Vol. 80 No. 281 (2022)

Studies

• The purposes of education and Spain’s LOMLOE educational legislation: Controversial questions in educational action.

  Francisco Esteban Bara, Fernando Gil Cantero

  13-29

  • PDF (Español)
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  • Abstract 107
    
  • PDF (Español) 40
    
  • PDF 16
    

• The transmission of cultural content and its evaluation among the ends of the education system: An analysis of the LOMLOE.

  José Luis Gaviria Soto, David Reyero

  31-53

  • PDF (Español)
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  • Abstract 393
    
  • PDF (Español) 27
    
  • PDF 10
    

• The quality of governance of the education system. The case of the LOMLOE.

  Francisco López Rupérez

  55-74

  • PDF (Español)
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  • Abstract 88
    
  • PDF (Español) 31
    
  • PDF 24
    

• The regulatory quality of legal frameworks: A critical approach.

  José Luis Martínez López Muñiz

  75-89

  • PDF (Español)
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  • Abstract 65
    
  • PDF (Español) 29
    
  • PDF 12
    

• Educational pluralism and vulnerable children.

  Charles L. Glenn

  91-116

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  • Abstract 42
    
  • PDF (Español) 12
    
  • PDF 22
    

• The new Spanish educational legislation: why public education will not improve.

  José Adolfo de Azcárraga Feliu

  117-135

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  • Abstract 49
    
  • PDF (Español) 15
    
  • PDF 24
    

• An economic evaluation of educational interventions in the LOMLOE: Proposals for improvement with Artificial Intelligence.

  María Teresa Ballestar, Jorge Sainz González, Ismael Sanz Labrador

  139-160

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  • Abstract 50
    
  • PDF (Español) 17
    
  • PDF 8
    

• The competency-based curriculum approach. An analysis of the LOMLOE.

  Francisco López Rupérez

  161-174

  • PDF (Español)
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  • Abstract 378
    
  • PDF (Español) 175
    
  • PDF 38
    

• Curriculum reform to respond to the challenges of the future. Spain in international perspective.

  Inmaculada Egido Gálvez

  175-191

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  • Abstract 72
    
  • PDF (Español) 30
    
  • PDF 34
    

• Heads of educational institutions and expansion of autonomy with accountability. The mediating role of pedagogical leadership

  Samuel Gento Palacios; Raúl González Fernández; Ernesto López Gómez

  193-209

  • PDF (Español)
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  • Abstract 68
    
  • PDF (Español) 19
    
  • PDF 5