2024
Roldán-Arcos, S., Martín, J. M. P., Guevara-Herrero, I., del Álamo-Cabello, L., Sánchez-Ferrezuelo, L., Mora-Urda, A. I. & Novo-Molinero, M. (2024). Educación Ambiental para maestros: la Biodiversidad Urbana como centro de interés. Revista de Educación Ambiental y Sostenibilidad, 6(1), 1201-1201.
Balanyà-Rebollo, J; de Oliveira, J. M. (2024). “Identifying Strengths and Weaknesses in Mobile Education: A Gender-Informed Self-Assessment of Teachers’ Use of Mobile Devices” Applied System Innovation 7, no. 2: 31. https://doi.org/10.3390/asi7020031
Balanyà-Rebollo, J; de Oliveira, J. M. (2024). Teachers’ Evaluation of the Usability of a Self-Assessment Tool for Mobile Learning Integration in the Classroom. Educ. Sci. 2024, 14(1), 1; https://doi.org/10.3390/educsci14010001
Natividad-Sancho, L., Serradell, O., Sanmamed, A. F. F., & Garcia-Yeste, C. (2024). Review of the scientific literature on the impact of extending learning time with vulnerable groups. Children and Youth Services Review, 107809. https://doi.org/https://doi.org/10.1016/j.childyouth.2024.107809
Rivera Piragauta, J. A., & Minelli de Oliveira, J. (2023). Aspectos Clave de Diseños de Aprendizaje Virtual Éticamente Sensibles: Recomendaciones Prácticas Desde un Panel Delphi. Voces Y Silencios. Revista Latinoamericana De Educación, 14(1), 63–85.
Christou, M., Gairal-Casadó, R., Carbonell, S., & Vidu, A. (2024). Prevention of violence against LGBTIQ+ youth: A systematic review of successful strategies. International Journal of Educational Research, 124, 102320. https://doi.org/10.1016/j.ijer.2024.102320
De Witte, K., Garcia-Yeste, C., Gallardo-Nieto, E., & Canal-Barbany, JM (2024). Implementing Youth Worker Networks to Achieve Social Impact in the Eradication of LGBTQIA-Phobia. Sexuality Research and Social Policy. https://doi.org/10.1007/s13178-023-00926-9
Font-Palomar, M., Jiménez, J. M., Girbés-Peco, S., & Duque-Sánchez, E. (2024). “Does It Depend on the Discipline?” Differences in the Perceptions of LGBTIQ+ Violence in Universities. Violence and Gender, 11(1), 43-52. https://doi.org/10.1089/vio.2022.0041
Guardiola-Fígols, M., Gómez-González, A., Natividad-Sancho, L., & Gairal-Casadó, R. (2024). Scientific workshops with a dialogical approach: an effective tool for introducing science into vulnerable educational contexts. Frontiers in Education, 8, 1263360. https://doi.org/10.3389/feduc.2023.1263360
Novo-Molinero, MT., Morla-Folch, T., Esteller, L.J., Molina Roldan, S., & Gomez Gonzalez, A. (2024). Impacting life expectancies of incarcerated people through dialogic scientific gatherings and dialogic scientific workshops in prisons. Humanities and Social Sciences Communications, 11(354). https://doi.org/10.1057/s41599-024-02844-6
Rios-Gonzalez, O., Torres, A., Aiello, E., Coelho, B., Legorburo-Torres, G., & Munte-Pascual, A. (2024). Not all men: the debates in social networks on masculinities and consent. Humanities and Social Sciences Communications 11, 67. https://doi.org/10.1057/s41599-023-02569-y
Villarejo-Carballido, B. , Díez-Palomar, J., Garcia-Yeste, C., & Olabarria, A. (2024) The effects of children’s participation and co-creation in science. Humanities and Social Science Communications, 11(3). https://doi.org/10.1057/s41599-023-02473-5
2023
de Oliveira, J. M.; Dueñas, J-M.; Morales-Vives, F. & Gallardo-Nieto, E. (2023). Educational agents and institutions called into action in suicide prevention, intervention, and postvention. Front. Psychol., Sec. Educational Psychology. Volume 14 – 2023 | https://doi.org/10.3389/fpsyg.2023.1213751
Khalfaoui, A., Garcia-Espinel, T., Macías-Aranda, F., & Molina Roldán, S. (2023). How Can the Roma Deal with the Health and Social Crisis Generated by the COVID-19 Pandemic? Inequalities, Challenges and Successful Actions in Catalonia (Spain). Journal of Racial and Ethnic Health Disparities. https://doi.org/10.1007/s40615-023-01736-w
Lopez de Aguileta Jaussi, A., Torras-Gómez, E., Ríos-González, O., & Racionero-Plaza, S. (2022). Who promoted the nightlife of flirts? Freedom or capitalist business? Social and Education History, 11(3), 275-294. https://doi.org/10.17583/hse.11244
Natividad-Sancho, L.; Gairal-Casadó, R., Sordé Martí, T. & Garcia Yeste, C. (2023). Roma students’ experiences: practices contributing to participation in post-compulsory education. Educational Research, https://doi.org/10.1080/00131881.2023.2266455
Ocampo Castillo, M. d. S., Gairal-Casadó, R., Valls-Carol, M. R. & Tellado, I. (2023). Young children and a school community open pathways for a grandmother’s literacy. Issues in Educational Research, 33(3), 1106-1124. http://www.iier.org.au/iier33/ocampo-castillo.pdf
Olabarria, A., Burgués-Freitas, A., López de Aguileta, A., Zubiri-Esnaola, H., Torras-Gómez, E., Joanpere, M., López de Aguileta, G., Álvarez-Guerrero, G., Aiello, E., Pulido, C., & Redondo-Sama, G. (2023). When the Media Omits or Includes Scientific Evidence in Its Publications: Science and Battles on X about Child Sexual Abuse. Children, 10(12). https://doi.org/10.3390/children10121857
Oliver, E., Redondo-Sama, G., de Aguileta, A.L. & Burgués-Freitas, A. (2023). Research agenda to engage citizens in science through social media communicative observations. Humanities and Social Sciences Communications, 10, 447. https://doi.org/10.1057/s41599-023-01954-x
Puigvert, Racionero-Plaza, López de Aguileta, Tellado, Molina, Pulido-Rodríguez, Ugalde, & Flecha. (2023). Disdainful Hookups: a Powerful Social Determinant of Health. Journal of Urban Health. https://doi.org/10.1007/s11524-023-00765-4
