2024

  • Aiello-Cabrera, E., Khalfaoui, A., Munté-Pascual, A., & Sordé-Martí, T. (2024). A Dialogue with Grassroots Romani Women Leaders in Spain About Their Views on Roma Feminism. Affilia: Feminist Inquiry in Social Work. https://doi.org/10.1177/08861099231218674

  • Álvarez-Guerrero, G., Fry, D., Lu, M., & Gaitis, K. K. (2024). Online Child Sexual Exploitation and Abuse of Children and Adolescents with Disabilities: A Systematic Review. Disabilities, 4(2), 264-276. https://doi.org/10.3390/disabilities4020017

  • Canal-Barbany, J. M., Cañaveras, P., Zubiri-Esnaola, H., & Gómez, A. (2024). Why Don’t Heterosexual New Alternative Masculinities Choose Enchained Women for Either Sporadic or Long-Term Relationships?. Masculinities & Social Change, 1–17. https://doi.org/10.17583/mcs.13054

  • Cañaveras, P., Lopez de Aguileta, G., Guo, M., Torras-Gómez, E., Crespo-López, A., Menéndez-Martínez, B., Fernández-González, M. P., Puigvert-Mallart, L., & Flecha, R.(2024). The Characteristics versus the “Myths” of Romantic Love. Social and Education History, 1-17. http://dx.doi.org/10.17583/hse.14505

  • 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, J.M. (2024). Implementing Youth Worker Networks to Achieve Social Impact in the Eradication of LGBTQIA-Phobia. Sexual Research and Social Policy. https://doi.org/10.1007/s13178-023-00926-9

  • Flecha, R., Puigvert, L., Melgar, P., & Racionero-Plaza, S. (2024). Health Impacts of Isolating Gender Violence. SAGE Open, 14(1). https://doi.org/10.1177/21582440241227687

  • Font-Palomar, M., Jiménez, J.M., Girbés-Peco, Sandra, & Duque, E. (2024). “Does It Depend on the Discipline?” Differences in the Perceptions of LGBTIQ+ Violence in Universities. Violence and Gender, 11(1), 43-52. http://doi.org/10.1089/vio.2022.0041

  • Gómez-González, A., Tierno-García, J.M., & Girbés-Peco, S. (2024). “If they made it, why not me?” increasing educational expectations of Roma and Moroccan immigrant families in Spain through family education, Educational Review, 76(1). http://doi.org/10.1080/00131911.2022.2121265

  • Guardiola-Fígols M., Gómez-González, A., Natividad-Sancho, L., and 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

  • Gutiérrez-Fernández, N., Zubiri-Esnaola, H. ., López de Aguileta, G., Elboj-Saso, C., Soler-Gallart, M., & Flecha, R . (2024). Optimal Methodology for Addressing the Social Impact Component within Project Proposals and Curriculum Vitae. International and Multidisciplinary Journal of Social Sciences, 13(1), 58–74. https://doi.org/10.17583/rimcis.13747

  • Khalfaoui-Larrañaga, A.; Alvarez, P.; Gutiérrez-Esteban, P. & Flecha, R. (2024) “I Also Like it that People Care about Me.” Children’s Dialogues on Values, Emotions and Feelings in Dialogic Literary Gatherings. Journal of Language, Identity & Education, 23(1) http://doi.org/10.1080/15348458.2021.1956318

  • López de Aguileta, A. (2024). Contributions from Research with (and Not without) Roma Women to Social Work during the COVID-19 Pandemic. Sustainability, 16, 677. https://doi.org/10.3390/su16020677

  • López de Aguileta, A., & Munté-Pascual, A. (2024). Overcoming Bureaucratization. Rethinking the Social Work Model in Dialogue with Roma. Social and Education History, 1–18. https://doi.org/10.17583/hse.14725

  • López-de-Aguileta Jaussi, A., Munté Pascual, A., & De Botton Fernández, L. (2024). Trabajo Social con familias roma inmigrantes en situación de exclusión residencial: Héroes y heroínas invisibles sosteniendo el impacto de la pandemia por covid-19. Revista Prisma Social, 44, 31–57. https://revistaprismasocial.es/article/view/5305

  • Natividad-Sancho, L.;Gairal-Casadó, R., Sordé Martí, T. & Garcia Yeste, C. (2024). Roma students’ experiences: practices contributing to participation in post-compulsory education. Educational Research, 66(1). https://doi.org/10.1080/00131881.2023.2266455

  • 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

  • Puente Pérez, G.; García Yeste, C. y Abelló, T. (2024). Los orígenes de los anarco feminismo(s) en España: las propuestas discursivas de Teresa Mañé Miravent (1865-1939).  Historia Social, 109, 49-72. https://recyt.fecyt.es/index.php/HistoriaSocial/article/view/107807

