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  • [DOI] López-Torrijo M. Mengual-Andrés S., E. R.. (2015). Clinical and logopaedic results of simultaneous and sequential bilateral implants in children with severe and/or profound bilateral sensorineural hearing loss: a literature review. International journal of pediatric otorhinolaryngology, 79(6), 786-792.
    [Bibtex] 
    @ARTICLE{López-Torrijo2015786,
author={López-Torrijo M., Mengual-Andrés S., Estellés-Ferrer R.},
title={Clinical and logopaedic results of simultaneous and sequential bilateral implants in children with severe and/or profound bilateral sensorineural hearing loss: A literature review},
journal={International Journal of Pediatric Otorhinolaryngology},
year={2015},
volume={79},
number={6},
pages={786-792},
doi={10.1016/j.ijporl.2015.03.030},
note={cited By 0},
url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84929044097&partnerID=40&md5=91b3ea4a222a2264ea16ed29f997141d},
affiliation={Department of Comparative Education and History of Education, University of Valencia, Faculty of Philosophy and Educational Sciences, Avda. Blasco Ibáñez 30, Valencia, Spain},
abstract={This article carries out a literature review of the advantages and limitations of the simultaneous bilateral cochlear implantation (SCI) compared to those of the sequential bilateral cochlear implantation (SBCI) and the unilateral cochlear implantation (UCI). The variables analysed in said comparison are: safety and surgical technique, SCI incidence, effectiveness, impact of the inter-implant interval, costs and financing, impact on brain plasticity, impact on speech and language development, main benefits, main disadvantages and concerns, and predictive factors of prognosis. Although the results are not conclusive, all variables analysed seem to point towards observable benefits of SCI in comparison with SBCI or UCI. This tendency should be studied in more depth in multicentre studies with higher methodological rigour, more comprehensive samples and periods and other determining variables (age at the time of implantation, duration and degree of the hearing loss, rehabilitation methodologies used, family involvement, etc.). © 2015 Elsevier Ireland Ltd.},
author_keywords={Bilateral cochlear implant; Cochlear implant; Sequential bilateral cochlear implant; Simultaneous bilateral cochlear implant; Unilateral cochlear implant},
keywords={child; childhood disease; cochlea prosthesis; cochlear implantation; disease severity; health care cost; human; intermethod comparison; language development; nerve cell plasticity; perception deafness; postoperative complication; priority journal; prognosis; Review; risk benefit analysis; safety; sequential bilateral cochlear implantation; simultaneous bilateral cochlear implantation; speech development; surgical technique; systematic review; treatment outcome; unilateral cochlear implantation},
references={Estrada M.D., Benítez D., Clarós P., Clavería M.A., Orús C., Pujol M.C., (2011) Evaluación de los implantes cocleares bilaterales en niños. Criterios de indicación de los implantes cocleares en niños y adultos, , Ministerio de Sanidad, Madrid; Migirov L., Kronenberg J., Bilateral, simultaneous cochlear implantation in children: surgical considerations (2009) J. Laryngol. Otol., 123, pp. 837-839; Ramsden J.D., Papsin B.C., Leung R., James A., Gordon K.A., Bilateral simultaneous cochlear implantation in children: our first 50 cases (2009) Laryngoscope, 119, pp. 2444-2448; Ramsden J.D., Gordon K., Aschendorff A., Borucki L., Bunne M., Burdo S., European bilateral pediatric cochlear implant forum consensus statement (2012) Otol. Neurotol., 33, pp. 561-565; Ramsden J.D., Papaioannou V., Gordon K.A., James A.L., Papsin B.C., Parental and program's decision making in paediatric simultaneous bilateral cochlear implantation: who says no and why? (2009) Int. J. Pediatr. Otorhinolaryngol., 73, pp. 1325-1328; Roland J.T., Cosetti M., Wang K.H., Immerman S., Waltzman S.B., Cochlear implantation in the very young child: long-term safety and efficacy (2009) Laryngoscope, 119, pp. 2205-2210; Santa Maria P.L., Oghalai J.S., When is the best timing for the second implant in pediatric bilateral cochlear implantation? (2014) Laryngoscope, 124, pp. 1511-1512; Holland J.F., Galvin K.L., Briggs R.J.S., Planned simultaneous bilateral cochlear implant operations: how often do children receive only one implant? (2012) Int. J. Pediatr. Otorhinolaryngol., 76, pp. 396-399; Lammers M.J.W., Venekamp R.P., Grolman W., van der Heijden G.J.M.G., Bilateral cochlear implantation in children and the impact of the inter-implant interval (2014) Laryngoscope, 124, pp. 993-999; Ramos-Macías Á., Deive-Maggiolo L., Artiles-Cabrera O., González-Aguado R., Borkoski-Barreiro S.A., Masgoret-Palau E., Implantes cocleares bilaterales en la población infantil: adquisición de la binauralidad (2013) Acta Otorrinolaringol. Esp., 64, pp. 31-36; Boons T., Brokx J.L., Frijns J.M., Peeraer L., Philips B., Vermeulen A., Effect of pediatric bilateral cochlear implantation on language development (2012) Arch. Pediatr. Adolesc. Med., 166, pp. 28-34; Juárez Sánchez A., Monfort M., Niños con implantación coclear bilateral: variación en los resultados (2010) Rev. Logop. Foniatr. Audiol., 30, pp. 130-135; Varghese A., Mathew J., Alexander A., Thenmozhi K., Evangelin G.L., Kurien M., Bilateral simultaneous cochlear implantation in children: report of a case and review of literature (2012) Indian J. Otolaryngol. Head Neck Surg., 64, pp. 95-96; Raine C., Cochlear implants in the United Kingdom: awareness and utilization (2013) Cochlear Implants Int., 14, pp. S32-S37; Pedraza M., Llorente Parrado C., Callejo Velasco D., (2007) Implante coclear bilateral en niños: efectividad, seguridad y costes. Situación en las comunidades autónomas. Unidad de Evaluación de Tecnologías Sanitarias (UETS), , Agencia Laín Entralgo; Manrique M., Valdivieso A., Ruba D., Gimeno-Vilar C., Montes-Jovellar L., Manrique R., Review of audiometric criteria in treatment of neurosensorial deafness with hearing aids and implantable hearing devices (2008) Acta Otorrinolaringol. Esp., 59, pp. 30-38; Lammers M.J.W., Grolman W., Smulders Y.E., Rovers M.M., The cost-utility of bilateral cochlear implantation: a systematic review (2011) Laryngoscope, 121, pp. 2604-2609; Manrique M., Ramos A., Morera C., Cenjor C., Lavilla M.J., Boleas M.S., Analysis of the cochlear implant as a treatment technique for profound hearing loss in pre and postlocutive patients (2006) Acta Otorrinolaringol. Esp., 57, pp. 2-23; (2014) F.F.A.d.S.d.O.R.L., Recomendaciones del Comité de Expertos en Inmplante Coclear y dispositivos implantables de la Federación Argentina de Sociedades de O.R.L., , (en concordancia con guías internacionales); Bauer P.W., Sharma A., Martin K., Dorman M., Central auditory development in children with bilateral cochlear implants (2006) Arch. Otolaryngol. Head Neck Surg., 132, pp. 1133-1136; Henkin Y., Swead R.T., Roth D.A.-E., Kishon-Rabin L., Shapira Y., Migirov L., Evidence for a right cochlear implant advantage in simultaneous bilateral cochlear implantation (2014) Laryngoscope, 124, pp. 1937-1941; Ruggirello C., Mayer C., Language development in a hearing and a deaf twin with simultaneous bilateral cochlear implants (2010) J. Deaf Stud. Deaf Educ., 15, pp. 274-286; Papsin B.C., Gordon K.A., Cochlear implants for children with severe-to-profound hearing loss (2007) N. Engl. J. Med., 357, pp. 2380-2387; Wie O.B., Language development in children after receiving bilateral cochlear implants between 5 and 18 months (2010) Int. J. Pediatr. Otorhinolaryngol., 74, pp. 1258-1266; Sharma A., Dorman M.F., Kral A., The influence of a sensitive period on central auditory development in children with unilateral and bilateral cochlear implants (2005) Hear. Res., 203, pp. 134-143; Lee H.-J., Giraud A.-L., Kang E., Oh S.-H., Kang H., Kim C.-S., Cortical activity at rest predicts cochlear implantation outcome (2007) Cereb. Cortex, 17, pp. 909-917},
correspondence_address1={Mengual-Andrés, S.; Department of Comparative Education and History of Education, University of Valencia, Faculty of Philosophy and Educational Sciences, Avda. Blasco Ibáñez 30, Spain},
publisher={Elsevier Ireland Ltd},
issn={01655876},
coden={IPOTD},
language={English},
abbrev_source_title={Int. J. Pediatr. Otorhinolaryngol.},
document_type={Review},
source={Scopus},
}
  • [DOI] Mengual-Andrés S. López-Torrijo M., V. M. -I.. (2015). Future pedagogues’ attitudes and knowledge about inclusive education in spain: an exploratory study. Review of european studies, 7(11), 103-114.
