págs. 21-36
Regular classroom teachers' perceptions of inclusion: implications for teacher preparation programmes in Spain
págs. 37-48
Early childhood educators in England and Finland: an explanatory study
págs. 49-58
págs. 59-72
Change for the better?: the impact of baseline assessement on reception class teaching
págs. 73-90
págs. 91-104
Collaborative learning of java programming in the graphic-enhanced videoconferencing environment: a pilot study
págs. 105-124
Establishing a research: training partnerships to facilitate the professional integration of novice teachers and help them become reflective practitioners
págs. 125-138
ICT in finnish teacher education: evaluation with special reference to active learning and democracy
págs. 139-154
págs. 155-172
págs. 173-186
Ethnography of education in the Waldensian Valleys: analysis of the relationship between a religious minority identity, its cultural history and current educational experience
págs. 187-202
The multicultural issue in Portuguese schools: seeking justice or another morality?
págs. 203-218
págs. 219-240
Participative education: an incomplete project of modernity
págs. 241-250
págs. 251-258
págs. 259-264
Educational expansion and labour market changes in Spain: integration and polarisation
págs. 265-276
The can be fawning if they please, I won't interfere: transitions in school life as a critical incidents for young people
págs. 277-290
Life in school: constants and contexts in pupil experience of schooling and learning in three European countries
págs. 291-312
The costs and benefits of lifelong learning: the case of the Netherlands
págs. 313-326
The contribution of inclusion to active citizenshio: examples of effective practice within the French VET system
págs. 327-342
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