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Vallejo Ruiz, Mónica

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Vallejo Ruiz, Mónica
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Universidad de Murcia. Departamento de Didáctica y Organización Escolar
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    La innovación educativa a examen: políticas y actuaciones de la Administración
    (Instituto Federal do Tocantins – Reitoria, 2025-10-20) Vallejo Ruiz, Mónica; Bernárdez Gómez, Abraham; Torres Soto, Ana; Didáctica y Organización Escolar
    Educational innovation has become a central axis for addressing the pedagogical, technological, and social challenges of the 21st century. Educational institutions must embrace innovation as a shared construction, the result of the joint involvement of teachers, school leadership teams, students, and families (Fullan, 2002; Bolívar, 2010).Despite the numerous initiatives driven by schools, there is still a lack of empirical evidence that allows for an in-depth understanding of these experiences, particularly in some Spanish regions such as Murcia, which remains underrepresented in national studies.This paper focuses on the analysis of two innovation calls promoted by the Regional Ministry of Education and Vocational Training during the 2024/2025 academic year. These include 35 innovation projects funded in Early Childhood and Primary Education schools, along with 19 schools involved in the training plan “Innovation Community.”The findings show that these innovation initiatives developed in the schools of this autonomous community share common objectives: fostering pupil participation, developing digital and communication skills, stimulating critical and creative thinking, promoting inclusion, and facilitating pupils’ integration. These objectives reflect a holistic educational vision aimed at creating inclusive, participatory school environments that are responsive to contemporary demands.
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    La coeducación científica infantil con el apoyo familiar como práctica inclusiva
    (Universidad de Murcia. Servicio de Publicaciones, 2026) Sosa, Valentina; Mérida Serrano, Rosario; Lara Garrido, Adrián S.; Vallejo Ruiz, Mónica; Sin departamento asociado
    The present study analyses the impact of the scientific co-education programme INFACIENCIA on families with children in early childhood education. This project aims to promote scientific socialisation from an early age, integrating gender perspectives and fostering meaningful learning experiences. A mixed-method study was conducted, combining quantitative and qualitative approaches, with 132 participating family members, the majority of whom were women, from public and semi-private educational institutions.The findings reveal a positive assessment of scientific co-education and the INFACIENCIA programme. The perceived importance of co-education and satisfaction with the programme were higher among younger families with fewer children, while no significant differences were observed based on the parents' educational level or the type of educational institution. The conclusions point to the importance of including co-educational content in Early Childhood Education and providing training opportunities for families on this issue.
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