Rios-Gonzalez, O., Peña-Axt, J.C., Legorburo-Torres, G. & Natividad-Sancho, L. (2023). Impact of an evidence-based training for educators on bystander intervention for the prevention of violence against LGBTI+ youth. Humanities & Social Sciences Communications 10, 583. https://doi.org/10.1057/s41599-023-02117-8
Ruiz-Eugenio, L., Tellado, I., Valls-Carol, R., & Gairal-Casadó, R. (2023). Dialogic popular education in Spain and its impact on society, educational and social theory, and European research. European Journal for Research on the Education and Learning of Adults, 14(1), 47–61. https://doi.org/10.3384/rela.2000-7426.4325
Santiago-Garabieta M., Zubiri-Esnaola, H., García-Carrión R., & Gairal-Casadó, R. (2023). Inclusivity, friendship and language learning: boosting collaboration in interactive groups. Educational Research. https://doi.org/10.1080/00131881.2023.2189433
2022
Bellavista, J.; Elboj-Saso, C.; García Yeste, C.; Villarejo-Carballido, B. (2022). Innovative Methodological Approach to Analyze Innovation and Social Impact. International Journal of Qualitative Methods, 21, 1–9. https://doi.org/10.1177/16094069221083373
Díez-Palomar, J., Font Palomar, M., Aubert, A., & Garcia-Yeste, C. (2022). Dialogic Scientific Gatherings: The Promotion of Scientific Literacy Among Children. SAGE Open, 12(4). https://doi.org/10.1177/21582440221121783
Duque, E.,López de Aguileta, G., Canal-Barbany, J.M., Joanpere-Foraster, M.(2022). No Time to Lose Sex-o Time to Lose Sex-appeal. Love and Attractiveness in the last James Bond Movie 2021. Masculinities and Social Change, 11(2), 102-128. https://doi.org/10.17583/MCS
Flecha, R.; Elboj, C.; Torras-Gómez, E.; Joanpere, M. 2022. The time of dialogic sociology. International Sociology. https://doi.org/10.1177/02685809221111890 (First Published 19 Jul 2022)
Gairal-Casado, R.; Duque, E.; Ramis-Salas, M., Valls, R. (2022) ‘My friends are like my family’: The positive impact of high-quality friendships on former foster care youth. Children & Society. https://doi.org/10.1111/chso.12683
Gairal-Casadó, R.; García-Yeste, C.: Munté, A.; Padrós, M. (2022) Study to Change Destiny. Elements That Promote Successful Trajectories in Young People who Have Been in Residential Care The British Journal of Social Work, 52(4)
2253–2270, https://doi.org/10.1093/bjsw/bcab087
Garcia-Yeste, C., Catalin-Mara, L., de Botton, L., & Duque, E. (2022). Building a More Inclusive Workplace for Religious Minorities. Religions, 13(6), 481. http://dx.doi.org/10.3390/rel13060481
García-Yeste, C.; López de Aguileta Jaussi, A.; Duque, E.; Padrós, M. (2022). Beginning of the course of the Catalan Universities towards the COVID-1: Evidence vs Negligence. International and Multidisciplinary Journal of Social Sciences. https://doi.org/10.17583/rimcis.11322
Gómez, A., Girbés, S., Jiménez, J.M., & Vieites, M. (2022). “Without support, victims do not report”: The Co-creation of a workplace sexual harassment risk assessment survey tool. Gender work and organization. https://doi.org/10.1111/gwao.12840
Gómez-González, A., Tierno-García, J.M., & Girbés-Peco, S. (2022). “If they made it, why not me?” increasing educational expectations of Roma and Moroccan immigrant families in Spain through family education, Educational Review. https://doi.org/10.1080/00131911.2022.2121265
Gómez, A., Puigvert, L., Nazareno, E., López de Aguileta, A., Vidu, A., & García-Carrión, R. (2022). The Impact of One Book About Friendship in the Lives of Readers. Qualitative Inquiry. https://doi.org/10.1177/10778004221079409
Joanpere, M., Burgués-Freitas, A., Soler, M., & Aiello, E. (2022). History of MeToo University movement in Spain. Social and Education History, 11(2). https://doi.org/10.17583/hse.10545
López de Aguileta Jaussi, A., Torras-Gómez, E., Ríos-González, O., & Racionero-Plaza, S. (2022). Who promoted the nightlife of flirts? Freedom or capitalist business? Social and Education History, 11(3), 275-294. https://doi.org/10.17583/hse.11244
M.Marimon-Martí, J.Cabero, L.Castañeda, C.Coll, J.M. de Oliveira, M.J.Rodríguez-Triana. (2022) Construir el conocimiento en la era digital: retos y reflexiones. RED. Revista de Educación a Distancia, 69(22). http://dx.doi.org/10.6018/red.505661
Puigvert-Mallart, L.; Cullell, R.C.; Canal, J.M.; García-Yeste, C. (2022). Reducing Health Effects on Deceit in Heterosexual
Sexual-Affective Relationships: The Impact of the Preventive Socialization Program (PSP). International Journal of Environmental Research and Public Health, 19, 2274. https://doi.org/10.3390/ijerph19042274
Puigvert, L., Kyung Hi, K., Khalfaoui, A., Ríos-González, O., Rodrigues de Mello, R., Joanpere, M., Flecha, R. (2021). Breaking the Silence within Critical Pedagogy. Multidisciplinary Journal of Educational Research,11(3), 203-217. https://doi.org/10.17583/remie.2021.8748
Puigvert, L., Villarejo-Carballido, B., Gairal-Casadó, R., Gómez, A., Cañaveras, P. & Martí, T.S. (2022). An Instagram Hashtag Fostering Science Education of Vulnerable Groups during the Pandemic. International Journal of Environmental Research and Public Health, 19, 1974. https://doi.org/10.3390/ ijerph19041974
Rios, O., Font-Palomar, M., Flecha, A., & Valls, R. (2022). Violence against LGBTIQ+ people at universities: the need to uncover a silent reality. Trauma, Violence, & Abuse, 15248380221111471
Ríos-Gonzalez, O., & Peña Axt, J. C. (2022). Editorial: Interactions Promoting Diverse Models of Masculinity and Men’s Attractiveness. Frontiers in psychology, 12, 822921.
Rivera-Piragauta, J. A. & de Oliveira, J. M. (2022).The Ethical Commitment of Virtual Education. Journal of Online Educators.
