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Our work investigated how six primary school students used a non-traditional method for adding and subtracting: the ABN method, a Spanish acronym for Open (method) Based on Numbers. Commognitive theory [Sfard, A. 2008. "Thinking as Communicating: Human Development, the Growth of Discourses, and Mathematizing." New York: Cambridge University Press] was employed to study the students' mathematical routines. In particular, we studied whether their routines were exploratory or ritualised and found that four students had a ritualised use of the ABN method, while two others showed some signs of incipient exploratory use (manifested as an increase in flexibility, applicability, performer's agentivity, and substantiability). The results show some of the problems that students have when applying this method.

Transversal competences are essential for the sustainability of higher education degrees, particularly programmes which prepare students to serve as educators at critical developmental stages. This study aimed to determine the empathic profiles of 206 university teachers in Early Childhood and Primary Education degrees at a Spanish university. The Interpersonal Reactivity Index scale was used to measure empathy whilst data was also collected on sociodemographic and work-related information. The results revealed that the participants showed high empathy values across all dimensions except for empathic stress, indicating signs of healthy empathy. Additionally, differences were observed according to gender. The implications of the results are discussed in terms of the benefits of fostering empathy as a transversal competence in both teachers and students in teacher education programmes.

This paper deals with the implementation of flipped learning as a didactic method and its use through the Moodle platform. For this purpose, a quantitative research was carried out with the intention of analyzing the perceptions of new teachers in the acquisition of digital competences that they acquire during their teaching and learning process. The sample is made up of three groups of students in the subject Didactics of Social Sciences in the third year of primary education. The results obtained show that active learning methodologies promote digital literacy in higher education and the improvement of good teaching practices. In this way, through this research, students updated their use of new educational platforms, given the lack of initial training in digital literacy. In short, we can conclude that flipped learning is a useful and innovative teaching method that combines face-to-face and online learning for the education and training of new teachers.

This study explores the realm of authentic leadership theory to examine how female teenagers can enhance relational authenticity and develop authentic leadership skills through a specialized program. Employing multigroup Structural Equation Modeling (SEM), we assess the impact of this leadership intervention on female teenagers, comparing pre- and post-intervention results. Additionally, we contrasted the outcomes of program participants with those of same-aged, non-participating students from similar backgrounds. The analysis revealed a significant increase in the scores for the four constructs of authentic leadership among the program's participants. Notably, their academic grades also improved post-intervention. Focusing on high school females aged 16 years and above, the study addresses a critical age for developing self-perception of competence and confidence. The persistent underrepresentation of females in leadership roles underscores the necessity for early interventions like this one. These findings contribute to a deeper understanding of how a leadership program can positively influence the development of authentic leadership skills among participants, while also observing enhancements in academic achievement following this particular intervention

Most universities are working committedly towards achieving the Sustainable Development Goals (SDG). The University of Alicante (UA) (Spain) has designed a series of strategies to help crystallize its aims within these goals, including those related to gender equality (SDG 5). Given the context, the aims of this study are (1) to find out whether teachers integrate SDG 5 into their teaching and, if so, what strategies they use, (2) to analyse how they perceive the effects of this and what factors help or hinder the process, and (3) to check for possible differences in these perceptions according to sex and faculty. Some 310 teachers from all the UA faculties participated. A descriptive and comparative analysis was performed, as was a content analysis. Half of the participants were found to be implementing these strategies, with women in general and teachers from the Faculty of Humanities in particular appearing to be most aware of the subject. However, only a minority applied them on a mainstream basis. The most used strategy was inclusive language. Other strategies, such as reflecting on equality, promoting equal participation, visibilizing women in different areas of knowledge, equal treatment of students and gender research, were also present in their narratives but to only a very small degree. Improved professional development for teachers and greater student awareness of gender issues were identified as positive effects of incorporating these strategies. Participants also felt that low awareness and a lack of time and training were obstacles to the process. Universities should therefore establish specific institutional policies aimed at integrating SDG 5 as a quality indicator. Training programmes should be redesigned to take into account a more practical approach, the type of learning (classroom, online or mixed), and subsequent follow-up in the classroom to guarantee effective integration.

Suicidal behaviour is a major socio-health problem worldwide. However, there are few empirically validated programs for universal prevention of suicidal behaviour in school settings. The aim of the present study was to design and validate the "PositivaMente" program for the prevention of suicidal behaviour in school-age adolescents aged 14-15 from the North of Spain. A quasi-experimental design was used with pre- and post-treatment evaluation with experimental and control groups and a six-month follow-up. The final sample consisted of 264 participants (M = 14.30 years, SD = 0.56; 54.5% girls), with 161 participants in the experimental group and 103 in the control group. Measuring instruments were administered to assess suicidal behaviour, emotional and behavioural difficulties, depressive symptomatology, prosocial behaviour, subjective well-being, and self-esteem. The "PositivaMente" program was designed and implemented in educational settings. A statistically significant improvement in subjective well-being was found, as well as a statistically significant reduction in emotional problems and problems with peers among female participants in the experimental group versus those in the control group at the 6-month follow-up. However, male participants did not seem to benefit from the program. The overall evaluation from the sample and satisfaction with "PositivaMente" were positive. Empirically supported actions for the prevention of suicidal behaviour need to be designed in order to make informed decisions. Future studies should implement the "PositivaMente" program with other populations and contexts, develop a brief version, and collect information on cost-effectiveness.

