Professor at the University of Valladolid. Doctor in Social Psychology. Graduate in Psychopedagogy. Diploma in Primary Education. Specialist in Intercultural Education. Master in Psychological Intervention in Educational Contexts at the Complutense University of Madrid. She won first prize at the Migration Institute of the University of Comillas for her doctoral work titled: “Prejudice and exclusion in the integration processes of students in a school.” She has worked as a Primary Education teacher in different schools in the province of Castilla y León and as a trainer for the Junta de Castilla y León within the European Social Funds giving courses on Teaching Methodology, Curriculum Programming, Didactic Media. She was an FPI scholarship holder from 2004 to 2007. She is currently a Full Professor at the Faculty of Education and Social Work of Valladolid in the Department of Pedagogy. She teaches the subjects of General Didactics and Qualitative Research Methods. In past courses she also taught the subject of School Organization, Practicum and Education for Peace and Equality and New Technologies applied to Education. Her main lines of research are those related to: Systemic Thinking and Evaluation of Educational Systems that promote change. She has participated in 6 R&D projects related to these research topics and 4 regional ones. She has directed 3 Teaching Innovation Projects at the University of Valladolid. She has published 3 books, 15 book chapters, 38 articles in indexed journals and 43 contributions to International Conferences. Coordinator of the Acoge Group. Interdisciplinary socio-scholastic research and action group, where teaching, social and research work is united around a common axis such as Inclusive Education. This group won the social responsibility award in the 2011/2012 academic year. In 2018 she was offered a special service commission as an inclusive education advisor in the Ministry of Education, specifically in the CNIIE (National Center for Educational Research and Innovation). In 2020 she returned to her position as University Head at the Faculty of Education and continues her work through a two-year agreement, signed between The Cotec Foundation , the Ministry of Education and the University of Valladolid. In January 2021 she began to direct the Transdisciplinary Research Center for Research in Education (CETIE-UVA). Opens three agreements/articles 83 between CETIE-UVA and three entities (PRAE – JUNTA CyL , COTEC FOUNDATION and TRILEMA FOUNDATION), with the following themes respectively: (1) Educational proposals to work on systemic thinking and the environment in the school context; (2) Cognitive biases and decision making in the classroom and (3) Scientific Evaluation of Innovative Educational Systems”. These works carried out with a team of UVA researchers are producing articles indexed within the international scientific community, training seminars for researchers and teachers in university training and in active service, as well as a network of evidence-based schools, which provide support scientific and promote change for the new curriculum established in Strategy 2050.
BOOKS AND CHAPTERS
Gómez González, J. y Rodríguez Navarro, H. (2024). Aprender sin disciplinas: aprendizaje a lo largo de la vida y enseñanza interdisciplinar. En Retos y oportunidades del aprendizaje a lo largo de la vida en la sociedad del conocimiento.
Rodríguez Navarro, H. and Torrego Egido , L. (2013). Transforming Education. Madrid. Wolters Kluwer Publishing House.
María Jiménez Ruiz, Rodríguez Navarro, H. , Ainara Zubillaga del Río. Knowing our errors in judgments to improve decision-making in the classroom , in Innovative Teaching Methodologies as strategies to face the challenges of 21st century education Fernández Campo. JM and Gómez López, N.) Dyckinson Editorial. ISBN: 978-84-1324-789-2
Rodríguez Navarro, H. (2020). Innovating in education from the origin: Approach to the school curriculum from systemic thinking , in Pedagogies of the 21st century. Alternatives for educational innovation. Coord. (Carbonell Sebarroja , J.). Octahedron Editorial.
PUBLICATIONS
Rodríguez Navarro, H. Cruz Sousa, FR (2023 ). Dialogue and reflection with Robert Stake on educational evaluation and the origin and impact of educational research centers. Interuniversity Electronic Journal of Teacher Training, 26, 2, 1-2. Within the monograph coordinated by Rodríguez Navarro, H. and Stake, R. (2023).
Rodríguez Navarro, H. and Stake , R. (2023). Research laboratories in the classroom: evidence-based educational principles and models. Interuniversity Electronic Journal of Teacher Training , 26, 2, 1-2.
