Sage Handbook of Sociology of Education (edited by M. Berends, B. Schneider & S. Lamb). SAGE.
Molina, A., Manzi, J. (In Print). School segregation and cognitive and social and emotional skills in Santiago. In Inequality in key skills of city youth: An international comparison (edited by S. Lamb & R. Rumberger). Special Issue American Educational Research Association.