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Vol 41 (2021)
Published:
2021-03-04
Initial Pages
Initial pages
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29)
Articles
A possible hermeneutic of Gilbert Keith Chesterton. Childhood, fairy tales, family, education and university
9-26
David Luque
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357)
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Play and school tasks: the role of school and family in COVID-19 lockdown time
27-47
Apolinar Varela, Raúl Fraguela-Vale, Silvia López-Gómez
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1514)
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Pandemic natives: preschoolers’ remote learning during COVID-19 confinement
49-70
María-Remedios Fernández-Ruiz
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1991)
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Characteristics of evaluation studies of groupbased parenting education programmes. A scoping review
71-105
Francisco-José Rubio-Hernández, María-Paz Trillo-Miravalles,
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540)
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Pre-service teachers’ perceptions and training contributions towards ICT use
107-129
Mª-Camino Bueno-Alastuey, Izaskun Villarreal
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503)
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Design and validation of a questionnaire to assess opportunities for pedagogical practice, metacognition and lifelong learning offered by initial teacher education programs
131-161
Kiomi Matsumoto-Royo, María-Soledad Ramírez-Montoya, Paulette Conget
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537)
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Relationships between working memory, intelligence, reading comprehension and academic achievement in History in 4th grade of Secondary School
163-182
Jaime Jiménez-Cárdenas, Isabel Gómez-Veiga, Juan-A. García-Madruga
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448)
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Cognitive-motivational model for the promotion of persistence in higher education: relationship between teaching organization, student competence and «grit»
183-201
Juan-Antonio Moreno-Murcia, Elisa Huéscar, Jaime León, Alfonso Valero-Valenzuela, Gracielle Fin, Rudy-José Nodari-Júnior, José-L. Tristán, Gabriel Gastélum-Cuadras, Rodrigo Vargas-Vitoria, Luis Cid, Diogo Monteiro, Diogo-S. Teixeira
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461)
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Incidence of gender and branch of knowledge on academic expectations of first-year students
203-225
Manuel-Rafael de-Besa-Gutiérrez, Javier Gil-Flores, Alfonso-Javier García-González
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325)
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Influence of the use of WhatsApp and email on digital competence in the area of communication
227-249
Sonia Casillas-Martín, Marcos Cabezas-González, Ana García-Valcárcel-Muñoz-Repiso
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587)
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Bibliography. Book reviews
Cano de la Cruz, Y. (2020). Didáctica General: una aproximación a su estudio. Quito, Centro de Publicaciones de la Pontificia Universidad Católica del Ecuador, 171 pp.
253-254
Fernando Lara-Lara
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614)
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Gairín Sallán, J. y Rodríguez-Gómez, D. (Coords.) (2020). Aprendizaje organizativo e informal en los centros educativos. Madrid, Pirámide, 162 pp.
255-257
Luis-Ángel Prieto-Carnicero
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202)
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García López, G. (2020). Familias de niños con TEA. Programa de psicoeducación emocional y apoyo mutuo. Madrid, CEPE Editorial, 111 pp.
257-259
María-Dolores Nicolás-Muñoz
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480)
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Santos Rego, M. A., Lorenzo, M. y Mella, I. (2020). El aprendizaje-servicio y la educación universitaria. Hacer personas competentes. Barcelona, Octaedro, 193 pp.
260-262
Anaïs Quiroga-Carrillo
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153)
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Vila Merino, E. S. y Grana Gil, I. (Coords.) (2020). Investigación educativa y cambio social. Barcelona, Octaedro, 255 pp.
262-264
Teresa Rabazas-Romero
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127)
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Levy, D. (2021). Teaching Effectively With Zoom: A Practical Guide to Engage Your Students and Help Them Learn. Turín, Amazon Italia, 221 pp.
264-266
María-Eulalia Torras-Virgili
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113)
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L’Ecuyer, C. (2020). Montessori ante el legado pedagógico de Rousseau. Polonia, Amazon, 353 pp.
267-269
Ignasi de-Bofarull
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452)
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Sales, A. y Moliner, O. (Eds.) (2020). La escuela incluida en el territorio. La transformación educativa desde la participación ciudadana. Barcelona, Octaedro, 116 pp.
269-271
María-Jesús Martínez-Usarralde
PDF (Español) (
226)
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End Pages
End pages
PDF (Español) (
18)