Tejedor Mardomingo , M.; Rodríguez Navarro, H. ( Coords.) (2023). Dreaming of the school from the SDGs. Pedagogy Notebooks, 544, 2-5.
García-Monge, A., Rodríguez-Navarro, H , Marbán, José-María. Potentials and limitations of the usability of EEG devices in educational contexts, 76, V. XXXI, 47-58. Communicate. Scientific Journal of Communication and Education.
Soria- Aldavero , E., Martínez-Huertas, JA, Rodríguez-Navarro, H . & García- Celay , IM (2023). Adaptation of a Socio-Emotional Skills scale for Early Childhood, Primary and Secondary Education teachers . Interuniversity Electronic Journal of Teacher Training, 26(2), 87-10.
Rodríguez-Navarro, H .; Gómez González, J.; Rubia- Avi , M.; Rodríguez Medina, J. (2022). Ethnographic approach to the process of inclusion of immigrant students in an educational center. Bellaterra Journal of Teaching & Learning Language & Literature, 15 (2), 45.57.
Rodríguez-Navarro, H. (2022). Christopher Clouder: „Teaching is learning, they are not two separate things . ” Cuadernos de pedagogía , 0630, Nº 532, 2022 .
Rodríguez-Navarro, H. (Coord.). Creative thinking in the classroom. Pedagogy Notebooks, 532, 2-5.
Javier Gómez González ; FJ, Rodríguez Navarro, H., (2022). Education in gender equality policies . Pedagogy Notebooks, 534, 128-133.
Jiménez Ruíz , M. Rodríguez Navarro, H. (2022). Tutorial action in the teaching framework. Pedagogy notebooks, 517, 2021, 64-67.
Rodríguez Navarro, H. (Coord.), (2021), Perceptions and cognitive biases about mentoring in teacher education . Pedagogy notebooks , ISSN-e 2386-6322, ISSN 0210-0630, No. 517, 2021 , p. 110-115.
García-Monge, A., Rodríguez-Navarro, H. , González-Calvo, G., & Bores-García, D. (2020). Brain Activity During Different Throwing Games: EEG Exploratory Study. International journal of environmental research and public health, 17 (18), 6796.
Mamas, C.; Hartmann Schaelli , G.; Daly, AJ Rodríguez-Navarro, H. & Trisokka , L. (2020). Employing Social Network Analysis to Examine the Social Participation of Students Identified as Having Special Educational Needs and Disabilities, International Journal of Disability, Development and Education, 67(4), 393-408.
Rodríguez Navarro, H. Zubillaga del Río, A., Moya Otero. José Moya and Rubia- Avi , M. (2020). From systemic thinking to teaching action: framework of analysis in the decision-making of teachers at school. Journal Linguistic Teaching. Accepted. In press
Arias, VB, Frutos, J., Rodríguez Navarro, H., & Arias, B. (2019). Exploring the phenotypic structure of attention deficit hyperactivity disorder (ADHD): Subtypes versus severity continuum
[AN Exploration of the phenotypic structure of attention deficit hyperactivity disorder (ADHD): Subtypes vs. continuum of severity ]. Behavioral Psychology, 27 (1), 69–85.
Sánchez, S.; Rodríguez-Navarro, H.; Sandoval, M. (2019). Descriptive and comparative of School Inclusion through Index for Inclusion. Psychology, Society & Education, 11(1), 1-13.
Rodríguez Navarro, H ., and Cole, M., ( Coords .), (2018). (SCOPUS Q3). Current vigor and potential of educational research from socio-cultural perspectives, Vol. 32, No. 93, 3, 2018 (Issue dedicated to: Contributions to education from a socio-cultural perspective), pages. 11-14.
Henar Rodríguez Navarro; H , ; Cole, Michael, (2018). Dialogue with Michael Cole : 20 Years of Cultural Psychology . R E IFOP: Interuniversity journal of teacher training: continuation of the former Journal of Normal Schools, Vol. 32, No. 93, 3, 2018 (Issue dedicated to: Contributions to education from a socio-cultural perspective), pp. 17-30.
Rodríguez Navarro, H. y Cole, Mike, (2018). Contributions to education from a socio-cultural perspective coordinators. Interuniversity Journal of Teacher Training (RIFOP).
