Genoveva Ramos Santana
Dados Biográficos
| ID | 6659583 |
|---|---|
| NOME | Genoveva Ramos Santana |
| PRENOMES | Genoveva Ramos |
| SOBRENOME | Santana |
| ASSINATURA | SANTANA G R |
| AFILIAÇÕES | Universitat de València |
| ORCID | 0000-0002-6931-8725 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 2 |
| OBRAS COMO AUTOR | 5 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 1 |
Persistencia de los Mitos entre el Profesorado sobre el Alumnado de Altas Capacidades
Myths, as erroneous, fallacious or unfounded belief, representation and knowledge (CRS) systems, rooted in teachers regarding students with High Abilities (HAS), mobilize their processes of detection, identification and attention to their educational needs. The objectives of this systematic review were to analyze the myths that persist as responses that primary and secondary education teachers offer to students with HAS and to review the type of …
Validation of a scale of attention to diversity for university teachers
It is the job of universities to face the greatest challenges of highereducation in the twenty-first century. Creating policies and practices to attendto diversity is part of their social responsibility. Validated instruments areessential to find out teachers’ attitudes and practices in education regardingattention to diversity. This paper aims to present the process of constructionand validation of the Scale of Beliefs, Attitudes and Practices o…
Comparative Inclusion
From a critical comparative perspective (far from more naive and resolute trends) this study delves into the problematisation that comes with recognising comparative education as ‘the science of the difference’ (Nóvoa, 2018). Despite the cementation of discursive, regulatory, and normative governance, of a new higher education regime (Zapp & Ramirez, 2019) revealing the growing isomorphism in the global political and educational discourse of acad…
Classroom social climate
Clima social aula
El clima social aula esta siendo atendido como una de las variables contextuales que más intervienen en el crecimiento afectivo de los estudiantes. En el grupo-clase se genera un contexto muy importante, en el se prepara a los estudiantes para vivir deforma adulta en la sociedad y en su lugar de trabajo. En este artículo, presentamos un estudio que analiza la percepción diferenciada que tienen los alumnos, concretamente de 4° de la ESO, sobre el …
Comparative Inclusion
From a critical comparative perspective (far from more naive and resolute trends) this study delves into the problematisation that comes with recognising comparative education as ‘the science of the difference’ (Nóvoa, 2018). Despite the cementation of discursive, regulatory, and normative governance, of a new higher education regime (Zapp & Ramirez, 2019) revealing the growing isomorphism in the global political and educational discourse of acad…
Clima social aula
El clima social aula esta siendo atendido como una de las variables contextuales que más intervienen en el crecimiento afectivo de los estudiantes. En el grupo-clase se genera un contexto muy importante, en el se prepara a los estudiantes para vivir deforma adulta en la sociedad y en su lugar de trabajo. En este artículo, presentamos un estudio que analiza la percepción diferenciada que tienen los alumnos, concretamente de 4° de la ESO, sobre el …
Classroom social climate
Clima social aula
El clima social aula esta siendo atendido como una de las variables contextuales que más intervienen en el crecimiento afectivo de los estudiantes. En el grupo-clase se genera un contexto muy importante, en el se prepara a los estudiantes para vivir deforma adulta en la sociedad y en su lugar de trabajo. En este artículo, presentamos un estudio que analiza la percepción diferenciada que tienen los alumnos, concretamente de 4° de la ESO, sobre el …
Validation of a scale of attention to diversity for university teachers
It is the job of universities to face the greatest challenges of highereducation in the twenty-first century. Creating policies and practices to attendto diversity is part of their social responsibility. Validated instruments areessential to find out teachers’ attitudes and practices in education regardingattention to diversity. This paper aims to present the process of constructionand validation of the Scale of Beliefs, Attitudes and Practices o…
Comparative Inclusion
From a critical comparative perspective (far from more naive and resolute trends) this study delves into the problematisation that comes with recognising comparative education as ‘the science of the difference’ (Nóvoa, 2018). Despite the cementation of discursive, regulatory, and normative governance, of a new higher education regime (Zapp & Ramirez, 2019) revealing the growing isomorphism in the global political and educational discourse of acad…
Persistencia de los Mitos entre el Profesorado sobre el Alumnado de Altas Capacidades
Myths, as erroneous, fallacious or unfounded belief, representation and knowledge (CRS) systems, rooted in teachers regarding students with High Abilities (HAS), mobilize their processes of detection, identification and attention to their educational needs. The objectives of this systematic review were to analyze the myths that persist as responses that primary and secondary education teachers offer to students with HAS and to review the type of …
Pedagogy (3 obras) · Political science (3 obras) · Psychology (3 obras) · Education and Teacher Training (2 obras) · Education in Rural Contexts (2 obras) · Geography (2 obras) · Inclusion (mineral (2 obras) · Inclusive Education and Diversity (2 obras) · Sociology (2 obras) · Applied Psychology (1 obra)