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1. Understanding Private Supplementary Tutoring: Metaphors, Diversities and Agendas for Shadow Education Research (Comprendiendo las clases particulares complementarias: metáforas, variedades y agendas para la investigación sobre educación en la sombra)

Author

Bray, Mark

Abstract

In the academic literature, private supplementary tutoring is widely called shadow education because much of its content mimics that of schooling. The author of this paper wrote the first global study of the phenomenon, which was published in 1999 and set the agenda for much subsequent research. The present paper considers research emphases over the decades, noting strengths and gaps. Much initial and ongoing research has focused on economic and social implications of shadow education. Global, regional and national mapping has particularly highlighted cultural contexts and implications for social inequalities. However, inadequate attention has focused on pedagogical and psychological issues. Fitting the theme of the special issue of the journal in which the paper is included, the commentary gives particular attention to teaching, learning and development. It presents multiple levels of analysis to stress the value of, and relationships between, macro, meso and micro perspectives. The paper also highlights the value of quantitative, qualitative and mixed approaches for more complete understanding of dynamics in particular settings and suggests some specific themes for future research. [Translation from Spanish by Mercè Rius.]

Published
2023
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2. Education's Role in Preparing Globally Competent Citizens. BCES Conference Books, Volume 12

Author

Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian,, Ogunleye, James, Chigisheva, Oksana, Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian,, Ogunleye, James, Chigisheva, Oksana, and Bulgarian Comparative Education Society (BCES)

Abstract

This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges -- New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103 papers are divided into the following parts: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels; (6) Key Directions and Characteristics of Research Organization in Contemporary World; and (7) International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration.

Published
2014

3. Framework for Action on Values Education in Early Childhood.

Author

United Nations Educational, Scientific, and Cultural Organization, Paris (France). Early Childhood and Family Education Unit.

Abstract

In November, 2000, several international early childhood organizations and UNESCO met to develop a joint framework for action to reinforce awareness of the need for a flexible, creative, communicative, and supportive learning environment; the impact of a value-based child-friendly learning environment; the importance of surrounding children with human core-values from an early age; and the ways of implementing values-based early childhood education approaches. This report, in English, French, Spanish, Russian, Chinese, and Arabic versions, presents the resulting plan for action. Section 1 of the report discusses the reasons for developing a framework for action on values education in early childhood, focusing on the basic needs of young children and the importance of investing in early childhood programs. Section 2 presents program guidelines comprising the foundation for the action plan, including goals and objectives, guiding principles, and key elements of the framework. Section 3 details five levels of action to facilitate the implementation of the framework for action: personal, family, school, community, and state. Section 4 focuses on seven program areas for the plans implementation: (1) undertaking advocacy/dialogue/awareness raising activities; (2) developing and offering training; (3) enhancing prevention and protection; (4) creating supports and advocacy through media and communications; (5) mobilizing and involving business/private sector; (6) building on networks, partnerships, and affinity groups; and (7) assessing effectiveness and monitoring progress. Section 5 identifies the next steps toward implementing child-friendly learning environments. Appended is a list of sample quality-based values learning indicators. (KB)

Published
2002

4. La mejora de la educacion infantil desde el analisis del pensamiento practico de sus educadores. [The Improvement of Early Childhood Education from an Analysis of the Practical Thinking of Early Childhood Educators.]

Author

Argos, Javier

Abstract

Discusses proposals for the innovation and development of early childhood education practice, based on findings from case studies on the practical knowledge of four experienced female early childhood educators. Argues that improving early childhood education should be based on its reasons and purposes rather than content or method. (JPB)

Published
2000

5. Investigacion Participativa y Gestion de Sistemas Educativos. (Participatory Research and the Management of Educational Systems).

Author

Valle, Victor M.

Abstract

Elements which, when put in harmony, might generate powerful tools for social change and educational development are (1) the ever present need of the educational systems to evaluate their performance; (2) the universal acceptance of the life-long education concept as a major guideline to design educational programs; (3) the trend toward a generalized participation and decentralization in social systems; (4) the humanization and modernization of managerial practice; and (5) the use of participatory research models to solve social problems. This paper presents some reflections on these elements and on their interrelationship. Some contextual cosiderations are made and concepts are developed about the common areas that can exist among participatory research and management of educational systems. In order to substantiate the potential of this interaction, some experiences in the Latin American countries of Colombia, Chile, and Central America are discussed and perspectives are stated about the harmonization of participatory research and educational management. (Author/NQA)

Published
1985

6. El Programa de Educacion a Distancia de la Universidad Nacional Autonoma de Mexico (UNAM) (The Distance Education Program at the National Autonomous University of Mexico (UNAM)).

Author

Manilla, Jose Manuel Alvarez

Abstract

Describes the development of a distance education program at the National Autonomous University of Mexico (UNAM) which will meet several needs: lifelong learning; adult education; service to remote populations; and continuing education for faculty in remote campuses. Provision of large-scale education depends on addressing issues dealing with research, infrastructure, training, and organizational change. (Author/AEF)

Published
1996

7. Proceedings of the International Round Table on Vocational Training and Employment (Turin, Italy, June 17-20, 1991).

Author

Istituto per lo Sviluppo della Formazione Professionale dei Lavoratori, Rome (Italy). and International Labour Office, Turin (Italy). International Training Centre.

