Published: 2011-06-30

RESEARCHS

Otherness in the education in human rights. A biographical study by Rodolfo Stavenhagen

Andrés Argüello

25-34

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A symbolic representation of the school boards as a strategy to democratize the school culture: an interpretative reading through the voice of the social subjects

Graciela Muñoz

35-52

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School mobility in Chile. Analysis of the implications for the quality and equity of education

Guillermo Zamora

53-69

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The attitude of elementary and high school students, towards the teaching and learning of science from the Province of Llanquihue, Los Lagos Region-Chile

V. Hernández, E. Gómez, L. Maltes, M. Quintana, F. Muñoz, H. Toledo, V. Riquelme, B. Henríquez, S. Zelada, E. Pérez

71-83

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Social representations regarding the academic writing process: the case of the thesis for the bachelor's degree in history

Juana Marinkovich, Juan Salazar

85-104

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Limitations in the development of the mathematical activity in primary school: the case of the school arithmetic

Lorena Espinoza, Joaquim Barbé, Grecia Gálvez

105-125

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Conditions of the field-based coursework in teacher training

M. Cristina Solís, Claudio Núñez, Inés Contreras, Sylvia Rittershaussen, Carmen Montecinos, Horacio Walker

127-147

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The effect of field-based experiences in the development of the sense of self-efficiency during the education of pre-school teachers

M. Francisca del Río, Claudia Lagos, Horacio Walker

149-166

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The PBL approach in the initial teacher education at the Universidad de Atacama: the impact on the teaching practice

Pamela Labra, M. Eugenia Kokaly, Carolina Iturra, Adolfo Concha, Patricia Sasso, M. Inés Vergara

167-185

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Management and efficiency in education: comparative evidences between municipal and private subsidized establishments

Patricia Castillo, Alejandra González, Ismael Puga

187-206

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Academic integrity among Spanish university students

Rubén Comas, Jaume Sureda, Antonio Casero, Mercè Morey

207-225

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Cognitive demands of writing: comparison of two different situations of production

Verónica Sánchez, Valeria Moyano, A. María Borzone

227-236

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The implicit theories about text comprehension and the reading competency of the first year students at Universidad de Magallanes

Margarita Makuc

237-254

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REVISIONES

An approach to the movements of pedagogic renewal seen from the epistemological breakup of the new social movements

Pedro Moscoso

255-267

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The mediated reading of child literature as a tool for the basic emotional literacy

Enrique Riquelme, Felipe Munita

269-277

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The conjunction fallacy and the contextualization in autism

Miguel López

279-291

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The teaching, a door to the complexity and the critique

Roberto Arias, Helga Peralta

293-302

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The no-place of the senses: for a critical-located thinking in education

Luis Jaramillo, J. Carlos Aguirre

303-316

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