Recent research has highlighted the role of functional relationships in introducing elementary school students to algebraic thinking. This functional approach is here considered to study essential components of algebraic thinking such as generalization and its representation, as well as the strategies used by students and their connection with generalization. This paper jointly describes the strategies and representations of generalization used by a group of 33 sixth-year elementary school students, with no former algebraic training, in two generalization tasks involving a functional relationship. The strategies applied by the students differed depending on whether they were working on specific or general cases. To answer questions on near specific cases they resorted to counting or additive operational strategies. As higher values or indeterminate quantities were considered, the strategies diversified. The correspondence strategy was the most used and the common approach when students generalized. Students were able to generalize verbally as well as symbolically and varied their strategies flexibly when changing from specific to general cases, showing a clear preference for a functional approach in the latter.

The world, society and education are constantly evolving, and to respond to these changes, the main governmental institutions have been proposing different global strategies to focus efforts in the same direction. Currently, the United Nations and its 17 Sustainable Development Goals (SDG) have presented a series of indicators that could help to minimise the environmental, economic and social instability we are experiencing. In this sense, Education for Sustainable Development (ESD) has been described as a fundamental factor. Specifically, in previous work, we argued that physical education (PE) could be a good tool to contribute to SDGs. Based on this, no research analysing the voices of Physical Education Teachers (PET) on how this contribution could be made has been identified in previous literature. Therefore, the objectives of this research are: (1) to analyse the voices and opinions of active PETs in terms of the knowledge they have about Sustainable Development (SD); (2) to determine their opinions about the contribution that PE could make to SDGs; and finally, (3) to identify the challenges and limitations of pedagogical action of SD in PE. For this purpose, a qualitative analysis through a semi-structured interview with 41 active PETs was carried out. The main findings will be presented and discussed around four themes: (a) agreement on the concept of sustainability; (b) PE can contribute to the achievement of SDGs; (c) ambiguity in applying SDGs to PE lessons; and (d) teachers' constraints on how to implement SDGs in PE. It seems to indicate that PETs do not have a multidimensional vision of sustainable development. While they recognise the potential of PE to contribute to SDGs through awareness raising and student learning, they point to its pedagogical and formative constraints as the main barriers to being able to contribute. They pointed to a lack of knowledge on how to do so, guidelines on how to integrate ESD, lack of involvement, shortage of time or resources in school physical education.

"Research Findings": Empathy is a relevant component of social interactions that can be observed from early childhood. Validated tests for young children are still scarce. This study has two goals: (1) to validate the modified two-factor version of the Interpersonal Reactivity Index (IRI) in Spanish children between the ages of 3 and 8; and (2) to explore the mediational role of emotion regulation in the relationship between empathy and social competence. Teachers of 118 Spanish children from 3 to 8 years old completed the IRI, the Emotion Regulation Checklist, and a scale of Social Competence. The results confirmed the two-factor structure of the modified version of the IRI and showed acceptable psychometric properties in the sample, acceptable to good reliability, and adequate construct validity. The mediational model revealed that the relationship between Empathy and Social Competence was mediated by Emotion Regulation, partially in the case of Empathic Concern and fully in the case of Perspective Taking.. "Practice or Policy": Our results highlight the relevance of emotion regulation in childhood and the need to address the multidimensional nature of empathy. This knowledge can contribute to the understanding and promotion of socio-emotional development in childhood.

Actively open-minded thinking (AOT) is a crucial aspect in the education of adolescents; however, it has been insufficiently researched in the Spanish context. The purpose of this study is to analyse AOT and its relationship to critical thinking skills and personality. The participants in this research comprise 877 Spanish secondary school students. The study design is multidisciplinary, correlational and predictive. The findings show that personality traits, especially honesty, empathy and solidarity, and critical thinking skills, the development of new knowledge, analytical skills, and not learning by memory, are directly related to AOT. Actively open-minded thinking is the synapse of critical thinking because it allows for the achievement of objectives, reflection on and/or consideration of alternatives before making decisions. It is concluded that AOT is significantly related to the projection and value of critical thinking skills. Personality traits as well as identified competences can be used to integrate specific skills of both kinds of thinking into the educational curriculum.

According to UNESCO, critical thinking (CT) is a strategic skill for the 21st century, as it is associated with attitudes of personal and social change and improvement. Based on this, the objectives of this study were (1) to find out the possible relationships between CT and effective personality (EP) and (2) to determine the extent to which EP predicts the development of CT in children and adolescents. The research approach was quantitative, correlational and predictive. The sample consisted of 562 Spanish students. The measurement instruments were: (1) the Critical Thinking Disposition Inventory and (2) the Efficacy Personality Questionnaire. The main findings showed that there is a positive relationship between EP and CT, with the traits "being enthusiastic", "developing positive self-esteem" and "having self-confidence" correlating most strongly with CT. The regression analysis shows that EP influences the development of students' CT. There were no significant differences according to sex, and Primary Education students obtained higher CT scores. It is concluded that the better the promotion of EP, the greater the CT development will be. This suggests the need to design educational programmes for the improvement of EP, especially in adolescents.