    [Bibtex] 
    @ARTICLE{Mengual-Andrés2015103,
author={Mengual-Andrés S., López-Torrijo M., Viana-Orta M.-I.},
title={Future pedagogues’ attitudes and knowledge about inclusive education in Spain: An exploratory study},
journal={Review of European Studies},
year={2015},
volume={7},
number={11},
pages={103-114},
doi={10.5539/res.v7n11p103},
note={cited By 0},
url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84936886445&partnerID=40&md5=66d9ba173ddca83f167f48a51d00636a},
affiliation={Department of Comparative Education and History of Education, University of Valencia, Valencia, Spain},
abstract={This article analyses the attitudes and knowledge about inclusive education among students reading Pedagogy at the University of Valencia and how these are influenced by participants’ age, gender, and which academic programme or year of study they are in. This research comprises a sample of 182 students from the degree’s four year groups, which guarantee a representativeness of 95%. The principal results indicate that attitudes towards inclusive education among students reading Pedagogy are highly positive. However, they consider the training received insufficient. Regarding the participants of the study, the analysis shows that attitudes towards inclusive education are directly related to age, while gender has no influence over students’ attitudes. © Santiago Mengual-Andrés.},
author_keywords={Attitudes; Inclusive education; Knowledge; Pedagogy; Students},
references={ANECA, (2005) Libro Blanco. Título de Grado en Pedagogía y Educación Social, , Madrid: ANECA; EADSNE, (2011) Mapping the implementation of policy for inclusive education - An exploration of challenges and opportunities for developing indicators a European Agency for Development in Special Needs Education, , http://www.european-agency.org/publications/flyers/mipie/MIPIE-summary-of-proposalsEN.pdf/view; Booth A., Aiscow M., (2002) Index for Inclusion. Developing learning and participation in schools, , London: CSIE; Brandes J.A., McWhirter P.T., Haring K.A., Crowson M.H., Millsap C.A., Development of the Indicators of Successful Inclusion Scale (ISIS): Addressing ecological concerns (2012) Teacher Development, 16 (4), pp. 463-488. , http://dx.doi.org/10.1080/13664530.2012.717212; Campbell J., Gilmore L., Cuskelly M., Changing student teachers' attitudes towards disability and inclusion (2003) Journal of Intellectual and Developmental Disability, 28 (4), pp. 369-379. , http://dx.doi.org/10.1080/13668250310001616407; Cardona M.C., Gómez-Canet P.F., González-Sánchez M.E., (2000) Cuestionario de Percepciones del Profesor acerca de la Pedagogía Inclusiva, , Alicante: Universidad de Alicante; Chiner E., Cardona M.C., Inclusive education in Spain: How do skills, resources, and supports affect regular education teachers' perceptions of inclusion? (2012) International Journal of Inclusive Education, 17 (5), pp. 526-541. , http://dx.doi.org/10.1080/13603116.2012.689864; Chiner E., Cardona M.C., Gómez J., Teachers' beliefs about diversity: An analysis from a personal and professional perspective (2015) Journal Of New Approaches In Educational Research, 4 (1), pp. 18-23. , http://dx.doi.org/10.7821/naer.2015.1.113; Cologon K., Confidence in their own ability: Postgraduate early childhood students examining their attitudes towards inclusive education (2012) International Journal of Inclusive Education, 16 (11), pp. 1155-1173. , http://dx.doi.org/10.1080/13603116.2010.548106; Cook B.G., Inclusive Attitudes, Strengths, and Weaknesses of Pre-service General Educators Enrolled in a Curriculum Infusion Teacher Preparation Program (2002) Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 25 (3), pp. 262-277. , http://dx.doi.org/10.1177/088840640202500306; Costello S., Boyle C., Pre-service Secondary Teachers' Attitudes Towards Inclusive Education (2013) Australian Journal of Teacher Education, 38 (4), p. 8. , http://dx.doi.org/10.14221/ajte.2013v38n4.8; de Boer A., Pijl S.J., Minnaert A., Regular primary schoolteachers' attitudes towards inclusive education: A review of the literature (2010) International Journal of Inclusive Education, 15 (3), pp. 331-353. , http://dx.doi.org/10.1080/13603110903030089; de Boer A., Pijl S.J., Minnaert A., Students' Attitudes towards Peers with Disabilities: A review of the literature (2012) International Journal of Disability, Development and Education, 59 (4), pp. 379-392. , http://dx.doi.org/10.1080/1034912X.2012.723944; Forlin C., Chambers D., Teacher preparation for inclusive education: Increasing knowledge but raising concerns (2011) Asia-Pacific Journal of Teacher Education, 39 (1), pp. 17-32. , http://dx.doi.org/10.1080/1359866x.2010.540850; Forlin C., Garcia Cedillo I., Romero-Contreras S., Fletcher T., Rodriguez Hernandez H.J., Inclusion in Mexico: Ensuring supportive attitudes by newly graduated teachers (2010) International Journal of Inclusive Education, 14 (7), pp. 723-739. , http://dx.doi.org/10.1080/13603111003778569; Forlin C., Loreman T., Sharma U., Earle C., Demographic differences in changing pre-service teachers' attitudes, sentiments and concerns about inclusive education (2009) International Journal of Inclusive Education, 13 (2), pp. 195-209. , http://dx.doi.org/10.1080/13603110701365356; Forlin C., Sharma U., Loreman T., An International Comparison of Pre-service Teacher Attitudes towards Inclusive Education (2009) Disability Studies Quarterly, 27 (4); Glumbic N., Kaljaca S., Brojcin B., The attitude of future special educators towards inclusive education of children with mild intellectual disability (2004) Journal of Intellectual Disability Research, 48, pp. 505-508; Gokdere M., A Comparative Study of the Attitude, Concern, and Interaction Levels of Elementary School Teachers and Teacher Candidates towards Inclusive Education (2012) Kuram Ve Uygulamada Egitim Bilimleri, 12 (4), pp. 2800-2806; Gómez V., Infante M., Education student's attitudes towards integrating people with disabilities and multicultural education (2004) Cultura y Educación, 16 (4), pp. 371-383. , http://dx.doi.org/10.1174/1135640042802455; Haq F.S., Mundia L., Comparison of Brunei Preservice Student Teachers' Attitudes to Inclusive Education and Specific Disabilities: Implications for Teacher Education (2012) Journal of Educational Research, 105 (5), pp. 366-374. , http://dx.doi.org/10.1080/00220671.2011.627399; Kim J.-R., Influence of teacher preparation programmes on preservice teachers' attitudes toward inclusion (2011) International Journal of Inclusive Education, 15 (3), pp. 355-377. , http://dx.doi.org/10.1080/13603110903030097; Kyriacou C., Avramidis E., Stephens P., Werler T., Social pedagogy in schools: Student teacher attitudes in England and Norway (2013) International Journal of Inclusive Education, 17 (2), pp. 192-204. , http://dx.doi.org/10.1080/13603116.2011.629689; Lambe J., Pre-service education and attitudes towards inclusion: The role of the teacher educator within a permeated teaching model (2011) International Journal of Inclusive Education, 15 (9), pp. 975-999. , http://dx.doi.org/10.1080/13603110903490705; Lawshe C.H., A quantitative approach to content validity (1975) Personnel Psychology, 28 (4), pp. 563-575. , http://dx.doi.org/10.1111/j.1744-6570.1975.tb01393.x; LIONDAU, (2013) Ley 51/2003, de 2 de diciembre, de Igualdad de Oportunidades, no Discriminación y Accesibilidad Universal de las Personas con Discapacidad, , Boletín Oficial del Estado, Diciembre 3; LISMI, (1982) Ley 13/1982, de 7 de abril, de Integración Social de los Minusválidos, , Boletín Oficial del Estado, April 20; Llorent-Bedmar V., Llorent García V.J., La inclusión educativa desde la perspectiva de futuros maestros en Brasil, Cabo Verde y España (2012) Revista de Educación Inclusiva, 5 (2), pp. 43-59; López M., La inclusión educativa de los alumnos con discapacidades graves y permanentes en la Unión Europea (2009) RELIEVE, 15 (1), pp. 1-20; López-Torrijo M., Mengual-Andrés