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Los hermanos de la Salle y su vinculación con las políticas educativas colombianas en el siglo XX
Los hermanos de la Salle y su vinculación con las políticas educativas colombianas en el siglo XX
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Los hermanos de la Salle y su vinculación con las políticas educativas colombianas en el siglo XX

Acta hispanica (Szeged, Hungary), 2020-10 (II), p.933-942

Copyright Dr. Zsuzsanna Csikós 2020 ;ISSN: 1416-7263 ;EISSN: 2676-9719 ;DOI: 10.14232/actahisp.2020.0.933-942

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Crisi, vulnerabilitat i pedagogia social: perspectiva humanista
Crisi, vulnerabilitat i pedagogia social: perspectiva humanista
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Crisi, vulnerabilitat i pedagogia social: perspectiva humanista

(c) Casalini Libri, 50014 Fiesole (Italy) - www.casalini.it ;ISBN: 8490641277 ;ISBN: 9788490641279 ;ISBN: 9788490643150 ;ISBN: 8490643156 ;EISBN: 9788490643150 ;EISBN: 8490643156 ;OCLC: 881086643 ;OCLC: 991998687 ;LCCallNum: HM

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3
Non-sexist Policies in Catalonia: What Happened in the Educational Field?
Non-sexist Policies in Catalonia: What Happened in the Educational Field?
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Non-sexist Policies in Catalonia: What Happened in the Educational Field?

Revista d'estudis autonòmics i federals, 2022-12 (36), p.173-207 [Peer Reviewed Journal]

EISSN: 1886-2632 ;DOI: 10.2436/20.8080.01.98

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4
Crisi, Vulnerabilitat I Pedagogia Social: Perspectiva Humanista
Crisi, Vulnerabilitat I Pedagogia Social: Perspectiva Humanista
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Crisi, Vulnerabilitat I Pedagogia Social: Perspectiva Humanista

ISBN: 8490641277 ;ISBN: 9788490641279 ;EISBN: 9788490646595 ;EISBN: 8490646597 ;OCLC: 896860654

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5
Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course
Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course
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Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course

Journal of Technology and Science Education, 2019, Vol.9 (2), p.217-227 [Peer Reviewed Journal]

LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 2014-5349 ;ISSN: 2013-6374 ;EISSN: 2013-6374 ;DOI: 10.3926/jotse.530

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6
Towards Committed Physical Education
Towards Committed Physical Education
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Towards Committed Physical Education

Apunts. educació física i esports, 2019-07 (137), p.3-4 [Peer Reviewed Journal]

Copyright Institut d'Educació Física de Catalunya Jul-Sep 2019 ;ISSN: 0214-8757 ;DOI: 10.5672/apunts.2014-0983.cat.(2019/3).137.00

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7
The design and implementation of an Arabic pronunciation application for early childhood
The design and implementation of an Arabic pronunciation application for early childhood
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The design and implementation of an Arabic pronunciation application for early childhood

Journal of Technology and Science Education, 2019, Vol.9 (2), p.136-152 [Peer Reviewed Journal]

LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 2014-5349 ;ISSN: 2013-6374 ;EISSN: 2013-6374 ;DOI: 10.3926/jotse.486

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8
Gender, affectivity and sexuality in primary education: case study of a Chilean program
Gender, affectivity and sexuality in primary education: case study of a Chilean program
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Gender, affectivity and sexuality in primary education: case study of a Chilean program

Educar (Bellaterra, Spain), 2023-01, Vol.59 (1), p.131-145

ISSN: 0211-819X ;EISSN: 2014-8801 ;DOI: 10.5565/rev/educar.1582

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9
Using blogs to improve professional competencies among undergraduate students
Using blogs to improve professional competencies among undergraduate students
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Using blogs to improve professional competencies among undergraduate students

Digital education review, 2017-06 (31), p.20-38 [Peer Reviewed Journal]

2017. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 2013-9144 ;EISSN: 2013-9144 ;DOI: 10.1344/der.2017.31.20-38

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10
Through the screens: interaction for learning in virtual environments
Through the screens: interaction for learning in virtual environments
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Article 		Add to My Research

Through the screens: interaction for learning in virtual environments

Bellaterra : journal of teaching & learning language & literature, 2021-12, Vol.14 (3), p.e971 [Peer Reviewed Journal]

ISSN: 2013-6196 ;EISSN: 2013-6196 ;DOI: 10.5565/rev/jtl3.971

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11
Teacher training in intercultural bilingual education in Guatemala: a tool for critical decolonization?
Teacher training in intercultural bilingual education in Guatemala: a tool for critical decolonization?
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Teacher training in intercultural bilingual education in Guatemala: a tool for critical decolonization?

