Teacher-student -task -interactions in a motor skills programme for an adolescent boy with autism spectrum disorder: a systematic observation study
Daniel Lapresa Ajamil, Ianire Gutiérrez, Alicia Pérez de Albéniz Iturriaga, Patricia Merino, María Teresa Anguera Argilaga
págs. 553-585
I research, you research: do future teachers consider themselves researchers?
págs. 586-622
The inclusion of girls in Chilean mathematics classrooms: gender bias in teacher-student interaction networks
Lorena Ortega González, Ernesto Treviño Villarreal, Denisse Gelber
págs. 623-674
Fine motor and executive functioning skills predict maths and spelling skills at the start of kindergarten: a compensatory account
págs. 675-718
‘How should a princess dress if she has no clothing?’: five-year-old children debate feminist stories
págs. 719-754
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