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Copyright of Spanish Journal of Finance & Accounting / Revista Espanola de Financiacion y Contabilidad is the property of Routledge 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 Spanish Journal of Finance & Accounting / Revista Espanola de Financiacion y Contabilidad is the property of Routledge 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 Spanish Journal of Finance & Accounting / Revista Espanola de Financiacion y Contabilidad is the property of Routledge 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 Spanish Journal of Finance & Accounting / Revista Espanola de Financiacion y Contabilidad is the property of Routledge 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 Spanish Journal of Finance & Accounting / Revista Espanola de Financiacion y Contabilidad is the property of Routledge 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 essay examines the use of the road narrative and the hard-boiled detective genre in the 1999 novel by Argentine post-boom writer Mempo Giardinelli, El décimo infierno. The conjunction of these two narrative models allegorizes the national and institutional violence embedded in the political, judicial, and social practices throughout the history of contemporary Argentina. Although the novel takes place after the military dictatorship, violence plays a role as a visible and metaphoric discourse, which represents the fundamental flaws of a democratic transition that remains in state of crisis. On the one hand, this paper discusses how El décimo infierno exploits the motif of the journey as a subversive and symbolic displacement to the margins of society not only geographically, but also legally and morally. On the other hand, Giardinelli uses the criminal universe created by the novela negra to approach the contradictions and ambiguities of the Latin American reality in the context of failed globalized and postmodern cultures. The detective genre also works as a fictional strategy to explore the national imaginary, the limits of violent human behaviour, and the emergence of a problematic value system that blurs the frontiers between reader and narrator, good and evil, love and hate, victims and culprits. [ABSTRACT FROM AUTHOR]

The London School of Economics have, since 1959, studied the jobs of supervisors in a number of plants to demonstrate their range and variety and the relation of supervisory systems to technology. A previous article (see below) on the first part of the research argued that there was no straightforward relationship between the two, but that organizational and human factors could also greatly determine supervisory jobs. This paper describes the last part of the research which was devoted to a far deeper and more detailed analysis of supervisory jobs in one large firm in an attempt to find more concrete evidence of different influences on supervisory jobs. The results show that the nature of the product, the technical situation, the factory organization, the supervisory training programme and the supervisor's personality all affected both his behaviour and the demands made on him. A supervisor was seen to be reacting to a continuous succession of pressures, some of which ran counter to others. The relative weighting of these against each other, as well as the supervisor's personality, affected the way in which he behaved as well as the subsequent demands made on his job. [ABSTRACT FROM AUTHOR]

The paper by Palacios published in this journal issue, commenting our previous paper (Fernández, Álvarez, and Bravo, 2003) on the assessment of the long term outcome of children in residential child care, poses an interesting opportunity to debate not only the study methodology and research results, but also the very concept of residential care and the role of this kind of social services for child protection. The paper replies to issues raised by Palacios on: the limitations of our research, the generalizability of the results, the methodology employed, and the aims of residential care. Our reply poses the need for new methodological designs and the difficulty of finding cause-effect relationship in residential care, the use of a new terminology to overcome old concepts such as “institution” or “institutionalised”, the rationale of these programmes, and a clear set of functions for residential care. Nevertheless, the paper supports and agrees with Palacios' proposal of giving priority to developing family foster care arrangements and thus reducing residential care to specific cases [ABSTRACT FROM PUBLISHER]

