Ignasi Puigdellívol Aguadé
Biographic Data
| ID | 6508296 |
|---|---|
| NAME | Ignasi Puigdellívol Aguadé |
| GIVEN NAMES | Ignasi Puigdellívol |
| FAMILY NAME | Aguadé |
| SIGNATURE | AGUADÉ I P |
| AFFILIATIONS | Universitat de Barcelona |
| ORCID | 0000-0001-9038-2556 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Self-Regulation of Behaviour as Seen by Experienced Teachers
One of the main concerns of teachers in the practice of their profession is that of managing the behaviour of their students. This concern is also justified by studies that point to the serious consequences of this educational shortcoming. This article analyses the perception of experienced teachers regarding the competences that helped them to encourage self-regulation of behaviour (SRB) among their students and how to acquire them. The minutes …
Educational support in an Expanded Learning Time initiative
Expanded Learning Time (ELT) measures have been implemented internationally to reduce the likelihood of academic underachievement among students at risk. The goal of this article is to examine the components of an ELT initiative aimed at supporting students at risk of academic failure in order to optimize the components that can improve its use and organization. Through a mixed method research approach, we have analyzed the experiences of 1,786 5…
Inclusive education and academic performance in Catalan public schools
In response to the challenges of the global Education 2030 Agenda (i.e. to guarantee inclusive and equitable quality education for all), this study was designed to ascertain to what extent inclusive education policies are applied in public primary schools in Catalonia (Spain). The objective was to identify the level of inclusion (LI) of the schools through an online questionnaire, and to determine the relationship of LI to the students’ academic …
Building successful partnerships between teaching assistants and teachers
This article identifies the factors that characterise effective interpersonal partnerships between teaching assistants (TAs) and teachers working in inclusive schools in Catalonia (Spain). This phenomenological study, based on 40 semi-structured interviews with 22 TAs and 18 teachers revealed that the main interpersonal factors affecting partnerships were: feeling at ease; trust; respect; and valuing one another. Participants detailed key aspects…
Do educational support policies always favour overcoming inequalities? The situation in Spain
Early school leaving (ESL) is a serious concern for education authorities in many countries such as Spain. This investigation is aimed at identifying the weak points of educational support policies and making proposals to strengthen them. The article reviews more than 40 documents, including state-level and regional-level laws and regulations about educational support. The analysis of the legal framework was based on three relevant axes for the e…
Teacher assistants’ roles in Catalan classrooms
A critical aspect of inclusive policies and practices is the role that Teacher Assistants (TAs) are supposed to assume within mainstream classrooms. Despite the evidence, TAs are still linked to the most vulnerable children, especially those with severe afflictions. This exploratory mixed method of investigation analyses the differences between the job requirements standardised by the Catalan Government (Spain), the roles the TAs believed they ha…
When community becomes an agent of educational support
Educational support is a key component of any inclusive school. However, many traditional forms of support have been proven ineffective and even exclusionary for the most vulnerable students and their families. This article presents the results of a study conducted over four years by a diverse research team of university professors, PhD students, teachers and head teachers of schools operating as Learning Communities in Catalonia, Spain. The comm…
The role of the Support and Attention to Diversity Teacher (Sadt) from a community-based perspective
The role of the Support and Attention to Diversity Teacher (Sadt) from a community-based perspective
Building successful partnerships between teaching assistants and teachers
This article identifies the factors that characterise effective interpersonal partnerships between teaching assistants (TAs) and teachers working in inclusive schools in Catalonia (Spain). This phenomenological study, based on 40 semi-structured interviews with 22 TAs and 18 teachers revealed that the main interpersonal factors affecting partnerships were: feeling at ease; trust; respect; and valuing one another. Participants detailed key aspects…
When community becomes an agent of educational support
Educational support is a key component of any inclusive school. However, many traditional forms of support have been proven ineffective and even exclusionary for the most vulnerable students and their families. This article presents the results of a study conducted over four years by a diverse research team of university professors, PhD students, teachers and head teachers of schools operating as Learning Communities in Catalonia, Spain. The comm…
Teacher assistants’ roles in Catalan classrooms
A critical aspect of inclusive policies and practices is the role that Teacher Assistants (TAs) are supposed to assume within mainstream classrooms. Despite the evidence, TAs are still linked to the most vulnerable children, especially those with severe afflictions. This exploratory mixed method of investigation analyses the differences between the job requirements standardised by the Catalan Government (Spain), the roles the TAs believed they ha…
When community becomes an agent of educational support
Educational support is a key component of any inclusive school. However, many traditional forms of support have been proven ineffective and even exclusionary for the most vulnerable students and their families. This article presents the results of a study conducted over four years by a diverse research team of university professors, PhD students, teachers and head teachers of schools operating as Learning Communities in Catalonia, Spain. The comm…
The role of the Support and Attention to Diversity Teacher (Sadt) from a community-based perspective
Teacher assistants’ roles in Catalan classrooms
A critical aspect of inclusive policies and practices is the role that Teacher Assistants (TAs) are supposed to assume within mainstream classrooms. Despite the evidence, TAs are still linked to the most vulnerable children, especially those with severe afflictions. This exploratory mixed method of investigation analyses the differences between the job requirements standardised by the Catalan Government (Spain), the roles the TAs believed they ha…
Do educational support policies always favour overcoming inequalities? The situation in Spain
Early school leaving (ESL) is a serious concern for education authorities in many countries such as Spain. This investigation is aimed at identifying the weak points of educational support policies and making proposals to strengthen them. The article reviews more than 40 documents, including state-level and regional-level laws and regulations about educational support. The analysis of the legal framework was based on three relevant axes for the e…
Inclusive education and academic performance in Catalan public schools
In response to the challenges of the global Education 2030 Agenda (i.e. to guarantee inclusive and equitable quality education for all), this study was designed to ascertain to what extent inclusive education policies are applied in public primary schools in Catalonia (Spain). The objective was to identify the level of inclusion (LI) of the schools through an online questionnaire, and to determine the relationship of LI to the students’ academic …
Building successful partnerships between teaching assistants and teachers
This article identifies the factors that characterise effective interpersonal partnerships between teaching assistants (TAs) and teachers working in inclusive schools in Catalonia (Spain). This phenomenological study, based on 40 semi-structured interviews with 22 TAs and 18 teachers revealed that the main interpersonal factors affecting partnerships were: feeling at ease; trust; respect; and valuing one another. Participants detailed key aspects…
Educational support in an Expanded Learning Time initiative
Expanded Learning Time (ELT) measures have been implemented internationally to reduce the likelihood of academic underachievement among students at risk. The goal of this article is to examine the components of an ELT initiative aimed at supporting students at risk of academic failure in order to optimize the components that can improve its use and organization. Through a mixed method research approach, we have analyzed the experiences of 1,786 5…
Self-Regulation of Behaviour as Seen by Experienced Teachers
One of the main concerns of teachers in the practice of their profession is that of managing the behaviour of their students. This concern is also justified by studies that point to the serious consequences of this educational shortcoming. This article analyses the perception of experienced teachers regarding the competences that helped them to encourage self-regulation of behaviour (SRB) among their students and how to acquire them. The minutes …
Psychology (7 works) · Pedagogy (6 works) · Disability Education and Employment (5 works) · Political science (5 works) · Inclusion (mineral (4 works) · Inclusive Education and Diversity (4 works) · Mathematics education (4 works) · Public relations (4 works) · Social Psychology (4 works) · Social Psychology (4 works)