Roca, E., Merodio, G., Gomez, A., & Rodriguez-Oramas, A. (2022). Egalitarian Dialogue Enriches Both Social Impact and Research Methodologies. International Journal of Qualitative Methods. https://doi.org/10.1177/16094069221074442
Villarejo-Carballido, B.; Pulido, C.M.; Zubiri-Esnaola, H.; Oliver, E. (2022). Young People’s Voices and Science for Overcoming Toxic Relationships Represented in Sex Education. International Journal of Environmental Research and Public Health, 19(6) 3316; https://doi.org/10.3390/ijerph19063316
2021
Baltà-Salvador, R., Olmedo-Torre, N., Peña, M., & Renta-Davids, A. I. (2021). Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students. Education and Information Technologies, 0123456789. https://doi.org/10.1007/s10639-021-10593-1
Gairal-Casadó, R., Garcia-Yeste, C., Munté Pascual, A. & Padrós Cuxart, M. (2021). Study to Change Destiny. Elements That Promote Successful Trajectories in Young People who Have Been in Residential Care. The British Journal of Social Work, bcab087. https://doi.org/10.1093/bjsw/bcab087
Gallardo-Nieto, E. M., Espinosa-Spínola, M., Ríos-González, O., & García-Yeste, C. (2021). Transphobic Violence in Educational Centers: Risk Factors and Consequences in the Victims’ Wellbeing and Health. Sustainability, 13(4), 1638. https://doi.org/10.3390/su13041638
Gallardo-Nieto, E. M., Gómez, A., Gairal-Casadó, R., & del Mar Ramis-Salas, M. (2021). Sexual orientation, gender identity and gender expression-based violence in Catalan universities: qualitative findings from university students and staff. Archives of Public Health, 79(1), 1-13. https://doi.org/10.1186/s13690-021-00532-4
Melgar-Alcantud, P., Puigvert, L., Ríos, O.; & Duque, E., (2021). Language of Desire: A Methodological Contribution to Overcoming Gender Violence. International Journal of Qualitative Methods. https://doi.org/10.1177/16094069211034597
Molina Roldán, S., Marauri, J., Aubert, A. & Flecha, R. (2021). How Inclusive Interactive Learning Environments Benefit Students Without Special Needs. Frontiers in Psychology, 12:661427. http://doi.org/10.3389/fpsyg.2021.661427
Padrós Cuxart, M., Molina Roldán, S., Gismero, E. & Tellado, I. (2021). Evidence of Gender Violence Negative Impact on Health as a Lever to Change Adolescents’ Attitudes and Preferences towards Dominant Traditional Masculinities. International Journal of Environmental Research and Public Health,18(18), 9610. https://doi.org/10.3390/ijerph18189610
Racionero-Plaza, S., Duque E., Padrós M., & Roldán S.M. (2021) “Your Friends Do Matter”: Peer Group Talk in Adolescence and Gender Violence Victimization. Children., 8(2), 65. https://doi.org/10.3390/children802006
Renta-Davids, A. I., Camarero-Figuerola, M., & Tierno-García, J. M. (2020). Assessment of the quality education awareness competence of pre-service educators using vignettes. Sustainability, 12(23), 1–18. https://doi.org/10.3390/su122310203
Ríos-González, O.; Ramis-Salas, M.; Peña-Axt, J.C.; Racionero-Plaza, S. (2021). Alternative Friendships to Improve Men’s Health Status. The Impact of the New Alternative Masculinities’ Approach. Int. J. Environ. Res. Public Health 18, 2188. https://doi.org/10.3390/ijerph18042188
Roca-Campos, E., Duque Sanchez, E., Rios-Gonzalez, O., & Ramis-Salas, M. (2021). The Zero Violence Brave Club: A Successful Intervention to Prevent and Address Bullying in Schools. Frontiers in Psychiatry, 12, 855. https://doi.org/10.3389/fpsyt.2021.601424
Roca-Campos, E.; Renta-Davids, A.I.; Marhuenda-Fluixá, F.; Flecha, R. (2021). Educational Impact Evaluation of Professional Development of In-Service Teachers: The Case of the Dialogic Pedagogical Gatherings at Valencia “On Giants’ Shoulders”. Sustainability, 13, 4275. https://doi.org/10.3390/su13084275
Rodríguez de Mello, R., Soler-Gallart, M., Braga, F. M., & Natividad-Sancho, L. (2021). Dialogic Feminist Gathering and the Prevention of Gender Violence in Girls With Intellectual Disabilities. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.662241
Salvadó, Z., Garcia-Yeste, C., Gairal, R. & Novo, M. (2021). Scientific workshop program to improve science identity, science capital and educational aspirations of children at risk of social exclusion. Children and Youth Services Review, 129, 106189. https://doi.org/10.1016/j.childyouth.2021.106189
Valls-Carol, R., Madrid-Pérez, A., Merrill, B., & Legorburo-Torres, G. (2021). «Come on! He Has Never Cooked in His Life!» New Alternative Masculinities Putting Everything in Its Place. Frontiers in psychology, 12, 674675. https://doi.org/10.3389/fpsyg.2021.674675
Ximena-Castaño, X. & Novo Molinero, M.T. (2020). A Learning Framework for ePortfolio based on Design Patterns. In Mary Ann Dellinger and D. Alexis Hart (Eds.), ePortfolios@edu: What We Know, What We Don’t Know, and Everything In-Between (pp. 147-165). University Press of Colorado, Louisville, USA.
2020
Aiello, E., Donovan, C., Duque, E., Fabrizio, S., Flecha, R. Holm, P., Molina, S., Oliver, E. and Reale, E. (2020). Effective strategies that enhance the social impact of social sciences and humanities research, Evidence & Policy, vol xx, no xx, 1–16, http://doi.org/10.1332/239788220X15833754718034
Barros-del Rio, M.A.; Álvarez, P.; Molina, S. (2020). Implementing Dialogic Gatherings in TESOL teacher education. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2020.1737075
Buslón, N., Gairal, R., León, S., Padrós, M., & Reale, E. (2020). The Scientific Self-Literacy of Ordinary People: Scientific Dialogic Gatherings. Qualitative Inquiry. https://doi.org/10.1177/1077800420938725
Campdepadrós-Cullell, R., Molina-Roldán, S., Ramis-Salas, M. & de Botton, L. (2020). The Vic Model: From school redistribution to xenophobic voting. Political Geography, 83, 102254, doi: 10.1016/j.polgeo.2020.102254
de Oliveira, J. M., Vicens, P. & Buenestado, P. C. (2020). “I Wish I Could Have Helped Him in Some Way or Put the Family on Notice”: an Exploration of Teachers’ Perceived Strengths and Deficits in Overall Knowledge of Suicide,Journal of Loss and Trauma, DOI: 10.1080/15325024.2020.1772449 4Q JCR/2Q SJR
de Oliveira, J. M. & Esteve, V. (2020).Text & Talk, Volume 40, Issue 2, Pages 171–193, eISSN 1860-7349, ISSN 1860-7330, DOI:https://doi.org/10.1515/text-2020-2056. 4Q JCR/1Q SJR
Duque, E., Gairal, R., Molina, S., Roca, E. (2020). How the Psychology of education contributes to research with a social impact on the education of students with special needs: the case of successful educational actions. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.00439
Garcia Yeste, C.; Joanpere, M.; Rios, O.; Morlà, T. (2020). Creative friendship and political diversity in Catalonia. Journal of Social and Personal Relationships. http://doi.org/10.1177/0265407520916827
Garcia Yeste, C.; El Miri, O.; Álvarez, P.; & Morlà, T. (2020). Muslim women wearing the niqab in Spain: Dialogues around discrimination, identity and freedom. International Journal of Intercultural Relations, 75, 95-100. https://doi.org/10.1016/j.ijintrel.2020.02.003
Morlà-Folch, T., Ríos González, O., Mara, L.C., & García Yeste, C. (2020). Impact of the extension of learning time on the learning space of the platform for people affected by mortgages Tarragona. Learning, Culture and Social Interaction, 24. https://10.1016/j.lcsi.2019.100369
Rivera-Piragauta, J. A. & de Oliveira, J. M. (2020).Más allá del plagio: relevancia de la ética en entornos virtuales de aprendizaje. Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento. Accepted for publication.