Abstract

Eleven papers are presented from the International Round Table on Vocational Training and Employment. Introductory materials are the program and list of participants. The papers are as follows: "Evolution de la Formation Professionnelle en Afrique et Contribution du Ciadfor au Cours de la Derniere Decennie" (in French); "Educacion, Empleo y Formacion Profesional en Venezuela" (Rita Pucci de Liprandi, in Spanish with an English summary, "Vocational Education and Training in Venezuela"); "Labour Policies, Employment and Training: An Overview of the Fondazione Giacomo Brodolini" (Leonello Tronti); "Vocational Training and Employment in Czechoslovakia" (Jaromir Coufalik); "Review of Vocational Training Programmes of Selected Developing Economies of Asia-Pacific Region" (A. M. A. H. Siddiqui); "Country Paper--Arforghe (Tunisia)" (Abdessalem Ajmi); "Current Vocational Training in Latin America" (Joao Alexim); "Vocational and Technical School in China and Prospects of International Cooperation" (Y. N. Chen); "Interaction between Secondary Education and Productive Work in China" (Qian Tang); and "Education and Training for Employment in the United States of America" (Ray Ryan). (YLB)

Published
1991

8. Evaluation and Follow-Up of Policies, Plans and Reforms of Education: Round Table V.

Author

United Nations Educational, Scientific, and Cultural Organization, Paris (France). Div. of Educational Policy and Planning.

Abstract

The proceedings from a round table held at an international symposium focuses on the planning and management of educational development. The following papers are included in this document: "Overall View on the Evaluation of Educational Plans and Reforms (Ingemar Fagerlind); "Evaluation and Research Capacity-Building in Education Meeting the Needs of the 1990s" (Vinayagum Chinapah); "Evaluacion de la calidad de la educacion en America Latina" (Evaluation of the quality of education in Latin America) (Johanna Filp); "The Methodology and Instruments of Evaluation" (Mohamed Monir Morsi); "Evaluation of Policies, Plans, and Reforms of Education in Bangladesh (Md. Fazlul Karim Choudhury). (DB)

Published
1990

10. Enhancing Education through Technology: New Tools to Close the Achievement Gap. Satellite Town Meeting #79: May 15, 2001. [Videotape].

Author

Department of Education, Washington, DC., National Alliance of Business, Inc., Washington, DC., Chamber of Commerce of the United States, Washington, DC., and Committee for Economic Development, Washington, DC.

Abstract

The "Satellite Town Meeting" is the U.S. Department of Education's monthly television program about improvements in teaching and learning that are happening in schools and communities across the nation. On each 60-minute show, the Secretary of Education invites national experts as well as local educators and community leaders to share their ideas about how schools are preparing all students for the challenges of the 21st century. In panel discussions with parents, teachers, principals, and business experts, as well as videotaped reports on innovative schools, viewer call-ins, and special segments on resources, the "Satellite Town Meeting" focuses on what works. The Secretary and his guests talk about the most important issues facing today's schools and communities--improving reading skills, expanding technology, boosting student achievement, assuring safety, serving children with disabilities, raising mathematics performance, and more. The "Satellite Town Meeting" recorded on this video focused on how technologies such as the Internet, e-mail, and distance learning can be especially powerful tools for helping disadvantaged and under-served students to connect with new learning resources. The panelists addressed such questions as: How can today's education technologies help all students, including disadvantaged students, to meet high academic standards? How can teachers be well prepared to learn and use new education technologies? How can schools and communities create comprehensive technology plans to improve student achievement? and What resources are available to schools and communities to support their education needs? (AEF)

Published
2001

11. Proyecto Principal de Educacion en America Latina y El Caribe. Boletin 15 (Main Project for Education in Latin America and the Caribbean. Bulletin 15).

Author

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean.

Abstract

Countries in Latin America and the Caribbean face severe financial restrictions in educational funding. Responses to these restrictions are complex and require strong experimental efforts and adaptation to distinct and changing national situations. The articles in this bulletin respond to various proposals and situations that illustrate the search for innovative alternatives to provide equal educational opportunities. The articles included are: (1) "New Strategies for the Financing of Education and Training in the Third World" (Sylvain Lourie); (2) "Teaching Mathematics at the Basic Level" (Grecia Galvez; Irene Villarroel); (3) "Essentials for Improving the Quality of Education" (Pedro Lafourcade); (4) "Textbooks in Student Development and Teaching Methodology: Jamaica" (Nancy A. George); and (5) "Support Materials for Teacher Education in Multicultural Bilingual Education" (Massimo Amadio). (NL)

Published
1988

12. Guia Para El Mejoramiento de la Produccion de Materiales Para la Educacion Formal y No Formal. Guias Metodologicas No. 6. (Guide for the Improvement of Production of Educational Materials for Formal and Non-formal Education. Methodology Guide No. 6). Revised Proceedings from the Regional Workshop on Improvement of the Production of Educational Materials on Teaching Population Education: Primary and Secondary Level (Santiago, Chile, May 27-June 5, 1987).

Author

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean. and Calvo, Gilbert

Abstract

Various educators from Latin and Central America and the Caribbean met to design and produce materials for teaching family life, human sexuality, community life, and environmental studies. They concluded that the materials should meet community standards; help prepare for future change; develop working models for designing effective teaching materials with scarce resources; and provide testing and evaluation as necessary components. Five units were developed including: (1) "The Demands: Discovering Educational Necessities: Preparing On Site Responses"; (2) "Resources: Criteria for Selection and Development of Materials"; (3) "Proposals: Developing Educational Materials: Analyzing the Planning Process. Organization and Administration of Production and Utilization of Materials"; (4) "Promotion and Marketing of Educational Materials"; and (5) "How Can One Recognize Success? Validation of Materials and Processes." The appendices include materials designed for classroom teaching on population education, adolescent pregnancy, and a methodology guide from the regional workshop. (NL)

Published
1988

13. Education and Development. National Reports on the Theme for 1980.

Author

World Confederation of Organizations of the Teaching Profession, Morges (Switzerland).

