No. 24 (2019): Monograph: Liderazgo, emprendimiento y empoderamiento docente para generar sociedades inclusivas

Monograph

Foreword

Ascensión Palomares Ruiz, Esther Gargallo Ibort

5-7
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Exploring teacher´s pedagogical leadership: the formative dimension

Raúl González Fernández, Ascensión Palomares Ruiz, Ernesto López Gómez, Samuel Gento Palacios

9-25
- PDF (Español (España))
Multi-level curriculum design based on teacher training students’ selfperception: an empowerment perspective

María Pilar Rodrigo Moriche

27-43
- PDF (Español (España))
Analysis of the empowerment factors of specialist teachers in the inclusive education of children aged 6-16 with hearing difficulties

Olga María Alegre de la Rosa, Luis Miguel Villar Angulo

45-61
- PDF (Español (España))
Educational empowerment in the field of high intellectual capacities. Myths and beliefs in the Primary Education teachers

Emilio López Parra, María Inés Martín García, Ascensión Palomares Ruiz

63-76
- PDF (Español (España))
High abilities and gender: a self-esteem as an influential factor in the differences between sexes

Ramón García Perales, Inmaculada Canuto González, Antonio Cebrián Martínez

77-93
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Teachers leadership in basic vocational training for mediation between school and employment of the students with intellectual functional diversity

María Isabel Negri Cortés, Juan José Leiva Olivencia

95-111
- PDF (Español (España))
Teachers’ entrepreneurship in the transition from Primary Education to Secondary Education: a proposal from Sport Education and Service-Learning

Luis Miguel García López, David Gutiérrez, Juan Gregorio Fernández Bustos

113-121
- PDF (Español (España))

Research, Review and Discussant Articles

Disciplinary measures as a predictor of violent behavior in the school

Cristina Sánchez Romero, M.ª Carmen López Berlanga, Isabel Martínez Sánchez, Rosalva Ruíz Ramírez

125-144
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Effective inclusion of talented students in the current school in the framework of the Capacity Development Program

Esther Cascarosa Salillas, Carlos Lorda Pérez, Begoña Martínez Peña

145-162
- PDF (Español (España))
Faculty at the University of La Rioja: resilient to burnout?

Rosa Ana Jiménez López, Alicia Pérez de Albéniz Iturriaga, Beatriz Lucas-Molina, Eduardo Fonseca-Pedrero

163-180
- PDF (Español (España))
Emotional intelligence and creativity in 1st and 2nd Primary students. Are there differences by gender?

Carlos Salavera Bordás, Natalia Larraz Rábanos, Pablo Usán Supervía

181-196
- PDF (Español (España))
Argentinian adaptation of two measures of self-efficacy at the university academic context

Valeria Estefania Moran, Mauricio Federico Zalazar-Jaime, Marcos Cupani

197-211
- PDF (Español (España))
The attention to educational special needs at the University of Huelva on the Service-Learning and Mentoring

Mirian Hervás Torres, Adnaloy Pardo Rojas

213-232
- PDF (Español (España))
The construction of authorial voice: trajectory throughout an university degree

Alba Naroa Romero González, Manuela de las Nieves Álvarez Álvarez

233-251
- PDF (Español (España))
Self-determination theory: a motivational framework for project-based learning

Ana María Botella Nicolás, Pablo Ramos Ramos

253-269
- PDF (Español (España))

Book Reviews

SANCHEZ SAINZ, M.; PENNA TOSSO, M. y de la ROSA RODRIGUEZ, B. (2016). Somos como somos. Deconstruyendo y transformando la escuela. Madrid: Los Libros de la Catarata, 191 paginas, ISBN 978-84-9097-178-9.

Adrián Lara Garrido

273-274
- PDF (Español (España))
DIEZ-GUTIERREZ, E. J. (2018). Neoliberalismo educativo. Otra educación es posible. Barcelona: Octaedro, 109 paginas, ISBN 978-84-17219-23-9.

Esperanza Bausela Herreras

275-276
- PDF (Español (España))

Monograph

Foreword

Exploring teacher´s pedagogical leadership: the formative dimension

Multi-level curriculum design based on teacher training students’ selfperception: an empowerment perspective

Analysis of the empowerment factors of specialist teachers in the inclusive education of children aged 6-16 with hearing difficulties

Educational empowerment in the field of high intellectual capacities. Myths and beliefs in the Primary Education teachers

High abilities and gender: a self-esteem as an influential factor in the differences between sexes

Teachers leadership in basic vocational training for mediation between school and employment of the students with intellectual functional diversity

Teachers’ entrepreneurship in the transition from Primary Education to Secondary Education: a proposal from Sport Education and Service-Learning

Research, Review and Discussant Articles

Disciplinary measures as a predictor of violent behavior in the school

Effective inclusion of talented students in the current school in the framework of the Capacity Development Program

Faculty at the University of La Rioja: resilient to burnout?

Emotional intelligence and creativity in 1st and 2nd Primary students. Are there differences by gender?

Argentinian adaptation of two measures of self-efficacy at the university academic context

The attention to educational special needs at the University of Huelva on the Service-Learning and Mentoring

The construction of authorial voice: trajectory throughout an university degree

Self-determination theory: a motivational framework for project-based learning

Book Reviews

SANCHEZ SAINZ, M.; PENNA TOSSO, M. y de la ROSA RODRIGUEZ, B. (2016). Somos como somos. Deconstruyendo y transformando la escuela. Madrid: Los Libros de la Catarata, 191 paginas, ISBN 978-84-9097-178-9.

DIEZ-GUTIERREZ, E. J. (2018). Neoliberalismo educativo. Otra educación es posible. Barcelona: Octaedro, 109 paginas, ISBN 978-84-17219-23-9.

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