يعرض 1 - 20 نتائج من 937 نتيجة بحث عن '"Castillo, José Luis"', وقت الاستعلام: 0.61s تنقيح النتائج
  1. 1
    Academic Journal
  2. 2
    Academic Journal
  3. 3
    Dissertation/ Thesis

    المؤلفون: Álvarez Castillo, José Luis

    Thesis Advisors: Pastor Ramos, Gerardo

    المصدر: UP/VZ.Tesis/398 v.1 v.Vol. 1

    مصطلحات موضوعية: Tesis y disertaciones académicas

  4. 4
    Dissertation/ Thesis

    المؤلفون: Duarte Castillo, José Luis

    المساهمون: University/Department: Universitat Autònoma de Barcelona. Departament d'Economia de l'Empresa

    Thesis Advisors: Llonch Andreu, Joan

    المصدر: TDX (Tesis Doctorals en Xarxa)

    مصطلحات موضوعية: Globalización, Servicios, Marketing, Ciències Socials

    وصف الملف: application/pdf

  5. 5
    Academic Journal

    المصدر: Álvarez-Castillo, J., Fernández-Caminero, G., Espino-Díaz, L., & Luque-González, R. (2025). Do vulnerable social identities of faculty matter when predicting their inclusive practices at university? Social Sciences & Humanities Open, 11, 101222. https://doi.org/10.1016/j.ssaho.2024.101222

    مصطلحات موضوعية: Higher education, Faculty, Social identity, Diversity, Inclusion

    وصف الملف: application/pdf

    Relation: https://doi.org/10.1016/j.ssaho.2024.101222; Gobierno de España. EDU2017-82862-R; http://hdl.handle.net/10396/30041

  6. 6
    Academic Journal
  7. 7
    Academic Journal
  8. 8
    Academic Journal
  9. 9
    Academic Journal
  10. 10
  11. 11
  12. 12
    Academic Journal
  13. 13
    Academic Journal
  14. 14
    Academic Journal

    المصدر: Fernández-Caminero, G., Álvarez-Castillo, J. L., González-González, H., y Espino-Díaz, L. (2023). Enseñando moralidad como competencia inclusiva en educación superior: efectos de la discusión de dilemas y contribución de la empatía [Teaching morality as an inclusive competence in higher education: Effects of dilemma discussion and contribution of empathy]. Revista Española de Pedagogía, 81 (286), 489-509. https://doi.org/10.22550/REP81-3-2023-03

    وصف الملف: application/pdf

  15. 15
    Academic Journal

    المصدر: Revista Internacional de Teoría e Investigación Educativa; Vol. 1 (2023); e86441 ; 2990-1936

