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

Guest Editors: Dra. Ascensión Palomares Ruiz (Universidad de Castilla-La Mancha) and Dra. Esther Gargallo Ibort (Universidad de La Rioja)

DOI: https://doi.org/10.18172/con.num24
Published: 2019-10-24

Monograph

  • Foreword

    Ascensión Palomares Ruiz, Esther Gargallo Ibort
    5-7
    DOI: https://doi.org/10.18172/con.4300

  • Exploring teacher´s pedagogical leadership: the formative dimension

    Raúl González Fernández, Ascensión Palomares Ruiz, Ernesto López Gómez, Samuel Gento Palacios
    9-25
    DOI: https://doi.org/10.18172/con.3936

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

    María Pilar Rodrigo Moriche
    27-43
    DOI: https://doi.org/10.18172/con.3926

  • 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
    DOI: https://doi.org/10.18172/con.3895

  • 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
    DOI: https://doi.org/10.18172/con.3949

  • 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
    DOI: https://doi.org/10.18172/con.3934

  • 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
    DOI: https://doi.org/10.18172/con.3902

  • 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
    DOI: https://doi.org/10.18172/con.3913

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
    DOI: https://doi.org/10.18172/con.3506

  • 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
    DOI: https://doi.org/10.18172/con.3588

  • 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
    DOI: https://doi.org/10.18172/con.3590

  • 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
    DOI: https://doi.org/10.18172/con.3530

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

    Valeria Estefania Moran, Mauricio Federico Zalazar-Jaime, Marcos Cupani
    197-211
    DOI: https://doi.org/10.18172/con.3622

  • 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
    DOI: https://doi.org/10.18172/con.3528

  • The construction of authorial voice: trajectory throughout an university degree

    Alba Naroa Romero González, Manuela de las Nieves Álvarez Álvarez
    233-251
    DOI: https://doi.org/10.18172/con.3695

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

    Ana María Botella Nicolás, Pablo Ramos Ramos
    253-269
    DOI: https://doi.org/10.18172/con.3576

Book Reviews