Abstract

This collation of national reports pertains to the theme "Education and Development." Thirty-nine member organizations of the World Confederation of Organizations of the Teaching Profession (WCOTP) responded to an inquiry into participating countries' policies, practices, and ideas concerning education as a factor in development, education about the needs of developing countries, and education about international development issues. Topics discussed by each country include: (1) non school public education programs; (2) teacher education; (3) teacher organizations; and (4) teaching about national and international development issues. The responses to each question are listed by country and its representative organization. Replies are in the language in which they were submitted (English, French, or Spanish). (CJ)

Published
1980

14. Educacion: Documento de Politica Sectorial. Tercera Edicion. (Education: Sector Policy Paper. Third Edition.)

Author

World Bank, Washington, DC. and Haddad, Wadi D.

Abstract

The present paper updates the World Bank's interpretations of education development and outlines a policy framework for lending for education. After chapters on the relationship between education and development and on the state of education development, the paper devotes a chapter to each of five issues: the expansion and equalization of educational opportunities, the internal efficiency of education systems, the relationship between education and work, the administration and management of education systems, and the costs and finance of education. Subsequent chapters examine external aid to education, review the World Bank's policies and program in lending, and consider the future policies and program of the bank. The policy framework of the bank is outlined in five principles that reflect the five issues discussed earlier. Extensive tables are appended. (IRT)

Published
1980

15. Formas De Produccion Agricola E Intervenciones Educativas En A. Latina Y El Caribe. [Methods of Agricultural Production and Educational Intervention in Latin America and in the Caribbean].

Author

United Nations Educational, Scientific, and Cultural Organization, Paris (France). and Mohor, S.

Abstract

This paper, one of a series of Unesco technical reports, discusses agricultural production in Latin America and the Caribbean and examines the role played by education in the region. Written in Spanish, the paper consists of four parts. Part I deals with the different types of agricultural production and examines the historic origins and characteristics of the ranches (haciendas), large landed estates (latifundios), the small landed estates (minifundios), and the native communities (las comunidades indigenas). The modernization process and how it has affected agriculture is treated in Part II. One result of modernization was the development of unions by the farmers. The agricultural reform is also discussed in Part II. Part III examines the lives of the farmers on the different types of farms. Educational activities in the rural areas are the topic of Part IV. The paper points out that the situation is critical. In the rural areas there are generally no more than two grades taught and for the most part there is no school building. However, many special programs are in the process of being implemented in an attempt to alleviate these educational shortcomings. Some of these programs are briefly described. (Author/RM)

Published
1979

16. La Cooperacion Internacional en Educacion: Estudio De La Experiencia Peruana. (International Cooperation in Education: Case Study of the Peruvian Experience).

Author

United Nations Educational, Scientific, and Cultural Organization, Paris (France). and Chiappo, Leopoldo

Abstract

Educational development in Peru is discussed as part of a series surveying UNESCO's involvement in educational cooperation with developing nations. There are seven chapters to the report, which is written in Spanish. The first chapter describes Peru's national education policy, and discusses how it relates to the country's plan for national development and to the policy for international cooperation in education. Chapters two and three contain detailed descriptions of international projects undertaken between 1968 and 1979. Chapter four describes the national plan for educational development in 1977-1978. A description and analysis of international cooperation at the university level is contained in chapter five. Chapter six discusses the educational priorities of the country. Included among the priorities are: expansion of their basic education program (involving children from the ages of six to 15 years), with emphasis on correcting regional inequalities; the introduction of educational components into rural education projects; and the strengthening and consolidation of already existing scholarly institutions so that they can better train youth for employment. The last chapter summarizes the report. (Author/RM)

Published
1979

17. Formacion de Formadores: Experiencias Institucionales en Planeamiento y Administracion de la Educacion. (The Formation of Educational Planners: Institutional Experiences in Planning and Administration for Education.

Author

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean. and Senen Gonzalez, Silvia N. de

Abstract

Information collected from interviews with 15 ministers of education and 30 program directors and researchers at 18 universities in Venezuela, Costa Rica, Chile, Mexico, Colombia, Brazil, and Argentina is used to study academic programs which prepare persons to be educational planners and administrators. Section one describes background information, institutional and program characteristics, staffing, program evaluations, and future expectations of the institutional programs. Section two reports on conclusions of the study in terms of the necessity for educational programs, objectives, programs' contents, students, themes, changes, resources, graduates, and the relationship of a university to a national planning office. Section three includes recommendations and proposals. Conclusions suggest serious deficiencies in educational planning and administration programs because of reduction in funding and lack of adequate financial sources. The United Nations Educational, Scientific, and Cultural Organization (UNESCO) encourages interchange and cooperation among these countries to: (1) increase the quality of education for planners and administrators; and (2) develop new models of planning and administration management that are more flexible and democratic. Appendices present educational program information by country, by persons interviewed, and includes the questionnaire. (JHP)

Published
1987

18. Educacion y Pueblos Indigenas en Centroamerica: Un Balance Critico (Education and Indigenous People in Central America: A Critical Balance).