Jiménez, M., Rodríguez, H ., Arias, B. (2018). ACOGE Scale: Identify the inclusive quality of classrooms [Winner, research modality]. . In Research and Good Practices in Autism “Ángel Rivière” Awards, ninth edition, p. 7-30. Cadiz: AETAPI.
Rodríguez-Medina, J.; Rodríguez-Navarro, H .; Arias, V.; Arias, B.; Anguera , MT( 2018).Non-reciprocal Friendships in a School-Age Boy with Autism: The Ties that Build?. Journal of Autism and Developmental Disorders 48, 2980–2994.
AWARD-WINNING ARTICLE. Rodríguez-Medina, J., Rodríguez-Navarro, H., Arias, V., Arias, B., and Anguera, MT (2018). Interpersonal Perception, Social Behavior and Friendship at School: Reciprocity and Interaction [Special mention from the jury, research modality]. . In Research and Good Practices in Autism “Ángel Rivière” Awards, ninth edition, p. 59-84. Cadiz: AETAPI.
AWARD-WINNING ARTICLE AT CONGRESS. Jiménez, M., Rodríguez, H ., Sánchez, S., Rodríguez-Medina, J. (2018). Construction of the discourse around Inclusive Education. Interuniversity Electronic Journal of Teacher Training (REIFOP) , 21 (1), p. 185-217.
Rodríguez-Medina, J., Arias, V., Jiménez, M., Rodríguez Navarro, H., Rubia, B. and Arias, B. (2018). The Structure of Attitudes toward People with Disabilities: Network Models and Structural Models. Zero Century. Spanish Journal on Intellectual Disability 49 (1) , p. 69-87.
Jiménez, M., Arias, B., Rodríguez Navarro, H. and Rodríguez, J. (2018). Inclusive classrooms built from the diagnosis. Zero Century. Spanish Journal on Intellectual Disability, vol. 49 (3), p. 7-25 ISSN 0210-1696.
RODRÍGUEZ-MEDINA, Jairo; ARIAS, Victor; JIMÉNEZ-RUIZ, María; Rodríguez Navarro, Henar ; RUBIA-AVI, Bartolomé; ARIAS, Benito (2018). The structure of attitudes towards people with disabilities network models and structural models. Siglo Cero: Spanish Magazine on Intellectual Disability, Vol. 49, No. 1, 2018, pp. 69-87.
Rodríguez Navarro, H., Ríos González, O., Racionero Plaza, S., and Macías, F. (2014). New Methodological Insights Into Communicative Acts That Promote New Alternative Masculinities. Qualitative Inquire, 20 (7), 870-875.
Arias González, V. Gómez Sánchez, L. Arias Martínez, B. Rodríguez Navarro, H. Silvia Ganso, N. (2014). Assessment of Social Skills in adults with intellectual disabilities: calibration of the SPSS-R scale using the Rasch model. Behavioral Psychology. Vol 22, 3.
García Monge, A., Rodríguez Navarro, H. (2013). Description of “logics” in the motor game of rules in school physical education. Culture and Education: Journal of theory, research and practice. Vol. 25, 35-48.
Rodríguez Navarro, H., García Monge, A., and Rubio Campos, C. (2013). The process of integration of newcomers at school: student and gender networking during school recess. International Journal of Qualitative Studies in Education, 27 (3), 349-363.
Rodríguez Navarro, H., González Ríos, O., and Racionero Plaza, S. (2012). Reconfiguration of compensatory education based on scientific evidence. Inclusive actions for equality of results. Education Magazine, extraordinary number, 67-87.
PROJECTS
ADHD and intellectual disability in school: evaluation from a developmental perspective. PGC2018-093785-A-I00. Lead investigator 1: Victor B. Arias Gonzalez; Chief investigator 2: Henar Rodriguez Navarro.
ADHD and Intellectual Disability in School: Assessment from a Developmental Perspective (TDAHDI). ADHD and intellectual disability at school: evaluation from a developmental perspective (ADHDI). STATE RESEARCH AGENCY – 2018 Calls for KNOWLEDGE GENERATION R&D Projects. R&D&i projects RESEARCH CHALLENGES 2018. 09/30/2019- 08/30/2022. RESPONSIBLE INVESTIGATORS: Víctor Arias González and Henar Rodríguez Navarro.
