NÚMERO COMPLETO

Gender differences in regards to reading attitudes and interests: a research based on spanish primary school pupils

11-26

Psychometric validation of an information literacy assessment tool in secondary education

27-43

Evaluating educational programs in museums: a new perspective

45-65

European teachers’ learning strategies: gender and teaching levels

67-81

Thematic analysis of educational research supported on Grounded Theory

83-102

University students’ perceptions of their assessment

103-122

Deficiencies in socio-educational intervention with families of adolescents in risk of exclusion

123-138

QUALITY OF LIFE, ADOLESCENCE AND INCLUSIVE SCHOOLS: COMPARING REGULAR AND SPECIAL NEEDS STUDENTS

139-154

PARENTING SENSE OF COMPETENCE IN AT PSYCHOSOCIAL RISK FAMILIES AND CHILD WELL-BEING

155-168

Primary and secondary education pupils’ perceptions of their digital competence

169-185

SANTOS REGO, M.A., SOTELINO, A. y LORENZO, M. (2015). Aprendizajeservicio y misión cívica de la universidad. Una propuesta de desarrollo. Barcelona, Octaedro, 134 pp.

189-190

CANTÓN MAYO, I., HIDALGO GONZÁLEZ, S. Y GONZALÉZ GARCÍA, C. (2016). Las escuelas de la comarca de La Cepeda. León: Librería Universitaria de León, 303 pp.

191-192

TOURIÑÁN, J.M. (2016). Pedagogía general. Principios de educación y principios de intervención. A Coruña: Belloy Martínez, 1012 pp.

192-194

MARTÍNEZ USARRALDE, M. J.; VIANA ORTA, M. I. y VILLARROEL, C. B. (2015). La UNESCO. Educación en todos los sentidos. Valencia: Tirant Humanidades, 180 pp.

194-196