Oxímora, 2024-01 (24), p.134-159 [Peer Reviewed Journal]

ISSN: 2014-7708 ;EISSN: 2014-7708 ;DOI: 10.1344/oximora.24.2024.43802

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12
Emotional responses to innovative science teaching methods: acquiring emotional data in a general science teacher education class
Emotional responses to innovative science teaching methods: acquiring emotional data in a general science teacher education class
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Article 		Add to My Research

Emotional responses to innovative science teaching methods: acquiring emotional data in a general science teacher education class

Journal of Technology and Science Education, 2018, Vol.8 (4), p.346-359 [Peer Reviewed Journal]

LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 2014-5349 ;ISSN: 2013-6374 ;EISSN: 2013-6374 ;DOI: 10.3926/jotse.408

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13
From learning contexts to learning lives: Studying learning (dis)continuities from the perspective of the learners
From learning contexts to learning lives: Studying learning (dis)continuities from the perspective of the learners
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Article 		Add to My Research

From learning contexts to learning lives: Studying learning (dis)continuities from the perspective of the learners

Digital education review, 2018-06 (33), p.1-25 [Peer Reviewed Journal]

2018. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;info:eu-repo/semantics/openAccess ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 2013-9144 ;EISSN: 2013-9144 ;DOI: 10.1344/der.2018.33.1-25

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14
Introduction of Digital Storytelling in Preschool Education: a Case Study from Croatia
Introduction of Digital Storytelling in Preschool Education: a Case Study from Croatia
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Article 		Add to My Research

Introduction of Digital Storytelling in Preschool Education: a Case Study from Croatia

Digital education review, 2016-12 (30), p.94-105 [Peer Reviewed Journal]

2016. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 2013-9144 ;EISSN: 2013-9144 ;DOI: 10.1344/der.2016.30.94-105

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15
The Power of Digital Storytelling to Support Teaching and Learning
The Power of Digital Storytelling to Support Teaching and Learning
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Article 		Add to My Research

The Power of Digital Storytelling to Support Teaching and Learning

Digital education review, 2016-12 (30), p.17-29 [Peer Reviewed Journal]

2016. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 2013-9144 ;EISSN: 2013-9144 ;DOI: 10.1344/der.2016.30.17-29

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16
Rubric-Based Formative Assessment in Process Eportfolio: Towards Self-Regulated Learning
Rubric-Based Formative Assessment in Process Eportfolio: Towards Self-Regulated Learning
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Article 		Add to My Research

Rubric-Based Formative Assessment in Process Eportfolio: Towards Self-Regulated Learning

Digital education review, 2019-06 (35), p.18-35 [Peer Reviewed Journal]

2019. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 2013-9144 ;EISSN: 2013-9144 ;DOI: 10.1344/der.2019.35.18-35

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17
Gestió de les llengües en entorns educatius multilingües: una perspectiva valenciana
Gestió de les llengües en entorns educatius multilingües: una perspectiva valenciana
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Gestió de les llengües en entorns educatius multilingües: una perspectiva valenciana

Revista de llengua i dret, 2021-06 (75), p.64

Copyright Escola d'Administracio Publica de Catalunya Jun 2021 ;EISSN: 0212-5056 ;DOI: 10.2436/rld.i75.2021.3588

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18
Learn, teach and share, participation in expanded educational communities: Madrid Pikler Seminar as a practice of continuing education between childhood professionals
Learn, teach and share, participation in expanded educational communities: Madrid Pikler Seminar as a practice of continuing education between childhood professionals
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Learn, teach and share, participation in expanded educational communities: Madrid Pikler Seminar as a practice of continuing education between childhood professionals

Digital education review, 2018-06 (33), p.203-216 [Peer Reviewed Journal]

2018. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 2013-9144 ;EISSN: 2013-9144 ;DOI: 10.1344/der.2018.33.203-216

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19
Interest in STEM disciplines and teaching methodologies. Perception of secondary school students and preservice teachers
Interest in STEM disciplines and teaching methodologies. Perception of secondary school students and preservice teachers
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Article 		Add to My Research

Interest in STEM disciplines and teaching methodologies. Perception of secondary school students and preservice teachers

Educar (Bellaterra, Spain), 2020-07, Vol.56 (2), p.369-386

ISSN: 0211-819X ;EISSN: 2014-8801 ;DOI: 10.5565/rev/educar.1065

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20
Teachers’ and students’ perspectives on the intensive use of technology for teaching and learning
Teachers’ and students’ perspectives on the intensive use of technology for teaching and learning
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Teachers’ and students’ perspectives on the intensive use of technology for teaching and learning

Educar (Bellaterra, Spain), 2023-01, Vol.59 (1), p.213-229

ISSN: 0211-819X ;EISSN: 2014-8801 ;DOI: 10.5565/rev/educar.1551

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