A deeper understanding of what factors influence metacognition has never become more pressing than in today's digital era, in which information flows constantly and quickly. To this end, the present study explored the role of culture in mediating how individuals experience metacognitive phenomena. For this purpose, the International Group on Metacognition (IGM) developed a rigorous standard international protocol to measure metacognition in Spanish-speaking university students (N = 1,461) in 12 cultures in Latin-America and Spain, employing both a subjective measure of metacognitive awareness (the Metacognitive Awareness Inventory [MAI]) and various metrics of objective metacognitive monitoring across three domains of learning--vocabulary, probabilities (mathematical reasoning), and paper folding (visual-spatial reasoning). Data were subsequently compared across the various cultures with subjective metacognitive awareness and the raw frequencies of the four mutually exclusive cells of the 2 × 2 performance/judgment array as outcomes. Results revealed significant differences regarding both macro-level components of subjective metacognitive awareness, knowledge and regulation of cognition. Further, significant and meaningful differences emerged for the raw frequencies of the four mutually exclusive cells as a function of culture, especially for vocabulary, in which differences among cultures emerged for all four cells. Implications for metacognitive research, theory, and practice are discussed.

Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers' knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digital competences in sustainability among trainee teachers. The study involved the participation of 348 students in the 2nd year of their Bachelor's Degrees in Early Childhood and Primary Education at the University of Alicante (Alicante, Spain), who filled out a questionnaire on this topic. The SPSS v. 25 statistical programme, with which a comparative analysis was carried out, was used to process the data. On the basis of the results, the students of the Bachelor's Degree in Early Childhood Education generally presented a higher level of e-sustainable competences, especially with regard to general competences and the economic dimension of digital sustainability. Despite this, and given the small size of the differences, we conclude that there is a need to design didactic proposals to favour the acquisition of these competences among future teachers at both stages.

Background: The article addresses the reality of prison professionals in ordinary and open prison conditions, which includes the perceptions of women prisoners, due to their low institutional presence that limits their reintegration, from a socio-educational perspective. The aim is to analyse psycho-emotional, educational, and work-related dimensions of professionals and the perception of female prisoners. Methods: The study was carried out with a mixed design from two research projects. The sample consisted of 102 professionals and 75 women from 13 autonomous communities. The instruments were semi-structured questionnaires and interviews with the female prisoners. For the analysis, content analysis, basic statistics, contingency tables, and independence tests were carried out. Results: The results indicate a lower presence of educational professionals and a higher presence of women. Most of them believe more in the reintegration of women, but see ordinary imprisonment and drug consumption as a limitation for it. The professionals state the lack of resources, bureaucratisation, and management, lack of training, and retraining as the main problems and needs. For their part, women demand individualised interventions adapted to their circumstances. Conclusions: In short, it shows a professional reality that can be improved but with strengths such as motivation, experience, and social skills. The socio-educational dimension is valued for the dignification of women prisoners, their transition to life in freedom, and their reintegration.

Globalisation has brought about great social and economic impact, as well as great challenges. Major developments have taken place in the mobility of capital and, to a lesser extent, of goods; not so in the mobility of people seeking asylum due to persecution and war. This article approaches the phenomenon of migration, particularly of refugees, as learning content for early childhood. The research is presented from a qualitative approach based on the results of a project on this topic implemented in a rural school in Spain. The results of the data analysis reveal that children attribute external reasons, of survival, to the refugees' forced departure from their country of origin. The children's imaginary reproduces the social construction of adults on the status and situation of refugees, and they also show a critical attitude towards the violation of human rights and the abuse of fellow children. Finally, respect, cultural empathy and social commitment in the face of injustice are presented as fundamental values for education in global citizenship from the earliest stages of schooling.

Confinement due to the COVID-19 pandemic has hastened an educational shift from face-to-face to online classrooms. This distanced education seeks to achieve learning goals mediated by technology as they would be achieved in the face-to-face classroom, without ignoring the psychological and social impact that COVID-19 has had on students and teachers. Faced with this situation, the use of online educational escape rooms has been proposed as a motivating strategy for students to review curriculum content in a cooperative and fun way. A qualitative investigation was carried out to explore the perceptions of university students in the Social Education degree program after the implementation of an educational escape room. Our main findings are that most students found that it allowed them to interact with their peers beyond traditional education, that it was useful for their learning and that it was a pleasant activity. However, it was also mentioned that it can be a stressful activity as being an online activity, some students may have connectivity problems. It is concluded that online escape rooms can be active and effective learning strategies for university students.

Studies on financial behavior indicate that emotional intelligence (EI) and personality traits (PTs) explain much of the bias in financial activity. This study aims to identify in which dimensions of theEI and PTs of university students in finance further training is needed to avoid financial behavior bias. To this end, the EI and PT levels of a sample of university finance students and financial industry professionals were compared using the Trait Emotional Intelligence Questionnaire (TEIQue) and Big Five Inventory questionnaire. Subsequently, the dimensions of EI and PTs in which students have a deficit compared to professionals were identified, and the impacts that this deficit causes on the financial behavior of students were determined. The results indicate that students are deficient in the EI competencies related to empathy, emotion regulation, self-motivation, stress management, optimism, and self-esteem. Furthermore, PTs are related to kindness, awareness, openness, and extraversion. This deficit makes students more likely to have financial behavior biases such as risk tolerance, endowment, optimism, self-control, and loss aversion. These findings suggest that universities should be aware of providing financial students with full training in EI and PTs to help them successfully address their professional future.

