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Copyright of Papers: Revista de Sociologia is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose - Might a country's economic growth performance differ depending on the evolution of its human capital? This paper aims to consider education as a channel for human capital improvement and then for economic growth. The authors hypothesize the existence of a threshold for education, after which point the characteristics of economic growth change. Design/methodology/approach - To address this question, the authors turn from a linear framework to a nonlinear one by applying smooth transition specifications. Findings - This empirical analysis for Spain points to the existence of nonlinearities in the relationship between education and economic growth at country level, for both secondary and tertiary education. Next, as different patterns emerge in different regions, the authors provide a regional analysis for a number of representative Spanish regions. The results show that both secondary and tertiary education matter for economic growth and that nonlinearities in this relationship should be taken into account. Practical implications - What is learnt from using Smooth Transition Regression models for the education-economic growth link is that the educational level of the population can be understood as a source of nonlinearities in the economic activity of a country (and of a region). Thus, depending on national and regional educational levels, economic growth behaves differently. Originality/value - Although the importance of nonlinearities has been identified, linearity is usually assumed in this field of the literature. This paper calls into question the linearity assumption by using time series techniques for 1971-2013 in Spain, an OECD country, and testing whether the results at country level hold for different regions within Spain as a robustness check. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper account for the relational dynamics that take place in high schools: the interculturality level in the networks of foreign students. Relational networks are characterized by their composition based on origin, identifying those exclusively consisting of native students, those in which only foreign students interact, and the intercultural networks themselves, where native and foreign students coexist. At this stage, I analyse the organizational factors that impede the integration of immigrant students in relational networks with presence of native students, as well as other factors that support the establishment of such networks. Specifically, the analysis focuses on how the organization of school classrooms impact the establishment of more or less intercultural relational networks. In short, there is one concern that motivate this paper: the existence of school dynamics that enhance ethnic ghettoization within schools and, therefore, impede social integration. This research includes the analysis of all students enrolled in the last year of compulsory education (16 years-old) of eight high schools in the Metropolitan Area of Barcelona (for a total of 664 students from 28 classes). The analytical exploitation is based on a quantitative approach and network analysis (UCINET and Netdraw). Main findings show that the identification of the classrooms with certain ability levels seems to imply a greater barrier between classrooms, which can lead to a greater or lower relational cohesion within the class, according to school organitzation. By contrast, ability levels do not have a direct impact on the degree of intercultural contact; although they do exert a significant influence, defining the possibilities of contact between groups. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Educational Research, Assessment & Evaluation / Revista Electrónica de Investigación y Evaluación Educativa is the property of RELIEVE - Revista Electonica de Investigacion y Evaluacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In previous research we proposed a new type of learning object named Collaborative Complex Learning Object (CC-LO) in support for teaching and learning engineering education by the virtualization of live collaborative sessions, with the aim to leverage the knowledge elicited during the collaboration and produce interactive and attractive resources to be played by learners. We claim this type of pedagogically and technologically augmented learning resources is able to overcome endemic problems found in collaborative learning of on-line engineering courses, such as lack of authentic interactivity, user empowerment, social identity and challenge, thus having a positive effect in learner engagement. In this paper we report on the experiences gained in the production, deployment, experimentation and validation of the CC-LO approach from the live collaborative sessions occurring in real on-line engineering courses of the Open University of Catalonia (UOC). The ultimate goal is to evaluate and validate how our approach can support engineering education at the UOC, and in particular observe the impact on the collaborative learning performance during the on-line discussions. The novelty of this paper is the integration of our approach into the actual phpBB-based Web forums that support specific engineering courses at the UOC and in particular their in-class discussion processes and collaborative activities. [ABSTRACT FROM AUTHOR]