S., Students with Severe, Permanent Disabilities and Their Educational Inclusion in Spain (2014) International Education Studies, 7 (2), pp. 91-105. , http://dx.doi.org/10.5539/ies.v7n2p91; López-Torrijo M., Mengual-Andrés S., An Attack on Inclusive Education in Secondary Education. Limitations in Initial Teacher Training in Spain (2015) Journal Of New Approaches In Educational Research, 4 (1), pp. 9-17. , http://dx.doi.org/10.7821/naer.2015.1.100; Loreman T., Earle C., Sharman U., Forlin C., The development of an instrument for measuring pre-service teachers' sentiments, attitudes, and concerns about inclusive education (2007) International Journal of Special Education, 22 (2), pp. 150-159; LOGSE, (1990) Ley 1/1990, de 3 de octubre, de Ordenación General del Sistema Educativo, , Boletín Oficial del Estado, October 4; LOCE, (2002) Ley Orgánica 10/2002, de 23 de diciembre, de Calidad de la Educación, , Boletín Oficial del Estado, December 24; LOE, (2006) Ley Orgánica 2/2006, de 3 de mayo, de Educación, , Boletín Oficial del Estado, May 4; MECD, (2012) Datos y Cifras Curso Escolar 2012/2013, , https://sede.educacion.gob.es/publiventa/detalle.action?cod=15333, Madrid: Ministerior de Educación; Mu K., Franck L.G., Konz C., Attitudes of entry level occupational therapy doctoral students towards inclusion for students with disabilities (2007) Australian Occupational Therapy Journal, 54, pp. S66-S73. , http://dx.doi.org/10.1111/j.1440-1630.2006.00590.x; Opertti R., Brady J., Developing inclusive teachers from an inclusive curricular perspective (2011) PROSPECTS, 41 (3), pp. 459-472. , http://dx.doi.org/10.1007/s11125-011-9205-7; Rao S., Cardona M.C., Chiner E., Special Education today in Spain (2014) Advances in Special Education, 28, pp. 147-180. , http://dx.doi.org/10.1108/S0270-401320140000028012; Sandoval M., Concepciones de los estudiantes de magisterio sobre la inclusión educativa (2009) Aula abierta, 37 (1), pp. 79-88; Sharma U., Forlin C., Loreman T., Impact of training on pre-service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities (2008) Disability & Society, 23 (7), pp. 773-785. , http://dx.doi.org/10.1080/09687590802469271; Sharma U., Forlin C., Loreman T., Earle C., Pre-service teachers' attitudes, concerns and sentiments about inclusive education: An international comparison of the novice preservice teacher (2006) International Journal of Special Education, 21 (2), pp. 80-93; Sharma U., Moore D., Sonawane S., Attitudes and concerns of pre-service teachers regarding inclusion of students with disabilities into regular schools in Pune, India (2009) Asia-Pacific Journal of Teacher Education, 37 (3), pp. 319-331. , http://dx.doi.org/10.1080/13598660903050328; SC, Spanish Constitution, of December 27, 1978 (Constitución Española) (1978) Official Spanish Gazette (Boletín Oficial del Estado - BOE), , n. 311, of December 29; Stella C.S.C., Forlin C., Lan A.M., The influence of an inclusive education course on attitude change of pre-service secondary teachers in Hong Kong (2007) Asia-Pacific Journal of Teacher Education, 35 (2), pp. 161-179. , http://dx.doi.org/10.1080/13598660701268585; UN, (2006) Convention on the Rights of Persons with Disabilities, , United Nations: UN; UNESCO, (1994) The Salamanca Statement and framework for action on special needs education, , Paris; UNESCO, Inclusive education: The way of the future (2008) 48th session of the International Conference on Education, , Genova},
correspondence_address1={Mengual-Andrés, S.Avda. Blasco Ibáñez 30, Spain},
publisher={Canadian Center of Science and Education},
issn={19187173},
language={English},
abbrev_source_title={Rev. Eur. Stud.},
document_type={Article},
source={Scopus},
}
  • [DOI] d Mengual-Andrés S.a c Payá Rico A.a c, R. V. R. b.. (2015). An assessment of needs and expectations before the construction of an interactive space for communication, information and history-educational learning [evaluación de necesidades y expectativas ante la construcción de un espacio interactivo de comunicación, información y aprendizaje histórico-educativo]. Revista complutense de educacion, 26, 141-158.
    [Bibtex] 
    @ARTICLE{Mengual-Andrés2015141,
author={Mengual-Andrés S.a c , Payá Rico A.a c , Roig Vila R.b d },
title={An assessment of needs and expectations before the construction of an interactive space for communication, information and history-educational learning [Evaluación de necesidades y expectativas ante la construcción de un espacio interactivo de comunicación, información y aprendizaje histórico-educativo]},
journal={Revista Complutense de Educacion},
year={2015},
volume={26},
pages={141-158},
doi={10.5209/rev_RCED.2015.v26.46331},
note={cited By 0},
url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84930973275&partnerID=40&md5=363a3be07dd557f208f9d18fd85ff31c},
affiliation={Universidad de Valencia, Spain; Universidad de Alicante, Spain; Departamento de Educación Comparada e Historia de la Educación, Universitat de València, Avda. Blasco Ibáñez 30, VALENCIA, Spain; Departamento de Didáctica General y Didácticas Específicas, Universidad de Alicante, Campus Sant Vicent del Raspeig, Ap. correos 99, ALICANTE, Spain},
abstract={Awareness of the huge possibilities that Web 2.0 offers to pedagogy, participation and scientific collaboration led the authors of the present paper to consider the detection of needs and expectations regarding the creation of a virtual platform defined by an interactive space or social network for history of education and history-educational heritage. Thanks to an assessment, made possible through a survey carried out among a group of teaching experts and history of education researchers, we were allowed to reach a number of relevant conclusions about specific aspects (knowledge and use, expectations, components, etc.) that will guide our ad hoc construction of the aforesaid platform. It is worth highlighting the poor knowledge and limited use of both generic and specific social networks, as well as of other web applications, in addition to which it deserves to be stressed that the age of participants did not determine the perception of importance assigned to ICTs when it comes to development within teaching and research. © 2015, Universidad Complutense de Madrid. All rights reserved.},
author_keywords={Collaboration; Heritage education; History of education; Social networks; Web 2.0 technologies},
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Pour une anthropologie du cyberespace, , Paris: La Découverte; Liburd J.J., Christensen I.-M., Using web 2.0 in higher tourism education (2013) Journal of Hospitality, Leisure, Sport & Tourism Education, 12, pp. 99-108; Lin P.-C., Hou H.-T., Wu S.-Y., Chang K.-E., Exploring college students' cognitive processing patterns during a collaborative problem-solving teaching activity integrating Facebook discussion and simulation tools (2014) Internet and Higher Education, 22, pp. 51-56; Lou L., Social networking websites: An exploratory study of student peer socializing in an online LIS program (2010) Journal of Education for Library and Information, 51, pp. 86-102; Lozada J., López R., (2003) Métodos de investigación en ciencias humanas y sociales, , Madrid: Thomson; Magalhães J., Comparing and deciding: A historical note on education policy (2013) Journal of New Approaches in Educational Research, 2 (2), pp. 88-94; Makura A.H., Students' perceptions of the use of ICT in a higher education teaching and learning context: The Case of a South African University (2014) Mediterranean Journal of Social Sciences, 5 (11), pp. 43-47; McMillan J.H., Shumacher S., (2005) Investigación educativa, , Madrid: Pearson-Adisson Wesley; Ortega S., Gacitúa J.C., Interactive spaces of communication and learning. The construction of identities (2008) RUSC Universities and Knowledge Society Journal, 5 (2), pp. 17-25; Packiam Alloway T., Horton J., Alloway R.G., Dawson C., Social networking sites and cognitive abilities: Do they make you smarter? (2013) Computers & Education, 63, pp. 10-16; Rebiun, (2011) Ciencia 2.0.: Aplicación de la web social a la investigación, , https://biblioteca.ulpgc.es/files/ciencia_2_0_rebiun_2011.pdf; Roblyer M.D., McDaniel M., Webb M., Herman J., Witty J.V., Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites (2010) The Internet and Higher Education, 13, pp. 134-140; Sánchez Vera M.M., Prendes Espinosa M.P., Fernández Breis J.T., Tecnologías semánticas para la evaluación en red: Análisis de una experiencia con la herramienta OeLE (2013) Revista de Investigación Educativa, 31 (2), pp. 447-464; Šimonová I., Poulová P., Sokolová M., Bílek M., On forming key competences within the ICT-supported instruction in higher education (2014) New Educational Review, 35 (1), pp. 134-147; Sloep P., Berlanga A., Learning Networks, Networked Learning (2011) Comunicar, 37, pp. 55-64. , http://goo.gl/gEpTyO.DOI:10.3916/C37-2011-02-05; Szeto E., Cheng A.Y.