Background: The COVID-19 pandemic might negatively impact the quality of life and functional autonomy of Spanish adults with intellectual disability, and meaningful activities could prevent this negative progression. Methods: This is a prospective cohort study in Spanish adults with intellectual disability during the COVID-19 pandemic. Quality of life, functional autonomy and functional independence were measured. The meaningful activities studied were structured-leisure, community self-management, and occupational and physical activities. Results: Seventy-three participants were included in the study. Quality of life and functional autonomy significantly deteriorated during the COVID-19 pandemic (all p > 0.001). Greater participation in community self-management activities before COVID-19 was associated with less detriment to quality of life ([beta] = -0.312; p = 0.008), while greater participation in occupational and physical activities was associated with less detriment to the performance of instrumental activities ([beta] = -0.317; p = 0.016; and [beta] = -0.285; p = 0.030, respectively). Conclusion: People with intellectual disability living in residential homes experienced a decrease in their quality of life and functional autonomy during the COVID-19 pandemic. Their involvement in community self-management activities and physical and occupational activities before the pandemic had preventive effects on the detriment to the quality of life and functional autonomy.

This article presents the results of a study that gave a voice to 119 faculty members of 10 Spanish universities, who were recommended by their students with disabilities for carrying out an inclusive pedagogy. Following a qualitative methodology, two interviews were held to analyse different areas of inclusive pedagogy: beliefs, knowledge, designs and actions. The data were analysed through an inductive system of categories and codes. The results show the positive aspects and benefits highlighted by these faculty about their experiences regarding the presence of students with disabilities in their classrooms, as well as the main challenges they encounter when attempting to achieve the social and educational inclusion of these students.

Background: The present study investigates the possible differences between neurotypical children (NT), autistic children, and adults with intellectual disability (ID) related to (i) morality of the agent, (ii) morality of the action, and (iii) culpability in inappropriate situations. Method: Eighty-four Spanish participants (32 NT, 30 autistic children, and 22 adults with ID) responded to a task of moral transgression with an unambiguous structure (bad intention -- bad outcome), where the stories were classified as first-order Theory of Mind (ToM) (based on simple desires) and second-order ToM (based on revenge). Results: Autistic group judged similarly to NT group. However, adults with ID had greater difficulty judging the (ii) morality of the action (compared with the autistic and NT group) and (iii) culpability (compared with the NT group). Also, ID adults encountered problems responding the moral questions in the balloon story (second-order ToM) and ice-cream story (first-order ToM). Conclusions: Autistic and NT children were able to make similar moral judgements, however adults with ID did not respond in the same way -- as they were more benevolent in their judgements.

Purpose: Physical education has been described as an essential material to contribute to sustainable development. Therefore, it is necessary to examine the proficiency of higher education students in the three dimensions of sustainable development. This paper aims to analyse both the competences associated with the sustainability of preservice physical education teachers and the curriculum's influence on them. Design/methodology/approach: In total, 341 students (112 women) completed the validated Physical Education for Sustainable Development--Future Teacher PESD-FT questionnaire. This instrument assesses sustainable competences in its three dimensions (social, economic and environmental). In order to determine the influence of the curriculum on sustainability competences, the academic year studied was used as a variable. Variables such as gender, age and competitive experience in institutionalised sport were also considered in the statistical analysis. Findings: The results showed that the total set of students scored above average in their self-perception of competences associated with sustainable development in all three dimensions. The Mann-Whitney U test and Kruskal-Wallis statistics showed no differences attributed to gender and grade, respectively. Originality/value: This could help to rule out the influence of the curriculum as the main factor in the acquisition of these sustainable competences. However, greater competitive experience in institutionalised sports was associated with greater proficiency in social competence within sustainable development.

Little is known about the modes of active commuting to and from school (ACS) in toddlers (2-3 years old). The aims of the present study are threefold: (a) to describe the modes of transport to and from early childhood education and care (ECEC) institutions in toddlers; (b) to analyze the role of different barriers and neighbourhood characteristics, as perceived by parents, in ACS; and (c) to examine the contribution of ACS on levels of PA. Parents provided written input through a questionnaire about the modes of transport to school they use with their young children, the weekly use-frequency of each mode, as well as the barriers they perceived to walking or riding a bike to ECEC institutions. The final sample consisted of 154 young children from Valencia (Spain). In a randomly selected subsample of 44 children, PA was measured using accelerometers. Cars and strollers were the most common modes of transport in toddlers. Perceived distance to school was negatively correlated to ACS, whereas parents' perceptions around planning/psychosocial barriers was also negatively associated with ACS. There was a significant and positive association between ACS and total PA. However, ACS contributes positively to toddlers' overall PA levels. This study provides information about planning/psychosocial barriers as significant predictors of ACS in toddlers.

Results of the PISA 2018 tests show that the average score in mathematics of the Spanish students is below the European Union and the OECD averages. These differences may be caused by factors related to the student or by those related to the school the student belongs to. The aim of this work is to identify the variables causing the differences in the mathematical performance of the Spanish students. Taking into account its hierarchical structure, a methodology based on the two-level multilevel regression has been applied to the Spanish data of the PISA 2018 study. According to our results, the socioeconomic and cultural index, the gender of the student, the repeater status, being immigrant, the language spoken at home and the student-teacher ratio have a significant effect on the mathematical performance of the students.