Author

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean. and Amadio, Massimo

Abstract

Global society is polarized between the modern capitalist sector and the marginal sector, which is composed of indigenous, poor, and ethnic, tribal people. The problems of education for groups in Latin America, key issues in planning to meet their needs, and strategies to resolve them, are the focus of this publication. Nine papers provide a general analysis of the quality and efficiency of current educational programs, socio-economic conditions, and political influences affecting educational planning. The goals of this United Nations Educational, Scientific and Cultural Organization conference project are to assure education before 1999 for all children of school age, to offer a minimum of general education of eight to ten years, to eliminate illiteracy before the year 2000, and to upgrade the quality and efficiency of the educational systems through needed reforms. The document is divided into three parts that include: (1) some suggestive theoretical pointers and a series of critical analyses; (2) a synthesis of past education programs for indigenous people; and (3) indicators for future planning. Crucial unresolved issues discussed include assimilation, integration, bilingual education, cultural pluralism, and decolonization. Charts are included that note the locations and populations of various tribes of the indigenous people in this region. (NL)

Published
1987

19. The Education and Vocational Training Systems in Spain (Documents from January 1985 to January 1987).

Author

EURYDICE Central Unit, Brussels (Belgium).

Abstract

Sources for studying the educational system of Spain and other European countries are provided in this bibliography of documents produced throughout Europe. Case studies and research reports on the problems of transition from school to work are included in section one. Data were gathered from Spain, Greece, Portugal, Belgium, the Federal Republic of Germany, France, and the Nordic countries. Documents in section two cover several concerns of higher educational institutions such as applicability of university research and reform of the system of higher education. Data were reported from Spain, Austria, the Federal Republic of Germany, France, Malta, the Netherlands, Norway, Switzerland, Sweden, and the United Kingdom. Data on special education problems and policies in Spain are found in the third section. The fourth section concerns the vocational training system in Spain. The last section consists of documents dealing with education policies in Spanish primary and secondary school systems. Experimental designs for secondary education and analyses of high school preparation for university training are included. (SM)

Published
1987

20. La Red Regional Replad: Una Estrategia Innovadora para la Capacitacion de Administradores Educacionales (The Regional Network Replad: An Innovative Strategy for the Training and Preparation of Educational Administrators).

Author

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean., Concepcion Univ. (Chile)., and Jimenez Espinoza, Jorge

Abstract

This document presents an overview, analysis, and historical assessment of the Major Project for Education in Latin America and the Caribbean. Conferences, regional meetings, and outcomes from the inception of the project in 1979 are described. This project stresses the establishment of a regional network for exchange of information, experiences, and cooperation between institutions and national education projects. The problems of global administration in Latin America, planning training programs for administrators and defining their role, and the role of the regional network are included, along with the research and innovation in planning and administration for basic education and literacy. Appendix 1 includes the technical and research support that is available from member institutions in 15 countries. Appendix 2 includes a design for program evaluation of planning and administration of literacy and basic education programs. Appendix 3 describes an independent study program for administrators that includes program design, instructional systems, questionnaires, methodology, inservice training, staffing, and operations. Appendix 4 includes descriptions of experiences from various institutions in eight countries affiliated under the main project. Additional conference information is offered in Appendixes 5 to 7, including the report of a working group of the technical meeting held in Bogota, Colombia, December 2-6, 1985. (NL)

Published
1986

21. Educadores Polivalentes: Alternativa Educativa para Comunidades Rurales (Effective Educators: Alternative Education for Rural Communities).

Author

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean. and Godoy, Rodrigo Vera

Abstract

The document provides educators with data and information regarding the utilization of alternative educational processes in Latin American rural communities. Many communities exist at social and economic poverty levels and are isolated from urban centers. Documents compiled for use at alternative education conferences, held in Paipa, Colombia in 1985 and in Santiago, Chile in 1986, form the basis for this publication. Part 1 describes the development of diverse strategies for training effective rural educators. It proposes a global education plan, potential school and rural community relationships, and criteria for effective teacher training methods. Rural communities are described as: (1) isolated; (2) economically poor; (3) lacking both communication chains with urban areas and social services; (4) not providing schools or only offering education at primary grade levels; (5) having a high illiteracy level; and (6) experiencing high rates of emigration because of poor economic conditions. Diversity among communities exists in ethnic origins, racial backgrounds, dialects, and languages. Part 2 describes a design for training educators so that they will be able to adapt knowledge and teaching methods to different rural communities' characteristics and levels of economic, social, and cultural development. (JHP)

Published
1987

22. Evaluacion de Programas de Alfabetizacion. Consulta Tecnica Regional (Maracaibo, Venezuela, 30 Noviembre-6 Diciembre 1987) Informe Final. (Evaluation of Literacy Programs. Regional Technical Meeting (Maracaibo, Venezuela, November 30-December 6, 1987).

Author

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean.

