Desarrollo de competencias a lo largo de la escolaridad

Adamuz, N., Fernández, E., García, T., y Montejo, J. (2021). Developing Number Sense: An Approach to Initiate Algebraic Thinking in Primary Education. Mathematics, 9(5), 518. https://doi.org/10.3390/math9050518

Alfayez, M., Aladwan, S., y Shaheen, H. (2022). The Effect of a Training Program Based on Mathematical Problem-Solving Strategies on Critical Thinking Among Seventh-Grade Students. Frontiers in Education, 7, 870524. https://doi.org/10.3389/feduc.2022.870524

Arrimada, M., Torrance, M., y Fidalgo, R. (2022). Response to Intervention in first-grade writing instruction: a large-scale feasibility study. Reading and Writing, 35(4), 943-969. https://doi.org/10.1007/s11145-021-10211-z

Atitsogbe, K., Samson, A., Sarazin-Frey-Pépin, É., El Hamdany, Y., y McCrindle, C. (2026). The influence of career indecision on life satisfaction among grade 12 Ontario students: career choice support as mediator and moderator. International Journal for Educational and Vocational Guidance, 26, 79-103. https://doi.org/10.1007/s10775-024-09717-z

Badau, A., y Trifan, I. (2022). Promote Positive Behaviors in Preschoolers by Implementing an Innovative Educational Program for the Training and Development of Social and Emotional Skills (DeCo–S.E.). International Journal of Environmental Research and Public Health, 19(22), 14931. https://doi.org/10.3390/ijerph192214931

Baker, J., DeLiema, D., Hufnagle, A., Carlson, S., Sharratt, A., y Ridge, S. (2022). Impasses in the wild: Autonomy support in naturalistic, parent-child outdoor play. Frontiers in Education, 7, 885231. https://doi.org/10.3389/feduc.2022.885231

Bickham, D., Moukalled, S., Inyart, H., y Zlokower, R. (2021). Evaluating a Middle-School Digital Citizenship Curriculum (Screenshots): Quasi-Experimental Study. JMIR Mental Health, 8(9), e26197. https://doi.org/10.2196/26197

Cheong, C.-M., Zhu, X., y Xu, W. (2021). Source-Based Argumentation as a Form of Sustainable Academic Skill: An Exploratory Study Comparing Secondary School Students’ L1 and L2 Writing. Sustainability, 13(22), 12869. https://doi.org/10.3390/su132212869

El Majidi, A., Janssen, D., y de Graaff, R. (2021). The effects of in-class debates on argumentation skills in second language education. System, 101, 102576. https://doi.org/10.1016/j.system.2021.102576

Fernández, J., Montenegro, M., y Fernández, J. (2022). Are primary education teachers trained for the use of the technology with disabled students? Research and Practice in Technology Enhanced Learning, 17, 19. https://doi.org/10.1186/s41039-022-00195-x

García, R., Pérez, F., Tomás, J., y Sancho, P. (2023). Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education. Current Psychology, 42, 26602-26616. https://doi.org/10.1007/s12144-022-03759-8

Herrero, E., y La-Rosa, L. (2022). Los estudiantes de secundaria y la alfabetización mediática en la era de la desinformación. Comunicar, 30(73), 95-106. https://doi.org/10.3916/C73-2022-08

Juliasz, P. (2022). Geography for Children: Drawing and Spatial Thinking. Journal of Geography Education, 49(4), 197-210. https://doi.org/10.18452/25366

Kaitera, S., y Harmoinen, S. (2022). Developing mathematical problem-solving skills in primary school by using visual representations on heuristics. LUMAT: International Journal on Math, Science and Technology Education, 10(2), 111-146. https://doi.org/10.31129/LUMAT.10.2.1696

Kim, D., Park, H.-R., y Vorobel, O. (2024). Enriching Middle School Students’ Learning Through Digital Storytelling: A Multimodal Analytical Framework. ECNU Review of Education, 7(2), 357-383. https://doi.org/10.1177/20965311231182159

König, J., Krepf, M., Bremerich-Vos, A., y Buchholtz, C. (2021). Meeting Cognitive Demands of Lesson Planning: Introducing the CODE-PLAN Model to Describe and Analyze Teachers’ Planning Competence. The Teacher Educator, 56(4), 466-487. https://doi.org/10.1080/08878730.2021.1938324

Korukluoğlu, P., Çeliköz, M., y Gürol, M. (2022). Investigating the Effectiveness of Web 2.0-Based Critical Thinking Curriculum Developed for Secondary School Students: A Mixed-Methods Study. Journal of Learning and Teaching in Digital Age, 7(2), 175-191. https://doi.org/10.53850/joltida.1033373

Kuzle, A. (2023). Elementary school children’s perceptions of geometry classroom as a psychosocial learning environment: an analysis of participant-produced drawings. Learning Environments Research, 26, 379-399. https://doi.org/10.1007/s10984-022-09430-0