In this study we analyzed the primary teaching and training experiences that observe play as a didactic resource to facilitate learning, highlighting fundamental elements and characteristics. A descriptive analysis of the different programs and contents with respect to playful methodology proposed by the Ministry of Education of Andalusian Government (Spain) is presented. The purpose of this type of descriptive idiographic research is to define, classify, catalogue, or characterize the experiences of innovation and projects on ludic methodology. The results show a total of 217 experiences and programs that deal with the use of playful methodology in the classroom. The results conclude that there are training resources interested and involved in the training of teachers in relation to play as a didactic resource. This type of training is carried out outside the university environment and has the characteristics of permanent training.

The objective of this study was to evaluate the role of information and communication technologies (ICT) in the learning of primary school students, as assessed by ICT coordinators of the schools in Andalusia (a network already considered by the Spanish Educational Administration as ICT centres). For this, a total of 34 ICT coordinators from various primary education centres in Andalusia participated. With the objective of knowing the scope of the policies that are carried out, as well as determining the true incidence of ICT in the classroom -- not only as a tool, but also as a way of teaching -- a questionnaire was created and validated for the coordinators TIC. The results indicated that (a) the use by ICT teachers in the classroom is still reduced and (b) the lack of training received by teachers, as well as scarce technological resources, are the main barriers to attaining a higher use of ICT in the didactic process. The findings suggest that integral and transversal insertion of ICTs in the classroom should be priority objectives in deriving optimal curricular development in for primary school students.

Yoga is a growing sport in our current society, but we know little about it; what repercussions it has, what benefits its practice brings, repercussions in the educational environment, etc. Therefore, the objective of the article was to analyze if it is possible to design a scale of perception that relates yoga, teacher training, sport, benefits of yoga, and inclusive sport. The objective was to analyze and demonstrate the relationship between variables determining how the academic performance of the students can be improved, since the practice of yoga influences on diverse areas that cause changes at brain level in the students, and it can lead to better attentiveness, memory, etc. For this, a descriptive, explanatory, and correlational research project has been carried out with a quantitative methodology. The analysis sample was made up of 1575 subjects, distributed as follows: 1191 students of the Degree in Primary Education of the University of Jaén (from first to fourth course) and 384 teachers corresponding to different public centers of the province of Jaén. In order to investigate the objective, an operational table was created to construct the Likert scale. The original scale consisted of 20 items reporting an alpha of 0.826, we achieved a reduction of four items, with a higher reliability (0.846), divided into five different dimensions. Likewise, construct validity was checked from a factorial analysis (KM0 = 0.787, Bartlett 0.000). The results of the research have been satisfactory, given that when analyzing the variables proposed in the initial objective, a high degree of correlation has been obtained between them, which supposes, applying it to the educational scope, a great incentive to carry it out in the educational centers, and, therefore, to improve the academic, personal, and social performance of the student.

Video game usage among young people has generated great concern due to its possible negative effects on their health, socialization and academic performance. Regarding this last aspect, there are studies that point out that video games have negative consequences for academic performance while others emphasize their positive effects. Therefore, the present study deals with the relationship between the video game usage time and the academic performance in adolescent schoolchildren from the Valencian Autonomous Community. An ad hoc questionnaire was used and validated through expert judgment (0.8 validity and reliability) to develop this cross-sectional and ex post facto study. A stratified and proportional representative sample was designed for the ESO student population of this autonomous community and 1,502 questionnaires were collected. Adolescents spend an average of 47.23 minutes a day playing video games, with less time spent during the week than at the weekend. Those who devote more time to videogames during the week fail more subjects and those who spend more time on weekends get better school grades. In addition, frequent, moderate and many of the occasional players obtain good academic results, while the opposite happens to the intensive players. As many of the occasional players achieve good academic performance, a moderate time devoted to video games seems not to affect academic performance.

Undergraduate students' engagement with mathematical discourse when defining geometric solids is analysed and compared with what their lecturers expect them to do. The theory of commognition is adopted as the theoretical framework, which permits the characterisation and comparison of their discursive activities, and may lead to the identification of potential commognitive conflicts. The participants were forty-five undergraduate students (primary preservice teachers) and their lecturers. A worksheet with questions about defining geometric solids was used as a data collection instrument. The students, in small groups, had to discuss and write their answers, and the lecturers were asked what they expected from their students. Results show three main areas of mismatch between students' engagement in mathematical discourse and what their lecturers expected from them. There is no clear consensus across the students on how to define or on what a definition is or on which criterion to use when selecting a definition.

The aim of this paper is to analyse the students' performance in the mathematical competency aspect of the Programme for International Student Assessment (PISA) 2015 tests and to compare 5 Spanish regions in this respect -- Navarra, Castile-León and Catalonia, with results above the national average; and Extremadura and Andalusia, with results below the national average -- in order to identify the factors causing these differences. To do so, we computed the degree of association between variables related to the students and to the schools with the scores obtained in the mathematical tests. The purpose of this analysis was to better understand the meaning of these scores and their causes and, above all, to propose educational policy actions for improving the students' mathematical performance. In this study, a 2-level regression model was applied to the data collected in the PISA 2015 tests. The first level included the factors related to the students and the second was composed of the variables related to the schools. Our results highlight the significant influence of factors such as immigrant status, grade repetition, location of the school (rural or urban) and economic and sociocultural status. The relevance of these factors to students' academic performance has been observed in previous editions of the PISA tests. We emphasise the need for action to improve students' mathematical performance and, therefore, their educational success.