Ruiz-Eugenio, L., Puigvert, L., Ríos, O., & Cisneros, R. M. (2020). Communicative Daily Life Stories: Raising Awareness About the Link Between Desire and Violence. Qualitative Inquiry, doi: 1077800420938880.
Roca, E.; Melgar, P.; Gairal-Casadó, R.; & Pulido, M. (2020). Schools That ‘Open Doors’ to Prevent Child Abuse in Confinement by COVID-19. Sustainability, 12(11), 4685; https://doi.org/10.3390/su12114685
Soler, M., & Gómez, A. (2020). A Citizen’s Claim: Science With and for Society. Qualitative Inquiry. https://doi.org/10.1177/1077800420938104
Zubiri-Esnaola, H.; Vidu, A.; Rios-Gonzalez, O. & Morla-Folch, T. (2020). Inclusivity, participation and collaboration: Learning in interactive groups. Educational Research. https://doi.org/10.1080/00131881.2020.1755605
2019
Gairal, R., Garcia, C., Novo, M.T., & Salvadó, Z. (2019). Out of school learning scientific workshops: Stimulating institutionalized Adolescents’ educational aspirations. Children and Youth Services Review, 103, 116-126. doi: 10.3389/feduc.2019.00009
Gairal, R., Laing, L., & Todd, L. (2019). ‘My Story My Place My Future’ Bringing a book alive! West End Schools Trust and Seven Stories. Brief evaluation report. Research Centre for Learning and Teaching. School of Education, Communication and Language Sciences. University of Newcaslte
Girbés-Peco, S., Gairal-Casadó, R., & Torrego-Egido, L. (2019). Participación de mujeres gitanas y marroquíes en la formación de familiares: beneficios educativos y psicosociales. Cultura y Educación, 1-26. doi: https://doi.org/10.1080/11356405.2019.1656487
Gómez, A.(2019). Science With and for Society Through Qualitative Inquiry. Qualitative Inquiry. doi: 10.1177/1077800419863006
Gómez, A., Padrós, M., Ríos, O., Mara, L.C. & Pukepuke, T. (2019). Reaching Social Impact Through Communicative Methodology. Researching With Rather Than on Vulnerable Populations: The Roma Case. Frontiers in Education, 4(9). doi: 10.3389/feduc.2019.00009
Puigvert, L., Valls, R., Garcia Yeste, C., Aguilar, C., & Merrill, B. (2019). Resistance to and Transformations of Gender-Based Violence in Spanish Universities: A Communicative Evaluation of Social Impact. Journal of Mixed Methods Research, 13(3), 361-380. https://doi.org/10.1177/1558689817731170
Renta, A. I.; Aubert, A., & Tierno, J.M. (2019). Influencia de la formación de familiares en la motivación del alumnado en riesgo de exclusión social. Revista Mexicana de Investigación Educativa, 24(81), 481-505.
Rios, O., Garcia, C., Jiménez, J., & Ignatiou, Y. (2019). Student teachers volunteering in pre-service programmes in successful schools: Contributing to their successful training. Educación XX1, 22(1). doi: 10.5944/educxx1.22620
Rios-Gonzalez, O., Puigvert, L., Sanvicen, P., Aubert, A. (2019). Promoting zero violence from early childhood: a case study on the prevention of aggressive behavior in Cappont Nursery, European Early Childhood Education Research Journal, doi: 10.1080/1350293X.2019.1579544
Serrano Amaya, J. F., & Ríos González, O. (2019). Introduction to the Special Issue: Challenges of LGBT research in the 21st century. International Sociology. doi: 10.1177/0268580919856490
2018
Aubert, A., Álvarez, P., Girbés-Peco, S. & Molina, S. (2018). Overcoming feudal constraints on educational research in Spain: the impact of the CIMIE conference. Higher Education Research & Development, 38(3), 450-464. doi: https://doi.org/10.1080/07294360.2018.1544228
Diez-Palomar, J., Flecha, A., García-Carrión, R., & Molina-Roldan, S. (2018). Pathways to Equitable and Sustainable Education through the inclusion of Roma Students in Learning Mathematics. Sustainability, 10, 2191; doi:10.3390/su10072191
Garcia-Carrión, R., Molina-Luque, F., & Roldán, S. M. (2018). How do vulnerable youth complete secondary education? The key role of families and the community. Journal of Youth Studies. 27(14), 701-716. doi: 10.1080/13676261.2017.1406660
Garcia-Carrion, R., Molina Roldán, S., & Roca, E. (2018). Interactive Learning Environments for the Educational Improvement of Students with Disabilities in Special Schools. Frontiers in Psychology, 9(1744) doi: 10.3389/fpsyg.2018.01744
Garcia, C., Gairal, R., Munté, A., Plaja, T. (2018). Dialogic literary gatherings and out-of-home child care: Creation of new meanings through classic literature. Child & Family Social Work, 23(1), 62-70. doi: 10.1111/cfs.12384
Garcia, C., Morlà, T., & Ionescu, V. (2018). Dreams of Higher Education in the Mediterrani School Through Family Education. Frontiers in Education, 3(79). doi: 10.3389/feduc.2018.00079
Garcia, C., Gairal, R. & Gómez, A. (2018). Aprendo para que tú aprendas más. Contribuyendo a la mejora del sistema educativo a través de la formación de familiares en comunidades de aprendizaje. Revista Interuniversitaria de Formación del Profesorado, 93(47-60). ISSN: 0213-8646.
