Jesús Paz-Albo
Jesús Paz-Albo
IMEI Research Group Coordinator - Universidad Rey Juan Carlos
Verified email at urjc.es - Homepage
Title
Cited by
Cited by
Year
Preschool teachers’ conceptualizations and uses of play across eight countries
K Rentzou, R Slutsky, M Tuul, M Gol-Guven, G Kragh-Müller, DF Foerch, ...
Early Childhood Education Journal 47 (1), 1-14, 2019
222019
The impact of using smartphones as student response systems on prospective teacher education training: a case study
J Paz-Albo
El Guiniguada. Revista de investigaciones y experiencias en Ciencias de la …, 2014
22*2014
Enhancing the quality of early childhood education and care: ECEC tutors’ perspectives of family engagement in Spain
J Paz-Albo
Early Child Development and Care 188 (5), 613-623, 2018
132018
Preschoolers’ mathematical play and colour preferences: a new window into the development of gendered beliefs about math
J Paz-Albo, D Cvencek, CV Herranz, A Hervás, AN Meltzoff
Early Child Development and Care 187 (8), 1273-1283, 2017
122017
Is personalized learning the future of school?
J Paz-Albo
Childhood Education 93 (4), 295-299, 2017
112017
The influence of simulations on family engagement–prospective early childhood educators’ perceptions
J Paz-Albo
Early Child Development and Care 188 (2), 102-108, 2018
102018
A cross-cultural study on technology use in preschool classrooms: Early childhood teacher’s preferences, time-use, impact and association with children’s play
R Slutsky, G Kragh-Müller, K Rentzou, M Tuul, M Gol Guven, D Foerch, ...
Early Child Development and Care 191 (5), 713-725, 2021
72021
Percepciones del alumnado de los Grados de Educación en habla inglesa: el caso de la Universidad Rey Juan Carlos
J Paz-Albo, CV Herranz, M Gómez
ENSAYOS. Revista de la Facultad de Educación de Albacete 33 (2), 123-134, 2018
42018
Socrative como herramienta de innovación en la educación superior
J Paz-Albo, A Hervás
Tendencias nacionales e internacionales en organización educativa: entre la …, 2018
42018
The eTwinning experience: beyond school classrooms
J Paz-Albo, A Hervás
10th International Conference of Education, Research and Innovation, 8848-8851, 2017
32017
The effect of portfolios on higher education students learning
J Paz-Albo, CV Herranz, A Hervás
11th International Technology, Education and Development Conference, 6478-6480, 2017
32017
Exit tickets' effect on engagement in college classrooms
J Paz-Albo, A Hervás
8th International Conference on Education and New Learning Technologies …, 2016
3*2016
Policies and practices of early childhood education and care during the COVID-19 pandemic: Perspectives from five countries
A Visnjic-Jevtic, AV Nagy, G Ozturk, İT Şahin-Sak, J Paz-Albo, M Toran, ...
Journal of Childhood, Education & Society 2 (2), 200-216, 2021
22021
Math is for me: A field intervention to strengthen math self-concepts in Spanish-speaking 3rd grade children
D Cvencek, J Paz-Albo, A Master, CV Herranz Llácer, A Hervás-Escobar, ...
Frontiers in Psychology 11, 593995, 2020
22020
Higher education perspectives on eTwinning: The future of initial teacher training learning
J Paz-Albo, I López
11th International Technology, Education and Development Conference, 1073-1076, 2017
22017
Early learning in Spain
J Paz-Albo
Childhood Explorer 2 (1), 22, 2015
22015
Bilingual education teachers’ perceptions of the educational climate and policies in the United States and Spain
M Fernández Álvarez, J Paz-Albo, A Hervás-Escobar, A Montes
Revista Complutense de Educación 33 (1), 13-25, 2022
2022
Bilingual and study abroad college students’ attitudes on global and intercultural competence
G Alfaro, J Paz-Albo
ENSAYOS. Revista de la Facultad de Educación de Albacete 36 (2), 1-16, 2021
2021
The impact of Socrative exit tickets on initial teacher training
J Paz-Albo, JM Ruiz Ruiz, R Bernárdez-Vilaboa, P Huerta-Zavala, ...
College Teaching, 1-9, 2021
2021
Los simuladores educativos como herramienta de mejora en la relación familia-escuela durante el estado de pandemia por la COVID-19
J Paz-Albo, A Hervás-Escobar
Organización educativa para todas las personas, 2021
2021
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