Ignasi Puigdellívol
Biographic Data
| ID | 7344984 |
|---|---|
| NAME | Ignasi Puigdellívol |
| GIVEN NAMES | Ignasi |
| FAMILY NAME | Puigdellívol |
| SIGNATURE | PUIGDELLÍVOL I |
| AFFILIATIONS | Universitat de Barcelona |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| 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 …
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…
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…
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
From Educational Segregation to Transformative Inclusion
Recent studies conducted in Europe using communicative methodology highlight that different ways of grouping students has a direct effect on their academic output. This article analyzes how said research methodology identifies and analyzes those student groupings that provide greater academic success and improve classroom coexistence at Spanish educational centers. Said methodology entails all of the research participants—researchers, teachers, f…
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…
From Educational Segregation to Transformative Inclusion
Recent studies conducted in Europe using communicative methodology highlight that different ways of grouping students has a direct effect on their academic output. This article analyzes how said research methodology identifies and analyzes those student groupings that provide greater academic success and improve classroom coexistence at Spanish educational centers. Said methodology entails all of the research participants—researchers, teachers, f…
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
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…
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) · Pedagogy (5 works) · Inclusive Education and Diversity (4 works) · Mathematics education (4 works) · Social Psychology (4 works) · Collaborative Teaching and Inclusion (3 works) · Disability Education and Employment (3 works) · Political science (3 works) · Public relations (3 works) · Social Psychology (3 works)