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The existence of conflicts in the classroom is a usual phenomenon, which is inherent to every Formal Education System. These situations don't necessarily have to become negative, because if conflicts are dealt with adequately and a satisfactory solution is given, they acquire an educational potential and can be used to strengthen relationships between people. But we must take into account that, with the raising of the school-leaving age from fourteen to sixteen years, the number of conflicts in the classroom and their seriousness has grown. Because

After carrying out a critical analysis of the role of science in modernism which is based on order and specialization, the chaos theory and its more fundamental principles are re-examined by pointing out the importance of this theory for the understanding of complex systems that are non-lineal and unpredictable. With this in mind, similar characteristics are established in educational systems; thus we sense the need for the integration of the chaos theory in educational science. Next there is a rethinking of the possible applications of this theory

Our intention in these pages is offering a review of the new learning assessment perspectives, and assessment techniques used in the classroom. These assessment techniques prove to be not only assessment strategies but can also be considered evaluation curriculum contents. Basing on this, we first analyze those factors, which have a major impact on the new ways of thinking and caring about assessment. We present an outline of the evolution of the meaning and conceptualization of assessment in contrast with the traditional perspectives. In the last

In this article, the conceptions on the professional, personal, and political reconstitution assumed by 236 science teachers from the different Autonomic Communities are assessed. The authors have reflected on the lifelong professional development of educators through eight formative organizers and 40 educational topics specified in a Questionnaire on Heteroformation, composed of 293 items. 166 subhypothesis were tested, and later reduced to 14 verified. At the end recommendations are made of the perspectives on permanent development in the field

Nowadays, the first steps to develop a new theoretical-practical movement are being taken. This movement, called Effective School Improvement (ESI), is the result of linking both School Effectiveness (SE) and School Improvement (SI) approaches. A possible strategy for that development is to analyse the contributions of the Organisational theories. In this sense, the present paper examines the contributions made by the Organisational theories to the above mentioned movement. Therefore, the influences of the different Organisational theories in SE,

The information society, that is based on the technological revolution, is already a fact. The information and communication technologies also concern the education world -not only commerce and leisure-, and the education policy should take advantage of them. Our aim in this paper is to establish some benefits and limitations of technologies in education from a policy approach. Computing and telecommunications may serve a market model, or they may be useful to build a democratic and egalitarian society, or both. For the moment policy discourse is

The article gathers the contributions from theory of education can be done to the discussion about the value of the collective identities that usually is only confronted from the political or philosophical point of view. From education some contributions can be done that help us to identify criteria that favour the personal development offered by concrete forms to live the collective identity as the idea of nation and the idea of culture. The purpose is to find educative criteria to live the membership to a human group so that this one becomes a

This article deals with the study of personal and social education in the textbooks related with the knowing of the social context, the environment and the technology in the primary school. The contents of eighteen textbooks have been analyzed and classified in three main groups: l) the self (self-consciousness and autonomy 2) the self and social context (knowledge of social groups -family, school, friends, professional groups, local community, the media-, and interpersonal values -responsibility, participation, social skills and diversity-), 3)