Articles

• Word segmentation in texts written by first year primary school children: a study in the Spanish context

  Rafaela Gutiérrez Cáceres

  685-695

  • PDF (Español (España))
• Adaptation and validation of the questionnaire based on the Index for Inclusión: teachers and inclusion in Santiago Chile

  Jessana Elizabeth Jashes Morgues, Nuria González Castellano, Mª Jesús Colmenero Ruiz

  697-708

  • PDF (Español (España))
• Research skills in initial teacher education. A case study

  Maricielo Aguinaga Villegas, Isabel Inmaculada Asensio Muñoz

  709-718

  • PDF (Español (España))
• The development of competencies in initial teacher training 15 years after Bologna (EEES)

  Noemí Peña Trapero, Laura Pérez Granados

  719-728

  • PDF (Español (España))
• Pornography and sexual risk behaviors in adolescents and youths: a systematic review

  Ana González Hernández, Rodrigo J. Carcedo González, Ariadna Benito del Arco

  729-739

  • PDF (Español (España))
• Banning mobile phones in schools: a systematic review of the literature

  Carmen Álvarez-Álvarez, Isabel Del Arco Bravo, Òscar Flores-Alarcia, Aleix Olondriz Valverde

  741-750

  • PDF (Español (España))
• Multiple case study on the coordination of Early Childhood Education and Primary Education teachers in the treatment of reading literary competence

  María Santamarina Sancho, Pilar, Loreto Gómez López-Quiñones

  751-762

  • PDF (Español (España))
• Gender and Social Media. Perspectives of researchers and non-university teachers in the dissemination and access to science in Spain

  Elías Said-Hung, Angela Martín-Gutiérrez, Verónica Sevillano-Monje

  763-774

  • PDF (Español (España))
• Debates on civic education: discourse analysis of principals and teachers in the school context

  Rafael López-Meseguer, José Luis Aparicio-Herguedas

  775-784

  • PDF (Español (España))
• Student engagement in university studies: A comparative analysis between Bolivia and Spain

  Onel C. Linares , Manuel Iglesias-Soilán

  785-796

  • PDF (Español (España))
• Analysing coeducation: perspective of families, teachers and adolescents

  Enrique Bonilla-Algovia, Concepción Carrasco Carpio

  797-807

  • PDF (Español (España))
• Teaching digital competence and use of digital technologies in university education

  Luis Eduardo Paz Saavedra, Mercè Gisbert Cervera

  809-821

  • PDF (Español (España))
• Teacher collaboration and educational knowledge building: teachers'view´

  Macarena Verástegui Martínez, Ignacio Sánchez Hernández, Karen Pérez Rubio

  823-835

  • PDF (Español (España))
• Artistic proposals between University-School-Society: Evaluation of acquired transversal competences

  Noemy Berbel-Gómez, Maravillas Díaz-Gómez, Lluís Ballester-Brage

  837-847

  • PDF (Español (España))
• Associated factors in the attitude of students without disabilities towards the inclusion of students with disabilities in the Physical Education class: a systematic review

  Adolfo Rocuant Urzúa, Ernesto Treviño Villarreal, María del Carmen Ocete Calvo

  849-858

  • PDF (Español (España))
• Influential factors in academic and professional decision-making: Students and families’ perception in different European countries

  Cristina Ceinos-Sanz, Elena Fernández-Rey, Miguel Anxo Nogueira-Pérez, Esther Vila-Couñago

  861-873

  • PDF (Español (España))
• Transformational leadership for the inclusion of sexual and gender diversity in Secondary Education. The vision of school leadership teams

  Antonio Fernández-Jiménez, Antonia Cascales Martínez, Mª Ángeles Gomariz Vicente

  875-885

  • PDF (Español (España))
• Bullying, cyberbullying, emotional intelligence and socioemotional competences as predictors of social self-concept in adolescents

  Mercedes Álamo, Vicente J. Llorent

  887-897

  • PDF (Español (España))
• School and family, two sides of the same coin: for a necessary alliance for the prevention of gender stereotypes in adolescence

  Milena Villar Varela, Felicidad Barreiro Fernández, Alba María García Sánchez

  899-908

  • PDF (Español (España))