Educational Innovation: A process based on power relationships Javier Pascual 9 - 30 DOI: https://doi.org/10.15366/reps2019.4.2.001 PDF (Español (España))
The willingness to hear (or about transversality in school) Horacio Belgich 31 - 53 DOI: https://doi.org/10.15366/reps2019.4.2.002 PDF (Español (España))
Formation in the college entrance Alejandra De Gatica, Laura Bort, María Mercedes Romero, Nahir Paula de Gatica 54 - 75 DOI: https://doi.org/10.15366/reps2019.4.2.003 PDF (Español (España))
From discourse to action: Educational quality as an interpretable concept Ana Patricia Gutiérrez Zavala, José Alfonso Jiménez Moreno 76 - 95 DOI: https://doi.org/10.15366/reps2019.4.2.004 PDF (Español (España))
The context analysis and its effect on the practice of mandatory education teachers in poor zones of Mexico Yolanda Edith Leyva Barajas 96 - 121 DOI: https://doi.org/10.15366/reps2019.4.2.005 PDF (Español (España))
Academic freedom and the role of the teaching guide at the University derived from the European Higher Education Area Pablo Jarne Muñoz 122 - 135 DOI: https://doi.org/10.15366/reps2019.4.2.006 PDF (Español (España))
School-society relationship in the ICT era: a need for redefinition Soledad Rappoport 136 - 151 DOI: https://doi.org/10.15366/reps2019.4.2.007 PDF (Español (España))
Professors' position regarding the entry of students with deficiency in the University Silvana Terezinha Baumkarten, Cássia Maria Ávila da Fonseca 152 - 169 DOI: https://doi.org/10.15366/reps2019.4.2.008 PDF (Português (Brasil))