Seminari d'investigació interuniversitari d'estratègies d'ensenyament i aprenentatge, lectura i escriptura (SINTE-Lest)

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Publicacions més rellevants

Skakni, I., Calatrava Moreno, M., Corcelles, M. i McAlpine, L. (2020). Hanging tough: Post-PhD researchers dealing with career uncertainty. Journal of Higher Education Research and Development.

Badia, A., Liesa, E., Mayoral, P. i Becerril, L. (2020). A dialogical self approach to the conceptualization of teacher-inquirer identity. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-019-00459-z.

Giralt-Romeu, M., Liesa, E. i Castelló, M. (2020). I research, you research: do future teachers consider themselves researchers? (Yo investigo, tú investigas: ¿se consideran investigadores los futuros maestros?). Journal for the Study of Education and Development, Infancia y Aprendizaje, 1-37.

Castelló, M., McAlpine, L., Sala-Bubaré, A., Inouye, K. i Skakni, I. (2020). What perspectives underlie ‘researcher identity’? A review of two decades of empirical studies. Higher Education, 1-24.

Sala-Bubaré, A., Castelló, M. i Rijlaarsdam, G. (accepted).  [Àncora] Regulation processes before and after feedback: two doctoral students writing an extended abstract for the first research article. Journal of Writing Research.

González-Ocampo, G. i Castelló, M. (2019). How do doctoral students experience supervision? Studies in Continuing Education, 1-15.

Cano, M., Castelló, M. i Leitão, S. (2019). The impact of learning goals on argumentative discourse: strategies, sequences and interaction patterns. Electronic Journal of Research in Educational Psychology, 17(2), 317-334.

Corcelles, M., Cano, M., Liesa, E., González-Ocampo, G. i Castelló, M. (2019). Positive and negative experiences related to doctoral study conditions. Higher Education Research & Development, 1-18.

Freund, D., Cerdán, M., Hernández- Maskivker, G., Guix, M., Iñesta, A. i Castelló, M. (2019). Enhancing the hospitality customer experience of families with children on the autism spectrum disorder. International Journal of Tourism Research, 303.

González-Ocampo, G. i Castelló, M. (2019). Research on doctoral supervision: What we have learnt in the last 10 years. Dins T.M. Machin, M. Clarà i P.A. Danaher (ed.), Traversing the doctorate (p. 117-141). Palgrave Macmillan, Cham.

Cerrato-Lara, M., Castelló, M. i Lonka, K. (2019). A Picture of the Research Field of Doctoral Education from the Students’ Perspectives: Studies Using Questionnaires and Scales. Dins T. Machin, M. Clarà i P. Alan Danaher (ed.), Traversing the Doctorate: Reflections and Strategies from Students, Supervisors and Administrators (p. 75-89). Palgrave Macmillan ebook. ISBN: 978-3-030-23731-8. doi: 10.1007/978-3-030-23731-8.

Liesa, E. i Mayoral, E. (2019). Pot haver-hi innovació sense recerca? Una proposta des de les comunitats d’indagació. Revista Àmbits de Psicopedagogia i Orientació, 50, 59-72.

Phyältö, K., Peltonen, J., Castelló, M. i McAlpine, L. (2019). What sustains doctoral students’ interest? Comparison of Finnish, UK and Spanish doctoral students’ perceptions. Compare: A journal of comparative and international education. https://doi.org/10.1080/03057925.2019.1585229.

González-Ocampo, G. i Castelló, M. (2018). Writing in doctoral programs: examining supervisors’ perspectives. Higher Education, 76(3), 387-401.

González-Ocampo, G. i Castelló, M. (2018). Supervisors were first students: Analysing supervisors’ perceptions as doctoral students versus doctoral supervisors. Innovations in Education and Teaching International. ISNN: 1470-3297. doi: 10.1080/14703297.2018.1531775.

Liesa, E., Castelló, M. i Becerril, L. (2018). Nueva escuela ¿nuevos aprendizajes? Revista de Estudios y Experiencias en Educación (REXE), 2, 15-29.

McAlpine, L., Pyhältö, K. i Castelló, M. (2018). Building a more robust conception of early career researcher experience: what might we be overlooking? Studies in Continuing Education, 40(2), 149-165. ISNN: 0158-037X. doi: 10.1080/0158037X.2017.1408582.

Sala-Bubaré, A. i Castelló, M. (2018). Writing regulation processes in higher education: a review of two decades of empirical research. Reading and Writing, 31(4), 757-777.

Sala-Bubaré, A., Peltonen, J. A., Pyhältö, K. i Castelló, M. (2018). Doctoral candidates’ research writing perceptions: A cross-national study. International Journal of Doctoral Studies, 13, 327-345. https://doi.org/10.28945/4103.