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Albareda-Tiana, Silvia; Fernandez-Borsot, Gabriel; Berbegal-Mirabent, Jasmina [et al.]. Enhancing curricular integration of the SDGs: fostering active methodologies through cross-departmental collaboration in a Spanish university. International Journal of Sustainability in Higher Education, 2024

Avila, G. D. S. G. L., & Albareda-Tiana, S. (2024). Gender Equality and Sustainable Development. Progress and Challenges in the Global Agenda and at University. Feminismo-S, (43), 213-243. https://doi.org/10.14198/fem.2024.43.09

Benito, I. M., Benito, I. M., & Benito, I. M. (2024). [On-line pornography and minors. Diagnosis, challenges and proposals]. PubMed, 35(113), 27–40. https://doi.org/10.30444/cb.164

Fernández Morilla, M., & Lorente, N. R. (2024). Propuesta pedagógica para el desarrollo de competencias STEAM y de sostenibilidad en niños de Educación Infantil. European Public & Social Innovation Review, 9, 1–17. https://doi.org/10.31637/epsir-2024-1098

Onsès, J.; Domingo-Coscollola, M., (2024), "Integration of migrant children in educational systems in Spain: stakeholders’ views", INTERCULTURAL EDUCATION, vol. 35, No. 2, pp. 156-170

Vall-Casas, P., Juárez-Bourke, A., Garcia-Acosta, X., Benages-Albert, M., & Germaine, M. (2024). Reviewing the evidence on riparian community engagement: A conceptual framework of community-based river management. Environmental Science & Policy, 161, 103887. https://doi.org/10.1016/j.envsci.2024.103887

Valls, E., Prats, S., De Bofarull, J., Fullola, M., Julien, E., García-Rueda, R., & Riera, L. (2024). La competència lingüística i comunicativa dels futurs mestres: resultats de la primera prova diagnòstica de català a l’alumnat de nou accés de cinc facultats d’Educació de Catalunya. Revista De Llengua I Dret, 81, 189–212. https://doi.org/10.58992/rld.i81.2024.4147

Fuertes Camacho, M. T., & Fernández Morilla, M. (2023). STEM education in childhood: perceptions of teachers. TECHNO Review.International Technology, Science and Society Review / Revista Internacional De Tecnología, Ciencia Y Sociedad, 13(2)https://doi.org/10.37467/revtechno.v13.4789

Gairín, J., Domingo-Coscollola, M., Prats, M. À, & Simón, J. (2023). The professional teaching e-portfolio as a training tool for digital teaching competence. Aloma, 41(1), 15-26. https://doi.org/10.51698/aloma.2023.41.1.15-26

Domingo-Coscollola, M., Onsès-Segarra, J., & Sancho-Gil, J. M. (2022). Secondary school teachers’ learning: environments, specificities and considerations for educational practice. [Aprenentatge del professorat de secundària: entorns, especificitats i consideracions per a la pràctica educativa; Aprendizaje del profesorado de secundaria: entornos, especificidades y consideraciones para la práctica educativa] Educar, 58(1), 53-68. https://doi.org/10.5565/rev/educar.1338 

Gas-Aixendri, M.Teaching catholicism in public schools in Spain: the declaration of suitability at the intersection of religious autonomy and state neutrality. British Journal of Religious Education, https://doi.org/10.1080/01416200.2021.1956432

Koskinen, S., Burke, E., Fatkulina, N., Fuster, P., Loyttyniemi, E., Salminen, L., Stubner, J., Thorsteinsson, H. S., & Leino-Kilpi, H.Graduating nurse students' interest in older people nursing-A cross-sectional survey in six European countries. International Journal of Older People Nursing, https://doi.org/10.1111/opn.12446

Roger-Loppacher, O., Buil, P., Tintoré, M., & Prieto-Sandoval, V. (2022a). Promoting Householders' Participation in Household Waste Sorting: A Case for Learning Aluminum Packaging Recycling in Spain. Journal of Teacher Education for Sustainability, 24(2), 48-66. https://doi.org/10.2478/jtes-2022-0016

Sancho-Gil, J. M., & Domingo-Coscollola, M. (2022). Expanding perspectives on secondary education teachers’ learning ecosystems: implications for teachers’ professional development. European Journal of Teacher Education, 45(3) , 414-434 https://doi.org/10.1080/02619768.2020.1832985

Tintoré, M., Gairín, J., Cabral, I., Matías Alves, J., & Serrao Cunha, R. (2022). Management model, leadership and autonomy in Portuguese and Spanish public schools: A comparative analysis. Cogent Education, 9(1) https://doi.org/10.1080/2331186X.2022.2105553