This paper explains the evaluation method applied to a specific capstone course, called "Ubiquitous computing", taught in different Computer Science Degrees of the University of Alcala (Spain). Along the previous editions of the course several issues have been discovered, which are intended to be solved with the proposed method that was used as evaluation system of the subject in year 2016-2017. The issues are related to the number of students of each degree that compose the group each year, the contents' deviation, the low marks obtained in previous years, the methodological mismatch in relation with other subjects and the bad alignment of the evaluation method used before. With the idea of obtaining better marks, a closer experience to the real situation in software companies and higher satisfaction level of the students, the learning experience proposed implies teamwork, a project-based learning perspective and a balanced use of the technologies. Taking the results obtained through its implantation along the last academic year, it can be concluded that the evaluation method shown in this document enhances the learning process and the contents are closer to the course initial conception, and students got more involved and obtained better results. [ABSTRACT FROM AUTHOR]

In the new context of the European Higher Education Framework (Bologna Process), the lecturers must cope with the educational achievement assessment and with an appropriate control of the educational process. In this paper, we present the methodology used in the U niversity of Extremadura to evaluate the educational competences in the real time by means of Socrative (by Mastery Connect) launched in smartphones, tablets, laptops, etc. This study has been carried out with the students of two Faculties: the School of Industrial Engineering and the University Centre of Merida, in the framework of an educational innovation project focused on several technical subjects for the mechanical engineering and industrial design degrees. The result shows that the students have improved their competences and their skills, and also the interest in the core syllabus contents, and a great satisfaction with the introduction of this type of activities as a complement to the lectures. Finally, they value this educational experience by means of a surveying, obtaining marks between 83%-85%of the students that consider it as a "positive" or "very positive" experience. The conclusions of this study show that with the use of this tool (Socrative), the students are more motivated and interested in the content of the subjects, with an improvement of their collaborative attitude in the class. 11 leads to obtain an outstanding performance, with a failure rate that in our case, has been reduced by a 20% from "classical" methodology. In contrast, the implementation of this new technological tool demands a notable effort from lecturers' coordination, besides a supplementary work. [ABSTRACT FROM AUTHOR]

Copyright of Studi e Materiali di Storia delle Religioni is the property of Editrice Morcelliana S.p.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, the educational experiences of research in Engineering Education in the Escuela Universitaria de Ingenieria Tecnica de Telecomunicacion at the Universidad Politecnica de Madrid are presented. The research attempted to go beyond the experiences in the framework of the European Higher Education Area during the academic years 2005-2007. This paper describes the experience within the first-year course in the Escuela Universitaria de Ingenieria Tecnica de Telecomunicacion. Three years after the beginning of this research some feedback is given and some conclusions are drawn. [ABSTRACT FROM AUTHOR]

As an emerging new interdisciplinary area, biomedical education has been recently paid a growing attention to its curriculum design. Creativity has been suggested as a key element in its pedagogy development. This paper will focus on a research question: how do the senior teaching and research staff conceptualize 'creativity' in relation to their daily working experience and based on such conceptualizations, what are the implications for pedagogy development in biomedical education? Theoretically, we will take a departure from social-cultural approach to creativity that emphasizes shaping roles of environmental influences on creativity in a specific context of interdisciplinary teaching and learning, such as biomedical education. An empirical study by qualitative interviews (n = 15) with senior research and teaching staff at different Spanish institutions will further help to provide evidence that guides to answer the research question. The data analysis shows that creativity should be an essential element in curriculum and there are needs of creativity training programmes in biomedical education. Meanwhile, pedagogical changes should be towards encouraging collaborative work, critical thinking, problem solving by creative problem-based learning scenarios, promoting autonomy in applicable and useful projects, working with creative articles in their specific field with students, fostering students' skills in experiment design at university, and developing new evaluation systems, which underpins the necessity of providing a systematic educational environment for creativity development in future biomedical education. [ABSTRACT FROM AUTHOR]

This paper examines the relation between department affiliation and interdisciplinarity in terms of knowledge creation. While the claims made for the benefits or limitations of interdisciplinarity are diverse, they have been largely related to modes of academic governance or to the bare nature of disciplines. Less is known on the precise role of social networks in fostering or hindering interdisciplinarity within intraorganizational contexts. Thus, to explore the influence of network structure, tie strength and nodal properties in interdisciplinarity within higher education institutions, we study the structure and dynamics of academic's personal knowledge networks. It is used a mixed methods approach combining the delineation of personal networks with the ties' content analysis regarding a conceptual model specifically developed for this study. Personal network data were collected and semi-structured interviews were held with 32 academic staff members of the academic and research system in Catalonia, Spain. Findings suggest that belonging to a department decreases interdisciplinarity and that institutional constraints are more significant than the strength of the ties. Researcher's network centrality and strength of ties are positively related to interdisciplinarity. Structural holes control for certain organizational rewards and individual attributes but are not directly linked to interdisciplinarity. [ABSTRACT FROM AUTHOR]

