Strayer university school code

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De Juanas, A., Martín, R. y González, M. (2016). Competencias docentes para desarrollar la competencia científica en educación primaria. Bordón, Revista de pedagogía, 68(2), 103.120. doi: 10.13042/Bordon.2016.68207

Hamdan, N., McKnight, P., McKnight, K. y Arfstrom, K. M. (2013). Un libro blanco basado en la revisión de la literatura titulada una revisión del Flipped Learning. Flipped Learning Network, 1-15. Recuperado de:

Harlen, W. (2009). Enseñanza y aprendizaje de la ciencia para un futuro mejor. The Presidental Address 2009 delivered to the Association for Science Education Annual Conference. School Science review, 333, 33-41.

Martín, D. y Tourón, J. (2017). El enfoque flipped learning en estudios de magisterio: percepción de los alumnos. RIED. Revista Iberoamericana de Educación a Distancia, 20(2), 187-211. Doi:

Lemke, J. (2005). Investigación para el futuro de la educación científica: nuevas formas de aprender, nuevas formas de vivir. Ponencia presentada al VII Congreso Internacional sobre Investigación en Didáctica de las Ciencias. Recuperado de:

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Baker, J. W. (2000) The «classroom flip»: Using web course management tools to become the guide by the side. 11th International Conference on College Teaching and Learning, Jacksonville, Florida, United States.

Bergmann, J., & Sams, A. (2011). How the flipped classroom is radically transforming learning. The Daily Riff. Retrieved from

Coll, C. and Martí, E. (2001). School education in the face of new information and communication technologies. In C. Coll, J. Palacios & A. Marchesi (Comps.), Desarrollo psicológico y educación. Psychology of school education (pp. 623-655). Madrid: Alianza.

Creswell, J. (2008, February). Mixed Methods Research: State of the Art (Power Point Presentation). University of Michigan. Retrieved from

Gisbert, M. (2001). New roles for teachers in digital environments. In J. Salinas, and A. Batista (Coord.) Didactics and Educational Technology for a University in a Digital World (pp. 65-85). Panama: University of Panama. Faculty of Educational Sciences.

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He joined the Army in 1985 at the rank of private first class. She spoke almost no English, and the first thing she heard was that women had no future in the military. However, her family’s support was crucial.

Today, she is one of 15 Latinas with the rank of colonel in the Army Reserve, speaks five languages, has a doctorate from the University of Maryland, a master’s degree in Business Administration from Johns Hopkins University, and another in Strategic Studies from the US Army War College, among other degrees.

«For decades we were told to stay at home,» she recalled. «And now Latinas have leadership positions, and we learned to adapt to the Anglo culture. And if we don’t, we get marginalized.»

A fervent advocate of the values that characterize Hispanic women, Zoppi-Rodriguez is a member of the business and education faculty at Strayer University’s Anne Arundel Campus in Maryland, and is dedicated to the area of leadership.

Código de colegio de 4 dígitos de la ley

Zacarías Salinas, X. ., Aguilar Villalobos, E. J. ., & Andrade Palos, P. . (2017). Efectos de las prácticas parentales en la empatía y la conducta prosocial de preadolescentes. Informes Psicológicos, 17(1), 71-86.

Caprara, G. V., & Steca, P. (2007). Prosocial Agency: the contribution of values and self-efficacy beliefs to prosocial behavior across ages. Journal of Social and Clinical Psychology, 26(2), 218-239.

Carlo, G., Mestre, M.V., McGinley, M.M., Tur-Porcar, A., Samper, P., & Opal, D. (2014). El papel protector de las conductas prosociales sobre la conducta antisocial: los efectos mediadores de la afiliación de pares desviados. Journal of Adolescence, 37, 359-366.

Catalano, R.F., Hawkins, J.D., & Toumbourou, J.W. (2008). Positive youth development in the United States: history, efficacy and links to moral and character education. En L. Nucci, T. Krettenauer, & D. Narvaez (Eds.), Handbook of Moral and Character Education (pp. 140-146). New York: Taylor and Francis.

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