Carlet, A., & Cebrian, J. (2022). The roles of task, segment type, and attention in L2 perceptual training. Applied Psycholinguistics, https://doi.org/10.1017/S0142716421000515
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
Fernández-Morilla, M., Albareda-Tiana, S., Fuertes-Camacho, M., Graell-Martín, M., & Jiménez-López, E. (2022). Curricular proposal for teaching catholic religion and promotion of climate change. Human Review.International Humanities Review / Revista Internacional De Humanidades, 11 https://doi.org/10.37467/revhuman.v11.3830
Grau-Grau, M. (2022). The Illusion of Merit: Cultural Capital and Reproduction. Revista Espanola De Sociologia, 31(3), a124. https://doi.org/10.22325/fes/res.2022.124
Martín, M. G. (2022). University professional and citizenship education through service learning. International Journal of Intellectual Property Management, 12(1), 148-163. https://doi.org/10.1504/IJIPM.2022.120994
Pujol-Valls, M., Carlet, A., & Ożańska-Ponikwia, K. (2022). The Role of Psychological and Socio-Psychological Factors in L2 Literacy Development of Temporary Migrants. Literacies in the Age of Mobility: Literacy Practices of Adult and Adolescent Migrants (pp. 185-213)https://doi.org/10.1007/978-3-030-83317-6_8
Roger-Loppacher, O., Buil, P., Tintoré, M., & Prieto-Sandoval, V. (2022). 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, https://doi.org/10.1080/02619768.2020.1832985
Terrón, F. J. M., & Martín, M. G. (2022). La formación continua del profesorado en los planes estratégicos de las universidades españolas. Educación XX1, 25(1), 433-458. https://doi.org/10.5944/educxx1.30321
Tintoré, M., & Gairín, J. (2022). Three Decades of Research on Educational Leadership in Spain. A Systematic Mapping. REICE.Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educacion, 20(3), 5-24. https://doi.org/10.15366/reice2022.20.3.001
Tintoré, M. (2022). Tres décadas de investigación sobre liderazgo educativo en España. Un mapeo sistemático. Revista Electrónica Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 20(3)
Tintoré, M., & Carrillo, C. (2022). Mentoring within the training programs for school heads: a review of the literature. [Le mentorat dans les programmes de formation des chefs d’établissement: une revue de la littérature; LA MENTORÍA EN LOS PROGRAMAS DE FORMACIÓN DE DIRECTORES ESCOLARES: REVISIÓN DE LA LITERATURA] Bordon.Revista De Pedagogia, 74(1), 159-179. https://doi.org/10.13042/Bordon.2022.90003
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
Virumbrales, M., Elorduy, M., Graell, M., Mezquita, P., Brotons, P., & Balaguer, A. (2022). COVID-19: Making the Best out of a Forced Transition to Online Medical Teaching—a Mixed Methods Study. Medical Science Educator, https://doi.org/10.1007/s40670-022-01518-9
TOTAL PUBLICACIONS 2022: 14 |