-N., Exploring the Usage of ICT and YouTube for Teaching: A Study of Pre-service Teachers in Hong Kong (2014) Asia-Pacific Education Researcher, 23 (1), pp. 53-59; Thyssen G., Priem K., Mobilising meaning: Multimodality, translocation, technology and heritage (2013) Paedagogica Historica: International Journal of the History of Education, 49 (6), pp. 735-744; Valentín A., Mateos P.M., González-Tablas M.M., Pérez L., López E., García I., Motivation and learning strategies in the use of ICTs among university students (2013) Computers and Education, 61 (1), pp. 52-58; Veletsianos G., Kimmons R., Scholars and faculty members' lived experiences in online social networks (2013) The Internet and Higher Education, 16, pp. 43-50},
correspondence_address1={Mengual-Andrés, S.; Departamento de Educación Comparada e Historia de la Educación, Universitat de València, Avda. Blasco Ibáñez 30, Spain},
publisher={Universidad Complutense de Madrid},
issn={11302496},
language={Spanish},
abbrev_source_title={Rev. Complut. Educ.},
document_type={Article},
source={Scopus},
}
  • [DOI] Roig-Vila R.a Mengual-Andrés S.b, Q. P. c.. (2015). Primary teachers’ technological, pedagogical and content knowledge. Comunicar, 23(45), 151-159.
    [Bibtex] 
    @ARTICLE{Roig-Vila2015151,
author={Roig-Vila R.a , Mengual-Andrés S.b , Quinto-Medrano P.c },
title={Primary teachers' technological, pedagogical and content knowledge},
journal={Comunicar},
year={2015},
volume={23},
number={45},
pages={151-159},
doi={10.3916/C45-2015-16},
note={cited By 0},
url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84936154333&partnerID=40&md5=f5afd59afba254114d7b44b200848e1d},
affiliation={Department of General Didactics and Specific Didactics, University of Alicante, Spain; Department of Comparative Education and History of Education, University of Valencia, Spain; Forest Glen Elementary School of Spanish Immersion, Indianapolis, United States},
abstract={The emergence of Information and Communication Technologies (ICTs) poses new educational challenges for teachers, to which it can respond from a consistent training model. This study has as its aim to analyze the technological, pedagogical and content knowledge needed for Primary Education teachers to integrate ICTs into teaching. A research work based on a quantitative non-experimental methodology which involved 224 Preschool and Primary Education teachers working in the province of Alicante (Spain) was performed with that aim. The important results showed that teachers are more knowledgeable in the pedagogical and content fields than in technology, which means that their level of technological knowledge does not suffice to integrate ICTs into their teaching tasks. Significant differences were additionally identified between gender and years of experience, together with the relationship between the fun use of technology and the knowledge of its essential aspects. Our findings confirm the need for a digital literacy campaign addressed to teachers, involving not only a technological type of training but also an overall pedagogical and content approach. This is in keeping with the TPACK model (Technological, Pedagogical and Content Knowledge), which appears as a reference framework to be taken into account when it comes to teachers' professional development and its connection with the teaching-learning processes in the classroom wherever Information and Communication Technologies are present.},
author_keywords={Content; ICT; Instruction; Knowledge; Pedagogy; Teachers; Technology; Training},
references={Aguaded I., Pérez-Rodríguez M.A., Strategies for media literacy: Audiovisual skills and the citizenship in Andalusia (2012) Journal of New Approaches in Educational Research, 1 (1), pp. 22-26. , http://dx.doi.org/10.7821/naer.1.1.22-26; Cabero J., La galaxia digital y la educación: los nuevos entornos de aprendizaje (2003) Luces en el laberinto audiovisual, pp. 102-121. , http://tecnologiaedu.us.es/cuestionario/bibliovir/galaxia.pdf, I. Aguaded (Ed.). Huelva: Grupo Comunicar (01-07-2014); Creswell J., (2012) Educational Research. Planning, Conducting, and Evaluating Quantitative and Qualitative Research, , New Jersey: Pearson; De Benito B., Darder A., Agregación, filtrado y curación para la actualización docente (2013) Píxel-Bit, 42, pp. 157-169; Erdogan A., Sahin I., Relationship between Math Teacher Candidates' Technological Pedagogical and Content Know ledge (TPACK) and Achievement Levels (2010) Procedia-Social Behavioral Sciences, 2, pp. 2707-2711. , http://dx.doi.org/10.1016/j.sbspro.-2010.03.400; Graham C.R., Theorical Considerations for Understanding Technological Pedagogical Content Knowledge (TPACK) (2011) Computers & Education, 57, pp. 1953-1960. , http://dx.doi.org/-10.1016/j.compedu.2011.04.010; Graham C.R., Borup J., Smith N.B., Using TPACK as a Framework to Understand Teacher Candidates' Technology Inte-gration Decisions (2012) Journal of Computer Assisted Learning, 28, pp. 530-546. , http://dx.doi.org/10.1111/j.1365-2729.2011.00472.x; Herrera L., Bravo I., Predictive Value of Social Skills in Living Together at Primary School. Analysis in a Cultural Diversity Context (2012) Journal of New Approaches in Educational Research, 1 (1), pp. 7-12; Jang S.J., Chen K.C., From PCK to TPACK: Develop-ing a Transformative Model for Pre-Service Science Teachers (2010) Journal Sci Educ Technol, 19, pp. 553-564. , http://dx.doi.org/-10.1007/s10956-010-9222-y; Jang S.J., Tsai M.F., Exploring the TPACK of Taiwa-nese Elementary Mathematics and Science Teachers with Respect to Use of Interactive Whiteboards (2012) Computers & Education, 597, pp. 327-338. , http://dx.doi.org/10.1016/j.compedu.2012.02.003; Kim C., Kim M.K., Lee C., Spector J.M., De-Meester K., Teacher Beliefs and Technology Integration (2013) Teaching and Teacher Education, 29, pp. 76-85. , http://dx.doi.org/10.1016/j.t-ate.2012.08.005; Koh J.H.L., Chai C.S., Teacher Clusters and their Perceptions of Technological Pedagogical Content Knowledge (TPACK) Development through ICT Lesson Design (2014) Computers & Education, 70, pp. 22-232. , http://dx.doi.org/10.1016/j.com-pedu.2013.08.017; Kopcha T.J., Ottenbreit A., Jung J., Baser D., Examin-ing the TPACK Framework through the Convergent and Discri-minant Validity of two Measures (2014) Computers & Education, 78, pp. 87-96. , http://dx.doi.org/10.1016/j.compedu.2014.05.003; Lawshe C.H., A Cuantitative Approach to Content Validity (1975) Personnel Psychology, 28, pp. 563-575; Lescano M.Y., Experiencias de la aplicación de la metodología TPACK usando recursos de la web 2.0 en un colegio técnico secundario (2013) TE & ET, 10, pp. 45-52. , http://hdl.handle.net/10915/27-732, (01-07-2014); Lin T.C., Tsai C.C., Chai C.S., Lee M.H., Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge (TPACK) (2013) Journal of Science Education and Technology, 22, pp. 325-336. , http://dx.doi.org/10.1007/s10956-012-9396-6; Lozada J., López R., (2003) Métodos de investigación en ciencias humanas y sociales, , Madrid: Thomson; Lye L.T., Opportunities and Challenges Faced by Private Higher Education Institution Using the TPACK Model in Malasya (2013) Procedia-Social Behavioral Sciences,, 91, pp. 294-305. , http://dx.