Thanks to the latest developments in network-oriented sampling, it is now possible to measure "transnational social fields," or emergent social structures that connect places or regions in different countries. These structures are instrumental in explaining sociocultural phenomena like the emergence of ethnic or demographic enclaves, social and economic remittances, and ethnic identifications. Nevertheless, they have only been mentioned metaphorically so far.

Quality in higher education requires the evaluation of the teaching-learning and assessment methodologies used by the teachers, the adaptation of the students, as well as the resources used. To respond to this need, this study aims to analyze the validity and reliability of the Factors Related to Teaching Quality (FRTQ) questionnaire, developed for this research. The sample was obtained among Spanish undergraduate students (n = 291). Validation was performed by a content and construct analysis through a review of the literature on the dimensions of teaching, learning and assessment, in addition to obtaining the measure of sampling adequacy and a factor extraction. Reliability was determined by Cronbach's alpha. The validity and reliability of the questionnaire was confirmed, and the factor analysis showed a six-factor structured model: Functions of the assessment; Attention to diversity, Clarity and control of the educational process; Learning resources; Teaching resources; Assessment resources. The conclusions indicate the importance of approaching some aspects of the educational process from the dimensions of teaching and learning at the same time due to their transversal nature, as well as the relevance of having a useful instrument to evaluate the processes of change and improvement of teaching in Spanish higher education.

From an ecological perspective that understands health behaviours to be the result of interactions between personal, psychosocial and environmental factors, different authors have described patterns and correlations between physical activity (PA) and sedentary behaviours (SB) in physical education (PE). However, to our knowledge there have been no systematic evaluations of the PA levels and patterns during structured movement sessions in preschool children in Spain. Therefore, the aims of this study were: (a) to identify the individual, social and environmental factors that influence PA levels and patterns during structured movement sessions; (b) to assess PA and SB levels during these sessions in a preschool population in our country; and (c) to validate the use of the System for Observing Fitness Instruction Time (SOFIT) in Spanish preschoolers to assess PA and SB levels, using accelerometry as the reference method. Our major findings were that: (a) young children were physically active for more than 60% of the structured movement sessions; (b) boys were significantly more active than girls; (c) the lesson context of free play was associated with low levels of SB; (d) solitary and borderline interaction patterns during structured movement sessions significantly increased moderate- to vigorous-intensity PA; (e) social interaction was generally between the same gender; and (f) teachers spent most of the time observing. This study also provides an argument for reconsidering the responsibilities of early childhood education institutions and practitioners in developing structured PA opportunities in the framework of free exploration and communication.

This article shows the design and validation of two questionnaires addressed to students and teachers. The aim is to find out their perception about the competencies and learning outcomes for sustainability that students develop through their participation in the international cross-border project of the Bordeaux-Euskampus "Ocean i3: Blue Skills for the Development of the Blue Economy in the Basque-Aquitaine Cross-Border Coast". The study population consisted of all the participants of the project: 37 students majoring in Biology, Law, Advertising, Business Administration and Management, Pedagogy, Criminology, Nursing, Engineering and Sports Sciences at the University of the Basque Country (UPV/EHU) and the University of Bordeaux (UBx), and 33 undergraduate and postgraduate lecturers from both universities. The article describes the procedure followed for their validity and reliability, and annexes both questionnaires. They may be transferable to other studies that share the same or similar objectives of this study.

Since Spain decided to embark on the development of inclusive schooling, studies have taken place to see if the inclusive principle is being developed satisfactorily. Inclusive schooling implies that all students, regardless of their particular characteristics, may be taught in ordinary schools, and in the majority of cases receive help in the classroom in which they have been integrated in order to cover any special educational needs. Our research aims to find out if schools situated in rural areas follow this principle and, once it has been put into practice, what strategies are being used. To this end, we designed a questionnaire addressed to Infant and Primary school teachers in the Sierra Sur area in the province of Jaén, in an agricultural context where most of the population live on olive picking and the cultivation of olive groves. Given the extension of the area, our research concentrated on schools situated in urban nuclei with a population of less than one thousand five hundred inhabitants. The results obtained demonstrate that rural areas do not take full advantage of the context they are in to favour inclusion processes and continue to develop proposals that are merely integrative.

This paper describes the results of a study to compare contemporary e-journal licenses from two research universities in the United States and Spain in terms of e-reserves, interlibrary loan, text and data mining, authors' rights and treatment of copyright exceptions, usage statistics, governing law, data privacy, and obligations entailing security. The data include a higher proportion of scholarly society and academic press publishers than earlier license analyses. This analysis compares license terms over time, across publisher types and between the two libraries, and it compares findings with recommendations from model licenses. The results show progress toward model license goals in some areas, but deficiencies in others including self-archiving, usage statistics clauses, and clauses related to e-resource data privacy and library security and disciplinary obligations. Our findings also raise questions about international ILL and governing venue clauses in library licenses outside the North American context.

