Perspectives on rural education in Ibero-America. Equity, inclusion, innovation Lucila Galván Mora, Ana Maria Cadavid Rojas 1-6 DOI: https://doi.org/10.15366/tp2021.37.001 PDF (Español (España))
Educational programs to rural population. Experiences in Argentina and Mexico Diego Juárez Bolaños 7-17 DOI: https://doi.org/10.15366/tp2021.37.002 PDF (Español (España))
Learning guides: curriculum defined for the rural primary school from a New School model in Colombia Ana María Cadavid Rojas 18-30 DOI: https://doi.org/10.15366/tp2021.37.003 PDF (Español (España))
Bullying on students with special educational needs in a rural area of Ecuador Rosa María Espada, Sergio Sánchez Fuentes, Rosa Angélica Sánchez 31-42 DOI: https://doi.org/10.15366/tp2021.37.004 PDF (Español (España))
Analysis of initial training on rural schools in Teaching Degrees: evaluations and perceptions of students as agents involved Silvia Anzano Oto, Sandra Vázquez Toledo, Marta Liesa Orús 43-56 DOI: https://doi.org/10.15366/tp2021.37.005 PDF (Español (España))
Analysis of difficulties in the teaching and learning of Spanish and Mathematics in multigrade elementary schools in Veracruz-Mexico Amanda Cano Ruiz 57-74 DOI: https://doi.org/10.15366/tp2021.37.006 PDF (Español (España))
How to cultivate originality in rural primary school? María Fidelia Díaz Reyes, Estrella Margarita Lardoeyt Llauradó 75-89 DOI: https://doi.org/10.15366/tp2021.37.007 PDF (Español (España))
Problem-based learning in university students María Cruz Lozano-Ramírez 90-103 DOI: https://doi.org/10.15366/tp2021.37.008 PDF (Español (España))
Application of learning styles according to Felder and Silverman model for the de-velopment of key competences in teaching practice Beatriz Marcos Salas, Virginia Alarcón Martínez, Natalia Serrano Amarilla, Mª José Cuetos Revuelta, Ana Isabel Manzanal Martínez 104-120 DOI: https://doi.org/10.15366/tp2021.37.009 PDF (Español (España))
Critical thinking in ESO and Bachillerato: perspective of teachers and students in an IES in a northern Spanish province Diego Agudo Saiz, Irina Salcines Talledo, Natalia González Fernández 121-133 DOI: https://doi.org/10.15366/tp2021.37.010 PDF (Español (España))
Reading and production of cordel for Elementary School school children Adielle Rodrigues da Silva 134-144 DOI: https://doi.org/10.15366/tp2021.37.011 PDF (Español (España))
Use of the «CMAPS TOOLS» tool as a help for the reading comprehension of Elementary School students Esther María González Castellón, Noelia Carbonell Bernal, María Cinta Aguaded Gómez, Gemma Teresa Asensio Quirant 145-155 DOI: https://doi.org/10.15366/tp2021.37.012 PDF (Español (España))
From the classroom to global areas for the learning Enrique Alonso-Sainz 161-163 PDF (Español (España))
The Spanish educational curriculum: an updated review Patricia Gema Pérez Matatoros 164-166 PDF (Español (España))