Copyright of Canadian Journal of Latin American & Caribbean Studies (Routledge) is the property of Routledge 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 Spanish Journal of Finance & Accounting / Revista Espanola de Financiacion y Contabilidad is the property of Routledge 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 Spanish Journal of Finance & Accounting / Revista Espanola de Financiacion y Contabilidad is the property of Routledge 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 Spanish Journal of Finance & Accounting / Revista Espanola de Financiacion y Contabilidad is the property of Routledge 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 Spanish Journal of Finance & Accounting / Revista Espanola de Financiacion y Contabilidad is the property of Routledge 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 Bulletin of Spanish Studies: Hispanic Studies & Researches on Spain, Portugal & Latin America is the property of Routledge 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 Spanish Journal of Finance & Accounting / Revista Espanola de Financiacion y Contabilidad is the property of Routledge 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 Bulletin of Spanish Studies: Hispanic Studies & Researches on Spain, Portugal & Latin America is the property of Routledge 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 Bulletin of Spanish Studies: Hispanic Studies & Researches on Spain, Portugal & Latin America is the property of Routledge 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 Bulletin of Spanish Studies: Hispanic Studies & Researches on Spain, Portugal & Latin America is the property of Routledge 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 Bulletin of Spanish Studies: Hispanic Studies & Researches on Spain, Portugal & Latin America is the property of Routledge 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 Hispanic Research Journal is the property of Taylor & Francis Ltd 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 Spanish Journal of Finance & Accounting / Revista Espanola de Financiacion y Contabilidad is the property of Routledge 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 Spanish Journal of Finance & Accounting / Revista Espanola de Financiacion y Contabilidad is the property of Routledge 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 Spanish Journal of Finance & Accounting / Revista Espanola de Financiacion y Contabilidad is the property of Routledge 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 Spanish Journal of Finance & Accounting / Revista Espanola de Financiacion y Contabilidad is the property of Routledge 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 Bulletin of Spanish Studies: Hispanic Studies & Researches on Spain, Portugal & Latin America is the property of Routledge 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 Bulletin of Spanish Studies: Hispanic Studies & Researches on Spain, Portugal & Latin America is the property of Routledge 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 Spanish Journal of Finance & Accounting / Revista Espanola de Financiacion y Contabilidad is the property of Routledge 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 Bulletin of Spanish Studies: Hispanic Studies & Researches on Spain, Portugal & Latin America is the property of Routledge 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 Bulletin of Spanish Studies: Hispanic Studies & Researches on Spain, Portugal & Latin America is the property of Routledge 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 Bulletin of Spanish Studies: Hispanic Studies & Researches on Spain, Portugal & Latin America is the property of Routledge 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 presents an analysis of a research project conducted by a network of environmental research institutes called Partnership for European Environmental Research (PEER). Our analysis constitutes a reflection on this research project based on a proposed ideal-typical transdisciplinary research process developed by. The aim of the PRESS project (PEER Research on EcoSystem Services) was to provide support for the development and implementation of the EU Biodiversity Strategy to 2020, with a special emphasis on the ecosystem services concept. Our analysis of the research phases of the PRESS project shows that not all of the project elements accord with the notion of a full-scale transdisciplinary process. Despite this, a number of lessons can be learned regarding the use of different boundary objects for knowledge integration and the various roles played by researchers. We also identify some constraints with regard to synchronizing policy and project cycles and consider the advantages and disadvantages of research network structures in facilitating long-term cooperation. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Spanish Studies: Hispanic Studies & Researches on Spain, Portugal & Latin America is the property of Routledge 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 Spanish Journal of Finance & Accounting / Revista Espanola de Financiacion y Contabilidad is the property of Routledge 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 apply the concept of conflictivity index (ICf) as a teaching tool useful for teachers who want to transform motor conflicts (CM) in physical education (PE) in elementary school. The literature review and application of the fundaments of motor praxeology allow us to identify each game as a laboratory of social relations, and also to locate the type of conflict behaviours shown by the students in each family of games (motor action domains). The design corresponds to a single case study, conducted with 43 primary school pupils during a school year. 746 CM detected from 255 games in 42 PE classes were analyzed. The results indicated that the group was very conflicting (high level ICf prevailing), and that the CM was different for each family of games. It is concluded that the ICf can be a key tool to diagnose and subsequently transform motor conflicts. [ABSTRACT FROM AUTHOR]

A feature inherent to investigations of specific teaching methodology is its focus on educational intervention, which means that its results should have implications for teacher training. This paper analyzes the relationship between research into language teaching presented in this monograph and its implications for teacher training. First, it explicitly details the implicit training models for each type of research, and highlights the difficulties in the transfer of research results to improve educational practices. Secondly, it provides reflections on the kind of teacher training model that could respond to the identified problems. [ABSTRACT FROM AUTHOR]

Much research in the Teaching of Language and Literature involves entering the classroom. Research in the classroom means occupying a somewhat private space. This fact suggests fundamental questions about the objectives pursued and the role to be adopted. This paper analyzes the various approaches to classroom research presented in this issue. It is observed that the variety of roles that are present are always dependent on the objectives and the realities encountered in the classroom. We conclude that each investigation, from its uniqueness, should indicate both the purpose for entering the classroom and the situation of the researcher within that investigation. Both issues are not marginal to the investigation, but rather characterize an integral part of the same investigation. [ABSTRACT FROM AUTHOR]