Purpose: This article reports the implementation of a series of Dialogic Gatherings (DGs), a course component in the education of pre-service secondary-education TESOL teachers in Spain. DGs are a successful educational action based on the reading and discussion of books and academic works, which leads to a dialogic construction of knowledge among participants. Design/methodology/approach: Our case study involved seven students, enrolled on a Master's Degree in Secondary Education, with a specialisation in teaching English. Information was gathered during 10 DG sessions and from initial and final reports and student notebooks, as well as from the trainer's observations. Findings: The findings suggested that DGs engaged participants in a critical understanding of the teaching-learning process of English as a Foreign Language, assisting their teacher identity construction process. In addition, the findings pointed both to the reading of scientific sources and to the dialogic methodology as key inputs for the promotion of critically responsive practices for Teaching English to Speakers of Other Languages (TESOL). Originality/value: This exploratory study illustrates the relevance of providing future teachers with meaningful opportunities to reflect upon and to build critical knowledge through the dialogic reading of primary scientific sources as part of the TESOL process.

The present article describes a study carried out in a rural school in the province of Valencia (Spain) that is currently immersed in a process of transformation towards becoming an inclusive intercultural school. The objective of this study is to learn about the process of constructing the school's educational community and the factors involved in this process. The study used intrinsic case study methodology in which, through interviews, focus groups, participatory social diagnostic techniques and participant observation, we examine how this educational community is being constructed. The results show the dynamism and complexity of this process. The search for identity symbols, the need to continually inspire motivation among the members of the community and the emergence of a dichotomous discourse determines its evolution. The democratic participation of the community is demonstrated as a core element in the process of constructing this inclusive intercultural educational community.

A current research problem in mathematics education is the characterization of the role of teachers in the processes of technology integration in mathematics classrooms. This article shows how two secondary mathematics teachers taught the concept of derivative of a function at a point and the concept of derivative function, one of them using digital technology and the other one without using it. Their teaching was characterized by describing their hypothetical learning trajectories (learning goals, learning activities and the hypothetical learning processes). APOS theory (which stands for "Action, Process, Object and Schema") was used to describe the hypothetical learning processes. The results showed that the use of digital technology in class may promote reflection among students without excessive computations, thus helping them to construct the concept of derivative.

The literature on the inclusion of students with disabilities in the university setting highlights the great importance of the faculty's willingness to provide quality accommodations. However, current studies offer only an initial analysis of the factors explaining these accommodations. Current research requires the analysis of new actions that will improve the accommodations provided by the university faculty. The objective of this study is to research the effect that innovative programmes and interventions have on the provision of accommodations to university students with disabilities. Using structured questionnaire, sample of 182 university professors, and structural equation model, the results indicate that innovative programs and interventions have a significant influence on the provision of accommodations by improving both personal beliefs regarding students with disabilities and the professors' perception of institutional support. Suggestions are proposed for implementing strategies to implant intervention programs that will improve the faculty's willingness to provide accommodations and support to students with disabilities.

This article describes part of the findings of a teaching experiment whose objective is to investigate the algebraic abilities of elementary students when they solve situations that involve a functional relationship. In particular, we focus on describing the use and meanings attributed to letters by third-year primary school students when faced with verbal problems related to the generalisation of a functional relationship. Drawing from the functional approach to early algebra and set in Spain, the study expands on earlier research conducted on primary school students' use of letters in algebraic contexts. Their initial reactions to the use of letters to represent indeterminate quantities and how those reactions changed in the course of three sessions are described. Analyses of the students' written answers together with their participation in group discussions yield qualitative data on how students associate the idea of variability with indeterminate quantities and use letters, numbers or both to represent that notion.

This work describes an experience conducted by a group of professors from different departments at the University of Girona (Catalonia, Spain) which arose from the need for interdisciplinary work in university classrooms in order to promote competences relevant to the professional sector. As part of this experience, students from different degree programs were challenged to work collaboratively and in an interdisciplinary manner on a project related to the management of a school cafeteria designed for a real educational center. The work promoted the development of competences that are otherwise difficult to attain through activities that lack an interdisciplinary approach, which are key in today's professional world, such as multi-professional teamwork. Based on this experience, the feasibility of students from different areas of study carrying out a final degree project (FDP) that meets real, contextualized needs and requires the contribution of knowledge from different disciplines is considered.

The correct labeling of seafood is important to protect nature and the rights of consumers. Given the certainty that the resources of the sea are not inexhaustible, only strict regulations and the implementation of sustainable fishing systems and reliable and traceable marketing systems can help ensure the long-term sustainability of fishery resources. Detecting mislabeling and seafood fraud is a useful resource for improving students' motivation and developing active learning methodologies in higher education. In the present study, we have proposed to the students a lab exercise consisting of exploring 25 different commercial cephalopod products from three major European supermarkets by using DNA barcoding and analyzing the results under the framework of EU and Spanish regulations. The problem is connected with the last theme (traceability) of the Conservation Genetics and Breeding course with the aim of providing students with a practical research lab experience about a real problem before going deeper into more theoretical contents. In this way, they can use the knowledge and the skills they acquired previously to better comprehend and think critically about the problem. Findings from students' answers to a survey revealed that the use of this approach generates useful information for communities, increases curiosity and feelings of benefit, and leads to high levels of satisfaction with lab practices compared with those in other courses. In conclusion, lab exercises focused on seafood control, in addition to being viable, can be used as a tool in classes to improve students' commitment to higher education.

