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Journal for the Study of Education and Development
Infancia y Aprendizaje
Volume 34, 2011 - Issue 2
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Original Articles

Concepciones de los profesores acerca de las conductas disruptivas: análisis a partir de un marco inclusivo

Teachers' conceptions about disruptive behaviours: Analysis from an inclusive perspective

Carolina UrbinaUniversidad Autónoma de MadridCorrespondence[email protected]
,
Cecilia SimónUniversidad Autónoma de Madrid
&
Gerardo EcheitaUniversidad Autónoma de Madrid
Pages 205-217 | Published online: 23 Jan 2014

Citations (13)

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Read on this site (4)

Inmaculada Orozco & Anabel Moriña. (2023) Exploring the beliefs of Spanish teachers who promote the development of inclusive pedagogy. International Journal of Inclusive Education 27:5, pages 620-635.
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Cecilia Simón, Pilar Gómez & Jesús Alonso-Tapia. (2013) Prevención de la disrupción en el aula: papel del clima motivacional de clase y de las estrategias de afrontamiento. Culture and Education 25:1, pages 49-64.
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Mauricio López, Elena Martín, Nacho Montero & Gerardo Echeita. (2013) Concepciones psicopedagógicas sobre los procesos de inclusión educativa: variables que las modulan y perfiles que las agrupan. Journal for the Study of Education and Development 36:4, pages 455-472.
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Melchor Gutiérrez & Esther López. (2012) Motivación, comportamiento de los alumnos y rendimiento académico. Journal for the Study of Education and Development 35:1, pages 61-72.
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Articles from other publishers (9)

Jerome Flores, Alejandra Caqueo-Urízar, Verónica López & Daniel Acevedo. (2022) Symptomatology of attention deficit, hyperactivity and defiant behavior as predictors of academic achievement. BMC Psychiatry 22:1.
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Fulgencio Sánchez Vera, Javier Eloy Martínez Guirao, Anastasia Tellez Infantes & Fina Antón Hurtado. (2021) Conflicts and Sustainability of Coexistence in Secondary Education: An Ethnographic Study in Spain. Sustainability 13:21, pages 11888.
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Chantal Biencinto, Mercedes García-García, Elvira Carpintero, Patricia Villamor & Sofía Torrecilla. (2021) Psychometric properties of the ProficiencyIn+E rubric: Self-evaluation of teaching skills. Studies in Educational Evaluation 70, pages 101040.
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Rosalinda Lozada García & Guadalupe Acle Tomasini. (2021) Problemas de conducta en el aula: construcción del concepto desde la perspectiva de las maestras de primaria. Revista Iberoamericana de Psicología 14:3, pages 131-143.
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Marzieh Araban, Ali Montazeri, L. A. R. Stein, Mahmood Karimy & Ali Asghar Haeri Mehrizi. (2020) Prevalence and factors associated with disruptive behavior among Iranian students during 2015: a cross-sectional study. Italian Journal of Pediatrics 46:1.
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Antonio Granero-Gallegos, Pedro Jesús Ruiz-Montero, Antonio Baena-Extremera & Marina Martínez-Molina. (2019) Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students. International Journal of Environmental Research and Public Health 16:23, pages 4828.
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Patricia Bravo Mancero & Ofelia Santos Jiménez. (2019) Percepciones respecto a la atención a la diversidad o inclusión educativa en estudiantes universitarios. Sophía:26, pages 327-352.
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José López Jiménez, Alfonso Valero-Valenzuela, M. Teresa Anguera & Arturo Díaz Suárez. (2016) Disruptive behavior among elementary students in physical education. SpringerPlus 5:1.
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Concepción Gotzens Busquets, Ramón Cladellas Pros, Mercè Clariana Muntada & Mar Badia Martín. (2015) Indisciplina Instruccional y Convencional: Su Predicción en el Rendimiento Académico. Revista Colombiana de Psicología 24:2, pages 317-330.
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