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19 p, 392.9 KB |
Self-touching, genitals, pleasure and privacy : the governance of sexuality in primary schools in Spain
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Malgosa Gasol, Estel (Universitat Autònoma de Barcelona) ;
Alvarez, Bruna (Universitat Autònoma de Barcelona) ;
Marre, Diana (Universitat Autònoma de Barcelona)
Until December 2020, Spanish primary schools were not required to provide any kind of sexuality education, and most teachers did not receive training to carry it out. However, sexuality is clearly present in children's daily lives in school. [...]
Routledge, 2023 -  10.1080/14681811.2023.2174964
Sex Education, 28 Mar 2023
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28 p, 672.2 KB |
Teachers' perception of the characteristics of an evidence-informed school: initiative, supportive culture, and shared reflection
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Ion, Georgeta (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada) ;
López Sirvent, Ernest (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada)
The article analyses the characteristics of schools according to the perception teachers have regarding their commitment to using research evidence within their practice. A questionnaire focused on issues such as the use of research evidence to improve schools, as well as factors known to influence this practice, such as organizational culture, leadership style, interpersonal relationships, and decision-making processes, was administered to a sample of 462 teachers from 204 primary schools in two Spanish autonomous regions. [...]
2022
School Effectiveness and School Improvement. An International Journal of Research, Policy and Practice, p.610-628 (2022)
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28 p, 414.6 KB |
Teachers' perception of the characteristics of an evidence-informed school: initiative, supportive culture, and shared reflection
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Ion, Georgeta (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada) ;
López Sirvent, Ernest (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada)
The article analyses the characteristics of schools according to the perception teachers have regarding their commitment to using research evidence within their practice. A questionnaire focused on issues such as the use of research evidence to improve schools, as well as factors known to influence this practice, such as organizational culture, leadership style, interpersonal relationships, and decision-making processes, was administered to a sample of 462 teachers from 204 primary schools in two Spanish autonomous regions. [...]
2022 - 10.1080/09243453.2022.2093921
Teachers' perception of the characteristics of an evidence-informed school: initiative, supportive culture, and shared reflection, 2022
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18 p, 1.1 MB |
El bienestar escolar desde la experiencia del alumnado de Educación Primaria
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Mendiri, Paula (Universidade da Coruña) ;
Rebollo-Quintela, Nuria (Universidade da Coruña) ;
Losada-Puente, Luisa (Universidade da Coruña)
La valoración de la experiencia del estudiante en la escuela a través de sus juicios cognitivos y sus afectos, o su percepción sobre su funcionamiento positivo y sus relaciones con otros influyen en su bienestar escolar. [...]
La valoració de l'experiència de l'estudiant a l'escola a través dels seus judicis cognitius i els afectes, o la percepció que té sobre el seu funcionament positiu i les seves relacions amb uns altres influeixen en el seu benestar escolar. [...]
School children's assessment of their experience in school through their cognitive opinions and their emotions, and their perception of their positive functioning and their relationships with others, have an impact on their educational well-being. [...]
2023 - 10.5565/rev/educar.1818
Educar, Vol. 60 Núm. 1 (2024) , p. 237-254 (Temas de investigación)
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13 p, 2.4 MB |
Does collaborative and experiential work influence the solution of real-context estimation problems? A study with prospective teachers
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Segura, Carlos (Universitat de València) ;
Ferrando, Irene (Universitat de València) ;
Albarracín Gordo, Lluís (Universitat Autònoma de Barcelona)
Although it is a challenge for primary school teachers, real-context estimation problems can be used as an introduction to mathematical modeling. With this aim, we designed a two-phase activity: in the first phase, 224 prospective teachers developed individual action plans to solve asequence of real-context estimation problems in the classroom; in the second phase, they completed the solution of the same problems working in groups in the real location where the four problems were contextualized. [...]
2023 - 10.1016/j.jmathb.2023.101040
Journal of Mathematical Behavior, Vol. 70 (2023) , article number 101040
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10 p, 94.0 KB |
"Non è senza timore che inizio la mia opera di insegnante" : Leonardo Sciascia maestro elementare (1949-1957)
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De Salvo, Dario (Università di Messina)
Il 12 ottobre del 1949 Leonardo Sciascia comincia la sua carriera di maestro elementare. Avverte, fin da subito, un forte senso di disagio che espliciterà chiaramente nel 1956 con Le Parrocchie di Regalpetra. [...]