-doi.org/10.1016/j.sbspro.2013.08.426; Maeng J.L., Mulvey B.K., Smetana L.K., Bell R.L., Pre-service Teachers' TPACK: Using Technology to Support Inquiry Instruction (2013) Journal of Science Education and Technology,, 22, pp. 838-857. , http://dx.doi.org/10.1007/s10956-013-9434-z; Marín V., Negre F., Pérez A., Construction of the Foun-dations of the PLE and PLN for Collaborative Learning (2014) Co-municar,, 42, pp. 35-43. , http://dx.doi.org/10.3916/C42-2014-03; McMillan J.H., Shumacher S., (2005) Investigación educativa, , Madrid: Pearson/Adisson Wesley; Mishra P., Koehler M.J., Technological Pedagogical Content Knowledge: A New Framework for Teacher Knowledge (2006) Teachers College Record,, 108 (6), pp. 1.017-1.054. , http://goo.gl/owY-Lmf, (01-07-2014); Mouza C., Karchmer R., Nandakumar R., Ozden S.Y., Hu L., Investigating the Impact of an Integrated Approach to the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK) (2014) Computers & Education,, 71, pp. 206-221. , http://dx.doi.org/10.1016/j.compedu.2013.09.020; Nordin H., Davis N., Tengku T.F., A Case Study of Secondary Pre-service Teachers' Technological Pedagogical and Content Knowledge Mastery Level (2013) Procedia-Social Behavioral Sciences, 103, pp. 1-9. , http://dx.doi.org/10.1016/j.sbspro.2013.-10.300; Paechter M., Maier B., Macher D., Students' Expec ta-tions of and Experiences in E-Learning: Their Relation to Learning Achievements and Course Satisfaction (2010) Computers & Education,, 54, pp. 222-229. , http://dx.doi.org/10.1016/j.compedu.2009.-08.005; Pamuk S., Understanding Preservice Teachers' technology Use through TPACK Framework (2012) Journal of Computer Assisted Learning, 28, pp. 425-439. , http://dx.doi.org/10.1111/j.1365-2729.2011.00447.x; Roig R., Flores C., Conocimiento tecnológico, pedagógico y disciplinario del profesorado: el caso de un centro educativo inteligente (2014) Edutec, p. 47. , http://goo.gl/uU0Kwm, (01-07-2014); Saengbanchong V., Wiratchai N., Bowarnkitiwong S., Validating the Technological Pedagogical Content Knowledge Appropriate for Instructing Students (TPACK-S) of Pre-service Tea-chers (2014) Procedia-Social Behavioral Sciences,, 116, pp. 524-530. , http://dx.doi.org/10.1016/j.sbspro.2014.01.252; Sánchez M.M., Prendes M.P., Fernández-Breis J.T., Tecnologías semánticas para la evaluación en red: análisis de una experiencia con la herramienta OeLE (2013) Revista de Investigación Educativa, 31 (2), pp. 447-464. , http://dx.doi.org/10.6018/rie.31.-2.116721; Schmidt D.A., Baran E., Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers (2009) Journal of Re-search on Computing in Education, 42 (2), pp. 123-149. , http://dx.doi.org/10.1080/15391523.2009.10782544; Srisawasdi N., The Role of TPACK in Physics Classroom: Case Studies of Preservice Physics Teachers (2012) Procedia-Social Behavioral Sciences,, 46, pp. 3235-3243. , http://dx.doi.org/10.1016/j.sbspro.2012.06.043; Yeh Y.F., Hsu Y.S., Wu H.K., Hwang F.K., Lin T.C., Developing and Validating Technological Pedagogical Content Knowledge-Practical (TPACK-practical) through the Delphi Survey Technique (2014) British Journal of Educational Tech-nology, 45 (4), pp. 707-722. , http://dx.doi.org/10.1111/bjet.12078; Yurdakul I.K., Odabasi H.F., The Development, Validity and Reliability of TPACK-deep: A technological Peda-gogical Content Knowledge Scale (2012) Computers & Education, 58, pp. 964-977. , http://dx.doi.org/10.1016/j.compedu.2011.10.012},
publisher={Grupo Communicar Ediciones},
issn={11343478},
language={English},
abbrev_source_title={Comunicar},
document_type={Article},
source={Scopus},
}

2014

  • [DOI] Duart J.M.a, M. S. b.. (2014). Impact of the knowledge society in the university and in scientific communication. Relieve – revista electronica de investigacion y evaluacion educativa, 20(2), 1-11.
    [Bibtex] 
    @ARTICLE{Duart20141,
author={Duart J.M.a , Mengual-Andrés S.b },
title={Impact of the knowledge society in the university and in scientific communication},
journal={RELIEVE - Revista Electronica de Investigacion y Evaluacion Educativa},
year={2014},
volume={20},
number={2},
pages={1-11},
doi={10.7203/relieve.20.2.4343},
note={cited By 0},
url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84923857234&partnerID=40&md5=3c664781791cfc8da11ec1fa43495fac},
affiliation={UOC (Universitat Oberta de Catalunya), RUSC - Revista de Universidad y Sociedad del Conocimiento, Roc Boronat, 117 - Planta 6., Barcelona, Spain; Comparative Education and History of Education, University of Valencia, Avda Blasco Ibáñez, 30., Valencia, Spain},
abstract={Over the last two decades as a result of the introduction and intensive use of technologies for information and knowledge in general, from the internet in particular, the university is living in a process of complete transformation that affects it's academic and organizational structures as well as the conception of educational methodology. The ICTs have demonstrated a need to establish coherent institutional strategies in their use and application along with the possibility to expand the sphere of institutional action in regards massive access to higher education. All of this shows an existing change from a model of education based on the transmission of knowledge, that was rather limited and under restricted access, to another that should fundamentally facilitate the competence to learn from people that live in the world in constant change, with open access to information and knowledge. In addition, all of this implies a transformation in the dynamics of communication and diffusion of scientific knowledge, that is now converted into something open and accessible which is subject to an analysis of knowledge social networks.},
author_keywords={Almetrics; E-learning; Higher education; Knowledge society; Open acces; Open science},
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RUSC. Universities and Knowledge Society Journal, 9 (29), pp. 86-99; Boulton P.G., The open data imperative (2014) Insights, 27 (2), pp. 133-138; Brown M., Is Almetrics an Acceptable Replacement for Citation Counts and the Impact Factor? (2014) Serials Librarian, 67 (1), pp. 27-30; Cabero J., Pedagogical bases of elearning (2006) RUSC. Universities and Knowledge Society Journal, 3 (1); Capshaw N.C., (2012) How the Internet Affects Higher Education: A Multi-Country Analysis, , UK: AV Akademikerverlag; Carnoy M., Rabling B.J., Castano-Munoz J., Duart J.M., Sancho-Vinuesa T., Who attends and completes virtual universities: the case of the Open University of Catalonia (UOC) (2011) Higher Education, 63, pp. 53-82; Castaño-Muñoz J., Digital Inequality Among University Students in Developed Countries and its Relation to Academic Performance (2010) RUSC. Universities and Knowledge Society Journal, 7 (1), pp. 43-52. , January 13; Castells M., (2001) The Internet Galaxy: Reflections on the Internet, Business, and Society, , New York: Oxford University Press; Caswell T., Henson S., Jensen M., Wiley D., Open Content and Open Educational Resources: Enabling universal education (2008) The International Review of Research in Open and Distance Learning, 9 (1), pp. 1-11. , February 7; Cobo C., Moravec J.W., (2011) Aprendizaje invisible. Hacia una nueva ecología de la educación, , Barcelona: UBe - Universitat de Barcelona; Connaway L.S., Cuál es el sentido de las bibliotecas? Un llamamiento para una evaluación centrada en el uso (2014) BiD: textos universitaris de biblioteconomia i documentació, 32. , http://bid.ub.edu/es/32/connaway2.htm#sthash.AkG1fivN.dpuf; Craig I.D., Plume A.M., McVeigh M.E., Pringle J., Amin M., Do open access articles have greater citation impact?: A critical review of the literature (2007) Journal of Informetrics, 1 (3), pp. 239-248; Crisp G.T., Integrative assessment: reframing assessment practice for current and future learning (2012) Assessment & Evaluation in Higher Education, 37 (1), pp. 33-43; Daniel J., Kanwar A., Uvalic-Trumbic S., Breaking Higher Education's Iron Triangle: Access, Cost, and Quality (2009) Change: The Magazine of Higher Learning, 41 (2), pp. 30-35; De Pablos J., Higher Education and the Knowledge Society, Information and Digital Competencies (2010) RUSC. Universities And Knowledge Society Journal, 7 (2), pp. 6-15; Downes S., Learning Objects: Resources For Distance Education Worldwide The International Review of Research in Open and Distance Learning, 2 (1). , http://www.irrodl.org/index.php/irrodl/article/view/32/378; Duart J.M., Repáraz C., Enseñar y aprender con las TIC (2011) Estudios Sobre Educacion, 20, pp. 9-19; Finch J., (2012) Accessibility, sustainability, excellence: how to expand access to research publications, , Report of the Working Group on Expanding Access to Published Research. 