Adaptation And Evolution Of Children Adopted By Families From Castilla And Lion Of International Adoption. Main Lead: Jesus Palacios, Ph.D. Entity: University of Seville and Social Services Department of Castilla-Leon. Role: Researcher. 2003
THE COOPER TO TIVISM IN CASTILLA AND LEON: PSYCHOSOCIAL STUDY FROM ETHICAL PROBLEMS AND POTENTIALITIES FOR THE SOCIOECONOMIC DEVELOPMENT COOPER A TION IN CASTILLA-LEON: PSYCHO-SOCIAL STUDY OF ISSUES AND POTENTIALS FOR SOCIO-ECONOMIC DEVELOPMENT. Main Lead: Anastasio Bernal Sheepdog. Entity: Education and Science Ministry of Spain, University and Research State Secretary. Role: Researcher. 2006-2008.
IMPLEMENTATION OF A PROGRAM CAREER GUIDANCE IN LABOR RELATIONS AND SCIENCES OF JOB IMPLEMENTATION OF TO PROFESSIONAL ORIENTATION PROGRAMME, IN SOCIAL RELATIONS AND SOCIAL WORK SCIENCES. Main Lead: Anastasio Bernal Sheepdog. Entity: Education and Science Ministry of Spain, University and Research State Secretary. Role: Researcher. 2006-2008.
STUDY OF THE PROFILE PROFESSIONAL AND ACADEMIC OF THE SCIENCE DEGREES OF THE JOB AND EMPLOYMENT RELATIONSHIPS: SPECIFIC GENERIC COMPETENCES
STUDY OF THE ACADEMIC AND PROFESSIONAL PROFILE OF SOCIAL RELATIONS AND SOCIAL WORK SCIENCE DEGREES: SPECIFIC AND GENERIC COMPETENCES. Main Lead: Anastasio Bernal Sheepdog. Entity: Education and Science Ministry of Spain, University and Research State Secretary. Role: Researcher. 2006-2007.
SCHOOL TIMES AND LEISURE TIMES: SOCIALIZATION AND LIFE EVERYDAY OF CHILDHOOD IN THE ROYAL SOCIETY SCHOOL TIME Y JUGAR TIME: SOCIALISING AND INFANT LEISURE TIME IN CURRENT COMPANY. Main Lead: Jose Antonio Caride Gómez. Entity: Main Research Department of the Education and Science Ministry (National R&D Plan). Role: Researcher. 2007.
ENTREPRENEURIAL WOMEN AND SOCIOECONOMIC DEVELOPMENT STRATEGIES FOR CASTILE AND LEON: A CASE STUDY ENTERPRISING WOMEN AND SOCIOECONOMIC DEVELOPMENT STRATEGIES FOR CASTILLA-LEON. TO CASE STUDY. Main Lead: Anastasio Bernal Sheepdog. Entity: JCYL Economy and Labor Office. Role: Researcher. 2007.
USE OF FREE SOFTWARE AND ICT IN PRIMARY EDUCATION FOR FACILITATE THE DESIGN, DEVELOPMENT AND ACTIVITIES OF COLLABORATIVE LEARNING WITH YOU AND STUDENT-CENTERED LEARNING OPEN SOURCE SOFT W ARE AND IT USAGE IN PRIMA R Y EDUC A TION T O EASE DESIGN, DEVELOPMENT, AND COLLABORATIVE LEARNING ACTIVITIES FOCUSED ON THE STUDENT. Main Lead: Rocío Anguita Martínez. Entity: JCYL Economy and Labor Office. Role: Researcher. 2008-2010.
EVALHIDA: E V EVALUATION OF COMPETENCES WITH DIALOGICAL INTERACTION TOOLS ASYNCHRONOUS. EVALHIDA: COMPETENCE EVALUATION WITH ASYNCHRONOUS INTERACTION DIALOG TOOLS. Main Lead: Gregorio Rodríguez Gómez. Entity: Education and Science Office, Spain. Role: Researcher. 2008-2009.
