Published: 2024-09-24

Full Issue

Estudios Pedagógicos v.50 n.1 (Español (España))

INVESTIGACIONES

On-screen literary reading in Chilean Secondary Education: opportunities, access and appreciations

Maili Ow

7-28

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Parental accompaniment in times of pandemic and its impact on the construction of children’s own voice in Transition grade

Blanca Nery Serna-Agudelo, Riquelio Vargas-Suarez

29-37

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Interpretation approach of Wechsler Intelligence Scale for Children WISC-V: towards an educational using

Alejandro Ancapichún, Gloria Contreras-Pérez

39-59

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The disconnect between conviviality and interculturality: A pending challenge in ethnically diverse schools

Andrew Webb, Sandra Becerra, Macarena Sepúlveda

61-81

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Validation of a scale for the measurement of beliefs, attitudes and practices towards attention to diversity of the university students

Beatriz Gallego-Noche, Concepción Valero-Franco, Cristina Goenechea

83-100

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Inclusive Education of Haitian Migrant Children

Camila Jaramillo, María José Córdova

101-117

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Instructional Leadership in technical-pedagogical leadership of educational establishments in Chile

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

119-130

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Teaching trajectories and high stakes accountability: chilean teachers’ stories

Claudia Carrasco-Aguilar, Ximena Veas-Galletti, Boris Valdenegro-Egozcue, María Maldonado-Mamani

131-151

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The evolution of educational policies towards the Quality Management Model in Chile: A bibliography review based on their interrelation

Cristian Villarroel-Albornoz

153-171

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TPACK in Iberoamerica. Review of the scientific production in open access between 2017 and 2021

Javier Ricardo Guzmán-González, Grace Judith Vesga-Bravo

173-189

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Can they really help each other? Analysing peer support in spontaneous tutoring situations among young children

Manuel Montanero, Lucía I. Franco

191-215

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Program of study Literature Workshop: Dialogic emphasis in the formation of readers in the Chilean school

María Loreto Mora-Olate, Omar Antonio Davison-Toro

217-229

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Emergent algebraic thinking of children in Early Childhood Education

Ana Milena Mujica-Stach, Maximina Márquez-Torres

231-253

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Indigenous education in the Atacama Desert: Factors influencing teachers’ identity in Atacameños rural contexts

Angela Baeza-Peña

255-277

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Professional Learning Communities and Teacher Education Transformation

Cresencio Wilfredo Díaz-Pérez, Maritza Emperatriz Guzmán-Meza, Willy Gastello-Mathews

279-289

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A literature review about professional learning communities

Joel Alberto Rojas-Hernández, Alex Oswaldo Sánchez-Huarcaya

291-321

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Development of gestural language in childhood: how is it addressed in the guidelines proposed in documents that control kindergarten education in Chile?

Lorena Díaz-Galaz

323-341

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Knowledge systems that frame learning processes in mapuche and aymara families

Nolfa Ibáñez-Salgado, Sofía Druker-Ibáñez, Soledad Rodríguez-Olea

343-362

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Educational problems in the context of a pandemic from the perspective of teachers

Alejandro Gallardo-Jaque, Nelly Lagos-San-Martín, Gastón Aguilar-Pulido, Octavio Poblete-Christie

363-375

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Learning self-regulation strategies: a systematic review

Jakeline Duarte-Duarte, Fanny Angulo-Delgado, Walter Alfredo Salas-Zapata, Marcela Alejandra Herrera-Mesa

377-392

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Gap between integrative and inclusive practices developed by teachers for the academic adaptation of migrant students in the Border region

Liden Bustos-Lira, Raúl Bustos-González

393-411

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Changes in the learning process of pediatric patients due to a pandemic: a family perspective

Laia Riera, María Rosa Rosselló, Sebastià Verger

413-433

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The impact of the “social outbreak of October” on concepts and attitudes around democracy of secondary school students at a school in the Biobío Region

Pablo Santibáñez-Rodríguez

435-449

pdf (Español (España))