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Retrieved November 12, 2014, fromGómez L.A., Duart J.M., A hybrid approach to university subject learning activities (2011) British Journal of Educational Technology, 43 (2), pp. 259-271; Osorio Gómez L.A., Duart J.M., Interaction Analysis in Hybrid Learning Environment (2011) Comunicar, 19 (37), pp. 65-72; Parker B., Burnie D., Classroom Technology in Business Schools (2009) AACE Journal, 17 (1), pp. 45-60; Pedró F., (2006) The New Millennium Learners: Challenging our Views on ICT and Learning, , http://ideas.repec.org/p/idb/brikps/9228.html, IDB Publications (Working Papers); Pittinsky M., (2006) La universidad conectada. Perspectivas del impacto de internet en la educación superior, , Málaga: Aljibe; Piwowar H., Priem J., The Power of Altmetrics on a CV (2013) Bulletin of the American Society for Information Science and Technology, 39 (4), pp. 10-13; Roig R., Mengual-Andrés S., Guerrero C.S., Assessment the pedagogical quality of the MOOC (2014) Profesorado, 18 (1), pp. 27-41; Salager-Meyer F., Scientific publishing in developing countries: Challenges for the future (2008) Journal of English for Academic Purposes, 7 (2), pp. 121-132; Sangrà A., A New Learning Model for the Information and Knowledge Society: The Case of the Universitat Oberta de Catalunya (UOC), Spain The International Review of Research in Open and Distance Learning, 2 (2). , http://www.irrodl.org/index.php/irrodl/article/view/55/114, (2002, January 1); Schekman R., Watt F.M., Weigel D., A year in the life of eLife (2013) eLife, 2013 (2). , eLife 2013;2012:e01516; Schekman R., Watt F.M., Weigel D., eLife and early career researchers (2013) eLife, 2013 (2). , eLife 2013;2012:e01633; Thelwall M., Haustein S., Lariviere V., Sugimoto C.R., Do Altmetrics Work? Twitter and Ten Other Social Web Services (2013) Plos One, 8 (5), p. 7; Reuters T., (2014), The Research and Innovation Performance of the G20Toffler A., (1985) The Adaptive Corporation, , New York: McGraw Hill; Torres D., Cabezas A., Jimenez E., Altmetrics: New Indicators for Scientific Communication in Web 2.0 (2013) Comunicar, (41), pp. 53-60; Walsh J.P., Huang H., Local context, academic entrepreneurship and open science: Publication secrecy and commercial activity among Japanese and US scientists (2014) Research Policy, 43 (2), pp. 245-260; Weller M., Digital Scholarship and the Tenure Process as an Indicator of Change in Universities (2012) RUSC. Universities and Knowledge Society Journal, 9 (2), pp. 167-182},
correspondence_address1={Duart, J.M.; UOC (Universitat Oberta de Catalunya), RUSC - Revista de Universidad y Sociedad del Conocimiento, Roc Boronat, 117 - Planta 6., Spain},
publisher={Universidad de Valencia},
issn={11344032},
language={English},
abbrev_source_title={RELIEVE Rev. Electron. Invest. Eval. Educ.},
document_type={Article},
source={Scopus},
}
  • [DOI] López-Torrijo M., M. S.. (2014). Students with severe, permanent disabilities and their educational inclusion in spain. International education studies, 7(2), 91-105.
    [Bibtex] 
    @ARTICLE{López-Torrijo201491,
author={López-Torrijo M., Mengual-Andrés S.},
title={Students with severe, permanent disabilities and their educational inclusion in Spain},
journal={International Education Studies},
year={2014},
volume={7},
number={2},
pages={91-105},
doi={10.5539/ies.v7n2p91},
note={cited By 1},
url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84893171632&partnerID=40&md5=92794641d6727df311be7718be41f7fa},
affiliation={Department of Comparative Education and History of Education, University of Valencia, Valencia, Spain},
abstract={This article analyses the educational inclusion of students with severe and permanent disabilities in the different autonomous communities of the Spanish State. After describing the Spanish socio-economic context, a comparative analysis is carried out based on the following indicators: the conception of severe, permanent disabilities; the regulation framework; responsibility of schooling and provision of services; identification and assessment of flaws; incidence in the population; curricular proposals (model and modalities of support); specific centers and units; human and material resources; the role of families and funding. The analysis of the implemented policies concludes by pointing out the challenges which should influence future improvements in order to accomplish real educational equality. © Canadian Center of Science and Education.},
author_keywords={Educational policies; Inclusive education; Severe disabilities; Spain; Special education},
references={Ainscow M., Taking an inclusive turn (2007) Journal of Research in Special Educational Needs, 7 (1), pp. 3-7. , http://dx.doi.org/10.1111/j.1471-3802.2007.00075.x; Ainscow M., Booth T., Dyson A., (2006) Improving Schools, Developing Inclusion, , New York: Routledge; Alberte J.R., (1994) Los centros específicos de special education:una realidad cuestionada, , Madrid: ACK Servicios de Comunicación Galicia; Arnaiz P., (2003) La educación inclusiva: Una escuela para todos, , Málaga: Aljibe; Bank-Mikkelsen N.E., El principio de normalización (1975) Siglo Cero, 37, pp. 16-21; Barton L.E.N., Slee R., Competition, selection and inclusive education: Some observations (1999) International Journal of Inclusive Education, 3 (1), pp. 3-12. , http://dx.doi.org/10.1080/136031199285147; Bjarnason D.S., Inclusive education (2013) Examining equity on five continents. Disability & Society, 28 (3), pp. 428-431. , http://dx.doi.org/10.1080/09687599.2013.764080; (2010) Manifiesto del CERMI: Por una educación inclusiva real y efectiva, , http://boletin.cermi.es/render.aspx?fichero=625, CERMI. Retrieved from; Chiner E., Cardona M.C., Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers' perceptions of inclusion? (2013) International Journal of Inclusive Education, 17 (5), pp. 526-541. , http://dx.doi.org/10.1080/13603116.2012.689864; (2002) La Declaración de Madrid 'No discriminación más acción positiva es igual a inclusión social', , http://www2.uca.es/huesped/down/declarmadrid.pdf, Congreso Europeo sobre Personas con Discapacidad. Retrieved from; (1978) Boletín Oficial del Estado, , Constitución Española [Spanish Constitution]. December 29; (2013) Centro de Recursos de Special education de Navarre. Departamento de Educación del Gobierno de Navarra, , http://centros.educacion.Navarre.es/creena/, CREENA. Retrieved from; (2013) Attention to diversity, , http://diversidad.murciaeduca.es, CRM. Retrieved from; Fernández J.M., Prácticas educativas eficaces ante la exclusión educativa (2010) Archivos Analíticos de Políticas Educativas, 22 (18), pp. 1-22; Font J., Alomar E., Mas J., La evaluación de la calidad en los centros de special education (2004) Una prueba piloto. Revista Española sobre Discapacidad Intelectual, 35 (2), pp. 37-44; Garrido J., (2004) Programación de actividades para Special Education, , Madrid: CEPE; (2012) Plan de actuación para la mejora de la atención educativa al alumnado escolarizado en centros específicos de educación especial en Andalucía, , Junta de Andalucía. Andalucia: Junta de Andalucía; Kim E., 'Heaven for disabled people': Nationalism and international human rights imagery (2011) Disability & Society, 26 (1), pp. 93-106. , http://dx.doi.org/10.1080/09687599.2011.529670; Kim K.M., Fox M.H., A comparative examination of disability anti-discrimination legislation in the United States and Korea (2011) Disability & Society, 26 (3), pp. 269-283. , http://dx.doi.org/10.1080/09687599.2011.560371; (1970) Ley 14/1970, de 4 de agosto, General de Educación y Financiamiento de la Reforma Educativa, , LGE. Boletín Oficial del Estado, August 6; (2002) Ley Orgánica 10/2002, de 23 de diciembre, de Calidad de la Educación, , LOCE. Boletín Oficial del Estado, December 24; (1985) Ley 8/1985, de 7 de julio, reguladora del derecho a la educación, , LODE. Boletín Oficial del Estado, July 4; (2006) Ley Orgánica 2/2006, de 3 de mayo, de Educación, , LOE. 