Girbés-Peco, S., Renta, A.I., De Botton, L., & Álvarez, P. (2018). The Montserrat’s neighbourhood dream: involving Moroccan residents in a school-based community development process in urban Spain. Social & Cultural Geography,(Published online). doi: 10.1080/14649365.2018.1509112
Rios-Gonzalez, O., Peña Axt, J. C., Duque Sanchez, E., & De Botton Fernández, L. (2018). The language of ethics and double standards in the affective and sexual socialization of youth. Communicative acts in the family environment as protective or risk factors of intimate partner violence. Frontiers in Sociology, 19(3). doi: 10.3389/fsoc.2018.00019
2017
Aubert, A., Molina, S., Schubert, T., & Vidu, A. (2017). Learning and inclusivity via Interactive Groups in early childhood education and care in the Hope school, Spain. Learning Culture And Social Interaction, 13, 90-103. doi: 10.1016/j.lcsi.2017.03.002
de Oliveira, J. M. (2017). Race insanity: Intertextual discursive practices challenging race and ethnicity in the digital age. Multicultural Education Review. 9(2): 129-142. 3Q JCR/3Q SJR
Fandos Garrido, M.; Renta Davids, A. I.; Jiménez González, J. M.; González Soto, A. P. (2017). Análisis sobre el aprendizaje y la aplicación de las competencias generales en el contexto laboral. Estrategias de colaboración entre la formación profesional, la universidad y la empresa. Revista EDUCAR, 53(2), pp. 333 – 355. https://doi.org/10.5565/rev/educar.889
García-Carrión, R., Gómez, A., Molina, S., & Ionescu, V. (2017). Teacher Education in Schools as Learning Communities: Transforming High-Poverty Schools through Dialogic Learning. Australian Journal of Teacher Education, 42(2), 44-56. doi: 10.14221/ajte.2017v42n4.4
García-Yeste, C., Gairal, R. y Ríos, O. (2017). Empoderamiento e inclusión social de mujeres inmigrantes a través de las tertulias literarias dialógicas. Revista Internacional de Educación para la Justicia Social (RIEJS), 6(2), 97-111.
Girbés-Peco, S.; Gómez, A., Valls, R. (2017). Learning Communities and Succesful Educational Sctions in Spain and Latin America. Oxford Research Encyclopedia of Education. Oxford University Press.
Puigdellívol, I., Molina, S., Sabando, D., Gómez, G., & Petreñas, C. (2017). When community becomes an agent of educational support: A communicative research in Learning Communities from Catalonia. Disability & Society, 32, 1065-1084. doi: 10.1080/09687599.2017.1331835
Puigvert, L., Valls, R., Garcia Yeste, C., Aguilar, C., & Merrill, B. (2017). Resistance to and Transformations of Gender-Based Violence in Spanish Universities: A Communicative Evaluation of Social Impact. Journal of Mixed Methods Research, online first. doi: 10.1177/1558689817731170
Rivera-Piragauta, J. A. & de Oliveira, J. M. (2017). El problema ético de la identidad digital en la educación virtual. Revista Iberoamericana de Educación.75 (2): 41-58.
Sordé, T., Aiello, E., Castro, M., Flecha A., Gairal R., Herrero, C., Melgar, P., Mondéjar, E., Plaja, T., Pulido, C., Racionero, S., Ramis, M., Rios, O., Sánchez, M., Serradell, O., Serrano M.S., Tellado, I. & Villarejo, B. (2017). Guía para la Comunidad Educativa de prevención y apoyo a las víctimas de ciberacoso en el contexto escolar. Ministerio de Educacion, Cultura y Deporte.
Sordé, T., Aiello, E., Castro, M., Flecha A., Gairal R., Herrero, C., Melgar, P., Mondéjar, E., Plaja, T., Pulido, C., Racionero, S., Ramis, M., Rios, O., Sánchez, M., Serradell, O., Serrano M.S., Tellado, I. & Villarejo, B. (2017). Guía para la Comunidad Educativa de prevención y apoyo a las víctimas de violencia escolar. Ministerio de Educacion, Cultura y Deporte.
Sordé, T., Aiello, E., Castro, M., Flecha A., Gairal R., Herrero, C., Melgar, P., Mondéjar, E., Plaja, T., Pulido, C., Racionero, S., Ramis, M., Rios, O., Sánchez, M., Serradell, O., Serrano M.S., Tellado, I. & Villarejo, B. (2017). Guía para la Comunidad Educativa de prevención y apoyo a las víctimas de ciberacoso en el contexto escolar. Ministerio de Educación, Cultura y Deporte, Gobierno de España.
Salvadó Belart, Z., Novo Molinero, M.T., Gairal Casadó, R., Cabré Olivé, J., García Yeste, C. & Batista Carissimi-Priori, L. (2017). Proyecto “Extended Learning Time” : contribuyendo a generar vocaciones científicas en contextos en riesgo de exclusión social. Enseñanza de las ciencias, 2017, 773-778, ISSN 2174-6486
2016
Aubert, A.; Villarejo, B.; Cabré, J. & Santos, T. (2016). La Verneda-Sant Martí Adult School: a reference for neighborhood popular education.Teachers College Record.
Flecha R., Gómez A. (2016) Joe L. Kincheloe: How Love Could Change the World. In: Agnello M., Reynolds W. (eds) Practicing Critical Pedagogy. Critical Studies of Education. Springer, Cham.
Gairal, R., & Plajà, T. V Congreso Internacional Multidisciplinar de Investigación Educativa, CIMIE (2016). Tertulias Literarias Dialógicas En Centros Residenciales de Acción Educativa. Universidad de Sevilla.
Gairal, R., Tellado, I., Fernández E., (2016). Family Education For The Transformation Of Relationships And Schools. European Educational Research Association 2016 | conference-paper.
Garcia Yeste, C.; Redondo, G.; Padrós, M.; Melgar, P. (2016). The Modern School of Francisco Ferrer i Guàrdia (1859-1909), an International and Current Figure. Teachers College Record, 118(4).
Gairal, R., (2016). Tertulias Literarias Dialógicas En Centros Residenciales de Acción Educativa. Congreso Internacional Multidisciplinar de Investigación Educativa, CIMIE 2016. Conference-paper
Gairal, R., (2016). The participation in Successful Educational Actions as an Opportunity for Excellent Initial Teacher Training. European Educational Research Association. Conference-paper
Renta-Davids, A. I.; Fandos-Garrido, M.; Jimenez-González, J. M.; & González-Soto, A. P. (2016). Adult’s participation in work-related training: the balance between improving job and a desire for learning. REMIE. Multidisciplinary Journal of Educational Research, 6(1), pp. 1 – 22.
RENTA-DAVIDS, A.I.; JIMÉNEZ-GONZÁLEZ, J.M; FANDOS-GARRIDO. M.; GONZÁLEZ-SOTO, A.P. (2016). Organisational and training factors affecting academic teacher training outcomes. Teaching In Higher Education, 21(2), pp. 219 – 231.
Renta Davids, Ana Inés; Van den Bossche, Piet; Gijbels, David; Fandos Garrido, Manel (2016). The Impact of Individual, Educational, and Workplace Factors on the Transfer of School-Based Learning into the Workplace. Vocations And Learning, pp. 1 – 32.