    وصف الملف: application/pdf

    Relation: https://revistas.ucm.es/index.php/RTIE/article/view/86441/4564456566229; Ahmed, S. (2006). Doing diversity work in higher education in Australia. Educational Philosophy and Theory, 38(6), 745-768. https://doi.org/10.1111/j.1469-5812.2006.00228.x; Ahmed, S. (2007). ‘You end up doing the document rather than doing the doing’: Diversity, race equality and the politics of documentation. Ethnic and Racial Studies, 30(4), 590-609. https://doi.org/10.1080/01419870701356015; Ahmed, S. (2012). On being included: Racism and diversity in institutional life. Duke University Press. https://doi.org/10.1215/9780822395324; Ahmet, A. (2021). Stop the pain: Black and minority ethnic scholars on diversity policy obfuscation in universities. Equality, Diversity and Inclusion, 40(2), 152-164. https://doi.org/10.1108/EDI-11-2020-0338; Álvarez-Castillo, J. L., & García-Cano Torrico, M. (2022). Diversidad e inclusión en la universidad. La vía de la institucionalización. Narcea.; Álvarez-Castillo, J. L., Hernández-Lloret, C. M., González-González, H., Espino-Díaz, L., & Fernández-Caminero, G. (2021). Exploring the status of diversity in policies and practices of Spanish universities. An asymmetric dual model. Heliyon, 7(3), Article e06450. https://doi.org/10.1016/j.heliyon.2021.e06450; Aragón, O. R., Dovidio, J. F., & Graham, M. J. (2017). Colorblind and multicultural ideologies are associated with faculty adoption of inclusive teaching practices. Journal of Diversity in Higher Education, 10(3), 201–215. https://doi.org/10.1037/dhe0000026; Balbachevsky, E., Sampaio, H., de Andrade, C.Y. (2019). Expanding access to higher education and its (limited) consequences for social inclusion: the Brazilian experience. Social Inclusion, 7(1), 7–17. https://doi.org/10.17645/si.v7i1.1672; Ball, S. (1990). Politics and policy-making in education. Routledge.; Bhopal, K. (2020a). For whose benefit? Black and minority ethnic training programmes in higher education institutions in England, UK. British Educational Research Journal, 46(3), 500-515. https://doi.org/10.1002/berj.3589; Bhopal, K. (2020b). Confronting White privilege: The importance of intersectionality in the sociology of education. British Journal of Sociology of Education, 41(6), 807-816. https://doi.org/10.1080/01425692.2020.1755224; Bhopal, K. (2022a). Academics of colour in elite universities in the UK and the USA: The ‘unspoken system of exclusion’. Studies in Higher Education, 47(11), 2127-2137. https://doi.org/10.1080/03075079.2021.2020746; Bhopal, K. (2022b). ‘We can talk the talk, but we’re not allowed to walk the walk’: The role of equality and diversity staff in higher education institutions in England. Higher Education. Advance online publication. https://doi.org/10.1007/s10734-022-00835-7; Bourabain, D., & Verhaeghe, P.P. (2022). Shiny on the outside, rotten on the inside? Perceptions of female early career researchers on diversity policies in higher education institutions. Higher Education Policy, 35(2), 542–560. https://doi.org/10.1057/s41307-021-00226-0; Bourke, T., Ryan, M., Rowan, L., Brownlee, J.L., Walker, S., & L’Estrange, L. (2022). Teacher educators’ knowledge about diversity: What enables and constrains their teaching decisions? Asia-Pacific Journal of Teacher Education. Advance online publication. https://doi.org/10.1080/1359866X.2022.2119369; Bowl, M. (2018). Differentiation, distinction and equality – or diversity? The language of the marketised university: an England, New Zealand comparison. Studies in Higher Education, 43(4), 671-688. https://doi.org/10.1080/03075079.2016.1190961; Brooks, R. (2020). Diversity and the European higher education student: policy influencers’ narratives of difference. Studies in Higher Education, 45(7), 1507-1518. https://doi.org/10.1080/03075079.2018.1564263; Buenestado-Fernández, M., Álvarez-Castillo, J.L., González-González, H., & Espino-Díaz, L. (2019). Evaluating the institutionalisation of diversity outreach in top universities worldwide. PLoS ONE, 14(7), Article e0219525. https://doi.org/10.1371/journal.pone.0219525; Ebbinghaus, M., & Huang, S. (2022). Institutional consequences of the Black Lives Matter movement: Towards diversity in elite education. Political Studies Review. Advance online publication. https://doi.org/10.1177/14789299221132428; Elwick, A. (2020). Valuing diversity in universities: Institutional value statements and the reality of student intakes. Journal of Higher Education Policy and Management, 42(3), 269–284. https://doi.org/10.1080/1360080X.2019.1701848; European Commission (2022). Towards equity and inclusion in higher education in Europe. Eurydice report. Publications Office of the European Union. https://eurydice.eacea.ec.europa.eu/publications/towards-equity-and-inclusion-higher-education-europe; European Higher Education Area (2020). Rome Communiqué Annex II - Principles and guidelines to strengthen