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Retrieved from; Moliner O., Sales A., Ferrández R., Traver T., Inclusive cultures, policies and practices in Spanish compulsory secondary education schools: Teachers' perceptions in typical and specific teaching contexts (2011) International Journal of Inclusive Education, 15 (5), pp. 557-572. , http://dx.doi.org/10.1080/13603110903165158; Nirje B., The Normalitation Principle and its human managemment implications (1969) Changing Patterns in residential services fot the mentally Retarded, pp. 179-195. , In R. Kugel, & W. Wolfinsberger (Eds.), Washington: Presidents'on Mental Retardation; Opertti R., Brady J., Developing inclusive teachers from an inclusive curricular perspective (2011) PROSPECTS, 41 (3), pp. 459-472. , http://dx.doi.org/10.1007/s11125-011-9205-7; Pearson C., Watson N., Stalker K., Lerpiniere J., Paterson K., Ferrie F., Don't get involved: an examination of how public sector organisations in England are involving disabled people in the Disability Equality Duty (2011) Disability & Society, 26 (3), pp. 255-268. , http://dx.doi.org/10.1080/09687599.2011.560370; Pegalajar M., Estrategias didácticas en enseñanza-aprendizaje de alumnos con discapacidad escolarizados en centros específicos de special education (2011) Revista Educación Inclusiva, 4 (3), pp. 103-115; Priestley M., European yearbook of disability law (vol. 1) (2011) Disability & Society, 26 (2), pp. 245-247. , http://dx.doi.org/10.1080/09687599.2011.544065; Sainz A., (1998) El proyecto curricular en los centros de educación especial, , Vitoria-Gastériz: Servicio Central de Publicaciones del Gobierno Vasco; Stainback S., Stainback W., (1999) Aulas inclusivas, , Madrid: Narcea; Szecsi T., Giambo D.A., Inclusive Educational Practices around the World: An Introduction (2007) Childhood Education, 83 (6), pp. 338-341. , http://dx.doi.org/10.1080/00094056.2007.10522946; (1971) Declaration on the Rights of Mentally Retarded Persons, , UN (United Nations). United Nations: UN; (2006) Convention on the Rights of Persons with Disabilities, , UN (United Nations). United Nations: UN; (1990) World Conference on EFA, Jontiem, , UNESCO. Jomtien:UNESCO; (1994) The Salamanca Statement and framework for action on special needs education, , UNESCO. Paris: UNESCO; (2000) The Dakar Framework for Action. Education for All: Meeting our Collective Commitments, , UNESCO. Paris: UNESCO; (2008) 48th session of the International Conference on Education. Inclusive education: The way of the future, , UNESCO. Genova: UNESCO; Vega A., (2000) La educación ante la discapacidad. Hacia una respuesta social de la escuela, , Valencia: Nau Llibres; Verdugo M.A., (2000) PHS, Programa de habilidades sociales. Programas conductuales alternativos, , Salamanca: Amarú Ediciones; Verdugo M.A., (2000) POT, Programa de orientación al trabajo. Programas conductuales alternativos, , Salamanca: Amarú Ediciones; Verdugo M.A., (2000) PVD, Programa de habilidades de la vida diaria. Programas conductuales alternativos, , Salamanca: Amarú Ediciones; Warnock M., (1978) Special Educational Needs. Report of comité of enquiry into the education of handicapped childrem and young people, , London: Her Majesty's Stationery Office 1978; (2001) International Classification of Functioning, Disability and Health, , http://www.who.int/classifications/icf/en, WHO. Retrieved from; Wolfensberger W., (1972) The Principle of Normalitation in Human service, , Toronto: National Institute on Mental Retardation},
correspondence_address1={López-Torrijo, M.; Faculty of Philosophy and Educational Sciences, Avda. Blasco Ibáñez 30, 46010 Valencia, Spain; email: lopezm@uv.es},
issn={19139020},
language={English},
abbrev_source_title={Intern. Educ. Stud.},
document_type={Article},
source={Scopus},
}
  • Vila R.R.a Mengual-Andrés S.b, G. C. S. b.. (2014). Assessment the pedagogical quality of the mooc [evaluación de la calidad pedagógica de los mooc]. Profesorado, 18(1), 27-41.
    [Bibtex] 
    @ARTICLE{Vila201427,
author={Vila R.R.a , Mengual-Andrés S.b , Guerrero C.S.b },
title={Assessment the pedagogical quality of the MOOC [Evaluación de la calidad pedagógica de los MOOC]},
journal={Profesorado},
year={2014},
volume={18},
number={1},
pages={27-41},
note={cited By 2},
url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84903763155&partnerID=40&md5=c6e6e9e2b0a36f506df7c4cde2dd4773},
affiliation={Universidad de Alicante, Spain; Universidad de Valencia, Spain},
abstract={MOOC have burst into the sphere of education in an accelerated way. Firstly, the main US universities, and later many others-among them, some Spanish ones - have been developing courses under this format through various platforms on the Internet. Since MOOC are still at an early stage of development, few studies have been published on their assessment so far. That is why the present study has carried out 129 pedagogical assessments on 52 MOOC offered by 10 platforms. Their pedagogical characteristics have been analyzed after the Cuestionario de evaluación de la calidad de cursos virtuales (Arias, 2007). Attention is similarly paid to the hypothesis about the existence of statistically significant differences regarding course quality depending on the platform that hosts the MOOC, analyzing the impact that the language or the presence of a didactic guide can have on the quality level of courses. The results obtained in the present study do not reveal widespread differences between courses, but statistically significant differences do exist in 5 of the 36 pedagogical quality indicators proposed.},
author_keywords={Assessment; Courses; E-learning; MOOC; Pedagogy; Quality; Virtual Platforms},
references={Aguaded J.I., La revolución MOOCs, ¡una nueva educación desde el paradigma tecnológico? (2013) Comunicar, 41, pp. 7-8. , doi:10.3916/C41-2013-a1; Anderson T., Promise and/or peril: MOOC and open and distance education (2013) Commonwealth of Learning, , http://www.col.org/SiteCollectionDocuments/MOOCPromisePeril_Anderson.pdf, marzo; Aparici R., Silva M., Pedagogía de la interactividad (2012) Comunicar, 38, pp. 51-58. , doi:10.3916/C38-2012-02-05; Ardila-Rodríguez M., Indicadores de calidad de las plataformas educativas digitales (2011) Educación y Educadores, 14 (1), pp. 189-206. , http://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/ 1836/2378; Arias J., (2007) Evaluación de la Calidad de Cursos Virtuales: Indicadores de Calidad y Construcción de un Cuestionario de Medida. Aplicación al Ámbito de Asignaturas de Ingeniería Telemática, , http://hdl.handle.net/10662/333, (tesis doctoral). Universidad de Extremadura, España; Baggaley J., MOOC rampant (2013) Distance Education, 34 (3), pp. 368-378. , doi:10.1080/01587919.2013.835768; Barber M., Donnelly K., Rizvi S., Summers L., (2013) An Avalanche is Coming: Higher Education and the Revolution