Belen Arias-Valle, M., Berbegal-Mirabent, J., & Marimon, F. (2021). How do socially responsible universities perform? The case of spanish universities. Tec Empresarial, 15(3), 64-82. https://doi.org/10.18845/te.v15i3.5816

Busquets, P., Segalas, J., Gomera, A., Antunez, M., Ruiz-Morales, J., Albareda-Tiana, S., & Minano, R. (2021). Sustainability Education in the Spanish Higher Education System: Faculty Practice, Concerns and Needs. Sustainability, 13(15)https://doi.org/10.3390/su13158389

Cebrián G; Moraleda Á; Fernández M; Fuertes MT; Segalàs J; Gutiérrez Blanco I (2021). Multiple case-study analysis of service-learning as a means to foster sustainability competencies amongst pre-service educators. Teachers And Teaching, 27(6), 488-505. DOI: 10.1080/13540602.2021.1977269

Gas Aixendri, M. (2021). Fundamental Course on law in the Church. Ius Canonicum, 61(122), 945-959. https://doi.org/10.15581/016.122.011 

Jiménez Yáñez, R., & Sancho Gargallo, I. (2021). Resoluciones judiciales correctas, claras y precisas. InDret, (4), 432-452. https://indret.com/resoluciones-judiciales-correctas-claras-y-precisas/

Latif, K. F., Machuca, M. M., Marimon, F., & Sahibzada, U. F. (2021). Servant Leadership, Career, and Life Satisfaction in Higher Education: a Cross-Country Study of Spain, China, and Pakistan. Applied Research in Quality of Life, 16(3), 1221-1247. https://doi.org/10.1007/s11482-019-09809-x 

Loss, M. F., Martín, M. G., & Tiana, S. A. (2021). Escoles que eduquen en la diversitat com a eina formadora interdisciplinar de futurs mestres. Revista Del Congrés Internacional De Docència Universitària i Innovació (CIDUI), (5) https://raco.cat/index.php/RevistaCIDUI/article/view/377694

Marimon, F., Melao, N., & Bastida, R. (2021). Motivations and benefits of quality management systems in social services: mediation of the implementation process. Total Quality Management & Business Excellence, 32(7-8), 693-718. https://doi.org/10.1080/14783363.2019.1626707 

Puigarnau, A. (2021). ERNST H. KANTOROWICZ'S PHASES OF MEDIEVAL RULERSHIP. Imago Temporis-Medium Aevum, 15, 53-117. https://doi.org/10.21001/itma.2021.15.02

Ramos-Pla, A., Tintore, M., & Del Arco, I. (2021). Leadership in times of crisis. School principals facing COVID-19. Heliyon, 7(11), e08443. https://doi.org/10.1016/j.heliyon.2021.e08443

Sancho-Gil, J., Soler-Campo, S., Domingo-Coscollola, M., & Hernandez-Hernandez, F. (2021). Immigrant students' knowledge and experiences around the school: a relational, child-centred approach (Saberes y experiencias del alumnado inmigrante en torno a la escuela: aproximacion relacional y centrada en la infancia). Culture Education, 33(4), 677-701. https://doi.org/10.1080/11356405.2021.1975455

Tintoré Espuny, M. (2021). Els líders educatius i la transformació curricular.: Cap a un currículum més obert. Fòrum: Revista D'Organització i Gestió Educativa, (56), 19. https://dialnet.unirioja.es/servlet/articulo?codigo=8150562 

Tintoré, M. (2021). Mentoría directiva y liderazgo para fomentar la equidad y participación escolar. Revista Portuguesa De Investigação Educacional, (22), 1-15. https://doi.org/10.34632/investigacaoeducacional.2021.10465

Albareda-Tiana, S., Ruíz-Morales, J., Azcárate, P., Valderrama-Hernández, R., & Múñoz, J. M. (2020). The EDINSOST Project: Implementing the Sustainable Development Goals at University Level https://doi.org/10.1007/978-3-030-15604-6_13  https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071850224&doi=10.1007%2f978-3-030-15604-6_13&partnerID=40&md5=fb983709c069fe6345f037c0a7754a3e

Cunha, R. S., Tintore, M., Cabral, I., & Alves, J. M. (2020). Portuguese Principals' Professional Development Needs and Preferred Learning Methods. Education Sciences, 10(9) https://doi.org/10.3390/educsci10090219

