Towards a Transformation of Relational Spaces: A Case Study of an Experience in Human Rights Education Carlos Bustos, Silvia Castillo, Simona Mayo, Jorge Soto 5-24 DOI: https://doi.org/10.15366/reice2021.19.1.001 PDF (Español (España)) EPUB (Español (España))
Didactic Strategies and their Dynamics in the Treatment of Specific Language Disorders in Chilean Students Braulio Navarro, Ninfa Álvarez, Juan Carlos Beltrán, Sebastián Peña, Adolfo Guzmán Muñoz 25-43 DOI: https://doi.org/10.15366/reice2021.19.1.002 PDF (Español (España)) EPUB (Español (España))
Relations Between Municipal Officials and Principals of Public Schools in Chile Manuel Pineda, Evelyn Palma, Jenny Assaél, Jesús Redondo 45-60 DOI: https://doi.org/10.15366/reice2021.19.1.003 PDF (Español (España)) EPUB (Español (España))
Implications of the Educational Inspection in Catalonia in the Process of Autonomy of Schools Joan Segura, Joaquín Gairín, Patricia Silva 61-82 DOI: https://doi.org/10.15366/reice2021.19.1.004 PDF (Español (España)) EPUB (Español (España))
Principal Leadership in Schools that Overcome Contextual Barriers Claudia Romero 83-103 DOI: https://doi.org/10.15366/reice2021.19.1.005 PDF (Español (España)) EPUB (Español (España))
Attention to the Functional Diversity on Primary Education Virginia Fuentes Gutiérrez, Marta García-Domingo, Patricia Amezcua Aguilar, Teresa Amezcua Aguilar 105-122 DOI: https://doi.org/10.15366/reice2021.19.1.006 PDF (Español (España)) EPUB (Español (España))
