Indexed articles

2019

Martínez-Mínguez, L., Moya, L., Nieva, C. and Cañabate, D. (2019). Percepciones de estudiantes y docentes: Evaluación formativa en Proyectos de Aprendizaje Tutorados. Revista Iberoamericana de Evaluación Educativa, 12(1), 59-84. Retrieved from: https://doi.org/10.15366/riee2019.12.1.004

 

 

2018

Mas, M., Jiménez, L. and Riera, C. (2018). Sistematización de la actividad psicomotriz y del desarrollo cognitivo. En Psicología Educativa 24 (1) 38-41. Retrieved from: http://journals.copmadrid.org/psed/

Martínez Mínguez, L., and Moya, L. (2018). "Buena práctica" como Proyecto de Aprendizaje Tutorizado conjuntamente por profesorado universitario y maestros de escuelas de educación infanitl. En: S.Blanch y  J. Gairín, Manual de Educación Infantil. Orientaciones y Recursos (0-6 años). (Tomo II, pp.1-16). Barcelona: Wolters Kluwer. On line, through a subscription in ebiblox digital platform.

 

 

2017

Martínez-Mínguez, L. & Moya, L. (2017). The opinion of the students: the academic tutoring in the acquisition of professional competences of physical education in the graduates in Early Childhood Education. Didacticae, 2, 71-88. Retrieved from http://revistes.ub.edu/index.php/didacticae/article/view/20191/22350

Martínez, L., Moya, L., Anton, M. and Rota, J. (2017). VIII Jornades de Reflexió i Recerca. Psicomotricitat i escola. El moviment. Bellatera: ICE-UAB. ISBN 978-84-945378-1-3. Retrieved from: http://grupsderecerca.uab.cat/grepuab/ca/content/2016-viii-jornades-el-moviment

Martínez-Mínguez, L. and Nieva,C. (2017). Tutored learning project: psychomotricity session. Good practice for students and teachers of the degree in Early Childhood Education at the UAB.. IEYA. Revista Infancia, Educación y Aprendizaje, 3(2), 702-708. Retrieved of http://revistas.uv.cl/index.php/IEYA/article/view/804/783

Nieva,C. and Martínez-Mínguez, L. (2017). Tutored learning project: psychomotricity session. Good practice for teachers-psychomotricists of Early Childhood Education schools and primary schools in Barcelona in collaboration with the UAB. IEYA. Revista Infancia, Educación y Aprendizaje, 3(2), 709-715. Retrieved of http://revistas.uv.cl/index.php/IEYA/article/view/805/784

Martínez-Mínguez, L., Forcadell, X., Moya, L., Heras, G., Bru, E., Llecha, M., Sánchez, C., Pérez, M. and Anton, M. (2017). Psychomotricists reflect on education by the movement, Entre Lineas. Magazine especialized on Psychomotricity, 39, 5-13.

 

 

2016

Martínez-Mínguez, L. (2016). Learning Projects Tutoring and self-assessment of professional skills in the initial training of teachers. Retos. Nuevas Tendencias en Educación Física, Deportes y Recreación, 29, 242-250. Retrieved from http://recyt.fecyt.es/index.php/retos/article/viewFile/42719/25484

Mas, M. and Castellà, J. (2016): "Can Psycomotricity improve cognitive abilities in infants?". In Aloma magazine, Revista de Psicologia, Ciències de l'Educació i de l'Esport, 34, 65-70.

 


 

2016

Martínez-Mínguez, L., Vallés, C. & Romero-Martín, R. (2015). University students: advantages and disadvantages of formative evaluation. In @tic Revista d'Innovació Educativa, 14, 59-70. DOI: 10.7203 / attic.14.4217. Retrieved from https://ojs.uv.es/index.php/attic/article/view/4217

Mas, M., Asunción, A., Almuedo, M., Lluesma, A., Rodríguez, A. and Xandri, M. (2015): "Different Perceptive Qualities for the Psycomotricity". In American Journal of Education Research, 3, 12, 1615-1617. 


 

2014

Martínez-Mínguez, L. & Flores, G. (2014). Teachers and graduates before the systems of evaluation of students in the initial training of the teacher of children's education. In Digital Journal of Research in Teaching University (RIDU), 8 (1), 29-50. Retrieved from http://revistas.upc.edu.pe/index.php/docencia/article/view/371/344

Pérez-Pueyo, A., Martínez-Mínguez, L. & Santos, M. (2014). Three good practices with Formative Evaluation in University Teaching. In Physical Education Journal. Renewing Theory and Practice, 133 (1), 19-33.
 

 

2010

Navarro-Adelantado, V., Santos M.L., Buscà, F., Martínez-Mínguez, L. & Martínez, F. (2010). The experience of the Spanish university network of formative and shared evaluation: process and approach. Revista Iberoamericana de Educación, 52 (7). Retrieved from http://www.rieoei.org/3428.htm

Buscà, F., Pintor, P., Martínez-Mínguez, L., Martínez, F. & Peire, T. (2010). Systems and procedures of Formative Evaluation in university teaching: results of 34 cases applied during the academic year 2007-2008. ESE - Studies on Education, 18, 255-276. Retrieved from http://dspace.unav.es/dspace/bitstream/10171/9829/2/ESE_18_11.pdf

 

 

2009

Martínez-Mínguez, L., Martín, M. & Capllonch, M. (2009). An experience of professional development of the university teacher of physical education through a critical, reflective and collaborative practice. C & E Culture and Education, 21 (1): 95-106. DOI: 10.1174 / 113564009787531226. Retrieved from http://www.tandfonline.com/doi/pdf/10.1174/113564009787531226


 

2008

Matínez-Mínguez, L. & Ureña, N. (2008). Formative and shared assessment in Higher Education: Psychomotor Development. Revista Espanyola de Educación Física y Deportes, 383 (2), 67-86. Retrieved from http://www.reefd.com/index.php/reefd/article/view/338/328

Capllonch, M., Buscà, F., Martín, M., Martínez-Mínguez, L. & Camerino, O. (2008). Teaching teamwork in formative evaluation. Networks of work and networking in physical education. Sources. Monographic The Physical Education and Sports in the University: Teaching, research and innovation, 8, 219-234.
 

 

2008

Martínez-Mínguez, L. (2007). Analysis of the process of innovation and adaptation of a subject to the European Space of Higher Education. Educar, 40, 91-113. Retrieved from http://educar.uab.cat/article/view/v40-martinez/132

 

 

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