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The cultural challenge of educating Haitian rehabilitation professionals was identified by a Canadian francophone university which collaborated in the implementation and organization of international internships. Ethical cross-border internationalization should ensure reciprocity for partners. With this as a central value and in a context of pedagogical resource scarcity in Haiti, an intercultural educational partnership involved Haitian and Canadian university students situated in their respective countries in a Problem-Based Learning (PBL) course. Teachers and students applied principles of decolonization of health pedagogy principles were applied by teacher and students throughout this cross-border virtual synchronous PBL course. The aim of this study was to determine the feasibility and to identify facilitators and obstacles to conducting a cross-border virtual synchronous PBL course and its perceived benefits in the development of professional competencies. Five Canadian students and five Haitian students, all volunteers, took part in a 3-week cross-border virtual synchronous PBL course. Deductive qualitative content analysis of the transcripts from a 120-minute focus group discussion held one week after the course and a logbook kept during the project was conducted. The criteria deemed important to successfully replicate this project relate to: 1) The attributes of the students and teachers involved; 2) pedagogical preparation activities; and 3) the use of multiple communication strategies and connectivity plans. In addition to the acquisition of course content not readily available in Haiti, the student interactions inherent in the PBL method supported the acquisition of competencies such as collaboration, communication, and change agent advocacy promoted by the Canadian association of occupational therapy which contribute greatly to strengthening the students' professional identity.

This article presents the results of a research on transformation processes for creating more democratic and inclusive schools. Through a multiple case study of four Spanish schools, the authors analyse how the actors involved in participatory action research processes mobilise knowledge on inclusive education. The authors explore the strategies that favour said mobilisation when inclusive, democratic and community curricular practices are implemented. These practices are carried out in schools within the framework of Participatory Action Research (PAR) processes. The results show that collaborative and dialogical practices allow to question the pedagogical practices, and serve for linking contexts (school, territory and university) and mobilising the available knowledge (generate it, apply it, share it and disseminate it).

From an understanding of knowledge mobilisation as a set of strategies that favour responsible and inclusive research, the aim of this paper is to identify the obstacles or barriers to carrying out such research in higher education institutions, as perceived by researchers. In this descriptive study, content analysis is used to examine semi-structured interviews carried out with eighty research groups from five European countries (Austria, Romania, Serbia, Slovenia and Spain) that participated in the research. Results reveal the main barriers researchers perceived are associated with social commitment, relational aspects, encouragement to participate (attitudinal, organisational and institutional barriers) and knowledge mobilisation practices (derived from the research process and research evaluation policies). Ethical and policy implications for more responsible and inclusive research are drawn in the conclusions.

The number of students with autism spectrum disorder in university is progressively increasing, which implies great challenges for higher education. Existing literature indicates that students with Autism Spectrum Disorder face many barriers to their participation and learning, some of which are attributed to teaching practices. Thus, this keeps us still on the road towards achieving genuinely inclusive institutions. With the purpose of promoting more inclusive practices according to students' preferences, this article aims to analyse the learning enablers for students with autism, which are related to inclusive teaching practices based on the Universal Design for Learning (UDL). A qualitative approach was selected, which allowed to gather the testimonies of seven university students with this disorder through semi-structured interviews conducted at a university in Spain. These students reported several enablers that supported their learning at university. Many of them indicated highlighting key concepts or receiving the information progressively. The majority described feeling more engaged when teachers considered their opinions and valued their efforts, among other facilitators. The study concludes with valuable recommendations, based on students' testimonies, for teachers to incorporate into their teaching practices. The perspectives of students with ASD have highlighted the significance of their voices. However, there is still a need to develop a shared speech that directly impacts the transformation of practices. The UDL approach could benefit students with ASD and others. Therefore, investigating how to introduce these practices into teacher training programs in higher education should be a priority for future research.

The present article introduces the concept of knowledge mobilisation (KMb) strategies in university research by linking university social responsibility with the concept of inclusive and responsible research, which implies an ethical perspective of equity and inclusion in responding to citizens' needs. The study objective is to discover the ethical position and KMb strategies in 80 research groups from five European countries. The amount and type of strategies applied are analysed from information gathered in semi-structured interviews and from KMb indicators. The results show that these strategies are still not widely used and point to four key elements in researchers' ethical positions: commitment, knowledge recognition, dialogue and cooperation. Strategies range from the initial formulation of the research problem to a sustainability plan for the research projects. The conclusions identify an emancipatory ethical perspective that rebalances power relationships between researchers and stakeholders, but that generates tension with public research policies and research quality evaluation criteria.

