{"id":125,"date":"2022-03-23T11:08:21","date_gmt":"2022-03-23T11:08:21","guid":{"rendered":"https:\/\/ebyad.usal.es\/?page_id=125"},"modified":"2026-10-01T08:20:30","modified_gmt":"2026-10-01T08:20:30","slug":"publicaciones","status":"publish","type":"page","link":"https:\/\/ebyad.usal.es\/en\/publicaciones\/","title":{"rendered":"PUBLICATIONS"},"content":{"rendered":"<p><strong><u>2026<\/u><\/strong><\/p>\n<p>Dur\u00e1n-Mart\u00ednez, R., Buz, J., Mart\u00edn-Pastor, E. y Gonz\u00e1lez-Ortega, E. (2026). Evaluaci\u00f3n de las pr\u00e1cticas docentes inclusivas en educaci\u00f3n primaria: la escala de percepci\u00f3n del alumno sobre la inclusi\u00f3n en la ense\u00f1anza biling\u00fce (SPI-BE) [Assessing Inclusive Teaching Practices in Elementary Education: The Student Perception of Inclusion in Bilingual Education (SPI-BE) Scale]. <em>Revista Espa\u00f1ola de Pedagog\u00eda, 84<\/em>(295), 529-546. <span style=\"color: #0000ff\"><a style=\"color: #0000ff\" href=\"https:\/\/doi.org\/10.9781\/rep.2026.407\">https:\/\/doi.org\/10.9781\/rep.2026.407<\/a><\/span><\/p>\n<p>Buz, J., Dur\u00e1n-Mart\u00ednez, R., Gonz\u00e1lez Ortega, E. y Mart\u00edn-Pastor, E. (2026). Inclusi\u00f3n en la ense\u00f1anza biling\u00fce: evaluaci\u00f3n de la escala SPI-BE para medir las percepciones de los estudiantes sobre las pr\u00e1cticas inclusivas. (2026). <em>Porta Linguarum. Revista Interuniversitaria de Did\u00e1ctica de las Lenguas Extranjeras, 45<\/em>, 215-231. <span style=\"color: #0000ff\"><a style=\"color: #0000ff\" href=\"https:\/\/doi.org\/10.30827\/portalin.vi45.32321\">https:\/\/doi.org\/10.30827\/portalin.vi45.32321<\/a><\/span><\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>2025<\/u><\/strong><\/p>\n<p>Dur\u00e1n Mart\u00ednez, R., &amp; Mart\u00edn Pastor, M. E. (Eds.) (2025).\u00a0<em>Recursos para la ense\u00f1anza biling\u00fce y atenci\u00f3n a la diversidad en educaci\u00f3n primaria.<\/em> Aula Magna McGraw Hill.<span style=\"color: #0000ff\"> <a style=\"color: #0000ff\" href=\"http:\/\/hdl.handle.net\/10366\/166334\">http:\/\/hdl.handle.net\/10366\/166334\u00a0<\/a><\/span><\/p>\n<p>Dur\u00e1n-Mart\u00ednez, R., &amp; Fern\u00e1ndez-Costales, A. (2025). Bilingual education in Spain: A critical review of stakeholders\u2019 perceptions. <em>Language Teaching, 58<\/em>(2), 192-213. <a style=\"color: #0000ff\" href=\"https:\/\/doi.org\/10.1017\/S0261444824000508\">https:\/\/doi.org\/10.1017\/S0261444824000508<\/a><\/p>\n<p>Dur\u00e1n-Mart\u00ednez, R., P\u00e9rez-Garc\u00eda, E., Gonz\u00e1lez-Ortega, E., &amp; Mart\u00edn-Pastor, E. (2025). Pr\u00e1cticas inclusivas en los programas biling\u00fces de educaci\u00f3n primaria: Percepci\u00f3n de los estudiantes y factores asociados.\u00a0<em>Revista De Educaci\u00f3n, 408<\/em>, 417\u2013442. \u00a0<a href=\"https:\/\/recyt.fecyt.es\/index.php\/Redu\/article\/view\/107003\/version\/143303\"><span style=\"color: #0000ff\">https:\/\/recyt.fecyt.es\/index.php\/Redu\/article\/view\/107003\/version\/143303\u00a0<\/span><\/a><\/p>\n<p>S\u00e1nchez-Barbero, B., Mart\u00edn-Pastor, E., Dur\u00e1n-Mart\u00ednez, R., &amp; Torrecilla S\u00e1nchez, E. M. (2025). Inclusive teaching practices in bilingual education (IT-BE) in Spanish monolingual regions: design and validation of an assessment tool.\u00a0<em>International Journal of Bilingual Education and Bilingualism, 28<\/em>(5), 612\u2013627.