Abstract

The objectives of this seminar were to identify problems in evaluating literacy programs and to design a working strategy to confront them. Four presentations included national case studies from Brazil, Honduras, Nicaragua, and Venezuela. Central questions asked concerned who and what were evaluated and how were the results to be used. In Brazil, the goal of literacy programming was to reach everyone over 15 years of age. These programs would be for grades one through four, and materials would be produced for specific regional needs using the national language and would be designed to reach over 20 million illiterate adults and 30 million semi-literates. Honduras presented an analysis of national progress in attaining literacy and of available human, financial, and material resources. A quantitative evaluation of institutional support and its value, with an analysis of those institutions evaluated, was presented. The institutions included the United Nations Childrens Fund (UNICEF), Central Regional Fundamental Education for Latin America (CREFAL), Agency for International Development (AID), UNESCO, and the Regional Education Network (REPLAD). Nicaragua stated its goal as the elimination of illiteracy by the year 2000. Venezuela desired to guarantee basic education to adults who become literate and planned to accomplish this by means of the National Commission for Literacy, which integrates all national organizations, both official and private, that are linked to the educational process. The goal is to promote, coordinate, and evaluate existing literacy programs. A list of recommendations resulting from the seminar is provided. (NL)

Published
1988

23. Proyecto Principal de Educacion en America Latina y El Caribe. UNESCO Boletin 14 (Major Project for Education in Latin America and the Caribbean. UNESCO Bulletin 14).

Author

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean. and United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean.

Abstract

This document begins by describing the technological revolution and the impact of computers, and their role in education in Latin America and the Caribbean. Some educators believe that computer literacy can provide young people with access to better jobs in the society of the future and upgrade the level of education in general. An article by Martin Carnoy, Hugh Daley, and Liza Loop, "Education and Computers: Panorama and Reality," evaluates these arguments. The relation between the cost effectiveness of education in computer assisted instruction (CAI) is compared to the rates of student success and future employment. Research indicates that only a small fraction of jobs require higher skills, and while CAI seems to promote faster learning, especially among slow learners, the cost of equipment and trained personnel may be too great in countries with a low per capita income. Marta Mena discusses the relevance of current adult education correspondence courses and presents a scheme for their redesign in light of new information and current thought. The old model is directed to remedial action, with prescribed steps based on the search for efficiency in learning. Generally, these programs have been directed to isolated adults, considered as receptors of predetermined products, who will understand, accept, and apply the content established by the system. An analysis by Rodrigo Parra Sandoval concerning rural schooling in Colombia and a paper by Dr. J. Peter Figueroa on the need to incorporate school health programs in educational planning, are included. (NL)

Published
1987

24. Mejoramiento de la Produccion de Materiales de Educacion en Poblacion para la Ensenanza Primaria y la Post-Alfabetizacion. Taller Regional (Santiago, Chile, 27 mayo-5 junio, 1987). Informe Final (Upgrading the Production of Population Education Materials for Primary Education and Post-Literacy. Regional Workshop (Santiago, Chile, May 27-June 5, 1987). Final Report.

Author

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean.

Abstract

This report contains the results of an operational training workshop covering 11 case studies on the production of teaching materials for population education and used for elementary education, literacy, and post-literacy programs. The workshop covered the planning and design for the production of teaching materials including an eight step practical design for constructing such materials along with pilot programs to be integrated into the social studies courses. Specific countries whose programs were featured included: (1) Bolivia; (2) Ecuador; (3) El Salvador; (4) Haiti; (5) Honduras; and (6) Nicaragua. The Nicaraguan contribution, "Some Aspects of Family Life" (with corresponding teaching guide) was prepared for parents taking evening classes and the topics covered were structure and composition of the family, the sex life of a couple, children's developing sexual curiosity, and sexual expression of adolescents. The target audience for these materials is the National Association of Heads of Families, consisting of 80,000 members. (NL)

Published
1987

25. Memoria de la XXII Reunion Ordinaria de la Asamblea General de la ANUIES (Report of the 22nd Meeting of the General Assembly of the National Association of Universities and Institutions of Higher Education) (22nd, Manzanillo, Colima, Mexico, October 1986).

Author

National Association of Universities and Institutes of Higher Learning, Mexico City (Mexico).

Abstract

This serial issue is entirely devoted to the proceedings of the 1986 meeting of the "Asociacion Nacional de Universidades e Institutos de Ensenanza Superior (ANUIES)." Major attention is given to the "Programa Integral Para el Desarrollo de la Educacion Superior (PROIDES)," i.e. a comprehensive program for the development of higher education in Mexico. Topics covered by the proceedings are: national projects, including options for growth of the Institutions of Higher Education (IES), a national organization of educational institutions; training of academic and administrative personnel; economic needs and resources; educational finance; a national system of higher education information; evaluation of the higher education system; institutional self-evaluation; evaluation of PROIDES; admission and accreditation studies; adequacy of degrees, the student dropout rate; coordination and improvement of research and postgraduate education; evaluation of open education; diffusion of culture and extension of services; continuing education; audiovisual aids; library services; and the academic and administrative structures of IES. (SW)

Published
1986

26. Seminario Tecnico Regional Sobre Alternativas de Educacion Basica de Adultos en el Marco de la REDALF del Proyecto Principal de Educacion en America Latina y el Caribe (Colonia Tovar, Venezuela, 29 de Septiembre al 3 de Octubre, 1986). Documento Final. (Regional Seminar on Alternatives for Basic Adult Education in the REDALF Project for Education in Latin America and the Caribbean (Colonia Tovar, Venezuela, September 29-October 3, 1986). Final Document.)

Author

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean.