ANALYSIS OF ECONOMIC TRANSNATIONALITY PROCESSES AND MOROCCAN POLITICS, ECU A T ORIANA AND ROMANIAN. THE MIGRATION AS A FACTOR OF DEVELOPMENT IN COUNTRIES OF ORIGIN AND RECEPTION ANALYSIS OF ECONOMIC AND POLITIC TRANSNATIONAL PROCESSES IN MOROCCO, ECUADOR, AND ROMANIA. IMMIGRATION ACE TO DEVELOPMENT FACTOR IN ORIGIN AND ACCEPTANCE COUNTRIES. Main Lead: Ramón Flecha García. Entity: Education and Science Office, Spain. Role: Researcher. 2005-2008.
ARCHITECTURE BASED IN SERVICES FOR THE SUPPORT TO THE IMPLEMENTATION DESIGN AND EVALUATION OF CSCL SITUATIONS GUIDED AND FLEXIBLE TO THROUGH FUNDAMENTAL RESEARCH PROJECTS NOT ORIENTED. ARCHITECTURE BASED ON SERVICES TO SUPPORT DESIGN, DEVELOPMENT, AND ASSESSMENT OF CSCL-GUIDED AND FLEXIBLE SITUATIONS THROUGH FUNDAMENT AL, NOT -GUIDED RESEARCH PROJECTS. Main Lead: Yannis Dimitriadis. Entity: Education and Social Sciences Faculty, Telecommunications Faculty, UVa, Spain. Role: Researcher. 2007-2010.
INTERDEPENDENCE LINGUISTICS AND PRACTICE EDUCATIVA. NECESSARY INTEGRATION IN THE EXPLANATION OF THE LINGUISTIC DEVELOPMENT OF THE STUDENTS OF IMMIGRANT ORIGIN LINGUISTIC INTER-DEPENDENCE AND EDUCATIVE PRACTICE. TO NECESSARY INTEGRATION IN THE UNVEILING OF LINGUISTIC DEVELOPMENT OF IMMIGRANT STUDENTS. Main Lead: Angel Huguet Canada. Entity: Education and Social Sciences Office, Spain. Role: Researcher. 2007-2010.
INTERDEPENDENCE LINGUISTICS AND PRACTICE EDUCATIVA. NECESSARY INTEGRATION IN THE EXPLANATION OF THE LINGUISTIC DEVELOPMENT OF THE STUDENTS OF IMMIGRANT ORIGIN. LINGUISTIC INTER-DEPENDENCE AND EDUCATIVE PRACTICE. TO NECESSARY INTEGRATION IN THE EXPLANATION OF THE LINGUISTIC DEVELOPMENT OF THE IMMIGRANT STUDENT. Main Lead: Joan Biscarri Gassio. Entity: Education and Social Sciences Office, Spain. Role: Researcher. 2009-2012.
BASIC SKILLS AND INCLUSIVE EDUCATION BASIC COMPETENCES AND INCLUSIVE EDUCATION. Main Lead: Beatriz Gallego López. Entity: CREI V alladolid, Education and Social Sciences, UVa, Spain, Several CEIPS in Castilla-Leon. Role: Researcher. 2010-2012.
TRANSROMA: MOBILITY STRATEGIES , RETURN AND TRANSNATIONAL PRACTICES AMONG THE GIT ANA POPULATION ROMANIAN TRANSROMA: MOBILITY , RETURN STRATEGIES AND TRANSNATIONAL PRACTICES AMONG ROMANIAN ROME POPULATION. Main Lead: T aresa Sordé Martí. Entity: AMSE, UB, Uva. Role: Researcher. 2012-2014.
QUALITY OF LIFE INDICATORS IN PEOPLE WITH MULTIPLE AND MULTIPLE DISCPACITIES DEEP: DEVELOPMENT, VALIDATION AND CALIBRATION OF A SCALE OF EVALUATION FOR THE CHILDHOOD AND THE ADOLESCENCE QUALITY LIFE INDICATORS IN DEEPLY, MULTIPLE-DISADVANT AGED PEOPLE: DEVELOPMENT, ASSESSMENT, AND CALIBRATION OF AN EVALUATION SCALE FOR IN FANCY AND TEENAGERS. Main Lead: Laura Elisabet Gómez Sánchez. Entity: Economics and Competitive Office, Spain (Project Subprogramme of Fundamental, Not-Oriented Research). Role: Researcher. 2013-2015.