López, M., y Jiménez, M. (2022). The Voices of Primary School Boys and Girls on Human Rights and Their Historical Agency. Frontiers in Education, 7, 866801. https://doi.org/10.3389/feduc.2022.866801

Ludewig, U., Hübner, N., y Schroeder, S. (2023). Vocabulary, text coverage, word frequency and the lexical threshold in elementary school reading comprehension. Reading and Writing, 36, 2409-2431. https://doi.org/10.1007/s11145-022-10385-0

Martínez, M., Gómez, C., y Miralles, P. (2021). The effects of a gamified project based on historical thinking on the academic performance of primary school children. Humanities and Social Sciences Communications, 8, 122. https://doi.org/10.1057/s41599-021-00796-9

Massonnie, J., Llaurado, A., Sumner, E., y Dockrell, J. (2022). Oral language at school entry: dimensionality of speaking and listening skills. Oxford Review of Education, 48(6), 743-766. https://doi.org/10.1080/03054985.2021.2013189

Mera, C., Delgado, C., Aragón, E., Menacho, I., Canto, M., y Navarro, J. (2022). Contributions of the psychology of mathematical cognition in early childhood education using apps. Frontiers in Psychology, 13, 913970. https://doi.org/10.3389/fpsyg.2022.913970

Michael, K., Alemu, M., Desie, Y., Atnafu, M., Assefa, S., Regassa, C., . . . Abate, A. (2023). Understanding and practice of active learning among upper primary school science and mathematics teachers. Heliyon, 9(6), e16854. https://doi.org/10.1016/j.heliyon.2023.e16854

Moreira, M., Veiga, G., Lopes, F., Hales, D., Luz, C., y Cordovil, R. (2023). Kindergarten Affordances for Physical Activity and Preschoolers’ Motor and Social-Emotional Competence. Children, 10(2), 214. https://doi.org/10.3390/children10020214

Muslu, N., y Siegel, M. (2024). Feedback Through Digital Application Affordances and Teacher Practice. Journal of Science Education and Technology, 33(5), 729-745. https://doi.org/10.1007/s10956-024-10117-9

Neuenschwander, M., y Hofmann, J. (2022). Career Decision, Work Adjustment, and Person–Job Fit of Adolescents: Moderating Effects of Parental Support. Journal of Career Development, 49(1), 76-89. https://doi.org/10.1177/0894845321995960

Owusu, A., y Owusu, K. (2023). Assessing Ghanaian primary school pupils’ scientific reasoning skills. Eurasian Journal of Science and Environmental Education, 3(2), 99-107. https://doi.org/10.30935/ejsee/13886

Pedaste, M., Baucal, A., y Reisenbuk, E. (2021). Towards a science inquiry test in primary education: development of items and scales. International Journal of STEM Education, 8, 19. https://doi.org/10.1186/s40594-021-00278-z

Rivero, M., Vilaseca, R., Cantero, M., Valls, C., y Leiva, D. (2023). Relations between Positive Parenting Behavior during Play and Child Language Development at Early Ages. Children, 10(3), 505. https://doi.org/10.3390/children10030505

Sando, O., Sandseter, E., y Brussoni, M. (2023). The Role of Play and Objects in Children’s Deep-Level Learning in Early Childhood Education. Education Sciences, 13(7), 701. https://doi.org/10.3390/educsci13070701

Santagata, R., Villavicencio, A., Wegemer, C., Cawelti, L., y Gatlin-Nash, B. (2024). “I have been pushed outside of my comfort zone and have grown as a result”: Teacher professional learning and innovation during the pandemic. Journal of Educational Change, 25(4), 699-726. https://doi.org/10.1007/s10833-023-09491-9

Sulistiobudi, R., y Kadiyono, A. (2023). Employability of students in vocational secondary school: Role of psychological capital and student-parent career congruences. Heliyon, 9(2), e13214. https://doi.org/10.1016/j.heliyon.2023.e13214

Svobodová, S., y Kroufek, R. (2022). Environmental Literacy of ISCED 2 Pupils in the Czech Republic and Slovakia. European Journal of Science and Mathematics Education, 10(4), 519-528. https://doi.org/10.30935/scimath/12361

Woodcock, S., Sharma, U., Subban, P., y Hitches, E. (2022). Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices. Teaching and Teacher Education, 117, 103802. https://doi.org/10.1016/j.tate.2022.103802

Wu, B., Hu, Y., Yu, X., Sun, M., Xie, H., Li, Z., y Wang, M. (2023). How do secondary students engage in complex problem-solving processes in a STEM project? Knowledge Management & E-Learning, 15(4), 506-522. https://doi.org/10.34105/j.kmel.2023.15.029