Abstract

The final report of a conference concerning adult basic education de Adultos en el Marco de la REDALF del related to innovative projects in adult education in nine countries. A wide spectrum of issues related to adult basic education, curriculum, methodology, evaluation, and research are analyzed in the context of educational planning. Among the goals are the creation of documentation for future program development and the establishment of a system of regional networks composed of national institutions, planning processes, and horizontal cooperation among countries. The papers include the history of specific educational projects and discussions of the current financial, social, and political crises in the area. (NL)

Published
1987

27. Capacitacion de educadores para areas marginales--I: Caracteristicas y necesidades educativas de los ninos, jovenes y adultos en las poblaciones menos favorecidas, rurales y urbanas. Tercera edicion (Preparation of Educators for Marginal Areas--I: Educational Needs and Characteristics of Children, Youth and Adults in Disadvantaged Populations, Rural and Urban. Third Edition).

Author

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean. and Tedesco, Juan Carlos

Abstract

Forty percent of the families in Latin America have an income which does not provide essential necessities. Two-thirds of poor families live in the countryside, while the remainder reside in urban slums. The key variable in explaining poverty is education. Without education these families have irregular, unstable, and low paying employment opportunities. These are the conditions that provide the scenario for schools in this environment. Statistics show that 50 percent of the students drop out with fewer than three years of schooling and are only semiliterate. Those who leave with three years or less of schooling constitute 41 percent in El Salvador, 45 percent in Brazil, and 64 percent in Nicaragua. These children come from homes with serious deficits and enter schools that have few resources and poorly trained personnel. Students achieve at a higher level when expectations for them are increased. Teachers often have social and cultural prejudices towards these children combined with low expectations for them. Classrooms are overcrowded, resources are scarce, and there are many one-teacher schools in which an interpreter may be needed. These positions are often entry level where the teacher has had no previous teaching experience. Working with these marginal populations requires a level of specific preparation for the situations and problems the teacher will confront. Developing favorable attitudes on the part of professionals towards disadvantaged groups is essential. (NL)

Published
1987

28. Proyecto Principal de Educacion en America Latina y el Caribe. Boletin 16 (Main Project for Education in Latin America and the Caribbean. Bulletin 16).

Author

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean.

Abstract

The three articles in this bulletin address various education problems in Latin America. Ernesto Schiefelbein ("Seven Strategies for Raising the Quality and Efficiency of the Education System") proposes seven educational strategies to confront existing problems, limitations, and the failure to retain students with few socioeconomic resources. Nine tables of data about various countries describing matriculation and dropouts are provided. Hugo Rudolfo Lovisolo ("Two Models for Adult Education") analyzes the problems, characteristics, and dilemmas surrounding adult education in Latin America, particularly in the context of the Educational Foundation of Brazil. Jeanette Morris ("Adult Education for Language Improvement") presents the results of an innovative program for language teaching in Trinidad and Tobago. The program was developed in response to student dissatisfaction and placed emphasis on oral ability. Brief reports on various research projects in progress also are included. (NL)

Published
1988

29. La Educacion en America Latina y El Caribe Durante Los Proximos 25 Anos. (Education in Latin America and the Caribbean during the Next 25 Years.)

Author

Organization of American States, Washington, DC. Dept. of Educational Affairs. and Roggi, Luis Osvaldo

Abstract

The nine papers appearing in this document review both limitations and progress in education in Latin America, study the future of education in Latin America and the Caribbean, and make recommendations to the Regional Program for Educational Development (PREDE). There is, in addition, a lengthy transcription of a discussion, among eight of the participants, on the principal themes and views of the conference. The articles are: (1) An Analysis of the Conference (L. O. Roggi); (2) Education and Society in Latin America (G. Rama); (3) The Challenge of Latin American Education During the Next 25 Years (C. Braslavsky); (4) Education Anticrisis for Latin America and the Caribbean (R. Lerner de Almea); (5) The Democratic School: National, Regional, and Unified (L. A. Cunha); (6) Reflections on Educational Problems in Latin America and the Caribbean (J. Coutinho); (7) Refections on Regional Education in Latin America (S. N. de Senen Gonzalez); (8) PREDE-OEA Programs of the Next 25 Years (M. Montero-Sieburth); (9) Decentralized Educational Systems in Latin America and the Caribbean: A Research Project (N. McGinn). Also included is a chapter taken from a historical document, entitled "La Didactica Magna" written by Juan Amos Comenio, who lived from 1592-1670. (Summaries are presented of each journal entry, first in Spanish, then, in turm, in English, French, and Portughese.) (NL)

Published
1987

30. Formacion de Formadores en Planeamiento y Administracion de la Education: Informe Final. Reunion Tecnica de la Red REPLAD, Campinas, Sao Paulo, Brasil, 9-13 de noviembre de 1987. (Educational Development of Professionals in Educational Planning and Administration: Final Report. Proceedings of the Meeting of the Major Project for Education (Sao Paulo, Brazil, November 9-13, 1987).

Author

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean.

Abstract

This final report provides a synthesis of conference presentations by representatives from institutions in 17 Latin American and the Caribbean nations. The material includes descriptions about institutions of higher education planning and developing of their respective schools of education, ministries of education, and national and regional programs designed under the umbrella of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) to meet the educational needs of developing nations and to implement change. Among the reports included are those from institutions in Colombia, Costa Rica, Haiti, Mexico, Ecuador, Argentina, Venezuela, Chile, Uruguay, and Brazil. (NL)

Published
1988

31. Documents of the International Conferences on Education, 1979-1986: Cumulative Catalogue = Documents des conferences internationales de l'education, 1979-1986: catalogue cumulatif = Documentos de las Conferencias Internacionales de Educacion, 1979-1986: Catalogo Cumulativo.

