Issue 379

Monographic section (I): PISA y TIMSS

• Relationship between perceived competency-based learning and measured learning in TIMSS 2015: Comparison of Spanish and German students
  • Lourdes Meroño, Antonio Calderón, Marco Rieckmann, Antonio Méndez-Giménez, José L. Arias-Estero
  • DOI: 10.4438/1988-592X-RE-2017-379-365

• Teaching practices and results in PISA 2015
  • María Gil Izquierdo, José Manuel Cordero Ferrera, Víctor Cristobal López
  • DOI: 10.4438/1988-592X-RE-2017-379-368

• Assessment of factors related to school effectiveness in PISA 2015. A multilevel analysis
  • Adriana Gamazo, Fernando Martínez-Abad, Susana Olmos-Migueláñez, María José Rodríguez-Conde
  • DOI: 10.4438/1988-592X-RE-2017-379-369

• Teaching strategies and performance in PISA 2015: A critical analysis
  • Sara Álvarez Morán, Carlos E. Carleos Artime, Norberto O. Corral Blanco, Elena Prieto Rodríguez
  • DOI: 10.4438/1988-592X-RE-2017-379-370

Research

• Teaching and engaging: use of time in Higher Secondary classroomsin Mexico
  • Ana Elizabeth Razo Pérez
  • DOI: 10.4438/1988-592X-RE-2017-379-363
• Educational attention to immigrant students: in search of consensus
  • María Martínez Hita, Cosme J. Gómez Carrasco
  • DOI: 10.4438/1988-592X-RE-2017-379-364
• The use of tablets and their impact on learning. A national research in Primary Education schools
  • Mar Camacho Martí, Francesc Marc Esteve Mon
  • DOI: 10.4438/1988-592X-RE-2017-379-366

• Cognitive level and thinking historically competencies in history textbooks from Spain and England: a comparative study
  • María José Arroyo González, Ignacio Berzosa Ramos
  • DOI: 10.4438/1988-592X-RE-2017-379-367

• Reviews