the social dimension of higher education in the EHEA. http://ehea.info/Upload/Rome_Ministerial_Communique_Annex_II.pdf; Flecha, A., Abad-Merino, S., Macías-Aranda, F., & Segovia-Aguilar, B. (2022). Roma university students in Spain: Who are they? Education Sciences, 12(6), 400. https://doi.org/10.3390/educsci12060400; Ford, K.S., & Cate, L. (2020). The discursive construction of international students in the USA: Prestige, diversity, and economic gain. Higher Education, 80(6), 1195–121. https://doi.org/10.1007/s10734-020-00537-y; Ford, K. S., & Patterson, A. N. (2019). “Cosmetic diversity”: University websites and the transformation of race categories. Journal of Diversity in Higher Education, 12(2), 99–114. https://doi.org/10.1037/dhe0000092; García-Cano, M., Jiménez-Millán, A., & Hinojosa-Pareja, E.F. (2021). We’re new to this. Diversity agendas in public Spanish universities according to their leaders. The Social Science Journal. Advance online publication. https://doi.org/10.1080/03623319.2020.1859818; Gibson, S. (2015). When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities. International Journal of Inclusive Education, 19(8), 875-886. http://dx.doi.org/10.1080/13603116.2015.1015177; Gravley-Stack, K., Ray, C. M., & Peterson, C. M. (2016). Understanding the subjective experiences of the chief diversity officer: A Q method study. Journal of Diversity in Higher Education, 9(2), 95–112. https://doi.org/10.1037/dhe0000012; Griffin, K.A., Hart, J.L., Worthington, R.L., Belay, K., & Yeung, J.G. (2019). Race-related activism: How do higher education diversity professionals respond? The Review of Higher Education 43(2), 667-696. https://doi.org/10.1353/rhe.2019.0114; Harpur, P., Szucs, B., & Willox, D. (2022). Strategic and policy responses to intersectionality in higher education. Journal of Higher Education Policy and Management. Advance online publication. https://doi.org/10.1080/1360080X.2022.2144790; Harris, J.C., & Patton, L.D. (2019). Un/doing intersectionality through higher education research. The Journal of Higher Education, 90(3), 347-372. https://doi.org/10.1080/00221546.2018.1536936; Hendin, A. (2022). Separate but equal? Diversity policy narratives in Israeli higher education. Higher Education Policy. Advance online publication. https://doi.org/10.1057/s41307-022-00291-z; Henry, F., Dua, E., Kobayashi, A., James, C., Li, P., Ramos, H., & Smith, M. S. (2016). Race, racialization and indigeneity in Canadian universities. Race Ethnicity and Education, 20(3), 300–314. http://dx.doi.org/10.1080/13613324.2016.1260226; Hode, M.G., Meisenbach, R.J. (2017). Reproducing whiteness through diversity: A critical briefs in the Fisher case. Journal of Diversity in Higher Education, 10(2), 162-180. https://doi.org/10.1037/dhe0000014; Iáñez-Domínguez, A., Díaz-Jiménez, R., & Rodríguez-Izquierdo, R, M. (2021). Perception of social actors about diversity policies in Spanish universities. Convergencia. Revista de Ciencias Sociales, 28, Article e16662. https://doi.org/10.29101/crcs.v28i0.16662; Jiménez-Millán, A., & García-Cano, M. (2021). Retóricas sobre diversidad en la universidad pública española según sus líderes. Convergencia. Revista de Ciencias Sociales, 28, Artículo e14606. https://doi.org/10.29101/crcs.v28i0.14606; Jiménez-Rodrigo, M. L., Márquez-Lepe, E., & Trabajo-Jarillo, E. (2022). La institucionalización de las políticas de inclusión educativa y de atención a la diversidad en las universidades públicas españolas: una mirada documental. En J. L. Álvarez-Castillo y M. García-Cano (Eds.), Diversidad e inclusión en la universidad. La vía de la institucionalización (pp. 29-41). Narcea.; Khan, M. S., Lakha, F., Tan, M., Singh, S. R., Quek, R., Han, E., Tan, S. M., Haldane, V., Gea-Sánchez, M., & Legido-Quigley, H. (2019). More talk than action: gender and ethnic diversity in leading public health universities. Lancet, 393(10171), 594–600. https://doi.org/10.1016/S0140-6736(18)32609-6; Langa-Rosado, D., & Agrela-Romero, B. (2022). Nociones de atención a la diversidad y educación inclusiva en contextos universitarios: discursos de líderes institucionales. En J. L. Álvarez-Castillo y M. García-Cano (Eds.), Diversidad e inclusión en la universidad. La vía de la institucionalización (pp. 57-68). Narcea.; Langa-Rosado, D., & Lubián-Graña, C. (2021). La atención a la diversidad en las universidades españolas a través de los discursos de sus líderes. Revista Complutense de Educación, 32(1), 79-88. https://doi.org/10.5209/rced.68022; Llorent, V.J., Zych, I., & Varo-Millán, J.C. (2020). University academic personnel’s vision of inclusive education in Spanish universities (Visión del profesorado sobre la educación inclusiva en la universidad en España). Culture and Education, 32(1), 147-181. https://doi.org/10.1080/11356405.2019.1705593; Márquez, C. (Ed.) (2019). ¿Avanzamos hacia universidades más inclusivas? De la retórica a los