Author

United Nations Educational, Scientific, and Cultural Organization, Paris (France).

Abstract

Composed of two sections, this catalog lists 925 documents prepared for and produced by the 37th through the 40th sessions of the International Conference on Education (1979, 1981, 1984, and 1986). Included are reference and information papers contributed by the United Nations Educational, Scientific, and Cultural Organization (Unesco) headquarters units and other institutions; final reports and recommendations to the Ministries of Education on themes from each of the Conferences; and reports on the development of the education systems of individual member states. In the first section, the national reports and replies to questionnaires are listed by country in alphabetical order by the English name of the country. In the second section, the Conference documents--i.e., the working papers and the final report for each session--are listed in chronological order of the session. Entries include the authoring country, conference year, agency or organization from which the document originated, individual author, document title, place of publication, publisher, date of publication, number of pages, questionnaire reference number, and English keyword indexing terms for computer storage and retrieval from the 1984 edition of the "UNESCO: International Bureau of Educaton Thesaurus." The table of contents and introduction appear in English, French, and Spanish; the titles of many of the documents are in the language of the country of origin. (SD)

Published
1988

32. La autonomía emocional en la primera infancia como una habilidad para la vida.

Author

Herrera Berrones, Emily Valeria, Pastrana Bozada, Lizbeth Tatiana, and Rendón Bautista, Inés Beatriz

Subjects
*DEVELOPMENTAL psychology, *MATURATION (Psychology), *EDUCATIONAL objectives, *AGE, *LIFE skills
Abstract

The present field study based on the mixed approach of scientific research describes from a neuroeducational perspective the importance of “Emotional autonomy in early childhood as a life skill” in girls and boys of initial II. Considering that it is a fundamental aspect in psychological and personal development. This study aimed to substantiate emotional autonomy at an early age as a life skill from theoretical positions, understand the impact on the effective management of emotions, considering its relevance to promote healthy and balanced growth. The various dimensions were explored, evaluating how self-acceptance, self-regulation, resilience, emotional independence and problem solving contribute. This analysis took as a population 23 girls and boys from the “Dr. Benjamín Carrión” Educational Unit. An interview was carried out with the educator, a survey directed at parents, a checklist for the children and an observation sheet for the class which They were analyzed to demonstrate the problem; Finally, the appropriate conclusions and recommendations are established to design a three-module program of effective intervention for parents and educators, with the purpose of enriching educational practices and promoting healthy emotional autonomous development. [ABSTRACT FROM AUTHOR]

Published
2024
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33. Liderazgo Instruccional en jefaturas técnico pedagógica de establecimientos educacionales de Chile.

Author

Aparicio-Molina, Carolina, Sepúlveda-López, Felipe, Castillo-Armijo, Pablo, and Rodríguez-Molina, Guillermo

Subjects
TEACHER leadership, TRAINING needs, EDUCATIONAL quality, EDUCATIONAL planning, HIGHER education
Abstract

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2024
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34. La OEI y las metas 2021: Evolución del derecho a la educación en Latinoamérica y el Caribe.

Author

Neubauer, Adrián, Nicolás-Ruiz, María Ángeles, and Álvarez-Pavón, Sara

Subjects
EDUCATION policy, EDUCATIONAL planning, COMPARATIVE education, SCHOOL dropouts, EDUCATIONAL objectives, GOVERNMENT policy, RIGHT to education
Abstract

Copyright of Revista Caribeña de Investigación Educativa is the property of RECIE and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2023
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35. RESOLUCIONES DE ACREDITACIÓN DE ALTA CALIDAD: Un panorama de retos y oportunidades de las Instituciones de Educación Superior en Colombia.

Author

RINCÓN MORENO, MAURICIO and LILOY VALENCIA, JULIANA

Subjects
UNIVERSITIES & colleges, ACCREDITATION, COLLEGE teachers
Abstract

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2023
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36. CONOCIMIENTO Y APLICACIÓN DE LAS TECNOLOGÍAS DE LA INFORMACIÓN Y LAS COMUNICACIONES DE LOS DOCENTES DE EDUCACIÓN INICIAL DE UNA SELECCIÓN DE COLEGIOS PRIVADOS DEL ESTADO MIRANDA, VENEZUELA.

Author

Michailoff Calvo, Elizabeth, Grossmann Zamora, Ana, and Briceño Marcano, Milagros

Subjects
*EARLY childhood education, *EARLY childhood teachers, *TEACHER selection, *EDUCATIONAL technology, *EDUCATIONAL planning
Abstract

The main purpose of this work was to analyze the level of knowledge, application and disposition towards Information and Communication Technologies (in forwards ICT) by early childhood teachers in a selection of private schools. Three specific goals were suggested: to investigate the knowledge that teachers have about the use of ICT, to know the technological tools that teachers apply to children, and to describe the teaching strategies used in connection with technology. On the other hand, the methodology used was a mixed approach of non-experimental design. The data collection was carried out through three instruments: a questionnaire aimed at all the teachers of early childhood education, an interview directed at a selection of the teachers of the initial level and an interview directed at the directors or coordinators of the 7 private schools of the Miranda State. The data collected through each of the instruments were categorized and graphed, to subsequently be analyzed through a triangulation process. The main results were linked to how technology is perceived as an ally that benefits and supports the teaching process; most teachers have a medium level of technological knowledge, and wish to continue training in this area. Last of all, both educational centers and their teaching teams see ICTs as an opportunity for change and development. [ABSTRACT FROM AUTHOR]

Published
2023
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37. Identificación institucional y calidad docente en una universidad privada del Perú.