In this research, the influence of the Coronavirus disease (COVID-19) pandemic on 9th grade students' mathematics achievement is analyzed through quantitative and qualitative methods. A posttest only with control group design was used to compare the mathematics marks of 9th grade students from the previous school year (before the pandemic, control group) and the current school year (during the pandemic, experimental group). Seventy-three students from a public high school in Spain attending class on alternate days participated in the study. Three focus group sessions were held with students, and five semi-structured interviews were conducted--two with teachers and three with students' families. Results show statistically significant differences in students' mathematics achievement, with students enrolled in 9th grade the previous (pre-pandemic) year outscoring their peers currently enrolled in 9th grade (during the pandemic) by 22.17%. An overall negative effect size of Hedge's g = -1.11 was reported. Although significant statistical differences between groups were reported for both male and female students, the effect was 42.31% larger for male students (Hedge's g = -1.11) than for females (Hedge's g = -0.78). The qualitative information supported the quantitative results. Changes in educational settings, students' lack of motivation, monotony, and students' level of responsibility were qualitatively reported as factors that may explain this phenomenon. The main conclusion of this study is that the COVID-19 pandemic may be significantly and negatively affecting 9th grade students' mathematics achievement.

COVID-19 restrictions in schools worldwide constitute an important limitation for peer support among students. The masks, the distance between tables or the established sitting order are new challenges that both students and teachers must face in Spain. The conventional strategies that took place among students prior to the COVID-19 pandemic have been altered. In this study, the mathematics achievement of high-school students prior to the COVID-19 pandemic and during the COVID-19 pandemic is examined. Quantitative and qualitative methods were used. A total of 368 students from 9th grade (ages 14 to 15) participated in this research. Statistically significant differences were reported when comparing the mathematics achievement of pre-COVID-19 and post-COVID-19 students (t = 22.21, p < 0.01). An overall negative effect size of -2.32 was reported for those students with COVID-19 restrictions. Mathematics achievement scores were 9.90% lower for the group with restrictions. No statistically significant differences were reported when analyzing results by gender or repeating condition. The qualitative information supported the quantitative findings. Alterations in peer support was identified as one of the main factors that could explain this decrease. The main conclusion of this study is that current restrictions due to COVID-19 could be producing an important decrease in students' mathematics achievements.

The academic effects of learning statistics and probability through peer tutoring were analysed in the research reported on here. Two hundred and eight students enrolled in Grades 7, 8 and 9 participated. Fixed- and same-age peer tutoring was implemented 3 times per week for 6 weeks. Each tutoring session lasted approximately 25 minutes. The main aims of this research were to quantify the effect of peer tutoring and to determine any differences among grades. A pre-test-post-test design was employed. Students were assigned to control or experimental conditions. Effect sizes were calculated and non-parametric statistical tests were performed. No statistically significant differences were reported in the pre-test analysis. Statistically significant improvements were reported with the implementation of the programme for all grade courses, both individually and globally (Mann-Whitney "U" test = 5436.79, p < 0.01). The reported global effect size may be considered as medium to large (Hedges' "g" = 0.72). The comparison among courses did not report any significant differences. It can be concluded that using peer tutoring for learning statistics and probability could be academically beneficial for middle school students.

The COVID-19 pandemic has significantly altered the organization and scheduling of high schools in Spain. Due to pandemic restrictions, most students from grades 9 to 11 come to class only on alternate days. In this situation, e-learning and distance learning have gained prominence as necessary methods of instruction. In this study 68 students from grades 9 and 10, attending on alternate days, participated in an online teaching experience for the first time in their lives. This took place during the first trimester of the 2020-2021 academic school year. On days when they did not attend class in person, students were expected to watch the mathematics classes which were broadcasted live via YouTube. Students could either watch the classes live and ask the teacher questions via an online chat, or alternatively, they could watch the pre-recorded classes at a later time. The two options were analyzed using quantitative and qualitative methods. Results showed a continuous decrease in the number of students who preferred the first option, switching progressively from online live classes to pre-recorded classes as the weeks passed. The qualitative results explained this progressive decrease as students preferred to watch the teacher's explanations several times. Although e-learning is absolutely necessary in the 21st century, and especially during the current pandemic, controlling students' level of application to distance work and online learning is still a challenge.

Research into the effectiveness of cooperative learning for students who encounter barriers to participation and learning, and for those who show resistance to cooperative learning, produces poor results because learning strategies do not always incorporate the essential elements of cooperative learning. For this reason, in this study we intend to show how the factors of competence for cooperative learning evolved over 6 terms in base teams, in students with resistance to cooperative learning and in one student diagnosed with ADHD. This was a longitudinal case study where qualitative research instruments were used, carried out in a rural classroom. The results show how the base teams (class-group) evolved, how the resistant students and the ADHD student evolved, and offer pointers to cooperative proposals that should be developed in a class-group, considering the different learning needs of students.