Domingo-Coscollola, M., Bosco, A., Carrasco Segovia, S., & Sanchez Valero, J. (2020). Fostering teacher's digital competence at university: The perception of students and teachers. Rie-Revista De Investigacion Educativa, 38(1), 167-182. https://doi.org/10.6018/rie.340551

Fernández, M., Cebrián, G., Regadera, E., & Fernández, M. Y. (2020). Analysing the relationship between university students’ ecological footprint and their connection with nature and pro-environmental attitude. International Journal of Environmental Research and Public Health, 17(23), 1-15. https://doi.org/10.3390/ijerph17238826

Gil-Domenech, D., & Berbegal-Mirabent, J. (2020). Making the learning of mathematics meaningful: An active learning experience for business students. Innovations in Education and Teaching International, 57(4), 403-412. https://doi.org/10.1080/14703297.2020.1711797

Sancho-Gil, J. M., Correa Gorospe, J. M., Ochoa-Aizpurua Aguirre, B., & Domingo-Coscollola, M. (2020). How we university professors learn. Implications for teacher training. Profesorado-Revista De Curriculum Y Formacion De Profesorado, 24(2), 144-166. https://doi.org/10.30827/profesorado.v24i2.9050

Tintore, M., Cunha, R. S., Cabral, I., & Alves, J. J. M.A scoping review of problems and challenges faced by school leaders (2003-2019). Educational Management Administration & Leadership, https://doi.org/10.1177/1741143220942527

Buil, P., Roger-Loppacher, O., & Tintoré, M. (2019). Creating the habit of recycling in early childhood: A sustainable practice in Spain. Sustainability (Switzerland), 11(22) https://doi.org/10.3390/su11226393

Fuertes-Camacho, M. T., Graell-Martín, M., Fuentes-Loss, M., & Balaguer-Fàbregas, M. C. (2019). Integrating sustainability into higher education curricula through the project method, a global learning strategy. Sustainability (Switzerland), 11(3) https://doi.org/10.3390/su11030767

Mino-Puigcercos, R., Domingo-Coscollola, M., & Sancho-Gil, J. M. (2019). Transforming the Teaching and Learning Culture in Higher Education from a Diy Perspective. Educacion Xx1, 22(1), 139-160. https://doi.org/10.5944/educXX1.20057

Albareda-Tiana, S., Vidal-Raméntol, S. and Fernández-Morilla, M. (2018), "Implementing the sustainable development goals at University level", International Journal of Sustainability in Higher Education, Vol. 19 No. 3, pp. 473-497. https://doi.org/10.1108/IJSHE-05-2017-006

Camps Bansell, J., & Vierheller, E. (2018). Single-sex schools in Spain: A qualitative analysis of the reasoning and perceptions of their principals. [Escuelas diferenciadas en Espanã: Un análisis cualitativo de las razones y percepciones de sus directives] Revista Espanola de Pedagogia, 75(269), 101-117. doi:10.22550/REP76-1-2018-05 Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0-85041954639&doi=10.22550%2fREP76-1-2018-05&partnerID=40&md5=9166cd8b68d1dead4b3c39e82e9eef15

Domingo-Coscollola, M., Onses-Segarra, J., & Sancho-Gil, J. (2018). DIY culture in primary school. Transdisciplinar and collaborative learning shared in DIYLabHub. Rie-Revista De Investigacion Educativa, 36(2), 491-508. https://doi.org/10.6018/rie.36.2.304421

Hernandez-Hernandez, F., Gil, J. M. S., & Domingo-Coscollola, M. (2018). Cartographies as spaces of inquiry to explore of teachers’ nomadic learning trajectories. Digital Education Review, (33), 105-119. https://doi.org/10.1344/der.2018.33.105-119

Marcaletti, F., Iñiguez Berrozpe, T., & Koutra, K. (2018). Overcoming age barriers: motivation for mature adults’ engagement in education. International Journal of Lifelong Education, 37(4), 451-467. https://doi.org/10.1080/02601370.2018.1505782

Miño-Puigcercós, R., Domingo-Coscollola, M., & Sancho-Gil, J. M. (2018). Transforming the teaching and learning culture in higher education from a diy perspective. [Transformar la cultura de enseÑanza y aprendizaje en la educaciÓn superior desde una perspectiva diy] Educacion XX1, 22(1), 139-160. https://doi.org/10.5944/educxx1.20057

Mora, T., Escardíbul, J. -., & Di Pietro, G. (2018). Computers and students’ achievement: An analysis of the One Laptop per Child program in Catalonia. International Journal of Educational Research, 92, 145-157. https://doi.org/10.1016/j.ijer.2018.09.013

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