Vol. 21 No. 2 (2018)

Estudios

• THIRTY YEARS OF SCHOOL EVALUATION IN SPAIN

  Alejandro Tiana Ferrer

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• IMPLICATIONS OF THE TEACHERS’ ATTITUDE IN THE QUALITY OF LIFE OF STUDENTS WITH INTELLECTUAL DEVELOPMENTAL DISORDERS

  Jesús Miguel Muñoz-Cantero, Luisa Losada-Puente

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• LEISURE, SOCIAL NETWORKS AND SPANISH STUDENTS

  Eva Sanz Arazuri, Rosa Ana Alonso Ruiz, Magdalena Saénz de Jubera Ocón, Ana Ponce de León Elizondo, Mª Ángeles Valdemoros San Emeterio

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• STUDENTS’ PERCEPTION OF AUTO-SCORED ONLINE EXAMS IN BLENDED ASSESSMENT: FEEDBACK FOR IMPROVEMENT

  Jaime Riera Guasp, Miguel Ardid Ramírez, Ana Jesús Vidaurre Garayo, Jose María Meseguer-Dueñas, Jose Antonio Gómez-Tejedor

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• PERCEPTION OF ACADEMIC PLAGIARISM BY SPANISH UNIVERSITY STUDENTS

  Violeta Cebrián-Robles, Manuela Raposo-Rivas, Manuel Cebrián-de-la-Serna, José Antonio Sarmiento-Campos

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• WHY DO UNIVERSITY STUDENTS DROP OUT? INFLUENCING VARIABLES REGARDING THE APPROACH AND CONSOLIDATION OF DROP OUT

  Ellián Tuero Herrero, Antonio Cervero, María Esteban, Ana Bernardo

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• EMPLOYABILITY OF RECENT GRADUATES. OPINIONS OF CATALONIAN COMPANIES AND INSTITUTIONS E INSTITUCIONES CATALANAS

  Joan Guàrdia-Olmos, Maribel Peró-Cebollero, Mar Martínez-Ricart, Cristina Cañete-Massé, Jaume Turbany-Oset, Vanesa Berlanga-Silvente

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• EVALUATION OF THE DESIGN, PROCESS AND RESULTS OF A TECHNICAL SUBJECT WITH PROBLEM-BASED LEARNING

  Antonio Delgado Trujillo, Enrique de Justo Moscardó

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• IMPROVING UNIVERSITY STUDENTS’ RESULTS: A CLIENT-BASED EXPERIMENT THROUGH DESIGN THINKING AND VISUAL STORYTELLING IN COMMUNICATION

  Laura Cortés-Selva, Gonzalo Wandosell-Fernández de Bobadilla

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• DETERMINING FACTORS OF TEACHERS’ SELF-EFFICACY IN COUNTRIES OF THE EUROPEAN UNION. RESULTS FROM TALIS 2013

  Inmaculada Egido Gálvez, Esther López-Martín, Jesús Manso Ayuso, Javier Manuel Valle López

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• THE OPINION OF TEACHERS ON THE STRENGTHS AND WEAKNESSES OF HIGH-STAKES TESTS IN SPAIN

  Héctor Monarca, María Fernández-Agüero

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• HIGHER EDUCATION IN CROSS-BORDER ALTERNATION BETWEEN FRANCE AND SPAIN

  Elisenda Tarrats-Pons, Núria Arimany-Serrat, Saioa Arando-Lasagabaster, Mariangélica Martínez-González, Marion Samonneau, Veronique Pilniere, Laetitia Mathieu Mathieu

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• MEDIA COMPETENCE AND AUDIOVISUAL LITERACY NEEDS OF SPANISH TEACHERS AND FAMILIES

  Natalia González-Fernández, Antonia Ramírez-García, Irina Salcines Talledo

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• JOB PLACEMENT IN HIGHER EDUCATION. THE LATIN AMERICAN PERSPECTIVE

  Miriam García-Blanco, Elsa Beatriz Cárdenas Sempértegui

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• FORMALIZATION OF A METHODOLOGICAL FRAMEWORK TOWARDS THE IMPLEMENTATION OF AN ACCESSIBLE VIRTUAL EDUCATIONAL PROJECT

  Héctor Roderico Amado-Salvatierra, José Hilera González, Salvador Otón Tortosa

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• BURNOUT AMONG EDUCATION PROFESSIONALS WHO WORK WITH PEOPLE WITH DISABILITIES IN CORDOBA (SPAIN). INFLUENCE OF OCCUPATIONAL VARIABLES

  Inmaculada Ruiz-Calzado, Vicente J. Llorent

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• THE INTEGRATION PROCESS AND PEDAGOGICAL USE OF ICTS IN MADRID SCHOOLS

  Francisco José Fernández Cruz, María José Fernández Díaz, Jesús Miguel Rodríguez Mantilla

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• EVALUATION OF 3D IMMERSIVE ENVIRONMENTS IN B-LEARNING IMPLEMENTATIONS

  Óscar González-Yebra, Manuel Ángel Aguilar, Fernando José Aguilar, Manuel Lucas Matheu

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