This paper presents the objectives and framework of a significant number of ethnographic investigations, which through verbal interactions, especially interviews, examine the belief systems and knowledge representations (hereafter CRS) concerning multilingual situations of language teachers who are currently in either pre-service or in-service training. An example of an analysis of the transcript of a verbal interaction is presented as well as the subsequent reflection on methodological issues arising from these studies: the static dimension and fragmentation of the results, the tension of the interviewer, the separation of segments of data for analysis and consistency in the interpretation of the data. We conclude that the study of language teachers' CRS offers an encouraging perspective in order to better understand the processes and evolution of teacher education. We believe it is necessary to consider longitudinal studies in order to overcome the static dimension evident in many of the results. [ABSTRACT FROM AUTHOR]

This paper suggests that the verbal interactions that take place in the classroom are a centerpiece for both language learning and for the development of research in language teaching. Consequently, the conversations that take place in class provide a double perspective: as a learning tool and as a tool for knowledge. It is also noted, that teaching and student learning objectives (writing or grammar) determine the type of interaction generated in the classroom. The two observations converge on the finding of a complex relationship between research and teaching in qualitative research in language teaching. [ABSTRACT FROM AUTHOR]

This paper presents, firstly, the context of the works presented in this special issue, focusing on qualitative research in language and literature teaching. Secondly, it specifies that the general purpose of the issue is analyzing the interaction in the classroom, among students and between students and teachers, in the framework of literary education and language(s) teaching and learning. Thirdly, we present the studies carried out by the three research groups involved in the publication project. [ABSTRACT FROM AUTHOR]

Interest in the biological basis of social cognition has grown exponentially in the last few years. One of the possible approaches consists in trying to locate which brain structures are most likely to be involved in these processes. Another area of study may be the functional and anatomical connectivity of the involved areas. In both cases researchers face the same initial difficulty: most of the processes linked to social cognition are high level processes (for example, self-concept) that often reflect emerging properties of more basic level processes (such as memory). The second common problem has to do with the theoretical and instrumental limitations (e.g. neuroimaging techniques) that have led to a paradigm of "isolated social cognition" linked to experiments without real social interaction. Taking these problems as a starting point, in this paper we seek to review in a critical manner the most important findings on the biological basis of social cognition related to others and to the self. [ABSTRACT FROM AUTHOR]

Belonging to a stigmatized group affects the quality of life and well-being of its members. However, the role that consciousness of belonging to a stigmatized group plays on one's well-being is still unknown. In addition, among the different groups studied there is a lack of information on the collective of disabled persons, even though it is a minority group who also suffers from social prejudice. The objective of the present paper is to study the relationships between stigma conscience and quality of life in a group of Spanish disabled persons, and to establish which variables determine this relationship. A total of 201 individuals participated in the study, of which 90 had sensory disability, 102 had physical disability and 9 had other types of disabilities. The results show a negative relationship between stigma conscience, quality of life and satisfaction. Differences were found regarding gender, type of disability and reason of disability. [ABSTRACT FROM AUTHOR]

Research on place attachment and place identity has led to numerous definitions and theoretical positions on how they relate with each other. A line of research that aims to clarify previous results is concerned with the comparison of different cultural territories. The aim of this paper is to determine whether non-native residents differ in the level of place attachment and place identity taking into account differences in length of residence and territory chosen to immigrate. A questionnaire with scales of attachment and identity with the city was administered to a sample of 138 non-native residents in the island of Tenerife and 141 non-native residents in the state of Israel. Analyses show differences between the two places in the development of both bonds based on length of residence. The results are discussed based on the influence of culture in the development of bonds with the place. [ABSTRACT FROM AUTHOR]

Some research suggests that place attachment affects the perception of the environment, while others indicate that it is the perception of the place, especially the perceived restorativeness, that produces different levels of attachment. Also, it was observed that both perception of the environment and place attachment influence the quality of life. However, few studies analyse the combined weight of place attachment and perceived restorativeness of place on quality of life. This paper tests the relationship between place attachment, perceived restorativeness of place and quality of life in a rural village in Tenerife. The path model obtained indicates that the quality of life is influenced both by place attachment and perceived restorativeness, and that attachment influences the perception of place restoration. [ABSTRACT FROM AUTHOR]