\u00a0<span style=\"color: #0000ff\"><a style=\"color: #0000ff\" href=\"https:\/\/doi.org\/10.1080\/13670050.2024.2446986\">https:\/\/doi.org\/10.1080\/13670050.2024.2446986<\/a><\/span><\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>2024<\/u><\/strong><\/p>\n<p>Dur\u00e1n-Mart\u00ednez, R., Gonz\u00e1lez-Ortega, E., Mart\u00edn-Pastor, E., &amp; P\u00e9rez-Garc\u00eda, E. (2024). Inclusive teaching practices implemented in primary school bilingual programmes in Spain: Teachers\u2019 views and associated factors.\u00a0<em>System, 124<\/em>, 103393. <span style=\"color: #0000ff\"><a style=\"color: #0000ff\" href=\"https:\/\/doi.org\/10.1016\/J.SYSTEM.2024.103393\">https:\/\/doi.org\/10.1016\/J.SYSTEM.2024.103393<\/a><\/span><\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>2023<\/u><\/strong><\/p>\n<p>Dur\u00e1n Mart\u00ednez, R., &amp; Gonz\u00e1lez Ortega, E. (2023). Estrategias para atender a la diversidad en el aula biling\u00fce: Una propuesta basada en los ODS. En C. L\u00f3pez Esteban (Ed.),\u00a0<em>Propuestas docentes para la integraci\u00f3n de la Agenda 2030 y los ODS en la Universidad de Salamanca: Modelos y experiencias en el M\u00e1ster en Profesor de Educaci\u00f3n Secundaria Obligatoria y Bachillerato, Formaci\u00f3n Profesional y Ense\u00f1anzas de Idiomas<\/em> (pp. 313-331). Ediciones Universidad de Salamanca.<span style=\"color: #0000ff\"><a style=\"color: #0000ff\" href=\"https:\/\/gredos.usal.es\/handle\/10366\/160668\"> https:\/\/gredos.usal.es\/handle\/10366\/160668\u00a0<\/a><\/span><\/p>\n<p>Dur\u00e1n-Mart\u00ednez, R., &amp; Mart\u00edn-Pastor, E. (2023). Bilingual education and attention to diversity: Key issues in primary education teacher training in Spain. En J. L. Estrada Chich\u00f3n &amp; F. Zayas Mart\u00ednez (Eds.), <em>Handbook of Research on Training Teachers for Bilingual Education in Primary Schools<\/em> (pp. 155-185). IG Global. <span style=\"color: #0000ff\"><a style=\"color: #0000ff\" href=\"https:\/\/doi.org\/10.4018\/978-1-6684-6179-2\">https:\/\/doi.org\/10.4018\/978-1-6684-6179-2<\/a><\/span><\/p>\n<p>Mu\u00f1oyerro Gonz\u00e1lez, P., &amp; Dur\u00e1n Mart\u00ednez, R. (2023). Catering for diversity in CLIL teaching: a lesson based on learning menus. En C. L\u00f3pez Esteban (Ed.),\u00a0<em>Propuestas docentes para la integraci\u00f3n de la Agenda 2030 y los ODS en la Universidad de Salamanca: Modelos y experiencias en el M\u00e1ster en Profesor de Educaci\u00f3n Secundaria Obligatoria y Bachillerato, Formaci\u00f3n Profesional y Ense\u00f1anzas de Idiomas<\/em> (pp. 499-510). Ediciones Universidad de Salamanca. <a href=\"https:\/\/gredos.usal.es\/handle\/10366\/160645\"><span style=\"color: #0000ff\">https:\/\/gredos.usal.es\/handle\/10366\/160645\u00a0<\/span><\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>2022<\/u><\/strong><\/p>\n<p>Dur\u00e1n-Mart\u00ednez, R., &amp; P\u00e9rez Garc\u00eda, E. (2022). Los ODS en la ense\u00f1anza biling\u00fce desde un planteamiento inclusivo. En C. L\u00f3pez-Esteban (Ed.), <em>Los ODS. Avanzando hacia una Educaci\u00f3n Sostenible<\/em> (pp. 239\u2013249). Ediciones Universidad de Salamanca. <span style=\"color: #0000ff\"><a style=\"color: #0000ff\" href=\"https:\/\/gredos.usal.es\/handle\/10366\/160666\">https:\/\/gredos.usal.es\/handle\/10366\/160666\u00a0<\/a><\/span><\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>2020<\/u><\/strong><\/p>\n<p>Dur\u00e1n-Mart\u00ednez, R., Beltr\u00e1n-Llavador, F., &amp; Mart\u00ednez-Abad, F. (2020). Training priorities in primary education bilingual programmes in Spain. <em>European Journal of Teacher Education<\/em>, 1\u201317. <span