Rios, O., Garcia, C., Gairal, R. & Ionescu, V. European Educational Research Association, ECER (2016). The Participation in Successful Educational Actions as an Opportunity for Excellent Initial Teacher Training. University College Dublin.
Ríos, O. (2016). Advancing Women in Science [Review]. REDIMAT, 5(2), 324-325.
Ríos, O. (2016). Latino Immigrant Youth and Interrupted Schooling: Dropouts, Dreamers and Alternative Pathways to College [Review of the book]. REMIE- Multidisciplinary Journal of Educational Research, 6(2), 205-207.
Valls, R.; Puigvert, L.; Melgar, P., & García Yeste, C. (2016). Breaking the Silence at Spanish Universities: Findings from the First Study of Violence Against Women on Campuses in Spain. Violence Against Women, 26.
2015
Gómez, A. & Munté, A. (2015). Communicative methodology of research and Roma migrant women in Spain: A process of social change. En Bryant, L. (eds.). Critical and Creative Social Work Research Methodologies. Ashgate.
Gómez, A. (2015). Communicative Methodology of Research and Evaluation: A Success Story. En Dragonas, T.; Gergen, K.; McNamee, S. & Tseliou, E.
Molina, S. (2015). Alba, a girl who successfully overcomes barriers of intellectual disability through Dialogic Literary. Gatherings. Qualitative Inquiry, 21(10), 927 – 933.
Rios, O. (2015). Nuevas Masculinidades y Educación Liberadora. Intangible Capital, 11(3), 485-507.
Roca, E.; Gómez, A. & Burgués, A. (2015). Luisa, Transforming Personal Visions to Ensure Better Education for All Children. Qualitative Inquiry, 21(10), 843-850.
2014
Castro, M.;Gómez, A.; Macazaga, AM. (2014). Aprendizaje dialógico y grupos interactivos en educación física. Retos. Nuevas tendencias en Educación Física, Deporte y Recreación(25), pp. 174 – 179.
De Botton, L.; Girbés, S.; Ruíz, L. & Tellado, I. (2014). Moroccan mothers” involvement in dialogic literary gatherings in a Catalan urban primary school: Increasing educative interactions and improving learning. Improving Schools. 17(3), 241-249.
Flaquer, Ll., Antón, F., Rios, O. (2014). Degree and structures of women´s labor market integration: the case of Terrassa, Spain. (pp. 2 – 16).
Flaquer, Ll., Antón, F., Rios, O. (2014). Local Production Systems in Terrassa, Spain. (pp. 1 – 47).
Flaquer, Ll., Escobedo, A., Antón, F., Rios, O. (2014). Local welfare systems supporting female employment in Terrassa. (pp. 1 – 77).
García Yeste, C. (2014). Overcoming Stereotypes through the Other Women’s Communicative Daily Live Stories. Qualitative Inquiry, 20(7),923-927.
Gómez, A. (2014). New Developments in Mixed Methods with Vulnerable Groups. Journal of Mixed Methods Research, 8(3), 317-320.
Gómez, A.; Munté, A.; Sordé, T. (2014). Transforming Schools Through Minority Males’ Participation: Overcoming Cultural Stereotypes and Preventing Violence. Journal of Interpersonal Violence, 29(11), 2002-2020.
Gómez, A. (2014). How Friendship Generates Key Research Questions That Help to Overcome Gender-Based Violence: A Personal Narrative. Qualitative Inquiry, 20(7), pp. 934 – 940.
Pulido, C., Elboj, C., Campdepadrós, R., Cabré, J. (2014). Exclusionary and Transformative Dimensions: Communicative Analysis Enhancing Solidarity Among Women to Overcome Gender Violence. Qualitative Inquiry, 20(7), pp. 889 – 894.
Renta-David A.I., Jimenez, J.M.; Fandos Garrido, M.; González-Soto, A.P. (2014). Transfer of learning: Motivation, training design and learning-conducive work effects. European Journal of Training and Development, 38(8), pp.728-744.
Renta, A. I. (2013). Sex, Identity and Hermaphrodites in Iberia, 1500–1800. [Review of the book]. Social and Education History, 3(1), 106-110.
Rios, O., Bonell, L. (2014). Participation and family education in school: Successful educational actions. Studies in the Education of Adults, 46(2), 177-191.
Rios, O.; Martin, M. (2014). Conflict prevention and resolution in physical education according to pupils’ perspective. Retos. Nuevas tendencias en Educación Física, Deporte y Recreación, 25, 162-166.
Rodriguez, H., Rios, O., Racionero, S., Macías, F. (2014). New methodological Insights into Communicative Acts that Promote New Alternative Masculinities. Qualitative Inquiry, 20(9), 870-875.
Yuste, M.; et al. (2014). Romantic love and gender violence: Clarifying misunderstandings through communicative organization of the research. Qualitative Inquiry, 20(7), pp.850-855.
2013
Brown, M.; Gómez, A.; Munté, A. (2013). Procesos dialógicos de planificación de los servicios sociales: el proceso de cambio en los barrios de La Milagrosa y La Estrella (Albacete). Revista Electronica de Geografia y Ciencias Sociales, vol. XVII (nº 427 (6).
Cabré, J. (2013). Review: Kowalsky, R. M., Limber, S.P., & Agatston, P.W. (2012). Ciberbullying: bullying in the digital age. C&C -Communication & Social Change, 2(1), pp. 107 – 108.
Flecha, R.; García, R.; Gómez, A. (2013). Transferencia de tertulias literarias dialógicas a instituciones penitenciarias. Revista de Educacion, 360 Enero-abril, pp. 140 – 161.
Flecha, R.; Puigvert, L.; Rios, O. (2013). The New Alternative Masculinities and the Overcoming of Gender Violence. International and Multidisciplinary Journal of Social Sciences, 2(1), pp. 88 – 113.
García Yeste, C.; Lastikka, A.L.; Petreñas, C. (2013). Learning Communities. Scripta Nova, Vol. XVII, 427(20).
Gómez, A.; Elboj, C; & Capllonch, M. (2013). Beyond action research: The communicative methodology of research. International Review of Qualitative Research, 6(2), pp. 183 – 197.
Gómez, A.; Munté, A (2013). Communicative methodology of research and Roma migrant women in Spain: A process of social change. In Briatn, L. (ed). Critical and Creative Social Work Research Methodologies . Ashgate.
Gómez, A. (2013). Communicative methodology of research and evaluation. In Dragonas, T.; Gergen, K.; McNamee, S. (ed.). Education as Social Construction . WorldShare Books .
