No. 19 (2016): Rethinking best practices in the educative and social world

Monograph

• Transforming the “grammar school” to be more inclusive: the experience of three spanish schools

  Cecilia Simón Rueda, Marta Sandoval Mena, Gerardo Echeita Sarrionandia, Cristóbal Calero Gil, Beatriz Nuñez Gutiérrez de San Miguel, Pilar de Sotto Esteban, M. Montserrat Pérez García, Ana Belén García de la Torre

  7-24

  • PDF (Español (España))

• Influence of student experiences in developing skills as future teachers

  David Hortigüela Alcalá, Angel Pérez Pueyo, Javier Fernández Río

  25-41

  • PDF (Español (España))

• Strategic and formative collaboration between companies and University of Burgos. Anatomy of the best practice

  Carmen Palmero Cámara, M. Camino Escolar Llamazares, M. Isabel Luis Rico, Tamara De La Torre Cruz

  43-54

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• Classroom’s climate and good teaching methods with vulnerable teenagers: further from academic contents

  Marco Antonio Manota Sánchez, Miguel Melendro Estefanía

  55-74

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• Good practices as a resource for community action: identification and search criteria

  Rita Gradaille Pernas, María Belén Caballo Villar

  75-88

  • PDF (Español (España))

• Promoting international mobility in The Degree of Speech and Language Therapy: a case of an educational good practice

  Nieves Mendizábal de la Cruz, Rosa Belén Santiago Pardo, Natalia Jimeno Bulnes

  89-103

  • PDF (Español (España))

• Teaching at the university and social and educational improvement

  Sara Ibarrola-García, Raquel Artuch Garde

  105-120

  • PDF (Español (España))

• Universal design sucessful as a method of dealing diversity in education. A review of success cases on university

  Sergio Sánchez Fuentes, Emiliano Díez Villoria, Rosario Ángela Martín Almaraz

  121-131

  • PDF (Español (España))

• Spaces, leisure experience and youth participation: a contribution to the management and intervention model based on the analysis of the best practices

  Joseba Doistua Nebreda, Héctor Manuel Pose Porto, Ruth Ahedo González

  133-145

  • PDF (Español (España))

• Teachers and ICT: a necessary meeting

  Ignacio Berzosa Ramos, María José Arroyo González

  147-159

  • PDF (Español (España))

• An ongoing collaborative teacher training through action research. A way of changing classroom practices

  Raúl A. Barba-Martín, José J. Barba, Suyapa Martínez Scott

  161-175

  • PDF (Español (España))

• The development of the profile of the teacherpreneur through the Primary education degree curriculum: a trendy concept or a reality?

  Arantza Arruti Gómez

  177-194

  • PDF (Español (España))

• Person-centred planning: an example of best practices in the field of intellectual disability

  Araceli Arellano Torres, Feli Peralta López

  195-212

  • PDF (Español (España))