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

In order to promote the practical application of psycholinguistic data in educational fields and expecting that this transfer would enhance the development of both the pedagogical field and the investigation in experimental psycholinguistics, we present two experiments to analyse the production of semantic relations in discourse, especially the causality/countercausality dimension. We found that the pattern of causal advantage is cross-wise and consistent in subjects with different levels of formal education, so it could be a suitable scaffold to develop other aspects of discourse comprehension and production. We compare our results with previous findings about discourse comprehension and interpret the data in the framework of educational processes. To use of empirical evidence about language processing on educational fields allows not only to review specific issues such as the characteristics of teaching materials, but also to improve educational process in a comprehensive way, making possible to adapt different approaches to populations with different characteristics.

There is solid evidence that high quality Early Childhood Education (ECE hereafter) have substantial impact on later life outcomes. A growing literature suggests that interventions that develop social competency as well as cognitive, language and academic skills in the earliest years play a role in later educational, social and economic success. Less is known about the most conducive interactions -verbal and non-verbal- underpinning such pedagogical practices in early childhood education. This article aims at reviewing the last decade’s early childhood education with a twofold objective: (a) to describe how dialogue and interaction take place in high-quality early childhood education settings; (b) to identify the effects, if any, on children’s learning and development as a result of implementing dialogue-based interventions in ECE. The studies were identified through systematic search of electronic databases and analyzed accordingly. Several types of interactions given in high quality ECE programs and its short and long-term effects are discerned in this review.

A literature review on integrative actions aimed at improving living conditions and access through education in areas such as health, employment and social and political participation among vulnerable groups is presented. Particularly, integrative actions targeted to teenage mothers, single families and Muslim women in the Scottish context. This review is part of the research results of Socio-educational action to Overcome poverty and inequalities (2012-2014) funded by Beatriu de Pinós plan for post-doctoral research of the Generalitat de Catalunya [The Governtmnet of Catalonia], co-funded in turn by the Marie Curie Actions of the 7th Framework Programme of Research of the European Union. The research project was developed at the Institute for Education, Community and Society at the University of Edinburgh.

The school is permeated by a variety of individuals with different sexual identities and gender distinct from the heterosexual model, but sexual diversity is not included effectively in this social instance. Therefore, this qualitative study aimed to analyze the role of educators in the inclusion of sexual diversity in schools. For this, we used the method of thematic categorical content. The results showed that teachers were not trained in initial and continuing training to deal with sexual diversity, however, they highlight the need for a collective effort to host sexual diversity in schools and suggest teaching methodologies. So is cautioned that the undergraduate urgently need to include this subject in the curriculum, so that teachers are able to promote continuous actions along with the school community, contributing significantly to the inclusion of sexual diversity.

Homophobia, biphobia, transphobia and gender violence in sexual-affective relationships appear frequently in the bases of bullying. The educational centres are more conscious about this reality and look for actions to prevent and eradicate this kind of violence. At the same time, international research states that bullying prevention needs a re-organization of the educational centre incorporating the work of all the educational community (students, family, teachers, etc.). In this article we gather data on bullying and its connection to gender, part of the Spanish legislation related to this problem is analysed and we conducted an international literature review. The main contribution of this article is to present orientations and actions that prevent and contribute to eradicate gender violence and violence for homophobia, biphobia and transphobia through the school organization and school management. Some of these actions are inclusive education, democratization of the centres, making visible and not trivializing violence, and mainly the community participation and active positioning of all the community against bullying and in favour of the victims.

This paper analyses the key competences lesson planning process in physical education, from perceptions of teachers of physical education, tutors and head teachers of primary and secondary school. The aims of this study were: to identify the factors that determine the key competences lesson planning; the contribution of Physical Education to the development of the key competences; the planning process when applied in school settings. We analysed 13 interviews included in five cases study. The results showed that: 1) the features and the needs of the context are essential to understand and interpret the teaching and assessment process of key competences at school; 2) the guidelines of the educational administrators about how to plan key competences at school are perceived as out of context and unhelpful; 3) the most meaningful planning are those that are carried out at school from the teaching staff previous experiences.