El 12 d'octubre de 1949, Leonardo Sciascia va començar la seva carrera com a professor d'escola primària. De seguida va sentir un fort sentiment de malestar que va expressar clarament el 1956 a Le Parrocchia di Regalpetra. [...]
On October 12, 1949, Leonardo Sciascia began his career as an elementary school teacher. He sensed, right from the start, a strong sense of unease that he would make clear in 1956 with Le Parrocchie di Regalpetra. [...]
El 12 de octubre de 1949, Leonardo Sciascia comenzó su carrera como maestro de escuela primaria. Inmediatamente sintió una fuerte sensación de inquietud que expresó claramente en 1956 con Le Parrocchia di Regalpetra. [...]
2022 - 10.5565/rev/qdi.551
Quaderns d'Italià, Vol. 27 (2022) , p. 83-92 (Dossier 1)
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24 p, 1.4 MB |
El diseño de preguntas investigables en el ciclo superior de primaria
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Tena Gallego, Èlia (Universitat Autònoma de Barcelona) ;
Couso, Digna (Universitat Autònoma de Barcelona)
El diseño de preguntas investigables es una destreza clave en la enseñanza y aprendizaje de las ciencias que debe fomentarse desde edades tempranas. Sin embargo, su desarrollo en las aulas de primaria no es común, y se plantea generalmente en el contexto de investigaciones totalmente abiertas y para alumnado de edades avanzadas. [...]
Designing research question has been identified as a main skill in teaching and learning science that should be promoted from early age. However, designing research questions is not a common activity in schools and is often considered as an advanced skill for upper-secondary/university students that must be developed in the context of open inquiries. [...]
2022 - 10.5565/rev/ensciencias.5573
Enseñanza de las ciencias, Vol. 41 Núm. 1 (2023) , p. 101-123 (Investigaciones Didácticas)
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16 p, 628.6 KB |
Estrategias de lectura y ruidos en la comprensión
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Recio-Pineda, Sara (Universitat de Barcelona)
Este artículo permite asistir al funcionamiento y concreción de las estrategias que 72 lectores jóvenes utilizaron para construir la comprensión de un relato adecuado a su edad que acababan de leer en voz alta. [...]
Aquest article permet assistir al funcionament i concreció de les estratègies que utilitzen 72 lectors joves per construir la comprensió d'un relat adequat a la seva edat que acaben de llegir en veu alta. [...]
Throughout this article, we will see how reading strategies work and are set in specific manifestations. 72 students were asked to read a text and to answer to eight open comprehension questions in an oral interview. [...]
Cet article permet de comprendre comment les stratégies de lecture fonctionnent et se matérialisent. 72 jeunes lecteurs ont été invités à lire à voix haut un texte adapté à leur âge et à répondre à huit questions ouvertes de compréhension lors d'un entretien oral. [...]
2022 - 10.5565/rev/jtl3.1004
Bellaterra journal of teaching and learning language and literature, Vol. 15 Núm. 3 (2022) , p. e1004 (Articles)
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7 p, 599.5 KB |
Què li passa a la terra : un projecte d'escola sobre l'emergència climàtica
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Escola Bellaterra (Cerdanyola del Vallès)
En el present article es presenta un resúm del treball duta a terme durant el curs 2018-2019 a l'Escola Bellaterra. Des del curs 2001-2002, l'Escoleta, en el marc de la Xarxa d'escoles UNESCO, ha integrat, dins la seva programació de curs, diversos projectes. [...]
This article presents a summary of the work carried out during the 2018-2019 academic course at the Bellaterra School (La Escoleta). Since the 2001-2002 academic course La Escoleta, within the framework of the UNESCO School Network, has integrated several projects into its course activities. [...]
En el presente artículo se presenta un resumen del trabajo que se ha llevado a cabo durante el curso 2018 -2019 en la escuela Bellaterra. Des del curso 2001 - 2002, la Escoleta, en el marco de la red de escuelas UNESCO, ha integrado, dentro de su programación de curso, distintos proyectos. [...]
2021 - 10.5565/rev/ciencies.441
Ciències : revista del professorat de ciències de primària i secundària, Núm. 42 (2021) , p. 2-8 (Experiències didàctiques i treballs pràctics)
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