style=\"color: #0000ff\"><a style=\"color: #0000ff\" href=\"https:\/\/doi.org\/10.1080\/02619768.2020.1827387\">https:\/\/doi.org\/10.1080\/02619768.2020.1827387\u00a0<\/a><\/span><\/p>\n<p>Dur\u00e1n-Mart\u00ednez, R., Mart\u00edn-Pastor, E., &amp; Mart\u00ednez-Abad, F. (2020). \u00bfEs inclusiva la ense\u00f1anza biling\u00fce? An\u00e1lisis de la presencia y apoyos en los alumnos con necesidades espec\u00edficas de apoyo educativo. <em>Bord\u00f3n. Revista de Pedagog\u00eda<\/em>, <em>72<\/em>(2), 65\u201382. <span style=\"color: #0000ff\"><a style=\"color: #0000ff\" href=\"https:\/\/doi.org\/10.13042\/Bordon.2020.71484\">https:\/\/doi.org\/10.13042\/Bordon.2020.71484<\/a><\/span><\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>2019<\/u><\/strong><\/p>\n<p>Mart\u00edn-Pastor, E., &amp; Dur\u00e1n-Mart\u00ednez, R. (2019). La inclusi\u00f3n educativa en los programas biling\u00fces de educaci\u00f3n primaria: Un an\u00e1lisis documental. <em>Revista Complutense de Educaci\u00f3n<\/em>, <em>30<\/em>(2). <span style=\"color: #0000ff\"><a style=\"color: #0000ff\" href=\"https:\/\/doi.org\/10.5209\/RCED.57871\">https:\/\/doi.org\/10.5209\/RCED.57871<\/a><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>2026 Dur\u00e1n-Mart\u00ednez, R., Buz, J., Mart\u00edn-Pastor, E. y Gonz\u00e1lez-Ortega, E. (2026). Evaluaci\u00f3n de las pr\u00e1cticas docentes inclusivas en educaci\u00f3n primaria: la escala de percepci\u00f3n del alumno sobre la inclusi\u00f3n en la ense\u00f1anza biling\u00fce (SPI-BE) [Assessing Inclusive Teaching Practices in Elementary Education: The Student Perception of Inclusion in Bilingual Education (SPI-BE) Scale]. Revista Espa\u00f1ola de Pedagog\u00eda, &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/ebyad.usal.es\/en\/publicaciones\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;PUBLICATIONS&#8221;<\/span><\/a><\/p>\n","protected":false},"author":111,"featured_media":201,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-125","page","type-page","status-publish","has-post-thumbnail","hentry"],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO 4.9.9 - aioseo.com -->\n\t<meta name=\"description\" content=\"2026 Dur\u00e1n-Mart\u00ednez, R., Buz, J., Mart\u00edn-Pastor, E. y Gonz\u00e1lez-Ortega, E. (2026). 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(2026). Evaluaci\u00f3n de las pr\u00e1cticas docentes inclusivas en educaci\u00f3n primaria: la escala de percepci\u00f3n del alumno sobre la inclusi\u00f3n en la ense\u00f1anza biling\u00fce (SPI-BE) [Assessing Inclusive Teaching Practices in Elementary Education: The Student Perception of Inclusion in Bilingual Education (SPI-BE) Scale]. 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(2026). Evaluaci\u00f3n de las pr\u00e1cticas docentes inclusivas en educaci\u00f3n primaria: la escala de percepci\u00f3n del alumno sobre la inclusi\u00f3n en la ense\u00f1anza biling\u00fce (SPI-BE) [Assessing Inclusive Teaching Practices in Elementary Education: The Student Perception of Inclusion in Bilingual Education (SPI-BE) Scale]. 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Evaluaci\u00f3n de las pr\u00e1cticas docentes inclusivas en educaci\u00f3n primaria: la escala de percepci\u00f3n del alumno sobre la inclusi\u00f3n en la ense\u00f1anza biling\u00fce (SPI-BE) [Assessing Inclusive Teaching Practices in Elementary Education: The Student Perception of Inclusion in Bilingual Education (SPI-BE) Scale]. 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