Purpose: This research analyzes the effects of a Service-learning program on the development of civic attitudes and skills on preservice teachers (n = 98). They provided a direct service of motor sessions aimed at children with functional diversity. Method: The topic was approached using a mixed methodological approach. A pre- and posttest quantitative analysis was performed on the results obtained after applying the Civic Attitudes and Skills Questionnaire, and a qualitative analysis was performed on the content of follow-up journals. Results: The quantitative results indicated a significant positive posttest, and qualitative analysis explained the civic skills and attitudes that the preservice teachers acquired. Discussion/Conclusion: Service-learning is a useful method for promoting the civic attitudes and skills of preservice teachers. The acquired learning specifically affected the different dimensions involved in achieving meaningful learning, an improvement in the skills and attitudes that are essential characteristics of an inclusive teacher.

Addressing the bridge between theory and practice in the field of inclusive education in Spain involves searching for strategies of knowledge mobilisation, and action research (AR) is one of them. This study explores how its practical development questions the roles that researchers adopt throughout the process. A content analysis of several focus groups raises questions about the challenges that researchers undertake, and the dilemmas they face due to the need to develop a more participatory, transformative, and emancipatory action research. As conclusions of this study, we emphasise that the roles adopted by researchers are configured by their positioning when choosing AR as a method for investigating critical transformation of reality, their different conceptions of what knowledge mobilisation is, and their commitment to the precepts of inclusion.

This study explored the Social Representations (SRs) of Gifted Children in France, both in the general adult population and in different childhood professionals's populations (i.e., primary school teachers, secondary school teachers, and psychologists). Two binary SRs emerged from the data obtained from 608 participants. In the general population, the SR is "performative" and less diversified: gifted children were chiefly associated with exceptional intelligence. The "personological" SR of professionals indicated social, emotional, and behavioral characteristics. Few nuances distinguish the SRs of teachers from that of psychologists. This study highlights the need to better informed the general population and to better trained teachers and psychologists, to move towards a less stereotyped SR, congruent with the proven characteristics of gifted children.

Studies show the importance of non-cis-heteronormative referents for LGBT+. The object of this paper is to explore LGBT+ referents for teenagers on the basis of the results of the "Survey on Adolescence and Sexual Diversity," which was distributed to Spanish high school students in the fourth grade of compulsory secondary education The sample was composed of 128 students aged 15-18. About 56.2% identified as girls, 43.8% identified as boys; none identified as non-binary or trans. The results of the quantitative analysis of the survey data highlight the invisibility of non-heteronormative identities and the role of the media as the main purveyor of these identities. Suggestions are offered for the transformation of communicative spaces to embrace diversity and inclusivity.

In this study reciprocal peer tutoring was implemented in middle school mathematics classes for a six-month period. The effects of this methodology on students' mathematics achievements, mathematics anxiety levels, attitudes towards mathematics, and mathematics self-concepts were examined. Study participants included 768 students in grades 7-9 (12-15 years old). Statistically significant differences and positive effect sizes were reported for mathematics achievement, mathematics anxiety level, and mathematics self-concept (Hedge's g average value of 0.28). No significant statistical differences were reported for mathematics attitude. Students' repeating condition acted as significant moderators for mathematics anxiety. The main conclusion is that reciprocal peer tutoring can be very beneficial academically and psychologically for middle school mathematics students.

The benefits of peer tutoring in mathematics have repeatedly been proven at different educational levels. Nevertheless, mathematics teachers' perceptions towards this methodology and whether they are adequately trained to implement the practice is information that remains uncertain. Surveys and questionnaires directed at teachers regarding peer tutoring are lacking. Determining teachers' knowledge and perceptions on this topic is important, as that knowledge and those perceptions affect their teaching practices and, therefore, student learning. This validation study was designed to evaluate questionnaire responses from mathematics teachers regarding their knowledge, perceptions and attitudes towards peer tutoring so that implications for practice and policy could be determined. A four-factor structure questionnaire was developed. Strong correlations were reported between knowledge and attitudes. Females, less experienced and public school teachers showed greater values. A conclusion is that female teachers are more sensitive than male teachers regarding students' inclusion and active learning.

