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.

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.

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.

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.

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).

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.

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).

Tellado, I., Girbés-Peco, S., Joanpere-Foraster, M.& Burgués-Freitas, A. (2024). Digital Literacy of Older Women with Smartphones: a Dialogic Approach to Overcoming Barriers. Research on Ageing and Social Policy, 12(1), pp. 44-61.


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. 

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.

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,

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.

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). 

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.

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.

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.

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 Adults14(1), 47–61.

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.


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 Methods21, 1–9.

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).

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. 

Flecha, R.; Elboj, C.; Torras-Gómez, E.; Joanpere, M. 2022. The time of dialogic sociology. International Sociology. (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

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)

Garcia-Yeste, C., Catalin-Mara, L., de Botton, L., & Duque, E. (2022). Building a More Inclusive Workplace for Religious Minorities. Religions, 13(6), 481.

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. 

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.

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.

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

Joanpere, M., Burgués-Freitas, A., Soler, M., & Aiello, E. (2022). History of MeToo University movement in Spain. Social and Education History, 11(2).

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.

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).

Puigvert-Mallart, L.; Cullell, R.C.; Canal, J.M.; García-Yeste, C. (2022). Reducing Health Effects on Deceit in Heterosexual
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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.

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. 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 psychology12, 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.

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;


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.

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.

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. Sustainability13(4), 1638.

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 Health79(1), 1-13.

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

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.

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.

Racionero-Plaza, S., Duque E., Padrós M., & Roldán S.M. (2021) “Your Friends Do Matter”: Peer Group Talk in Adolescence and Gender Violence VictimizationChildren., 8(2), 65.

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.

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.

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.

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”. Sustainability13, 4275.

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.

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.

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.

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.


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,

Barros-del Rio, M.A.; Álvarez, P.; Molina, S. (2020). Implementing Dialogic Gatherings in TESOL teacher education. Innovation in Language Learning and Teaching.

Buslón, N., Gairal, R., León, S., Padrós, M., & Reale, E. (2020). The Scientific Self-Literacy of Ordinary People: Scientific Dialogic Gatherings. Qualitative Inquiry

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: 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.

Garcia Yeste, C.; Joanpere, M.; Rios, O.; Morlà, T. (2020). Creative friendship and political diversity in Catalonia. Journal of Social and Personal Relationships.

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.

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, 24https://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;

Soler, M., & Gómez, A. (2020). A Citizen’s Claim: Science With and for Society. Qualitative Inquiry

Zubiri-Esnaola, H.; Vidu, A.; Rios-Gonzalez, O. & Morla-Folch, T. (2020). Inclusivity, participation and collaboration: Learning in interactive groups. Educational Research


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:

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.

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


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:

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 MathematicsSustainability, 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 SchoolsFrontiers 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


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, SpainLearning 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.

García-Carrión, R., Gómez, A., Molina, S., & Ionescu, V. (2017). Teacher Education in Schools as Learning Communities: Transforming High-Poverty Schools through Dialogic LearningAustralian 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 CataloniaDisability & 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


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.

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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.


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.


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.

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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.


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.

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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.


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.

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Soler, M. & Gómez, A. (2012). Principales aportaciones de INCLUD-ED para una educación de calidad. Cuadernos de Pedagogía (429), pp. 78 – 80.


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.

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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.

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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.

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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.

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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


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

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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


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.

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Gómez, A.; Racionero, S. (2008). El paradigma comunicativo crítico. Revista de Psicologia Universitas Tarraconensis, 3º època, pp. 117 – 129.


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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 .

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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.


Jiménez, J.M (2005). Observatorio: Formación Profesional y empleo. Formación XXI (1)

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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.


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