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• Intervention programs for improving learning competences in higher education

  Rebeca Cerezo, José Carlos Núñez, Estrella Fernández, Natali Suárez-Fernández, Elián Tuero

  1-30

  2011-01-28

  DOI: https://doi.org/10.4151/07189729-Vol.50-Iss.1-Art.13

• Categorization of augmented reality and geolocation applications for mobile learning

  Javier Fombona, Esteban Vázquez-Cano, María Elena Del Valle Mejias de Villalba

  124-141

  2017-10-28

  DOI: https://doi.org/10.4151/07189729-Vol.56-Iss.3-Art.478

• Peer tutoring as a powerful resource for learning among students: Effects on fluency and reading comprehension

  Vanessa Valdebenito, David Duran

  154-176

  2013-06-29

  DOI: https://doi.org/10.4151/07189729-Vol.52-Iss.2-Art.141

• Will evaluation lead us to the promised land?

  Tiburcio Moreno Olivos

  147-163

  2017-01-23

  DOI: https://doi.org/10.4151/07189729-Vol.56-Iss.1-Art.453

• Project based learning in rural Educational Contexts and poor areas in Pre-School Education.

  Ainhoa Remacha Irure, Olga Belletich Ruiz

  75-89

  2014-11-14

  DOI: https://doi.org/10.4151/07189729-Vol.54-Iss.1-Art.294

• Self-efficacy and Dynamic Transformation of Learning in Initial Teaching Practice

  Michel André Cara Jara, Raúl Aranda Riveros

  3-19

  2015-08-20

  DOI: https://doi.org/10.4151/07189729-Vol.55-Iss.1-Art.359

• Quality in Initial Teacher Training? New Standards Analysis for Early Childhood Education in Chile

  Paulina Pizarro Laborda, Victoria Espinoza Velasco

  152-167

  2015-12-18

  DOI: https://doi.org/10.4151/07189729-Vol.55-Iss.1-Art.383

• The degree of pedagogy in change: what do students perceive?

  María Luisa García Hernández, Mónica Porto Currás, Nicolás Martínez Valcárcel

  25-42

  2016-09-21

  DOI: https://doi.org/10.4151/07189729-Vol.56-Iss.1-Art.426

• Science Teacher Training: Description and analysis of possible relationships between the learning conceptions of professors and university students

  Silvia Lucía Vilanova, María Basilisa García, Mauro Chaparro, Marcela Natal

  4-24

  2017-01-23

  DOI: https://doi.org/10.4151/07189729-Vol.56-Iss.1-Art.464

• Training Path and Achievement of Professional Competencies through ePortfolio at the ADS

  Miguel Antonio Roco Ibaceta, Elena Barberà Gregori

  324-352

  2025-12-01

  DOI: https://doi.org/10.4151/07189729-Vol.64-Iss.3-Art.1566

• Learning Community and Pedagogical Content Knowledge in Chemistry: a study from the Refined Consensus Model

  Darlin Pulgarin, Bartolomé Vázquez Bernal, María Ángeles De Las Heras Pérez

  52-80

  2026-07-30

  DOI: https://doi.org/10.4151/07189729-Vol.65-Iss.2-Art.1915

• EPISTEMOLOGICAL APPROACHES TO EVALUATION AND THEIR IMPLICATIONS IN THE SCHOOL CURRICULUM

  Tiburcio Moreno Olivos

  3-18

  2014-01-21

  DOI: https://doi.org/10.4151/07189729-Vol.53-Iss.1-Art.211

• Evaluación de Cursos en Línea desde la Perspectiva del Estudiante: Un Análisis Mixto de Datos.

  Katiuzka Flores Guerrero, María Cristina López de la Madrid

  92-114

  2019-01-16

  DOI: https://doi.org/10.4151/07189729-Vol.58-Iss.1-Art.813

• Growing Innovation in Rural Sites of Learning

  Leyton Schnellert, Mehjabeen Datoo, Donna Kozak, Miriam Miller, Graham Giles

  63-91

  2023-01-16

  DOI: https://doi.org/10.4151/07189729-Vol.62-Iss.1-Art.1393

• Reconceptualizing Response to Writing from a Longitudinal Perspective: Writing Development and Dialogic Interaction

  Paul M. Rogers

  60-86

  2023-04-02

  DOI: https://doi.org/10.4151/07189729-Vol.62-Iss.2-Art.1415

• Cooperative Engineering to Develop Epistemic Practices: an English-Physics CLIL Sequence A Case Study Illustrating Cooperative Engineering Design-Based Research

  Tracy Bloor, Gabrielle Regula

  94-118

  2024-12-04

  DOI: https://doi.org/10.4151/07189729-Vol.63-Iss.3-Art.1600

• Generic Skills of Educators to Prevent Youth Discomfort. A training experience in Europe

  Valentina Guerrini

  132-154

  2024-07-28

  DOI: https://doi.org/10.4151/07189729-Vol.63-Iss.2-Art.1578

• Inclusive Education and Personalization: An Analysis of a Participatory Action Research Experience

  María Luz, Marta Cebrián Borau, Inmaculada Garrido Jiménez

  265-289

  2025-07-31

  DOI: https://doi.org/10.4151/07189729-Vol.64-Iss.2-Art.1701

• Cre@r: Technopedagogical Tool based on Universal Design for Learning for the Promotion of Inclusive Education in Colombian Schools

  Leidy Evelyn Díaz Posada, Gerardo Echeita Sarrionandia, María Yolanda Muñoz Martínez

  231-264

  2025-07-31

  DOI: https://doi.org/10.4151/07189729-Vol.64-Iss.2-Art.1702

• “The best class in the world”: stories and dreams of Chilean students

  René Valdés, Cecilia Olivares, Carmen Gloria Garrido

  299-323

  2025-12-01

  DOI: https://doi.org/10.4151/07189729-Vol.64-Iss.3-Art.1548

• Comparison of educational and learning capitals in students with and without high intellectual ability from the Actiotope Model of Giftedness

  María de los Dolores Valadez Sierra, Grecia Emilia Ortiz Coronel

  32-50

  2026-03-31

  DOI: https://doi.org/10.4151/07189729-Vol.65-Iss.1-Art.1821

• Evaluation of Digital Feedback Tools in Writing Tutorials: A Step Towards Inclusion and Critical Literacy

  M. Teresa Mateo Girona, Teresa Gómez Sáenz de Miera, Emmy González

  174-199

  2025-12-01

  DOI: https://doi.org/10.4151/07189729-Vol.64-Iss.3-Art.1770

• Formative Classroom Research: Teachers and Students as Co-researchers in the Educational Process

  Guillermo José Manuel Jorge Williamson Castro, Susana Arlette Oñate Escobar

  198-216

  2026-03-31

  DOI: https://doi.org/10.4151/07189729-Vol.65-Iss.1-Art.1631

• Virtual and face-to-face learning in elementary pre-service teacher education

  Sebastián Escobar González, Macarena Yancovic Allen, María Fernanda Rodríguez Palma

  217-235

  2026-03-31

  DOI: https://doi.org/10.4151/07189729-Vol.65-Iss.1-Art.1653