hechos. Dykinson.; Márquez, C., & Melero-Aguilar, N. (2022). What are their thoughts about inclusion? Beliefs of faculty members about inclusive education. Higher Education, 83(4), 829–844. https://doi.org/10.1007/s10734-021-00706-7; Martínez-Usarralde, M.J. (2021). Inclusión educativa comparada en UNESCO y OCDE desde la cartografía social. Educación XX1, 24(1), 93-115, http://doi.org/10.5944/educXX1.26444; Moral-Mora, A. M., Chiva-Sanchis, I., & Lloret-Catalá, C. (2021). Faculty perception of inclusion in the university: Concept, policies and educational practices. Social Inclusion, 9(3), 106-116. https://doi.org/10.17645/si.v9i3.4114; Moriña, A., & Orozco, I. (2022). Inclusive learning strategies at university: the perspective of Spanish faculty members from different knowledge areas (Estrategias de aprendizaje inclusivo en la universidad: la perspectiva del profesorado español de distintas áreas de conocimiento). Culture and Education, 34(2), 231-265. https://doi.org/10.1080/11356405.2022.2031786; Peña-García, P., & García-Cano, M. M. (2022). Inclusión y diversidad: alumnado gitano en la universidad. En J. L. Álvarez-Castillo y M. García-Cano (Eds.), Diversidad e inclusión en la universidad. La vía de la institucionalización (pp. 97-107). Narcea.; Remedios, J.D., & Snyder, S.H. (2018). Intersectional oppression: Multiple stigmatized identities and perceptions of invisibility, discrimination, and stereotyping. Journal of Social Issues, 74(2), 265-281. https://doi.org/10.1111/josi.12268; Rosa, R., & Clavero, S. (2021). The challenge of neoliberalism and precarity for gender sensitivity in academia. En E. Drew and S. Canavan (Eds.), The gender-sensitive university. A contradiction in terms? (pp. 16-27). Routledge.; Sánchez-Díaz, M. N., & Morgado, B. (2022). Moving toward the inclusion of university students with disabilities: Barriers, facilitators, and recommendations identified by inclusive faculty. The Journal of Continuing Higher Education, 70(3), 175-191. https://doi.org/10.1080/07377363.2021.1946635; Serradell, O., García-Cabrera, M. del M., Barrera-Rodríguez, M. F., & Ramírez, C. (2022). Recommendations for the support of Roma university students. International Journal of Roma Studies, 4(2), 172–203. https://doi.org/10.17583/ijrs.10682; Stentiford, L., & Koutsouris, G. (2021). What are inclusive pedagogies in higher education? A systematic scoping review. Studies in Higher Education, 46(11), 2245-2261. http://dx.doi.org/10.1080/03075079.2020.1716322; Tamtik, M., & Guenter, M. (2019). Policy analysis of equity, diversity and inclusion strategies in Canadian Universities – How far have we come? Canadian Journal of Higher Education, 49(3), 41–56. https://doi.org/10.47678/cjhe.v49i3.188529; Thomas, J.M. (2018). Diversity regimes and racial inequality: a case study of diversity university. Social Currents, 5(2), 140–156. https://doi.org/10.1177/23294965177253; Thomas, J.M. (2020). Diversity regimes: Why talk is not enough to fix racial inequality at universities. Rutgers University Press.; United Nations (2015). Transforming our world: The 2030 Agenda for Sustainable Development. General Assembly Resolution 70/1, adopted on 25 September 2015. https://www.un.org/en/development/desa/population/migration/generalassembly/docs/globalcompact/A_RES_70_1_E.pdf; Warikoo, N. K., y de Novais, J. (2015) Colour-blindness and diversity: Race frames and their consequences for white undergraduates at elite US universities. Ethnic and Racial Studies, 38(6), 860-876. https://doi.org/10.1080/01419870.2014.964281; Wassell, B. A., Reid-Kerrigan, M., & Fernández-Hawrylak, M. (2018). Teacher educators in a changing Spain: Examining beliefs about diversity in teacher preparation. Teaching and Teacher Education, 69(), 223-233. https://doi.org/10.1016/j.tate.2017.10.004; White-Lewis, D. K. (2021). Before the AD: How departments generate hiring priorities that support or avert faculty diversity. Teachers College Record, 123(1), 1–36. https://doi.org/10.1177/016146812112300109; White-Lewis, D.K. (2022). The role of administrative and academic leadership in advancing faculty diversity. Review of Higher Education. Advance online publication. https://doi.org/10.1353/rhe.0.0178; https://revistas.ucm.es/index.php/RTIE/article/view/86441

  16. 16
    Academic Journal
  17. 17
    Academic Journal
  18. 18
  19. 19
    Book

    المساهمون: Universitat Politècnica de Catalunya. Departament d’Enginyeria Gràfica i de Disseny, Universitat Politècnica de Catalunya. Doctorat en Educació en Enginyeria, Ciències i Tecnologia, Universitat Politècnica de Catalunya. INSIDE - Innovació en Sistemes per al Disseny i la Formació a l'Enginyeria

    وصف الملف: 20 p.; application/pdf

  20. 20
    Academic Journal

    المؤلفون: Spinoso-Castillo, José Luis1 (AUTHOR), Mancilla-Álvarez, Eucario1 (AUTHOR), Bello-Bello, Jericó Jabín1,2 (AUTHOR) jericobello@gmail.com

    المصدر: Journal of Biotechnology. Sep2024, Vol. 393, p74-80. 7p.