Saltar apartados

María Cristina Cardona Moltó

Field of study: Research methods, diagnosis in teaching

Contact details

 María Cristina Cardona Moltó

 

Profile

Professor of Differentiating Pedagogy at the University of Alicante Faculty of Education. She teaches in the Masters “Educational Research” and “Teacher Training”. She coordinated the doctoral programme “Diversity Attention in Educational Areas”, in the context of which she supervised more than 40 DEAs, various TFM and more than 10 PhD thesis of which some got a European mention and Doctorate Special Award. She has been president of AIDIPE (2011-2013) and of the Scientific Committee. She has also been coordinator of various international congresses (IASE 2009 and AIDIPE 2013). She travelled abroad several times as a Visiting lecturer (e.g. UCLA, CA; Texas A&M, TX; University of Minnesota, Twin Cities. MN [Institute on Community Integration], and University of Cambridge, United-Kingdom). Currently she leads a PhD thesis on sensitive recovery and the self-concept improvement of mistreated women through dance..

Lines of research

  • Attention to diversity with gender perspective
  • Inclusive education, equity and gender
  • Teacher training and diversity

 Publications

Articles
  • Hernández-Bravo, J. A., Cardona-Moltó, M. C., & Hernández-Bravo, J. R. (2017). Developing elementary school students' intercultural competence through teacher-led tutoring actions plans on intercultural education. Intercultural Education, 28.
  • Chiner, E., Cardona, M. C. y Gómez, M. (2015). Teachers’ beliefs about diversity: An analysis from a personal and professional perspective. New Approaches in Educational Research, 4(1), 18-23.
  • Rao, S., Cardona, M. C. y Soffer, R. (2015). A cross cultural comparative analysis of teamwork to embrace diversity in schools. Journal of Scholastic Inquiry: Education, 4(1), 97-120.
  • Sanhueza, S. V., Cardona, M. C. y Friz, M. (2015). Understanding elementary and secondary students’ representation of cultural differences as reflected in the process of intercultural communication in school contexts. Nordic Psychology, 67(1), 65-86.
  • Chiner, E. y Cardona, M. C. (2013a). Inclusive education in Spain: How do skills, resources, and supports affect regular education teachers’ perceptions of inclusion? The International Journal of Inclusive Education, 17(5), 526-541.
  • Chiner, E. y Cardona, M. C. (2013b). Teachers’ use of inclusive practices in Spain.The International Journal of Learner Diversity and Identities, 19(1), 29-45.
  • Cardona, M. C. (2011). Teachers’ opinion relative to inclusion in Spain: A comparison between experienced and inexperienced teachers. The International Journal of Diversity in Organizations, Communities, and Nations, 11(3), 151-168.
  • Cardona, M. C., Florian, L., Rouse, M. y Stough, L. M. (2010). Attitudes to diversity: A cross-cultural study of education students in Spain, England, and the United States. European Journal of Teacher Education, 33(3), 243-261.
  • Cardona, M. C. (2009a). Current trends in special education in Spain: Do they reflect legislative mandates towards inclusion? The Journal of the International Association of Special Education, 10(1), 4-10.
  • Cardona, M. C. (2009b). Teacher education students’ perceptions of inclusion and competence to teach students with disabilities in Spain. The Journal of the International Association of Special Education, 10(1), 33-41.
  • Cardona, M. C. (2008). Are teachers tolerant of diversity? Identifying common or dissimilar patterns of response towards difference. The International Journal of Diversity in Organizations, Communities, and Nations, 8(2), 261-268.
Books/Book chapters
  • Sanhueza- Henríquez, Cardona-Moltó, M. C., & Baca-Tavira, N. (2017). Intercultural communication and the feminization of migrations in Latin America: The case of Chile. En B. Griffin (Ed.), Intercultural communication: Strategies, challenges and research (en prensa). NOVA Science Publishers. ISBN: 978-1-53611-823-0.
  • Cardona, M. C. y Chiner, E. (Eds.) (2014). Investigación educativa en escenarios diversos, plurales y globales. Madrid: EOS.
  • Rao, S., Cardona, M. C. y Chiner, E. (2014). Special education today in Spain. En A. F. Rotatori , J. P. Bakken , S. Burkhardt , F. E. Obiakor y U. Sharma (Eds.), Advances in special education: Special education, an international perspective (Vol. 28, pp. 147-183). London: Emerald Group Publishing Limited.
  • Cardona, M. C., Chiner, E. y Gómez, J. M. (2011). A study of teachers’ perceptions of preparedness and practice for teaching diverse learners in inclusive classrooms in Spain. En L. Bullock et al. (Eds.), Educating every learner, every day: A global responsibility (pp. 137-141). Carbondale, IL, Estados Unidos: International Association of Special Education.
  • Cardona, M. C. y Martínez Ruiz, M. A. (2008). Análisis de los roles de género en la sociedad postmoderna: la participación de la mujer en el ámbito de la educación universitaria. En C. Jiménez-Fernández y Pérez-Serrano, G. (Coords.), Educación y género: el conocimiento invisible (pp. 125-161). Valencia: Tirant lo Blanc.
  • Cardona, M. C. (2006). Diversidad y educación inclusiva: enfoques metodológicos y estrategias para una enseñanza colaborativa. Madrid: Pearson-Prentice Hall.

Links to websites

 

 

University Research Institute for Gender Studies (IUIEG)


Universidad de Alicante
Carretera San Vicente s/n
03690 San Vicente del Raspeig
Alicante (Spain)

Tel: (+34) 96 590 9415

Fax: (+34) 96 590 9803

For further information: informacio@ua.es, and for enquiries on this web server: webmaster@ua.es

Carretera San Vicente del Raspeig s/n - 03690 San Vicente del Raspeig - Alicante - Tel. 96 590 3400 - Fax 96 590 3464