Ahead, , http://www.ippr.org/publication/55/10432/anavalanche-is-coming-higher- educationand-the-revolution-ahead, London, UK; Bates A.W., Sangrà A., (2012) La Gestión de la Tecnología en la Educación Superior. Estrategias para Transformar la Enseñanza y el Aprendizaje, , Barcelona: Octaedro; Beetham H., Sharpe R., (2007) Rethinking Pedagogy for a Digital Age. Designing and Delivering E-learning, , London and New York: Routledge; Bisquerra R., (2004) Metodología de la Investigación Educativa, , Madrid: La Muralla; Bouhnik D., Carmi G., E-learning environments in academy: Technology, pedagogy and thinking dispositions (2012) Journal of Information Technology Education, 11, pp. 201-219; Brinton C., Chiang M., Jain S., Lam H., Liu Z., Ming Fai Wong F., (2013) Learning About Social Learning in MOOC: From Statistical Analysis to Generative Model, , http://arxiv.org/abs/1312.2159v1, diciembre Ithaca: Cornell University Library; Bruff D., Fisher D., McEwen K., Smith B., Wrapping a MOOC: Student perceptions of an experiment in blended learning (2013) MERLOT Journal of Online Learning and Teaching, 9 (2), pp. 187-199. , junio; Chamberlin L., Parish T., MOOC: Massive open online courses or massive and often obtuse courses? (2011) ELearn, p. 8. , doi:10.1145/2016016.2016017; Christensen C., Overdorf M., Meeting the challenge of disruptive change (2000) Harvard Business Review, 78 (2), pp. 67-77; Conole G., Los MOOC como tecnologías disruptivas: Estrategias para mejorar la experiencia de aprendizaje y la calidad de los MOOC (2013) Campus Virtuales. Revista Científica Iberoamericana de Tecnología Educativa, 2 (2), pp. 26-28. , octubre; Correa J., ¡Calidad educativa on-line? Análisis de la calidad de la educación universitaria basada en Internet (2004) Píxel-Bit, p. 24. , http://www.sav.us.es/pixelbit/pixelbit/articulos/n24/n24art/art2402.htm, junio; Daniel J., Making sense of MOOC: Musing in a mazr of myth, paradox and possibility (2012) Journal of Interactive Media in Education, p. 18. , http://www-jime.open.ac.uk/jime/article/view/2012-18; Dennis M., The impact of MOOC on higher education (2012) College and University Journal, 88 (2), pp. 24-30; DeWaard I., Abajian S., Gallagher M., Hogue R., Keskin N., Koutropoulos A., Rodríguez O., Using mLearning and MOOC to understand chaos, emergence, and complexity in education (2011) International Review of Research in Open and Distance Learning, 12 (7), pp. 94-115; Downes S., Places to go: Connectivism & connective knowledge (2008) Innovate: Journal of Online Education, 5 (1); Eaton J., MOOCs and accreditation: Focus on the quality of "Direct-to- students" (2012) Education Council for Higher Education Accreditation, 9, p. 1; Giorgetti C.G., Romero L., Vera M., Design of a specific quality assessment model for distance education (2013) RUSC. 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A pedagogical approach from the learner's perspective (2013) ELearning Papers, p. 33. , http://xurl.es/5jrrt, mayo; Johnson L., Adams Becker S., Cummins M., Estrada V., Freeman A., Ludgate H., (2013) NMC Horizon Report: 2013 K-12 Edition, , http://www.nmc.org/pdf/2013-horizon-report-HE.pdf, Austin, Texas; Kleiman G., Wolf M.A., Frye D., (2013) The Digital Learning Transition MOOC for Educators: Exploring a Scalable Approach to Professional Development, , http://all4ed.org/wp-content/uploads/2013/09/MOOC-Ed.pdf, septiembre; Kop R., Fournier H., Mak J., A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses (2011) International Review of Research in Open and Distance Learning, 12 (7), pp. 74-93. , http://www.irrodl.org/index.php/irrodl/article/view/1041/2025; Landis J.R., Koch G.G., The measurement of observer agreement for categorical data (1977) Biometrics, 33 (1), pp. 159-174; Lombillo Rivero I., López Padrón A., Zumeta Izaguirre E., Didactics of the use of ICT and traditional teaching aids in municipal higher education institutions (2012) Journal of New Approaches in Educational Research, 1 (1), pp. 33-40. , doi:10.7821/naer.1.1.33-40; Lozada J., López R., (2003) Métodos de Investigación en Ciencias Humanas y Sociales, , Madrid: Thomson; Mackness J., Mak S., Williams R., The ideals and reality of participating in a MOOC (2010) Proceedings of the 7th International Conference on Networked Learning 2010, pp. 266-275. , L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell y T. Ryberg (Eds.) Lancaster: University of Lancaster; Martín O., González F., García M.A., Propuesta de evaluación de la calidad de los MOOC a partir de la Guía Afortic (2013) Campus Virtuales, 2 (1), pp. 124-132. , http://www.revistacampusvirtuales.es/images/volIInum01/ revista_campus_virtuales_01_ii-art10.pdf; McAuley A., Stewart B., Siemens G., Cormier D., (2010) The MOOC Model for Digital Practice. 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Salamanca: Universidad de Salamanca; Skiba D.J., Disruption in higher education: Massively open online courses (MOOCs) (2012) Nursing Education Perspectives, 33 (6), pp. 416-417; Suárez C., Gros B., (2013) Aprender en Red: De la Interacción a la Colaboración, , Barcelona: Editorial UOC; Vázquez E., López E., Sarasola J., (2013) La Expansión del Conocimiento en Abierto: Los MOOC, , Barcelona: Editorial Octaedro; Vega Gil L., Global politics and education systems: Towards education markets? (2013) Journal of New Approaches in Educational Research, 2 (2), pp. 95-101. , http://naerjournal.ua.es/article/view/v2n2-6, doi: 10.7821/naer.2.2.95-101; Zapata M., MOOC, una visión crítica y una alternativa complementaria: La individualización del aprendizaje y de la ayuda pedagógica (2013) Campus Virtuales. Revista Científica Iberoamericana de Tecnología Educativa, 1 (2), pp. 20-38},
publisher={Grupo de Investigacion FORCE},
issn={1138414X},
language={Spanish},
abbrev_source_title={Profesorado},
document_type={Article},
source={Scopus},
}

2011

  • [DOI] Blasco J.E.a Romero C.b, M. F. D. V. S. a. . . A. B. b. . . M. -A. a. . . L. b.. (2011). Learning style of physical education and sport science students from teacher-training college at the universities of granada and alicante [estilo de aprendizaje de los estudiantes de magisterio de educación física y de ciencias del deporte de las universidades de granada y alicante]. Cultura y educacion, 23(3), 371-383.
    [Bibtex] 
    @ARTICLE{Blasco2011371,
author={Blasco J.E.a , Romero C.b , Mengual S.a , Fernández-Revelles A.B.b , Delgado M.-A.a , Vega L.b },
title={Learning style of physical education and sport science students from teacher-training college at the universities of Granada and Alicante [Estilo de aprendizaje de los estudiantes de magisterio de educación física y de ciencias del deporte de las universidades de Granada y Alicante]},
journal={Cultura y Educacion},
year={2011},
volume={23},
number={3},
pages={371-383},
doi={10.1174/113564011797330289},
note={cited By 0},
url={http://www.scopus.com/inward/record.url?eid=2-s2.0-80052958005&partnerID=40&md5=ce02d8f507437775efd9e21f677d67d9},
affiliation={Universidad de Alicante, Spain; Universidad de Granada, Spain},
abstract={A study analysing learning style preferences of 227 Spanish college students taking physical education is presented. For this purpose, the CHAEA questionnaire on learning styles was administered. However, study results did not allow us to clearly identify students' learning styles as there were no significant differences between the groups. The results suggest the existence of sex differences, as men tend to use theoretical styles more than women. The results also show there is a positive relationship between theoretical and reflexive learning styles. © 2011 Fundación Infancia y Aprendizaje, ISSN: 1135-6405.},
author_keywords={CHAEA questionnaire; Higher education; Learning styles; Physical education},
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correspondence_address1={Blasco, J.E.; Universidad de AlicanteSpain},
issn={11356405},
language={Spanish},
abbrev_source_title={Cultura y Educacion},
document_type={Article},
source={Scopus},
}