Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Technological resources are ideal tools to compensate for inequalities in the classroom, promoting attention to diversity and inclusion. This work aims to know the assessment made by hearing and language teachers, therapeutic pedagogy, counselors and tutors on the technological resources they have in their centers to attend to diversity; if they use them in their intervention, if they consider that their use favors the teaching-learning process and attention to diversity and check if this assessment varies according to sex, age and ownership of the center. The information provided by a sample of 2,049 subjects was collected through a questionnaire administered online. The main results indicate that compulsory education teachers value the technological resources of their center to deal with diversity as sufficient, use them quite a lot and consider that their use in dealing with diversity favors the teaching-learning process of students; It is also observed that it is the hearing and language specialists and the younger ones who make a more favorable assessment of technological resources, concluding that technological resources are an appropriate means to achieve inclusion.

The aim of this study is to know the parent’s satisfaction of students with a diagnosis of autism regarding the schooling received. The motivation that has driven this study is the debate that arose because of the publication of the recent Spanish low of education (LOMLOE). A total of 70 parents from different autonomous communities whose children with ASD attended both mainstream and specific schools took part in this study. An ‘ad hoc’ survey was used for data collection. The results indicate that, in general, families are satisfied with the type of schooling their children attend; being the less satisfied families of students with Grade 3. The families positively value the attitude of the teachers, whereas show less satisfaction with the centre’s material resources.  Regarding the preference between mainstream school vs. specific one, it is the families of Grade 3 students who show a more favourable opinion towards the specific school.

The education system requires egalitarian practices of transparency and quality. Formative and Shared Assessment (F&SA) is an educational model that allows students to participate in their learning. Training in F&SA can be provided through In-Service Teacher Education (ISTE) and Action-Research (A-R) cycles. The objectives are: (a) to analyse the participation of students in all educational stages through F&SA, before and during the COVID-19 confinement; (b) to define the advantages of belonging to a group of ISTE in which A-R is carried out and the proposals for improvement proposed by the participants of the same. A case study was carried out with 24 teachers from an inter-level seminar on ISTE about F&SA. Two questionnaires, a focus group and the minutes of the seminar meetings were used. The results show that the teachers of the seminar highly value student participation in their own assessment, understand the individuality of the students and avoid exclusion with egalitarian practices, especially during the confinement situation, where they used various strategies to ensure that the distance process was followed safely. In terms of the advantages of belonging to the seminar, the collaborative learning between teachers from different stages and the usefulness of A-R systems stand out.

Studies in different contexts highlight the role played by basic psychological needs in the development of quality motivation. The evidence shows that people with a motivation generated by more autonomous regulations show greater well-being and positive emotions such as joy, enthusiasm, etc. That is why the objective of the study was to test an explanatory model that contemplates how the satisfaction and frustration of basic psychological needs influence the types of motivation and mental health measured through positive and negative affects in education teachers. basic of different public schools of Nuevo León. 568 basic education teachers participated (63% women, 37% men) aged between 17 and 63 years (Mage = 37.37; SD = 10.37). The results reveal satisfactory goodness-of-fit indices (CFI = .926, TLI = .923, NNFI = .923, RMSEA = .051). Reliabilities through Cronbach's alpha and McDonald' Omega were adequate. In conclusion, positive (well-being) and negative (discomfort) affects can be expressed in a correct way by the satisfaction and frustration of basic psychological needs, mediated by motivation, whether autonomously controlled or not motivated.

The aims of the present study were: (i) to study the correlations between the variables of emotional intelligence (IE) and satisfaction with life (SWL); (ii) to analyze the differences between IE and SWL according to sex; (iii) to analyze the prediction relationship of IE on SWL. An observational, descriptive and transversal design was used. The sample was selected using a non-probabilistic and for convenience method. The following scales were used: The Emotional Quotient Inventory (EQ-i) and the Scale of Satisfaction with Life. The sample was composed of 274 students from primary and secondary education (Mage=10.96; SD=2.33). Student T test was used to find differences between sex. A linear regression analysis was used to measure the prediction of IE (predictor variable) on SWL (criterion variable). Results showed that there were a significant correlation between IE and satisfaction with life. Moreover, intrapersonal intelligence and adaptability IE scores were significantly higher in boys. This results differed from those obtained so far and could have been influenced by the COVID-19 pandemic. On the contrary, the adaptability subscale showed higher scores for girls. Boys showed significantly higher scores than girls in the satisfaction with life. IE predicts satisfaction with life although the prediction variables are different for girls and boys.

The storytelling practice, in general, and the digital storytelling (DS), in particular, entail many advantages for young pupils in the educative context. The main aim of this paper was to examine the tools, the type of activities, and the themes of the stories devoted to preschool pupils. Preservice preschool teachers were asked to choose tools to create their genuine story materials and to design an activity for a specific target age of preschool education to go with them. A total of 136 preservice teachers’ tasks were analysed for this study. The results showed that the most frequent tool type in the three target age (3, 4, and 5 years old) was the one allowing the integration of Dialogues in the stories; the most popular activity type was Reading comprehension for 4- and 5-year-olds, and Images (match or order) for 3-year-olds; and the most recurrent theme was Animal and pets for 4- and 5-year-olds and Friendship for 3-year-olds. This type of study is essential to train preservice teachers both digitally and methodologically for today's school.

The development of systematic reviews, as opposed to traditional narrative reviews, represents a very important advance in the systematization of scientific knowledge in the educational field. However, there is a great lack of knowledge in the educational community about what they are and about their role in the context of Evidence-Based Education. This theoretical article describes the stages in conducting systematic reviews with the aim of facilitating and promoting the conduct of systematic reviews in the field of education. . The phases for its correct elaboration include: the formulation of the research problem, a search strategy and selection of the studies, the extraction of data from the selected studies, the analysis and interpretation of data and the publication of the report. Its advantages and limitations in the context of Evidence-Based Education are also discussed and some resources of interest are presented, such as the PRISMA guide (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) and the Campbell Collaboration. The correct conduct of this type of studies and their dissemination is essential within the educational community.

In this paper we propose, through a comparative study, to contribute to the theoretical-methodological discussion around the design, implementation and evaluation of development-oriented participatory policies in the prov¬ince of Mendoza, Argentina and the State of Mexico, Mexico. To this end, we will critically discuss how citizen participation has been implemented at the sub-national level, based on the definition of a set of dimensions and criteria for evaluating its legitimacy and quality. This will allow us to advance in the comparison of our research assumptions that indicate that the lack of methodological rigor and state capacities, the inadequacy of the legal-normative frameworks, the difficulties related to access to information, the consultative characteristic of the mechanisms, together with the lack of political will influence the possibility of guaranteeing a real, plural, equita¬ble and sustained involvement of the citizenry over time.

Based on a survey applied on July 2019 at the Undersecretariat of Social Services of the Chilean Ministry of Social Development and Family, this study analyzes the relationship that exists between the civil servant’s percep¬tion about human resource practices and their work attitudes. The results allow to show that the civil servants who positively value communication practices, teamwork, training and promotion opportunities are more com¬mitted to the organization and satisfied with their jobs. According to the author, these findings reflect the importance of having regular and robust information in order to adopt improvements in human resource practices, therefore, promoting the quality of public services.

In this article we present the correspondence between two prominent scholars of Art History: Manuel Gómez-Moreno and José Gestoso. We offer a panoramic view of the process of institutionalisation of Art History in Spain, through a contextualised analysis of this source of information. We also link it with the increasing interest in the protection of cultural heritage at the beginning of the 20th century. Finally, we evaluate the commitment of these figures in both fields and highlight the relevant role they played.