Presentation of monographic issue 31: Teaching and learning styles II José Julio Real García 9-10 PDF (Español (España))
The Museum of Education of the Faculty of Teachers' Training and Education at the Autonomous University of Madrid Jesús Asensi Díaz 11-30 PDF (Español (España))
Meaningful learning assessment and learning styles: significance, proposals and challenges in the classroom José Salazar Ascencio 31-46 DOI: https://doi.org/10.15366/tp2018.31.001 PDF (Español (España))
Approaching teaching styles from a Cognitive Constructivist perspective Paula Renés Arellano 47-68 DOI: https://doi.org/10.15366/tp2018.31.002 PDF (Español (España))
Higher education students' learning styles and access to virtual environment tools Paulo Alves, Luisa Miranda, Carlos Morais, Daniela Melaré 69-82 DOI: https://doi.org/10.15366/tp2018.31.003 PDF (Português (Portugal))
Learning styles, teaching strategies. Its relationship with emotional development and "learning to learn" Mariano Gutiérrez Tapias 83-96 DOI: https://doi.org/10.15366/tp2018.31.004 PDF (Español (España))
Pedagogical practices and the inclusion of students with special educational needs (SEN) Amaralina Miranda Souza 97-112 DOI: https://doi.org/10.15366/tp2018.31.005 PDF (Português (Brasil))
Gamification as a didactic strategy in teacher education Bruno Santos Ferreira, Gilberto Lacerda Santos 113-126 DOI: https://doi.org/10.15366/tp2018.31.006 PDF
Approaches to learning, approaches to teaching in Chilean higher education: a comparative analysis Alejandro Antonio Villalobos Claveria 127-136 DOI: https://doi.org/10.15366/tp2018.31.007 PDF (Español (España))
Innovative experience in the classroom from self-regulation and learning styles María Concepción García Diego, Esther Castañeda López, José Manuel Mansilla Morales 137-148 DOI: https://doi.org/10.15366/tp2018.31.008 PDF (Español (España))
Teaching processes in multigrade rural schools in Mexico through learning communities Diego Juárez Bolaños, Erik Said Lara Corro 149-164 DOI: https://doi.org/10.15366/tp2018.31.009 PDF (Español (España))
Relations between performance and emotional inteligence in secondary education Federico Pulido Acosta, Francisco Herrera Clavero 165-186 DOI: https://doi.org/10.15366/tp2018.31.010 PDF (Español (España))
Design of learning situations focused on strategic learning Ronald José Feo Mora 187-206 DOI: https://doi.org/10.15366/tp2018.31.011 PDF (Español (España))
Quality and improvement of education: mediation in educational institutions Silvia Pizarro Elizo 207-226 DOI: https://doi.org/10.15366/tp2018.31.012 PDF (Español (España))
Perceptions of teachers, students, and families on cultural diversity: the case of an Asturian high school María Verdeja Muñiz 227-252 DOI: https://doi.org/10.15366/p2018.31.013 PDF (Español (España))
The assessment of higher education in Brazil: brief history, challenges, and perspectives José Camilo Dos Santos Filh 253-274 DOI: https://doi.org/10.15366//tp2018.31.014 PDF (Português (Brasil))
Inclusion of information and communication technologies in universities: experiences and practices Marisol Rodríguez Correa 275-288 DOI: https://doi.org/10.15366/tp2018.31.015 PDF (Español (España))
University social responsibility: collaborators's perspective in a Brazilian community university Rircado Antonio De Marco, Dirleia Fanfa Sarmento, María de Lourdes Pinto de Almeida 289-308 DOI: https://doi.org/10.15366/tp2018.31.016 PDF (Español (España))
Students' external assessments and academic performance as an instrument for educational improvement Eduardo López Bertomeo, Ángel Luis González Olivares 309-328 DOI: https://doi.org/10.15366/tp2018.31.017 PDF (Español (España))
Modelos Didácticos para situaciones y contextos de aprendizaje. Elisa Martínez García 329-330 PDF (Español (España))
