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The article offers a research into the situation of management in the Spanish educational establishments carried out in the context of the RedAGE (Red de Apoyo a la Gestión Educativa en Iberoamérica) first international meeting. The study focuses on the system determining factors and its major issues regarding school management in order to, subsequently, identify not only the current external support systems but also the internal organizational proceedings that institutions promote to respond to the issues raised. Finally, it deepens the alternatives

Headship access in the Spanish Educative System has followed many different models. Among them, it is worth highlighting two basic processes: on the one hand, those in which the headmaster is elected by the School Council and, on the other hand, those in which the academic achievements of the candidates are valued by a specialized committee. All these headship selection processes were adopted when LOCE (Ley Orgánica de Calidad de la Educación) was implemented in 2002. They are still valid though some modifications have been introduced after LOE´s

Education institutions in the current historical moment, are subject to quality assesments, trying to respond the demands of education authorities and social and family environment, improving quality and achieving equity in education. Achieve this objetives can be promoted from a well-planned and structurated evaluation of boths schools and teachers.Evaluate de perfomance of teachers means to evaluate the execution of their tasks and responsabilities as well as success and achievements under his charge during a giving time and in accordance with

Ever since the run-up to the Bologna Declaration in 1999, higher education has been the subject of intense debate. Roughly speaking, there are two opposing views: whilst some advocate a higher education system that preserves its traditional focuses on humanistic and cultural excellence, others favour a higher education system geared at effectively and efficiently producing professionals well prepared to function in modern society. Both views feature strengths and weaknesses. Meanwhile, neither on its own is able to sustain a model of higher education

This work highlights the thesis that philosophical anthropology is essential for understanding the reality of education, which belonging to the very core of human being, would be indecipherable without the codes of integral anthropology, where scientific knowledge and philosophical comprehensive knowledge converge. From their natural and cultural dimension, to their configuration as personal, dialogic, free and transcendent beings, everything in mankind points at education and culminates in it, as it gives life its true meaning. Contributions of

The aim of the study was to design and propose an assessment tool which lets physical education teachers assess and traduce these results in useful guidelines for students. The sample was formed by physical education teachers from the cities of Albacete and Murcia (n=7). A non probabilistic sampling, based in a criterion was used. The design was descriptive, and was carried out through an interpretative cases-study. The study consisted in three different phases: 0) theoretical framework making; 1) the exploratory one, where interviews which experts

The study we conducteda imed at identifying these difficulties experienced by doctoral students when writing and analyzing wheew socially shared regulation helps students, to improve their texts. Particpants were six doctoral students revising collaborativelly (in dyads) three sucessive drafts of their disertations. Each pair of students' discourse (18 hours) and changes in textswere analysed (18 drafts).Results point out that the most frequent problems were related with conecting information. Detailed analysis of data revealed that in some cases

Starting from an assumption within the sociology of knowledge that reality is built and reproduced socially from symbolic universes, especially language, this article tries to show what image of technology exists within the educational community and, especially, in textbooks for¡ secondary education. A dual methodology is applied: on the one hand, quantitative analysis of content and, on the other, qualitative analysis of speech. The empirical data produced show that the textbooks reflect a tendency toward technological determinism, attributing