Author

Ochoa Tataje, Freddy Antonio, Mendoza Retamozo, Noemí, Tejada Arana, Arístides Alfonso, and Panduro Ramirez, Jeidy Gisell

Subjects
EDUCATIONAL planning, EFFECTIVE teaching, JUDGMENT (Psychology), TEACHER educators, HIGHER education
Abstract

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2022

38. Videojuegos y educación: análisis de tendencias en investigación.

Author

Marín-Suelves, Diana, Esnaola-Horacek, Graciela, and Donato, Donatella

Subjects
VIDEO game reviewing, VIDEO games in education, VIDEO games, TEACHER evaluation, BIBLIOMETRICS, EDUCATIONAL planning, RECOLLECTION (Psychology)
Abstract

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2022
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40. ESTUDIO DE LOS ESPACIOS PROFESIONALES ACTUALES DE LA PEDAGOGÍA: LA VOZ DEL ALUMNADO Y DE LOS PROFESIONALES.

Author

ALTUNA URDIN, Jon, CRUZ IGLESIAS, Esther, AIERBE BARANDIARAN, Ana, MADINABEITIA EZKURRA, Alba, and MARKO JUANIKORENA, Inazio

Subjects
VOICE analysis, WORK orientations, JOB qualifications, JOB skills, TRAINING needs, CREATIVE thinking, COMMUNICATIVE competence
Abstract

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2021
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41. Procesos de secularización, desde la educación elemental; editores y profesores en Morelia y el periódico El Amigo de la infancia, 1875-1876.

Author

NÚÑEZ ALTAMIRANO, RUBÉN DARÍO and CASTILLO GONZÁLEZ, JOSÉ LUIS

Abstract

The text addresses the Mexican process of secularization, which called into question the educational model linked to the Catholic religion, promoting its modernization. To spread their ideas, teachers and political actors resorted to the design of editions such as the newspaper El Amigo de la Infancia, from Morelia, which is analyzed in this research. [ABSTRACT FROM AUTHOR]

Published
2021
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43. LA TRANSFORMACIÓN DOCENTE DE LA UNIVERSIDAD A VEINTE AÑOS DE BOLONIA: BALANCE Y CLAVES PARA UN FUTURO POR DEFINIR.

Author

Fernández Fernández, Idoia and Ezkurra, Alba Madinabeitia

Subjects
INSTRUCTIONAL innovations, TEACHER training, EDUCATIONAL planning, EDUCATIONAL innovations, ACTIVE learning
Abstract

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2020
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45. Lo permanente del aprendizaje humano para responder al continuo cambio.

Author

Martínez Domínguez, Luis Manuel

Abstract

When we find ourselves in this era of rapid and continuous changes in teachinglearning processes, it is pertinent to review what is essential in learning; That which however much change things can't change so that the phenomenon of learning, can continue to call learning. This is the objective of this article, and from a phenomenological perspective, a description is proposed that captures the essence of human learning. This description has been arranged in a way that is valid for any time in the history of education, and serves as a contrast to ensure that the educational innovations that arise in each place and time, respond to the phenomenon of learning in all Its dimensions. [ABSTRACT FROM AUTHOR]

Published
2019
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46. ANÁLISIS DEL CONCEPTO 'EMPRENDEDOR' Y SU INCORPORACIÓN AL ÁMBITO EDUCATIVO.

Author

DE ALDAÅ, Arantxa AZQUETA DÍAZ

Abstract

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2019
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47. El declive de las Humanidades en México: Análisis de posicionamiento.

Author

Alfredo Barragán-Perea, Efraín, Luján-Álvarez, Concepción, Elena Guzmán-Ibarra, Luz, Luján-Álvarez, Humberto, Alfonso Jiménez-Castro, Jorge, and del Carmen Gutiérrez-Díez, María

Abstract

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2018

48. La enseñanza de la Historia: innovación y continuidad desde Rafael Altamira.

Author

DUARTE PIÑA, Olga

Subjects
*TEACHER role, *EDUCATIONAL innovations, *TEACHING methods, *TEACHING aids, *EDUCATIONAL planning, *HISTORY of education
Abstract

The teaching of History (methodology, projects, materials), has undergone many changes from Rafael Altamira's research over the end of the nineteenth century and first third of the twentieth century through to research by innovation groups comprising teachers in the last third of the twentieth century. This paper shows the changes and continuities in history teaching models, as well as coincidences and differences. Its aim is to present a history of innovation concerning the teaching of the discipline because, although innovation has been discontinuous and has been more or less present depending on the circumstances and the actors who have promoted it, its return always maintains the intensity of the original expression. Consequently, we believe that this overview of innovation, analysing noteworthy proposals, is needed to record attempted changes and improvements and ensure they are available as a reference point when attempting to understand current initiatives. [ABSTRACT FROM AUTHOR]

Published
2018
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49. Innovación y enseñanza. De la “moda” de innovar a la transformación de la práctica docente.

Author

SANCHO-GIL, JUANA M.

Abstract

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2018
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50. EL DESARROLLO DOCENTE DEL PROFESORADO UNIVERSITARIO: ANÁLISIS Y SISTEMATIZACIÓN DEL CONCEPTO.

Author

EZKURRA, Alba MADINABEITIA and FERNÁNDEZ FERNÁNDEZ, Idoia

Abstract

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2017
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