Andrea Jardí
Biographic Data
| ID | 6509413 |
|---|---|
| NAME | Andrea Jardí |
| GIVEN NAMES | Andrea |
| FAMILY NAME | Jardí |
| SIGNATURE | JARDÍ A |
| AFFILIATIONS | Universitat de Barcelona |
| ORCID | 0000-0002-1649-7555 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
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 …
Improvement in the quality of feedback as an indication of the development of evaluative judgement
Evaluative judgement is the ability to understand what constitutes the quality of a performance or product and to apply this understanding in the evaluation of one’s own or another’s task. It is, therefore, a key element in the development of learning to learn competences linked to professionalism. Experiences that explicitly encourage it in university studies are therefore essential. Peer feedback strategies could be one way of developing it. Th…
Medidas de Apoyo Educativo para la Inclusión en la Teoría y en la Práctica. ¿Son siempre Inclusivas
La investigacin presentada en este artculo parte de la constatacin prctica de que determinadas medidas de apoyo presentadas como inclusivas pueden tener un efecto excluyente.Para analizar esta paradoja con mayor profundidad se ha llevado a cabo una investigacin cualitativa, con un diseo exploratorio secuencial que contrasta una amplia revisin bibliogrfica sobre el apoyo educativo con el anlisis documental de las actas narrativas producidas por un…
The promotion of self-regulation of children's behaviour, an unresolved issue in initial teacher education in Catalonia (Spain)
The growing concern in classrooms over the increase in disruptive behaviour and its management poses the need to investigate the teaching competences that can help teachers to promote self-regulation of behaviour (SRB) among children. This requires an inclusive approach that understands behaviour in a holistic way, taking into account the whole context. Therefore, different competences need to be activated that together enable teachers to promote…
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…
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…
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…
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…
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…
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…
The promotion of self-regulation of children's behaviour, an unresolved issue in initial teacher education in Catalonia (Spain)
The growing concern in classrooms over the increase in disruptive behaviour and its management poses the need to investigate the teaching competences that can help teachers to promote self-regulation of behaviour (SRB) among children. This requires an inclusive approach that understands behaviour in a holistic way, taking into account the whole context. Therefore, different competences need to be activated that together enable teachers to promote…
Improvement in the quality of feedback as an indication of the development of evaluative judgement
Evaluative judgement is the ability to understand what constitutes the quality of a performance or product and to apply this understanding in the evaluation of one’s own or another’s task. It is, therefore, a key element in the development of learning to learn competences linked to professionalism. Experiences that explicitly encourage it in university studies are therefore essential. Peer feedback strategies could be one way of developing it. Th…
Medidas de Apoyo Educativo para la Inclusión en la Teoría y en la Práctica. ¿Son siempre Inclusivas
La investigacin presentada en este artculo parte de la constatacin prctica de que determinadas medidas de apoyo presentadas como inclusivas pueden tener un efecto excluyente.Para analizar esta paradoja con mayor profundidad se ha llevado a cabo una investigacin cualitativa, con un diseo exploratorio secuencial que contrasta una amplia revisin bibliogrfica sobre el apoyo educativo con el anlisis documental de las actas narrativas producidas por un…
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) · Mathematics education (4 works) · Pedagogy (4 works) · Political science (4 works) · Social Psychology (4 works) · Disability Education and Employment (3 works) · Public relations (3 works) · Social Psychology (3 works) · Behavioral and Psychological Studies (2 works) · Collaborative Teaching and Inclusion (2 works)