Participatory Action Research (PAR) in the educational context is a coherent methodology to accompany processes of school democratisation focusing on the key elements of collaborative culture, a sense of belonging and social transformation from an inclusive and intercultural approach. The present case study of a rural school in the Valencian Community (Spain) takes an ethnographic approach to analyse how PAR strategies and processes facilitate the democratisation process and the educational community's perceptions of the transformations in the school culture. Results show an improvement in participation strategies and a more distributed leadership, but they also reveal some resistance to delegating responsibilities and difficulties in empowering children's voices. The conclusions highlight the need to institutionalise cultural change by understanding participation as a fundamental strategy with which to build a more inclusive and intercultural school and society.

Background: In order to offer all students the opportunity to progress and grow to their full potential, teachers must positively recognise and value the different expressions of diversity of all the class members. One of the biggest educational challenges that teachers face today is how to address classroom practices from a truly inclusive and democratic perspective. Purpose: The main aim of this study was to explore, in a Spanish context, how primary school teachers articulate and implement inclusive and democratic practices in their classrooms. Design, sample and methods: The methodological design of this study was situated within a qualitative research approach. A multiple case study structure, comprising three case studies, was utilised. Data collection was carried out via interviews, classroom practices inventories, scientific observation and analysis of documentation. The study was carried out over three academic years and had three phases. Data were analysed thematically. Findings: In the three cases analysed, the analysis identified different possibilities in terms of the implementation and articulation of pedagogical differentiation (the structures, content, process and product) and democratic classroom management (collaborative culture, a shared leadership, democratic participation and school linked to environs). Conclusions: The analysis highlights the need to support the formation of a critical citizenship within inclusive contexts, as well as the need to develop a sense of belonging to the educational community.

In this article there is a discussion about the results of an activist Ethnography carried out in "Benicasim" (Spain). The study is focused on the culture of youth participation in leisure spaces that contribute significantly to the education of young people as critical citizens. During 3 years of fieldwork as an activist in the Youth Club (YC) we carried out an investigation based on biographical, narrative, participatory and observational tools. Particularly, we try to understand which elements can turn a participatory structure into a tool for a model of participatory progression and offer the possibility of creating personalised participatory trajectories. Our results suggest that structuring participation in a youth club can be beneficial if we care for aspects like commitment, responsibility, availability, leadership and the sense of membership. Adapting these elements to the characteristics of each youth will boost participation to more autonomous levels, thus enabling an empowering and autonomous learning process.

Peer tutoring in Mathematics has reported academic benefits across many educational levels, from Preschool to Higher Education. However, recent literature reviews and meta-analysis state that students experience higher gains in Primary or Elementary Education (ages 7-12 years) than in secondary education or middle school and high school (ages 13-18 years). This study examined the effects of peer tutoring on students' mathematics achievement in primary and secondary education under similar settings. 89 students from first, fourth, seventh, and ninth grades participated in the study. The design of this research was quasi-experimental with pretest-posttest without control group. The statistical analysis reported significant improvements for both, Primary and Secondary Education. The comparison between these educational levels showed that there were no significant differences in the increments of the students' marks. The global effect size reported for the experience was Cohen's d = 0.78. The main conclusion is that Peer Tutoring in Mathematics reports similar academic benefits for both, Primary and Secondary Education. Future research must be conducted as the superiority of Peer Tutoring in Primary over Secondary Education has yet to be proved in the Mathematics subject.

This study reports the academic benefits of peer tutoring in algebra for middle school students. A total of 380 students enrolled in grades 7th and 8th participated in the study. Two peer tutoring sessions took place during each week (10 weeks). Interactions between peers lasted 20 to 25 minutes for each session. The typology of tutoring was fixed and same-age. A pretest posttest with control group design was used. Statistical significant improvements were reported in the academic achievement variable after the implementation of the peer tutoring program for 7th and 8th grade courses separately and altogether. Over 87% of the students in the experimental group improved their marks. The overall effect size for the experience was reported to be medium (Hedge's g = 0.48). The main conclusion of this study is that fixed and same-age peer tutoring in algebra may be very beneficial for middle school students.

The new educational paradigm has led to a change in the teaching methodologies toward those more focused on the student, among these, project-based learning (PBL) is postulated as one of the most promising. This work is focused on the description of the experience of using PBL methodology in Materials Science courses, conducted by four different Spanish universities on different engineering degrees. The other main objective is to analyse and evaluate how the PBL was perceived by the students and the lecturers that took part in the PBL process. This investigation was an embedded, sequential mixed-methods study, which began by administering a survey to one hundred and four students and then a focus group with six students and six lecturers in four different engineering degrees of four Universities. Results generally show a good degree of acceptance of this approach by all parties involved.

