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The planned education sector is also affected by the globalization phenomenon as it is seen in some dimensions of education systems that are getting closer in much of the world: principles and tendencies, the organization of decision making, and general goals of institutionalized education. The net society paradigm can be thought as the context of convergence processes in education. It could be characterized by the following features: technology development, globalization coexisting with disparities, intense information flows, net cultures, individualization,

The present article intends to offer empirical evidence in several problems of importance nowadays in the European Space of Higher Education. We program and carry out two research designs with two groups of university students, working at different schools, using in either case the new technologies, as a strategy for a most effective learning. In a concrete design, we use a computer program leaded to the formative evaluation of said learning. We intend to put in manifesto the effective contribution of TIC for the different teaching processes-learning,

In this study, a comparative analysis of the planning and organisation of student support and guidance systems at higher education institutions is undertaken. The research methodology is based on four case studies: United States and United Kingdom, from the Anglo-Saxon model with strong emphasis on the personal development of the student, and France and Spain, from the centralised Napoleonic model. The main objective of this study is to analyse the student characteristics and the main components of the student support and guidance system in each

The desertion of the studies has become a subject of special interest in the educational debate and is receiving a growing attention among researchers. Moreover, one of the important challenges the university community has at world-wide is the putting in practice of measures oriented to palliate the negative effect of this problem. This affects not only to a high percentage of students per year, but also to the own university institutions. In this article we present the results of a study made with students of the 39 degrees of the University of

In his concept of nature and of the natural state of man, Pestalozzi follows Rousseau, but there are essential differences in the way they understand these concepts. Following the Romantic tradition, Pestalozzi also sees nature as wise, purposeful and provident. He divides human nature into two distinct parts one of which is sentient and animal, the other spiritual. The spiritual part is <divine> and constitutes the true nature of humankind. The nature ofman is good in its original state, but man loses this goodness as soon as he is born.

After a brief commentary about the relations between mathematics and aesthetics, are described the results of a study on the aesthetical perception of arithmetical expressions realized with university students not experts in mathematics. The influence of factors as order" and complexity" is specially analysed in the preferences of the subjects, as well as the role exercised by the affectability.   Key Words: Mathematics, Aesthetics, Mathematical Education.

This work is a summary of interaction process as an element of instructional activity. Four boundaries can be postulated in the development of cooperative activity in the classroom. The origins are the French humanist movement of XVI century that leads, after a troubled trip, to the mutual education of Pestalozzi, the first step in intra-classroom cooperation. After a reflexion period centred on post-Roussonian movements and the beginning of scientific psychology it runs into Deweys functionalism and the modern concept of cooperative learning, after

With the objective of studying the role of initial teacher education in the construction of primary teachers' identities, this paper characterizes and relates the teacher education curricula concerning 4 periods of the last 30 years (through documental analysis) with the basic professional identities, the professional trajectories and the current identities of teachers formed in those periods (through biographical analysis). The conclusions indícate that each particular curriculum produces different basic professional identities (from 1974 on with