Recently added

LERÍA DULČIĆ, FRANCISCO; SALGADO ROA, JORGE; SALGADO ROA, JORGE; ALMONTE OSSANDÓN, INGEBORG; ALMONTE OSSANDÓN, INGEBORG; VEGA TORRES, MARÍA; VEGA TORRES, MARÍA; VÉLIZ GONZÁLEZ, MARISOL; VÉLIZ GONZÁLEZ, MARISOL

Universidad Católica del Uruguay: Recent submissions

Douglas Fisher, Nancy Frey, John Hattie: Visible learning for literacy, grades K-12: Implementing the practices that work best to accelerate students learning. Thousand Oaks, California: Corwin/A Sage Company, 2016, 190 páginas. ﻿

EDUCACIÓN Y TRABAJO EN TIEMPOS DE TRANSICIONES INCIERTAS ﻿

I Congreso de la Sociedad Uruguaya de Historia de la Educación / SUHE Montevideo, 24 y 25 de junio de 2016 ﻿

The impact of a socio-constructivist approach on prospective primary teachers’ attitudes about teaching and learning in general and mathematics in particular ﻿

The parent involvement in the education of the children. Four reflections to strengthen the relation between families and schools ﻿

The context and placement participants: Study on the representation of student teachers ﻿

POLICIES AND SUBJECTIVITIES. NEW STRATEGIES OF INTERVENTION IN DEVICES INCLUDING SOCIO-EDUCATIONAL AND LABOR FOR YOUTH IN ARGENTINA (2008-2016) ﻿

Isabel puts in letters their claims: Teachers and epistolarios. Rosario, Argentina (1875 – 1879) ﻿

Educational-working paths among young students of technical education in Chile: Is it relevant to count on a training system for work at the secondary education level? ﻿

Reading comprehension and intercultural education: opening a debate about changing Chile's standardised measurement systems and their application in the context of popular urban culture ﻿

Lights and shadows in the relationships between schooling and work. Configurations and limits ﻿

The role of management of educational institutions in competency-based learning ﻿

Recomendaciones de políticas educativas en América Latina en base al Terce, de UNESCO/TERCE. Santiago de Chile: OREALC/UNESCO, 2016. 165 págs. ﻿

Enseñar para la comprensión con nuevas tecnologías por Martha Stone Wiske, Kristi Rennebohm Franz y Lisa Breit. Buenos Aires: Paidós, 2006. 272 págs. ﻿

Survival analysis applied to the time frame required for higher education degree attainment: the case of the University of Costa Rica ﻿

Alfabetización temprana en educación inicial: un enfoque curricular y didáctico por Lilián Bentancur. Montevideo: Taller de comunicación, 2008. 189 págs. ﻿

The school in construction of cultural and linguistic borders in Uruguay of the end of the Nineteenth Century ﻿

Sobre las ilustraciones. ﻿

Viaje a la Escuela del Siglo XXI: Así trabajan los colegios más innovadores del mundo, de Alfredo Hernando Calvo. Madrid: Fundación Telefónica, 2015. 199 págs. ﻿

Social practices in the context of sensorial disabilities inclusion in the public schools of Copiapó Chile ﻿

Douglas Fisher, Nancy Frey, John Hattie: Visible learning for literacy, grades K-12: Implementing the practices that work best to accelerate students learning. Thousand Oaks, California: Corwin/A Sage Company, 2016, 190 páginas.

EDUCACIÓN Y TRABAJO EN TIEMPOS DE TRANSICIONES INCIERTAS

I Congreso de la Sociedad Uruguaya de Historia de la Educación / SUHE Montevideo, 24 y 25 de junio de 2016

The impact of a socio-constructivist approach on prospective primary teachers’ attitudes about teaching and learning in general and mathematics in particular

The parent involvement in the education of the children. Four reflections to strengthen the relation between families and schools

The context and placement participants: Study on the representation of student teachers

POLICIES AND SUBJECTIVITIES. NEW STRATEGIES OF INTERVENTION IN DEVICES INCLUDING SOCIO-EDUCATIONAL AND LABOR FOR YOUTH IN ARGENTINA (2008-2016)

Isabel puts in letters their claims: Teachers and epistolarios. Rosario, Argentina (1875 – 1879)

Educational-working paths among young students of technical education in Chile: Is it relevant to count on a training system for work at the secondary education level?

Reading comprehension and intercultural education: opening a debate about changing Chile's standardised measurement systems and their application in the context of popular urban culture

Lights and shadows in the relationships between schooling and work. Configurations and limits

The role of management of educational institutions in competency-based learning

Recomendaciones de políticas educativas en América Latina en base al Terce, de UNESCO/TERCE. Santiago de Chile: OREALC/UNESCO, 2016. 165 págs.

Enseñar para la comprensión con nuevas tecnologías por Martha Stone Wiske, Kristi Rennebohm Franz y Lisa Breit. Buenos Aires: Paidós, 2006. 272 págs.

Survival analysis applied to the time frame required for higher education degree attainment: the case of the University of Costa Rica

Alfabetización temprana en educación inicial: un enfoque curricular y didáctico por Lilián Bentancur. Montevideo: Taller de comunicación, 2008. 189 págs.

The school in construction of cultural and linguistic borders in Uruguay of the end of the Nineteenth Century

Sobre las ilustraciones.

Viaje a la Escuela del Siglo XXI: Así trabajan los colegios más innovadores del mundo, de Alfredo Hernando Calvo. Madrid: Fundación Telefónica, 2015. 199 págs.

Social practices in the context of sensorial disabilities inclusion in the public schools of Copiapó Chile