The focus of this paper is the role of local civic participation (activities on behalf of the neighbourhood, involvement in local organizations, membership of neighbourhood groups) to explain social and spatial bonds at a neighbourhood level. We are interested in exploring links between place attachment, place identity, sense of community, and local civic participation. Specifically, we explore the role of local civic participation in social and spatial bonds in places with an on-going participatory urban regeneration process. We selected four neighbourhoods in Valparaíso and one in Illapel (Chile) where a project of urban regeneration called "Quiero mi barrio" (I love my neighbourhood) promoted by the Ministry of Housing and Urban Development of Chile was being developed. Scales of place attachment, place identity, sense of community and local civic participation were administered to a sample of 995 people in the two cities. The results show that civic participation is related to social and spatial bonds. [ABSTRACT FROM AUTHOR]

The main objective of this review is to argue the need to investigate university teachers' education from an integrated approach. This analysis should take into account the immediate and delayed impact of such training: from an individual and intra-psychological perspective regarding participants in training, from a group and inter-psychological perspective regarding students of trained teachers, and from an institutional perspective regarding teaching team mates and the different organizational structures to which trainee teachers belong. On the other hand, it is argued that the analysis of this impact should include both the construction processes developed and the products achieved through training. To support this perspective, the paper discusses the need for research on university teacher training, and reviews and analyses the categories of analysis used in the main meta-analyses conducted on the topic in recent years. [ABSTRACT FROM PUBLISHER]

The aim of this paper is to analyze the main factors facilitating and hindering the transfer of teaching skills in the context of teacher training in Spanish universities. The Questionnaire on Factors Conditioning Teachers' Training Transfer is applied to a sample of 1,026 teachers from 18 universities who enrolled in 81 training activities. The results indicate that the teacher training design and the learning achieved by the participants is a factor that acts as a strong transfer catalyst, especially in long courses where teachers develop all sort of teaching skills in an integrated manner. While teachers do not find resistances to transfer, there are personal and structural limitations in the immediate working context. The main limitation to training transfer is the teacher's personal organization. It is likely that teachers set other priorities before planning the transfer of what has been learnt in the training courses and, therefore, the acquired knowledge and skills have a limited application and impact in the pedagogical practice. [ABSTRACT FROM PUBLISHER]

The notions of I-positions and voices are proposed as analytical tools for studying how two university teachers use both of these narrative resources to construct and negotiate possible professional identities. The aim of this paper is to answer three questions based on the analysis of semi-structured autobiographical interviews: What I-positions and voices can be identified in academics' narratives about their professional practice? How are these resources related? How do these narratives contribute to the construction of their professional identities? We develop a conception of identity as a continuous and evolving narrative in which the self is constituted as a multiple, dynamic and constantly in negotiation reality from which individuals define who they are. Two interviews are analyzed. Here, the interplay of the different positions adopted by the participants in the interviews, as well as the voices that articulated these positions, are examined in terms of its source or level of generality. We conclude that the professional identities of these experts in education are being constructed in a specific cultural and ideological context. Finally, both benefits and limitations of the current investigation are discussed with regard to possible future studies. [ABSTRACT FROM PUBLISHER]

This paper analyzes primary school teachers' knowledge of core competencies and their implementation processes. A descriptive and correlational design was adopted. Data was collected in 2010 by means of an ad hoc questionnaire answered by 246 teachers. Results indicate that the teachers in the sample have knowledge of basic competencies; they feel that they are only moderately trained for implementing competencies in their classroom methodology and teaching coordination. Moreover, these abilities are conditioned by their professional profile. Further training is required in order to successfully implement this curricular element in their daily teaching practice. [ABSTRACT FROM AUTHOR]

The paper analyses the implementation of the portfolio over four academic years (2006-2010) in a sample of 480 nursing students. It was carried out in three phases (initiation, development, and consolidation), and its aims were: 1) to evaluate the effectiveness of the portfolio through a quantitative study with an ex post facto design, and 2) to analyze the strengths and weaknesses of the portfolio implementation process through a qualitative study using topic-based focus groups. The results indicate: 1) in the initiation phase, the average score of students who created the portfolio (7.78) is higher than the average score of those who did not do so (5.47) (p ≤ .001), and in the development and consolidation phases, the portfolio score and the subject grade come increasingly closer; and 2) the final portfolio design is characterized by being mixed (manual and electronic), modular, and self-reflective –empowering students in the learning continuum. [ABSTRACT FROM AUTHOR]