JIMÉNEZ, J.M. Y PÉREZ, A.M. (2013). Formación en SEAT. Revista de Formación y Empleo (Formación XXI), 22
JIMÉNEZ, J.M. (2013). Observatorio: Formación dual, formación en alternancia. Revista de Formación y Empleo (Formación XXI), 23
JIMÉNEZ, J.M. (2013). Observatorio: Aprender a emprender. Revista de Formación y Empleo (Formación XXI), 23
Machude, A., Muleka Mwewa, C., Renta Davids, AI. (2013). Integração universitária e inserção profissional: um estudo comparativo entre Portugal e França. EccoS, Revista Científica , 31, pp. 149 – 162.
Rios, O. (2013). Sociocultural Transformation & Development. Good Practices or Successful Actions. REMIE. Multidisciplinary Journal of Educational Research, 3(2), pp. 173 – 199.
Rios, O. (2013). Homes en diàleg: noves masculinitats alternatives prevenint la violència de gènere a través de l’educació. Àmbits de psicopedagogia(39), pp. 17 – 23.
Ríos, O., Herrero, C., & Rodríguez, H. (2013). From Access to Education: The Revolutionary Transformation of Schools as Learning Communities. International Review of Qualitative Research, 6(2), 239-253.
Sampé, M.; Molina, S.; Gómez, A.; Cabré, J., Duque, E. i Martín , N. (2013). Pla de Socialització Preventiva de Violència de Gènere en Centres Educatius d´Educació Infantil i Primària. Universitas tarraconensis Revista de ciències de l’educació , Juny, pp. 41 – 55.
2012
Gómez, A.; Sordé, T. (2012). A Critical Communicative Perspective on Community Research. En A Participatory Action Research: Working with Communities. (pp. 21 – 36). Polity press.
Gómez, A.; Díez, J; Ormazábal, J.; Flecha, R.; Vilà, R. (2012). Estadística básica para educadores. Síntesis.
Rodríguez, H; Rios, O; Racionero, S. (2012). Reconfiguración de la educación compensatoria en base a las evidencias científicas. Actuaciones inclusivas para la igualdad de resultados. Revista de Educación. Número extraordinario 2012, pp. 67-87
Soler, M. & Gómez, A. (2012). Principales aportaciones de INCLUD-ED para una educación de calidad. Cuadernos de Pedagogía (429), pp. 78 – 80.
2011
Garcia, C.; Ferrada, D.; Ruíz, L. (2011). Other Women in research: overcoming social inequalities and improving scientific knowledge through the inclusion of all voices. Qualitative Inquiry, 17(3), 284-294.
Gómez, A.; Puigvert, L.; Flecha, F. (2011). Critical Communicative Methodology: Informing Real Social Transformation Through Research. Qualitative Inquiry, 17(3), pp. 235 – 245.
Padrós, M., García, R., de Mello, R. & Molina, S. (2011). Contrasting scientific knowledge with knowledge from the lifeworld: The Dialogic Inclusion Contract. Qualitative Inquiry, 17(2). Doi: 10.1177/1077800410397809
2010
Aitor Gómez, Sandra Racionero, & Teresa Sordé. (2010). Ten Years of Critical Communicative Methodology. International Review of Qualitative Research, 3(1), 17-43.
Alonso, Mª.J.; Gómez, A.; Beloki, N. (2010). Socialization to Prevent Gender Violence in the Basque Country. En Equality, equity and diversity. (pp. 73 – 90). Center for Basque Studies University of Nevada, Reno.
Ríos, Oriol, & Christou, Miranda. (2010). Más allá del lenguaje sexista: Actos comunicativos en las relaciones afectivo-sexuales de los y las adolescentes. Revista signos, 43(Supl. 2), 311-326.
Díez, J.; Gómez, A. (2010). PISA, algunas pistas para el uso e interpretación de sus datos. Organización y gestión educativa.
Garcia Yeste, C.; Pulido, C. (2010). Internet y los abusos sexuales a menores. Herramientas para la transformación. TRABAJO SOCIAL GLOBAL. Revista de investigaciones en intervención social, 1(2), pp. 183 – 201.
García, C. (2010). Brudilla Callí – Las mujeres gitanas contra la exclusión. Revista Interuniversitaria de Formación del Profesorado, 67(24.1), pp. 129 – 131.
García, C. (2010). INCLUD-ED – Strategies for inclusion and social cohesion in Europe form education. Revista Interuniversitaria de Formación del Profesorado, 67(24.1), pp. 131 – 133.
Gatt, S., Puigdellívol, I., & Molina, S. (2010). Mead’s contributions to learners’ identities. Revista de Psicodidáctica, 15(2), 223-238.
Gómez, A.; Mello, R.; Santa Cruz, I.; Sordé, T. (2010). De las experiencias de Comunidades de Aprendizaje a las políticas basadas en sus éxitos. Revista Interuniversitaria de Formación del Profesorado, 67(24), pp. 113 – 126.
Gómez, A.; Holford, J. (2010). Contribuciones al éxito educativo desde la metodología comunicativa. Revista Educación y Pedagogía, 22(56), pp. 21 – 30.
GONZÁLEZ, A.P.; JIMÉNEZ, J.M.; Y FANDOS, M. (2010). Procesos y Propuestas de Enseñanza y Aprendizaje: El Sistema Metodológico. En Didáctica. Formación básica para profesionales de la educación. (pp. 283 – 324). Editorial Universitas . ISBN: 978-84-7991-266-6.
JIMÉNEZ, J.M.; GONZÁLEZ, A.P.; Y FANDOS, M. (2010). Directrices de la Acción Didáctica: Cultura, Diseño de Competencias y Contenidos Formativos . En Didáctica. Formación básica para profesionales de la educación. (pp. 229 – 282). Editorial Universitas. ISBN: 978-84-7991-266-6.
JIMÉNEZ, J.M. (2010). Observatorio: Evaluación, certificación y acreditación de aprendizaje. Revista de Formación y Empleo (Formación XXI), 14
JIMÉNEZ, J.M. (2010). Observatorio: Formación y convergència europea. Revista de Formación y Empleo (Formación XXI), 15
Molina, S.; Ríos, O. (2010). Including students with disabilities in Learning Communities. Psychology, Society and Education, 2(1), pp. 1 – 9.
Machude, A; Mwewa, M; Renta Davids,AI. (2010). Alguns aspectos sobre a Educaçao de Adultos na Europa. Conjecturas.
Rios, O. (2010). ‘Aprendizaje dialógico en la sociedad de la información‘. Revista Interuniversitaria de Formación del Profesorado, 67p. 146-148
Rios, O. (2010). Conferencia Gender and Education. Diversity of Voices. TRABAJO SOCIAL GLOBAL. Revista de investigaciones en intervención social, 1(2), pp. 263 – 266.
