Report on Research and Academic Output, 2014–2020

Research and Academic Output Report 2014–2020 117 Book chapters Azpiroz, M. del C. 2020 • Azpiroz, M. del C. (2020). Chinese students’ learning strategies in learning Spanish as a second language: Experiences from a language immersion programme Uruguay. In L. Cardozo Gaibisso & M. Vazquez Dominguez, Handbook of research on advancing language equity practices with immigrant communities (pp. 129–141). Philadelphia: IGI Global. https://doi.org/10.4018/978-1-7998-3448-9.ch007 Cardozo Gaibisso, L. 2020 • Cardozo Gaibisso, L. (2020). Teacher professional development. In R. Bertran Coppini & E. Palacios (Eds.), Innovative strategies for teacher training in peacebuilding (pp. 112–125). Barcelona: Kreanta. Retrieved from http://kreantaeditorial.org/producto/estrategias-innovadoras-formacion-docentes-construccion-paz/ Cardozo Gaibisso, L. Azpiroz, M. del C. 2020 • Cardozo Gaibisso, L., Pangrazio, L., & Azpiroz, M. del C. (2020). Data-Driven Preadolescence: Insights and Lessons Learned from an Intervention in Uruguay and Australia. In D. Vaillant (Ed.), Educating and Learning in the Digital Age: A Research Perspective (pp. 127-149). Montevideo: Universidad ORT Uruguay. Retrieved from http://hdl.handle.net/20.500.11968/4147 Cobo, C. 2017 • Cobo, C. (2017). The triangulation between content, container, and context. In J. Delgado Lasa (Ed.), 21st Century: Education and Ceibal (pp. 56–62). Montevideo: Council for Early Childhood and Primary Education (CEIP): Department of Educational Technology, CEIBAL. De Stefani, A. 2014 • De Stefani, A. (2014). Challenging traditions: Constructing an identity through innovative teaching practices. In P. Breen, Cases on teacher identity, diversity, and cognition in higher education (pp. 258–286). Philadelphia: IGI Global. Fagúndez, R., & Tejera, A. 2016 • Fagúndez, R., & Tejera, A. (2016). Building paths toward collaborative work in an early childhood education center. In J. Gairín, Situated learning and connected learning: implications for work (pp. 439–447). Madrid: Wolters Kluwer. Fagúndez, R. Tejera, A. 2016 • Fagúndez, R., & Tejera, A. (2016). Managing the institutional image of an educational institution. In J. Gairín, Situated learning and connected learning: implications for work (pp. 449–456). Madrid: Wolters Kluwer. Fripp, A. 2018 • Fripp, A. (2018). Educational insomnia: an opportunity to reflect on the purpose of education. In Instituto Crandon (Eds.), What is education for?: essays (pp. 77–91). Montevideo: Instituto Crandon, MC Ediciones. Lion, C. 2017 • Lion, C. (2017). Traces and Challenges: Technologies and Teacher Training. In J. Delgado Lasa (Ed.), 21st Century: Education and Ceibal (pp. 93–103). Montevideo: Council for Early Childhood and Primary Education (CEIP): Department of Educational Technology and CEIBAL. INSTITUTE OF EDUCATION