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Informational literacy and the use of technologies by Secondary Education students in Spain: A descriptive study. The development of Information and Communication Technologies (ICTs), together with their application to research carried out on educational areas, are factors which contribute to the promotion of a new educative model constructed on literacy-based competences and skills, and which sets technologies as essential tools for a life-long learning process (UNESCO, 2005). This is the framework where we can insert the research that we are currently carrying out, funded by the research Program I+D+I of the Spanish Ministry of Education, and in the frame of which we are developing a diagnostic assessment of informational literacy competence in students between 14 and 16 years (Secondary Education), based on the fact that one of the main aspects in knowledge generation and acquisition is the capacity to use information extracted from documents and electronic resources, available in informational networks in a correct way. In this paper we present the results obtained from evidences on the contrast existing between the level of use of technologies (videogames, social networks...) and the level of informational literacy shown by students. The data were gathered from a sample of more than 1000 Secondary Education students who are around 15 years old. The article also contains bibliographical notes.

This article provides an overview of the role that interdisciplinarity plays in the Spanish education system. With this aim, we first describe the main conception of the term "interdisciplinarity" in texts written in Spanish, including other terms that have similar meaning. Then we review the role of interdisciplinarity in the Spanish curriculum at different levels of education, focusing fundamentally on compulsory education. This serves as the basis from which later to analyze Spanish research on interdisciplinarity. Finally, through results of this research and some examples of interdisciplinary school practices, we extract conclusions about the role of interdisciplinarity in teaching practices in the classroom.

Feudal structures and power relationships that Spanish universities inherited from Franco's dictatorship have damaged the quality of educational research. However, the emergence of initiatives aimed to address these limitations have been identified. In this article, we analyze the impact of the Multidisciplinary International Conference on Educational Research (CIMIE). Specifically, we analyze how CIMIE is contributing to overcome some of the feudal constraints affecting educational research in Spain, such as fragmentation of areas of knowledge, limited international research efforts, and precarious and unstable employment situations of many researchers. Grounded in the communicative methodology of research and using mixed methods, we have conducted a longitudinal study of this research initiative (2012-2016), comprising interviews and communicative observations, analysis of documentation and quantitative data. The results show that participants understand that their involvement in CIMIE is contributing to make them feel released from the constraints of university feudalism by building solidarity networks and egalitarian relationships, and by rethinking research.

Contribution: Findings are provided from an initial survey to evaluate the magnitude of the recursion problem from the student point of view. Background: A major difficulty that programming students must overcome--the learning of recursion--has been addressed by many authors, using various approaches, but none have considered how students perceive this issue. Research Questions: 1) How can an instrument be developed to characterize the main difficulties students encounter, from their subjective perspective, when learning recursion? and 2) How can the quality of the developed instrument be determined? Methodology: 1) A development process was followed to create the instrument. This process included justification of the content, and a quality analysis of the instrument in terms of validity and reliability and 2) the study was on a limited number of students, so should be regarded as preliminary with respect to validity and reliability of results. Findings: 1) An initial survey indicates the magnitude of the recursion problem from the students' point of view; 2) students' perception is that neither motivation, nor their previous knowledge of theoretical concepts on recursion, are factors that affect their learning of the recursion process; and 3) for further statistical analysis, data from a simplified survey proved more valid and more reliable than that from the original survey, for the study sample examined.

Background: Prone position (PP) has been widely used in the COVID-19 pandemic for ARDS management. However, the optimal length of a PP session is still controversial. This study aimed to evaluate the effects of prolonged versus standard PP duration in subjects with ARDS due to COVID-19. Methods: This was a single-center, randomized controlled, parallel, and open pilot trial including adult subjects diagnosed with severe ARDS due to COVID-19 receiving invasive mechanical ventilation that met criteria for PP between March-September 2021. Subjects were randomized to the intervention group of prolonged PP (48 h) versus the standard of care PP (-16 h). The primary outcome variable for the trial was ventilator-free days (VFDs) to day 28. Results: We enrolled 60 subjects. VFDs were not significantly different in the standard PP group (18 [interquartile range [IQR] 0-23] VFDs vs 7.5 [IQR 0-19.0] VFDs; difference, -10.5 (95% CI -3.5 to 19.0, P = .08). Prolonged PP was associated with longer time to successful extubation in survivors (13.00 [IQR 8.75-26.00] d vs 8.00 [IQR 5.00-10.25] d; difference, 5 [95% CI 0-15], P = .001). Prolonged PP was also significantly associated with longer ICU stay (18.5 [IQR 11.8-25.3] d vs 11.50 [IQR 7.75-25.00] d, P = .050) and extended administration of neuromuscular blockers (12.50 [IQR 5.75-20.00] d vs 5.0 [IQR 2.0-14.5] d, P = .005). Prolonged PP was associated with significant muscular impairment according to lower Medical Research Council values (59.6 [IQR 59.1-60.0] vs 56.5 [IQR 54.1-58.9], P = .02). Conclusions: Among subjects with severe ARDS due to COVID-19, there was no difference in 28-d VFDs between prolonged and standard PP strategy. However, prolonged PP was associated with a longer ICU stay, increased use of neuromuscular blockers, and greater muscular impairment. This suggests that prolonged PP is not superior to the current recommended standard of care. [ABSTRACT FROM AUTHOR]