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Dipòsit Digital de Documents de la UAB 5 registres trobats  La cerca s'ha fet en 0.01 segons. 
1.
17 p, 344.8 KB What do we know so far about the research-teaching nexus in Initial Teacher Training? Findings from a systematic review / Wang, Yuqian (Durham University. School of Education) ; Newton, Douglas (Durham University. School of Education) ; Moger, Pauline (Durham University. School of Education) ; Ion, Georgeta (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada) ; Arnau-Sabatés, Laura (Universitat Autònoma de Barcelona. Departament de Teories de l'Educació i Pedagogia Social)
Initial Teacher Education (ITE) Programmes comprise campus-based teaching sessions and school practice. This article carries out a systematic review from the context of Initial Teacher Education programmes in Higher Education, using the term 'nexus' to summarise the various ways research is integrated into campus-based teaching, and the various forms of research-informed teaching in school placement within ITE programmes. [...]
2023 - 10.1002/rev3.3405
Review of Education, Vol. 11,e.3405, Núm. 2 (2023) , p. 1-17  
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2.
33 p, 1.1 MB Theoretical and practical knowledge in social pedagogy : levels and agents of the pedagogical knowledge production / Úcar, Xavier (Universitat Autònoma de Barcelona. Departament de Teories de l'Educació i Pedagogia Social)
This article will answer two questions: What are the characteristics of knowledge applied and produced within the framework of social pedagogy? And how are theory and practice articulated in the production and application of social pedagogical knowledge? To this end, the article first presents some of the different types of knowledge existing in the framework of the social sciences and the characteristics that define them. [...]
2021 - 10.1080/03054985.2021.2013794
Oxford Review of Education, Vol. 48 Num. 6 (2022), p. 767-785  
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3.
41 p, 1.1 MB A mutilevel decomposition of school performance using robust nonparametric frontier techniques / Thieme, Claudio (Universidad Diego Portales) ; Prior Jiménez, Diego (Universitat Autònoma de Barcelona. Departament d'Economia de l'Empresa) ; Tortosa-Ausina, Emili (Universitat Jaume I)
This article proposes a methodology for evaluating educational performance, from a multilevel perspective. We consider the use of frontier techniques rather than regression equations-the latter of which do not explore variations in students' outcomes within the same school, as this variation is hidden behind an average. [...]
2013 - 10.1016/j.econedurev.2012.08.002
Economics of education review, Vol. 32 (2013) , p. 104-121  
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4.
16 p, 195.7 KB La educación inclusiva frente a las desigualdades sociales: un estado de la cuestion y algunas reflexiones geograficas / Rambla, Xavier, 1966- (Universitat Autònoma de Barcelona. Departament de Sociologia) ; Tarabini-Castellani, Aina (Universitat Autònoma de Barcelona. Departament de Sociologia) ; Ferrer i Julià, Ferran (Universitat Autònoma de Barcelona. Departament de Pedagogia Sistemàtica i Social) ; Verger, Antoni (Universitat Autònoma de Barcelona. Departament de Sociologia)
Este artículo establece un estado de la cuestión e la educación inclusiva en el mundo y sugiere algunas reflexiones al respecto. El primer apartado recuerda las conexiones ineludibles entre las preocupaciones educativas por la educación inclusiva y las preocupaciones más generales por la desigualdad. [...]
2008 - 10.1007/s11125-008-9052-3
Prospects : quarterly review of comparative education, Vol. 38, Núm. 1 (2008) , p. 65-76  
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5.
16 p, 227.2 KB Globalization, educational targeting and stable inequalities : a comparative analysis of Argentina, Brazil and Chile / Rambla, Xavier, 1966- (Universitat Autònoma de Barcelona. Departament de Sociologia)
This article analyzes educational targeting in Argentina, Brazil and Chile from a sociological point of view. In essence, it presents the 'logic of induction' as an ideal type. This pedagogic discourse is the vehicle of an educational anti-poverty strategy that expects to induce clearly targeted groups to improve on their own. [...]
2006 - 10.1007/s11159-005-0001-6
International review of education, Vol. 52, Núm. 3-4 (May 2006) , p. 353-370  
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