http://ebiltegia.mondragon.edu:8080/xmlui The DSpace digital repository system captures, stores, indexes, preserves, and distributes digital research material. 2026-10-10T10:38:52Z https://hdl.handle.net/20.500.11984/14670 Equity-related patterns in pedagogical co-teaching for inclusive education: a six-week pre–post study of primary students’ perceptions of learning, participation, and social climate Ibane Kapelastegi-Osoro; Imaz Agirre, Ainara This study examines equity-related patterns in students’ perceptions within pedagogical co-teaching contexts in primary education. It explores learning, participation, and social climate perceptions before and after a six-week. An exploratory quasi-experimental pretest–posttest design was applied with 169 students. Paired-sample t-tests, cluster analysis, and mixed ANOVAs were used to compare changes in perception across time and baseline groups. Mixed ANOVAs suggested an observed convergence pattern, with students who initially reported lower perceptions showing modest increases and those with higher initial perceptions showing minor decreases; however, ANCOVA sensitivity analyses indicated that this pattern was substantially attenuated after controlling for baseline scores. No clear descriptive pattern differentiated the four classroom contexts, although model-related effects could not be isolated from classroom, grade, or teacher-pair characteristics. Findings indicate a tentative observed-score convergence pattern, with narrower gaps between students reporting initially lower and higher perceptions. Given the exploratory pre–post design, this pattern should not be interpreted as causal evidence that co-teaching reduced disparities. Model labels alone appeared insufficient to explain short-term perception trajectories, while collaboration quality and shared pedagogical vision remain plausible issues for future research. These findings suggest convergence in perceived classroom experiences may offer a useful, exploratory lens for examining equity-related patterns. 2026-10-05T00:00:00Z https://hdl.handle.net/20.500.11984/14669 Biological, Social, and Structural Gaps in Physical Activity: Age, Gender and Sport in Basque Youth Albisua, Neritzel This study aimed to analyse turning points in physical activity (PA) trajectories among children and adolescents according to intensity, age, gender, and participation in organised sport (OS). Methods: A cross-sectional design was applied to a representative sample of 1,073 Basque schoolchildren (537 girls, 536 boys) aged 5 to 18 years. PA was objectively measured using ActiGraph WGT3X-BT accelerometers for seven consecutive days. Trend smoothing (LOWESS) and segmented regression models identified turning points. Results: Declines in moderate and vigorous activity appeared earlier in girls (8 years) than in boys (9 years). Sedentary behaviour increased earlier in girls (12 years) than in boys (13 years). Participation in OS significantly delayed the onset of sedentary behaviour (12.3 vs. 14.8 years) and attenuated MVPA decline, especially in girls. Conclusions: Disparities in PA trajectories are shaped by biological maturation, gender, and structural opportunities. These findings underscore the need for targeted, equity-focused interventions to sustain PA during adolescence. 2026-06-30T00:00:00Z https://hdl.handle.net/20.500.11984/14668 Eskolako kultur planak sortzeko eta aztertzeko tresna berri baten diseinua: Kulturbide Idurre, Alonso-Amezua; Bidegain, Eneko Artikulu honek helburu du ikastetxeko kultur praktiken diagnosia, hausnarketa eta hobekuntza-proposamenak egiten laguntzeko diseinatu dugun Kulturbide tresna deskribatzea eta berau ulertzeko gakoak eskaintzea. Tresnaren abiapuntua da kulturaren presentzia askotan modu sakabanatuan agertzen dela ikastetxeetako jardunetan, eta horrek zaildu egiten duela kultur praktikak modu sistematikoan aztertzea eta planifikatzea. Testuinguru horretan, Kulturbidek ikastetxeei aukera eman nahi die beren kultur praktikak modu egituratu eta kolektiboan aztertzeko, eta hortik abiatuta, kultur planak diseinatzeko oinarriak eskaintzeko. Era berean, tresna bere horretan artikulu honen egileek sortu badute ere, badu sorkuntza kolektibotik, eragile desberdinek hartu baitute parte Kulturbideren aditu-kontraste prozesuan, eta horien guztien ekarpenak ere jaso ditugu lan honetan, prozesu parte-hartzaile baten urratsak jarraituz. Kontraste-prozesu horretan unibertsitateko irakasle-ikertzaileek, ikastetxeetako irakasleek, zuzendaritza-taldeko kideek eta irakasleen prestakuntzan diharduten adituek hartu dute parte, tresnaren egokitasuna, koherentzia eta aplikagarritasuna baloratzeko eta tresna bera hobetzeko. Artikulu honetan, beraz, tresnaren oinarri teorikoak, diseinu-prozesua eta egitura aurkezten dira, baita kontraste-prozesuan jasotako ekarpen nagusiak ere. Helburua da ikastetxeetan euskal kultur praktikak modu sistematikoan aztertzeko, gogoeta kolektiboa sustatzeko eta kultur planak diseinatzeko zein ebaluatzeko gakoak eskaintzeko baliagarria izan daitekeen tresna bat eskaintzea. Horrek guztiak etorkizunean ikerketa eta aplikazio pedagogiko berriak garatzeko abiapuntu gisa jardun dezake.; This article aims to design and present the Kulturbide tool, created to support the development of cultural plans in schools and to analyse the cultural practices carried out within them, while also providing key elements for understanding its structure and use. Kulturbide is based on artistic expressions of Basque culture and is intended to facilitate the diagnosis, reflection, and improvement of cultural practices within schools. The starting point of the tool lies in the observation that cultural practices often appear in a fragmented or dispersed manner in school activities, which makes it difficult to analyse and plan them systematically. In this context, Kulturbide seeks to provide schools with a structured framework for examining their cultural practices and for establishing the foundations upon which school cultural plans can be developed. Although the tool was initially designed by the authors of this article, its development followed a collective process. Various stakeholders participated in an expert review phase of Kulturbide, and their contributions have been incorporated into the work presented here, following the principles of a participatory process. The expert review involved university teacher-researchers, school teachers, members of school leadership teams, and specialists in teacher training, all of whom contributed to evaluating the tool’s relevance, coherence, and applicability, as well as to improving its design. This article therefore presents the theoretical foundations of the tool, its design process, and its structure, together with the main contributions gathered during the expert review process. The aim is to provide a tool that can serve to systematically analyse Basque cultural practices in schools, foster collective reflection, and offer key guidelines for the design and evaluation of cultural plans. Altogether, this tool may act as a starting point for the future development of new research and pedagogical applications. 2026-09-30T00:00:00Z https://hdl.handle.net/20.500.11984/14667 Intervención para conjugar euskera e interculturalidad en la comunidad educativa: Programa EKU Perez Lizarralde, Karmele; Barquin, Amelia 2026-01-01T00:00:00Z