This paper reviews policies and practices related to the educational use of information and communication technology (ICT) and its role in improving education in Catalonia. Specifically, it analyzes the ICT educational practices developed at four schools in Catalonia, as well as the educational policies on the integration of these technologies promoted by the Administration over the last 25 years. These analyses indicated that the resulting practices, mostly centred on teachers' explanation or on teaching software, were in line with policies that have systematically focused on the provision of equipment and the uncritical use of ICT, regardless of actions for improving such practices. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Educational Research, Assessment & Evaluation / Revista Electrónica de Investigación y Evaluación Educativa is the property of RELIEVE - Revista Electonica de Investigacion y Evaluacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper tries to be a critical analysis of and a theoretical reflection on minority students: gift ed children in the Spanish education system. To carry out this study and achieve the objectives set up, we took into account a qualitative methodology, framed within the constructivist paradigm in the social sciences. Being a gift ed child in Spain is a problem because gift ed children are not being adequately addressed, as the Ministry of Education recognizes. An objective analysis of the current situation can become a way of changing it. In addition, we have to pay attention to the principles and rights of the awareness of diversity. [ABSTRACT FROM AUTHOR]

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Tiempos Modernos is the property of Tiempos Modernos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although school is usually considered the most promising institution for the social and economic integration of young people of migration background, the educational outcomes of young people of Ecuadorian background signal a broken promise. Their families, peers, and teachers mediate the effect of the intersections of age, gender, class and ethnicity. Using 15 biographical interviews and 10 expert interviews, this paper studies the role of schools in social mobility and integration under the circumstances of high levels of school attrition, rampant youth unemployment, lack of absorption of migrants' human capital and relative poverty. The findings point at different levels of institutional discrimination related to the curriculum, teacher-student relationship, peer relations and family factors. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Economía Aplicada is the property of Revista de Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Economía Aplicada is the property of Revista de Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper we look into the role of mentors in student training given it is of paramount importance and at times both unknown and undefined. We studied this issue through research conducted in three Spanish universities using Creswell's biphasic model along with sequential data triangulation. We obtained information by interviewing mentors and applying an electronic questionnaire. The results show that basically mentors are available for students in student training, facilitate their integration in the center. The study indicates that conceptualizing and operationalizing mentoring functions is difficult, however, they set up a reference for the development of student training. [ABSTRACT FROM AUTHOR]

The aim of this study is to present empirical evidence of the influence of the use of active didactic methodology on satisfaction with regard to teaching received by engineering students in Spain. Student satisfaction is one of the result indicators established, based on student opinion, to measure the quality of the Spanish university system. It is an important index and is directly related to facilitating the learning process, because a satisfied student is likely to be more receptive in the teaching/learning process and therefore, less likely to abandon university studies. This problem is particularly relevant in certain areas of knowledge, like, for example. Engineering and Architecture. We present here the results obtained in an experimental type study carried out in the Escuela Politécnica Superior de Zamora, University of Salamanca, Spain. Our aim is to discover the influence of satisfaction level in relation to the application of active methodologies. In order to do so, we carried out a comparative study and repeated experiment (with student samples from two academic years) of the results of satisfaction levels obtained for students following a course based on traditional methodology consisting of lectures and evaluation by means of a final examination (control group), and for students who followed a course based on a student-focussed teaching/learning methodology consisting of constructive learning, collaborative work, bLearning resources and learning process integrated evaluation (experimental group). 218 students from four engineering degree courses took part in the experiment. Based on the variables selected, a satisfaction survey was designed and carried out and, using a multiple regression multivariate statistical technique, the joint relationship of a series of predictor variables was analysed in relation to the criterion or dependent variable. The results obtained reveal the existence of different relationships between predictor variables and criterion, depending on the didactic methodology used. This paper focuses mainly on the stages of the statistical process used to obtain results. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Galician Journal of Economics / Revista Galega de Economía is the property of Universidad de Santiago de Compostela, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Previous studies have shown that social background inequality differs among educational transitions and it is stronger for those transitions that involve a higher risk of social demotion. This paper focuses on two processes that may account for part of the observed differences in social background inequality across educational transitions. First, it studies how the family of origin might compensate for a `false step' in the early stage of young people's educational careers. This compensatory effect of social background can be described as the likelihood of having `a second chance' for unsuccessful educational transitions. Second, it focuses on two unobserved factors that might potentially bias the effect of social background across educational transitions. These are the students unobserved cognitive and non-cognitive skills and their unobserved anticipated choices of dropping out of the education system. Two issues - the compensatory effect of social background and selection bias in educational transitions - are addressed by estimating a probit model with sample selection for the transition to post-compulsory education in Spain. [ABSTRACT FROM AUTHOR]