Soler, M.; Ramis, M.; Rios, O. (2010). Azioni formative di successo in contesti multiculturali: l”uso dei gruppi interattivi. Risultati di ricerca per superare i pregiudizi in educazione. En Agorà. Paesaggi dell”intercultura . Volumen. 2.
Sordé, T; Rios, O. (2010). Estratègies d’èxit per a promoure la cohesió social des de l’educació. Revista Eines, pp. 101 – 107
2009
Aubert, A.; García, C. (2009). La pedagogía crítica y el éxito académico de todos y todas. Teoría de la Educación. Educación y Cultura en la Sociedad de la Información, 10(3), pp. 229 – 241
Aubert, A.; Garcia, C.; Racionero, S. (2009). Aprendizaje dialógico. Cultura y Educación, 21(2), 129-139
Garcia Yeste, C. 2009. Diálogo y aprendizaje. Cultura y Educación, 21(2), 125-128.
Garcia, C.; Ruíz, L.; Puigvert, L.; Rué, L. (2009). Hipatia de Alejandría. Un equipo plural de científicas desvela la verdad sobre la primera mujer de ciencia. Hipatia.
Gómez González, Aitor, Díez-Palomar, Javier, (2009). METODOLOGÍA COMUNICATIVA CRÍTICA: TRANSFORMACIONES Y CAMBIOS EN EL S. XXI. Teoría de la Educación. Educación y Cultura en la Sociedad de la Información
2008
García, C.; Rué, L. (2008). Comunidades de aprendizaje: una contribución a la construcción de la sociedad civil. Universitas tarraconensis Revista de ciències de l’educació , any XXXII (desembre 2008), pp. 75 – 83.
Aubert, A.; Flecha, A.; Garcia, C.; Flecha, R.; Racionero, S. (2008). Aprendizaje dialógico en la sociedad de la información. Hipatia. ISBN: 97884936743-0-4.
Gómez, A.; Racionero, S. (2008). El paradigma comunicativo crítico. Revista de Psicologia Universitas Tarraconensis, 3º època, pp. 117 – 129.
2007
Alcoba, E; Puigvert, L; Rios, O (2007). El model de masculinitat hegemònica tradicional a debat. En Masculinitats pel Segle XXI . (pp. 7 – 18). Ajuntament de Barcelona. ISBN: 978-84-612-0167-9.
Elboj, C; Rios, O. (2007). La convivencia en los centros educativos y la participación de las familias: Propuestas de mejora y protocolo de actuación. Gobierno de Aragón.
García, R; Pulido, C; Rios, O (2007). Nous reptes per la inclusió socio-laboral de la joventut catalana. Papers de Joventut, 94, pp. 5 – 7.
González, A.P.; Fandos, M.; y Jiménez, J.M. (2007). Evaluación Institucional . En Formación de Formadores. Escenario Institucional . Volum. 2 . (pp. 467 – 542). Thomson Paraninfo. ISBN: 84-9732-520-2 .
Jiménez, J.M. (2007). Observatorio: Formación para la ciudadanía. Formación XXI (5)
Jiménez, J.M (2007). Observatorio: Formación y Ocio. Formación XXI (6)
Jiménez, J.M (2007). Observatorio: Los actores de la formación. Formación XXI (7)
Jiménez, J.M (2007). Otros papeles a desarrollar por el formador en las organizaciones. Formación XXI (7)
Jiménez, J.M (2007). Observatorio: Instituciones y modalidades de formación. Formación XXI (8)
Jiménez, J.M. (2007). Psicopedagogía. Una gran responsabilidad social . En Elige lo que quieres ser. Guía completa de carreras universitarias y formación profesional. (pp. 88 – 91). JdeJ Editores . ISBN: 8493433454.
Rios, O. (2007). El cuestionamiento de la masculinidad tradicional: Cambios desde el diálogo. En Juventud y sociedad actual. Interrogantes. (pp. 111 – 121). Acto. ISBN: 978-84-612-4428-7.
Valls, R.; Gómez, A. (2007). Romà’s contribution to European Identity. Who is the European? A New Global Player? (pp. 105 – 120). Peter Lang.
2005
Jiménez, J.M (2005). Observatorio: Formación Profesional y empleo. Formación XXI (1)
Jiménez, J.M (2005). Formación y Recursos Humanos: Orientaciones y propuestas. Formación XXI (1)
2003
Glòria Deulofeu i Monrabà; Josep Ramon Domingo i Fernández; Marta Franch i Blanché; Aitor Gómez i González, i Oriol Ríos i González (2003). Informe 4: Formació Professional, Universitat i treball. Promoció 2001. (pp. 1 – 140). Consell de la Formació Professional de Barcelona.
Glòria Deulofeu i Monrabà; Josep Ramon Domingo i Fernández; Marta Franch i Blanché; Aitor Gómez i González, i Oriol Ríos i González (2003). Informe 3: Formació en Centres de Treball. Promoció 2001. (pp. 1 – 180).
Jiménez, J.M., Fandos, M. y González, A.P. (2003). La gestión de la formación en las organizaciones como requisito básico para su calidad. EnFormación Profesional. Orientaciones y recursos. (pp. 37 – 53). Praxis. ISBN: 84-7197-718-4.
Llibres
Aragón Núñez, L.; Novo Molinero, M.; Salvadó i Belart, Z; Pérez Martín, J.M (2024). ¿Entendemos todas y todos lo mismo? Distintas ideas sobre lo que es y no es Ciencia en Educación Infantil En J.Cantó Doménech & J. Solbes (coord.). La formación inicial de maestras y maestros de educación infantil en Ciencias Experimentales: Análisis, retos y propuestas (pp.39-54). Tirant lo Blanch.
García-Carrión, R., Rodrigues de Mello, R., Cisneros-Kostic, R. & Molina, S. (2021). Research process that defines successful educational actions. In: M. Soler-Gallart & R. Rodrígues de Mello (Eds.), Schools as Learning Communities (pp. 23-34). Dio Press Inc.
Flecha, R. & Molina, S. (2020). Creating Global Learning Communities. In: S.R. Steinberg & B. Down (Eds.). The SAGE Handbook of Critical Pedagogies (Vol. 3, pp. 909-922). SAGE Publications Ltd. doi: 10.4135/9781526486455.n84
De Botton, L., Flecha, R., García-Carrión, R., & Molina, S. (2016). Pathways for inclusion beyond the school walls: a transformative case of using inclusive education to enhance social inclusion in Spain. En J. Deppeler & D. Zay (Eds.), Inclusion through Shared Education (pp. 39-62). Blue Mounds, WI: Deep University Press.
Díez-Palomar, J., Civil, M., & Molina Roldán, S. (2012). Problematizing Family Engagement in Building Bridges to Improve Mathematics Education. In C. Boske (Ed.), Educational leadership: Building bridges among ideas, schools, and nations (pp. 51-66). Information Age Publishing.