This article reports of findings from a study among Spanish school students, with the goal of examining homophobia as perceived and expressed in three different contexts: education, the family and socially. A survey on adolescence and sexual diversity was administered to 128 tenth-grade students in their 4th year of secondary school in Castellón, Spain. Data were analysed both descriptively and inferentially so as to reveal any similarities and differences by gender. Findings reveal relatively high levels of homophobic attitudes and the need for intervention at the school level. Suggestions are made about the best ways in which this might occur.

Background: This study focused on attitudes of workers and family members towards self-determination of individuals with intellectual disability. First, we compare their self-determination attitudes. Second, we test the link from mutual communication (workers and family members perceive that the other party openly dialogues about self-determination) to individual attitudes. Finally, we examine the relationship between mutual communication and affinity in attitudes. Method: We conducted a survey study with 111 organisations (914 workers and 845 family members). Results: Workers have more positive attitudes than family members. In addition, high mutual communication was associated with individual positive attitudes towards self-determination and shared attitudes between workers and family members. Conclusions: When both workers and family members perceive that the other party is accessible and willing to engage in open dialogue about self-determination issues, their attitudes converge.

This paper describes an experience of same-age peer tutoring conducted with 19 eighth-grade mathematics students in a secondary school in Castellon de la Plana (Spain). Three constructs were analysed before and after launching the program: academic performance, mathematics self-concept and attitude of solidarity. Students' perceptions of the method were also analysed. The quantitative data was gathered by means of a mathematics self-concept questionnaire, an attitude of solidarity questionnaire and the students' numerical ratings. A statistical analysis was performed using Student's t-test. The qualitative information was gathered by means of discussion groups and a field diary. This information was analysed using descriptive analysis and by categorizing the information. Results show statistically significant improvements in all the variables and the positive assessment of the experience and the interactions that took place between the students.

Professional development that aims to build school change capacity requires spaces for collaborative action and reflection. These spaces should promote learning and foster skills for distributed leadership in managing school change. The present study analyses the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant, primary, secondary and higher education to experiment with and share innovative practices. A focus group was formed first to identify which factors SCC participants perceived as influencing the development of this leadership for change, and second, to verify whether the SCC offers a space where the development of distributed leadership is promoted. We find that while it enables a network for collaboration, egalitarian dialogue and empowerment, certain tensions persist between theory and practice, and in attitudes towards innovation and school culture.

This article presents an analysis of teachers' impressions of their shared objectives and values, together with their conceptions of interculturality and inclusion. The educational reality of a school in Valencia (Spain) is described, based on the exploration through semi-structured interviews. From the systematically categorized information, we obtained two dimensions that, when analyzed, enabled us to draw up lines of action or initiatives for change. We suggest actions that may be taken to transform their school culture and to guide their work towards an inclusive and intercultural model.

This article presents a study that attempts to inquire into the indicators related with inclusive education by taking into account teachers' responses in the ordinary and specific teaching contexts (experts in special education needs, specialists in therapeutic pedagogy and compensatory education or specific programmes organised to accommodate diversity). We used a Spanish translation of the Index for Inclusion, which has been adapted and divided into three Likert-type scales about inclusive cultures, organisation in the teaching-learning context and inclusive practices. We did a t-test to detect any significant differences in teachers' responses in terms of the ordinary or specific teaching contexts in which they work. No significant differences were seen in the items related to cultures and organisation, but we found significant differences in 12 of the 36 items of the inclusive practices scale. Finally, we discuss the role of the processes for innovation and transformation in secondary schools and provide key factors to build an intercultural inclusive school. (Contains 1 figure, 4 tables, and 1 note.)

This paper examines a number of issues relating to educational responsibility for increasing social cohesion and preventing the segregation of people from different cultures who have to pass through the Spanish educational system. Using a descriptive analysis, we review the present situation. Our review shows that the treatment of cultural diversity by Spanish universities is, in general, insufficient with respect to the training needs that students will demand from the educational system both now and in the future. Simply taking a single course on intercultural issues is not enough to prepare teachers to cope with cultural diversity in the school and classroom. Therefore, educational approaches, curriculum planning, teacher organization and teaching methodology all need to change in the earliest stages of teacher training. A important first step would be to develop positive attitudes toward diversity and inclusion, which can then guide new educational approaches. In turn, these can focus on innovation within an intercultural framework in order to allow the implementation of increasingly committed and complex projects and educational experiences (investigation-action, social action projects, etc.). Such developments are intended to provide teachers with teaching-learning strategies in five fundamental core areas. These represent the minimum content of any intercultural education program: friendship with people from other cultures, multicultural coexistence, coexistence and learning about other cultures at school, intercultural cooperation and respect for cultural diversity.