Copyright of Papers: Revista de Sociologia is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Innovacion Educativa is the property of Universidad de Santiago de Compostela, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Economía Aplicada is the property of Revista de Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Economía Aplicada is the property of Revista de Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

During the last few years, East-Europeans, predominantly Romanians, have become the second largest cultural minority in Catalonia (Spain). Spanish educational institutions now have students from more than twenty different cultures. This paper focuses on the educational background and the factors which characterize the educational experience of Romanian students prior to attending schools in Spain, and how this affects their experiences into Catalonian primary schools. Twenty seven interviews were undertaken, of Catalonian and Romanian teachers, of experts and parents from the host primary schools where the proportion of Romanian students was highest. Two focus-group sessions were carried out with school teachers from Romania. The analysis shows that there is some consistency between educational practices and values in Romania and the practices and values of the host schools. The ability of children to assimilate into the host school is directly influenced by their previous experience in the schools in their country of origin. [ABSTRACT FROM AUTHOR]

This paper proposes a nonlinear distribution method based on dynamic targets for reducing the early school leaving (ESL) population. The aim of this proposal is to provide policymakers with a new view in terms of transferring the EU-wide headline target to national targets. This methodology was applied to the 2010-2020 EU education target at two territorial levels. Weighting was based on the ESL rate, for the total population, by sex, and unemployment rate (for those 15-24 years of age). In addition, the proposed method was applied to the Lisbon Agenda goal. The results found underlining the need for decentralised weighted decisions to be made at different territorial levels, and a view to converging toward the common aim throughout the geographical area over time. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educacao & Sociedade is the property of Centro de Estudos de Educacao e Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Innovacion Educativa is the property of Universidad de Santiago de Compostela, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Innovacion Educativa is the property of Universidad de Santiago de Compostela, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Musicologia is the property of Sociedad Espanola de Musicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: In this paper we analyse the present situation of students of immigrant origin, the principles of intercultural education and both the positive aspects and the limitations of the Spanish educational system, in terms of the psychology of education. We begin with a brief description of the current situation of immigration into Spain, with particular reference to the presence of children of immigrant origin within the educational system. There follows a short retrospective review of the legislative framework and of the possibilities of educational focusing for ethnic and cultural minorities in Spain, from its inception in the 20th century to the present-day. We then summarise the particular situation of young immigrants in schools, highlighting specific problems and difficulties. Finally, an analysis is made, from a psycho-educative perspective, of current socio-political and educational initiatives and the key points of educational and psycho-pedagogical policy decisions. [Copyright &y& Elsevier]

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A teaching experiment was conducted with students of Graphic Engineering at Madrid Polytechnic University Aeronautical Engineering School to improve their professional development in cooperative engineering design tasks in an aeronautical company. A matrix-like company structure made up of departments interacting on different projects was created. This means that the students had to collaborate and share design information. This paper describes how the experiment was organised, how it developed and the most significant results. Considerable quantitative and qualitative improvements were observed compared with the traditional methods that were used on previous courses. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cauriensia: Revista Anual de Ciencias Eclesiásticas is the property of Instituto Teologico San Pedro de Alcantara de Caceres and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)