Presentation of the Monograph: School grouping María Pilar Rodrigo Moriche 3-4 PDF (Español (España))
School grouping under discussion Maria Amparo Calatayud Salom 5-14 DOI: https://doi.org/10.15366/tp2018.32.001 PDF (Español (España))
Organization and performance of students’ grouping in Higher Education: students' conceptions Ana Torres Soto, Mónica Vallejo Ruiz 15-30 DOI: https://doi.org/10.15366/tp2018.32.002 PDF (Español (España))
Assessment of Learning Improvement and Performance Programs from the viewpoint of its protagonists in four towns in the province of Seville María del Carmen Corujo Vélez, Sara Méndez García, Ana María Rodríguez Carmona 31-48 DOI: https://doi.org/10.15366/tp2018.32.003 PDF (Español (España))
Grouping of students: expectations, practices and experiences Alba Castejón, Jordi Pàmies Rovira 49-64 DOI: https://doi.org/10.15366/tp2018.32.004 PDF (Español (España))
Gathering and organization of volunteering in Learning Communities: keys from the perspective of the management team Rosario Ordóñez-Sierra, Margarita Rosa Rodríguez-Gallego 65-74 DOI: https://doi.org/10.15366/tp2018.32.005 PDF (Español (España))
School groupings and challenges for inclusive education in early childhood and primary education 75-90 DOI: https://doi.org/10.15366/tp2018.32.006 PDF (Español (España))
Analysis of linguistic reception classrooms: inclusive character, flexibility and integration in the school organization Raúl García Medina 91-105 DOI: https://doi.org/10.15366/tp2018.32.007 PDF (Español (España))
From the movements to the movement: the importance of the social, popular and syndical movements in the constitution of the teacher's political identity Eder Carlos Cardoso Diniz, Simone Albuquerque Da Rocha 106-118 DOI: https://doi.org/10.15366/tp2018.32.008 PDF (Português (Brasil))
The educational reform of 2013, at the primary level. Discrepancies between the norms and the daily work of the director David Castro Porcayo 119-132 DOI: https://doi.org/10.15366/tp2018.32.009 PDF (Español (España))
Social networks as incidental factor on social, personal and academic lives of Compulsory Secondary Education students Erika González García, Nazaret Martínez Heredia 133-146 DOI: https://doi.org/10.15366/tp2018.32.010 PDF (Español (España))
An approach to the reality of rural public schools in Andalusia Miguel Pérez Ferra, Inmaculada García Martínez, Rocío Quijano López 147-160 DOI: https://doi.org/10.15366/tp2018.32.011 PDF (Español (España))
Reflections on the rural school. A successful educational model Joan Tahull Fort, Iolanda Montero Plaza 161-176 DOI: https://doi.org/10.15366/tp2018.32.012 PDF (Español (España))
Teachers’ professional identity and Movements for Pedagogic Renovation Noelia Santamaría-Cárdaba, Luis Torrego Egido, Rosa Ortiz de Santos 177-192 DOI: https://doi.org/10.15366/tp2018.32.013 PDF (Español (España))
A service-learning educational experience in Primary Education: Drop by Drop Elena Piñana Martín 193-201 DOI: https://doi.org/10.15366/tp2018.32.014 PDF (Español (España))
The debate on the right to education in the preparation of the Spanish Constitution of 1978 Equipo Editorial de Tendencias Pedagógicas 202-256 PDF (Español (España))
The importance of the teacher and teaching in today's world: the most existentialist work of Biesta Tania Alonso Sainz 257-258 PDF (Español (España))
From the education pact in 1978 to the lack of agreements 40 years later Jesús Manso 259-260 PDF (Español (España))
Education beyond its own critique Equipo Editorial de Tendencias Pedagógicas 261-262 PDF (Español (España))
