Published: 2011-12-30

INVESTIGACIONES

Consequential validity of the teaching excellence certification program in Chile

Carolina Araya, Sandy Taut, Verónica Santelices, Jorge Manzi

25-42

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What should a teacher of talented students know and know how to do? A proposal for initial training standards in talents' education

Piedad Cabrera

43-59

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Students' socio-emotional adaptation: assessment of a new instrument in Concepción city

M. Elena Mathiesen, José Merino, Ginette Castro, Olga Mora, Gracia Navarro

61-75

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Teaching strategies for self-regulated learning

Florencia Daura

77-88

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The teacher and his professional identity. Facilitators or obstacles to educational change?

Alberto Galaz

89-107

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Measuring quality in higher education: analysis of reliability and validity of an undergraduate quality certification scale-student version

Ismael Gallardo, Juan Sánchez

109-121

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Descriptive and exploratory study of an introductory workshop to drama techniques for teaching/learning a foreign language

Andrea Lizasoain, Amalia Ortiz, Katherina Walper, Yasna Yilorm

123-133

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Inclusion and exclusion of gender and class within the chilean school in 4 communes of southern Chile

Ignacio Madero

135-145

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Validating ecers-r scale in some regions of Chile

M. Elena Mathiesen, José Merino, M. Olivia Herrera, Ginette Castro, Claudia Rodríguez

147-160

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Teachers' representations in the identity construction process of deaf people in their education

Patricia Morales

161-180

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Employment situation of young graduates of secondary education: a comparison between the graduates of technical-professional training and humanistic-scientific training

Iván Ortiz

181-196

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ICT integration in educational institutions: perceptions of head teachers and coordinators

M. Amor Pérez, Angel Hernando-Gómez, Ignacio Aguaded-Gómez

197-211

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School and social stratification in Chile: what is the role of “municipalización” and the subsidized private education in the reproduction of social inequalities?

Ismael Puga

213-232

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Mapuche educational learning contents for a conceptual frame of a cross-cultural school curriculum

Daniel Quilaqueo, Segundo Quintriqueo, Daniel San Martín

233-248

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Initial teacher training and special educational needs

Solange Tenorio

249-265

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REVISIONES

The interest of school ethnography in educative research

Carmen Álvarez

267-279

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Competence and contents: each one in its own place in teacher training

Félix Angulo, Silvia Redon

281-299

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Reflection and analysis of innovative policies and practices through the social representations and the need of intercultural education as part of the initial teacher training process

Virginia Aranda

301-314

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Subjectivity and politics: implications for educational discourse

Luis Flores, Viviana Sobrero

315-327

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The challenges of civic education and social cohesion as opposed to the de-subjectivation of the system. Towards an interpretation of social phenomena from the subjective

Carolina García, Luis Flores

329-344

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Adaptive behavior and intellectual disability: 50 years of history and early development in education in Chile

Delfín Montero, Juan Lagos

345-361

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School system/wage labor link approaches. Contributions of reproduction theories to critical pedagogy

Paula Ojeda, Jorge Cabaluz

363-377

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Educación y neurociencias. La conexión que hace falta

Ricardo Puebla, M. Paz Talma

379-388

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