  • Puigvert L, Flecha R, Racionero-Plaza S. (2024). Evidence-Based Reconstruction of Memories of a Disdainful Hookup: Identifying Risk Factors and Preventing Further Victimization. Behavioral Sciences, 14(5), 367. https://doi.org/10.3390/bs14050367

  • Pulido, C., Cañaveras, P., Redondo-Sama, G. Villarejo-Carballido, B. (2024). Do People Comment on Social Networks About Sexual Consent in TV Series? Rethinking Consent (or not) in Real Situations: Contributions from Debates in Social Media. Sexuality & Culture, 28, 270–292 . https://doi.org/10.1007/s12119-023-10115-w

  • 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

  • Roca, E., Fernández, P., Troya, MB., & Flecha, A. (2024) The effect of successful educational actions in transition from primary to secondary school. PLOS ONE, 19(6), e0304683. https://doi.org/10.1371/journal.pone.0304683

  • Roe-Sepowitz, D., Lantsman-Waugh, M., Puigvert, L., Merodio, G., & Melgar, P. (2024). Dating Violence Experiences Among Sex-Trafficking Youths in Juvenile Detention. Violence Against Women0(0). https://doi.org/10.1177/10778012241259716

  • Serradell, O., Duque, E., Gairal-Casadó, R., & Natividad-Sancho, L. (2024). “Nobody puts Baby in a corner” placing attractiveness in dancing coupled with alternative masculinities and affective-sexual relationships in Dirty Dancing film. Research in Dance Education, 1–22. https://doi.org/10.1080/14647893.2024.2349602

  • 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. http://dx.doi.org/10.17583/rasp.13864

  • Torras-Gómez, E., López de Aguileta, A. ., Puigvert, L., Flecha, R., Bordanoba-Gallego, L., & Racionero-Plaza, S. (2024). Defying Predatory Capital: Embracing Beauty, Resisting Ugliness, and Striving for Freedom. International Journal of Sociology of Education, 1–15. https://doi.org/10.17583/rise.14330

  • 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

  • Aiello-Cabrera, Troya, M., Flecha, A., & Khalfaoui, A. (2023). Engaging with the claim of Roma people through twitter: who is behind the hashtags? Frontiers in Sociology, 8, 1230954–1230954. https://doi.org/10.3389/fsoc.2023.1230954

  • Allotey, E., García-Carrión, R., Villardón-Gallego, L., Soler-Gallart, M. (2023) Transforming the educational experiences of marginalized students in Ghana through dialogic literary gatherings. Humanities and Social Sciences Communications, 10(1), 1-9 https://doi.org/10.1057/s41599-023-01801-z
  • Álvarez-Guerrero, G., García-Carrión, R., Khalfaoui, A., Santiago-Garabieta, M., & Flecha, R. (2023). Preventing bullying of students with special educational needs through dialogic gatherings: a case study in elementary education. Humanities and Social Sciences Communications, 10(1), 1-9. https://www.nature.com/articles/s41599-023-02470-8

  • Bordanoba-Gallego,L.,Serradell,O.,Morlà-Folch,T.,Ruiz-Eugenio,L.,& Pulido, C. (2023). Feudalism, Meritocracy and Sexual Harassment. Social and Education History, 12(2),119-133. http://doi.org/10.17583/hse.11788

  • Duque, E., Salceda, M., Campdepadrós-Cullell, R., Merodio, G., & Puigvert-Mallart, L. (2023). Consent? At the Start, You Do Not Even Think About It. Coercive Discourse in the Awakening of Affective–Sexual Relationships in Young Women. Young, 32(1). https://doi.org/10.1177/11033088231198600

  • Duque, E., Cañaveras, P., Racionero-Plaza, S. & Ortuño, B. (2023). Contributions of young people in dialogue with scientific evidence on sexual consent. Humanities and Social Sciences Communication, 10(720). https://doi.org/10.1057/s41599-023-02225-5

  • Gairal-Casado, R.; Duque, E.; Ramis-Salas, M., Valls, R. (2023) ‘My friends are like my family’: The positive impact of high-quality friendships on former foster care youth. Children & Society, 37(6), 1691-1845. https://doi.org/10.1111/chso.12683

  • Girbés-Peco, S., Tellado, I., López de Aguileta, G., & de Botton Fernández, L. (2023). Promoting high-quality interactions among early childhood education minority students: a case study of dialogic literary gatherings. Literacy. https://doi.org/10.1111/lit.12354

  • Gómez, A., Girbés, S., Jiménez, J.M., & Vieites, M. (2023). “Without support, victims do not report”: The Co-creation of a workplace sexual harassment risk assessment survey tool. Gender work and organization, 30(4), 1354-1386. https://doi.org/10.1111/gwao.12840

  • Hoogland, K., Diez-Palomar, J., Ramis-Salas, M. Močnik,I., Simonič, M. (2023). Challenges for Numeracy Awareness in the 21st Century: Making visible the invisible. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1295781

    Joanpere, M., Egetenmeyer, R., Soler-Gallart, M., López de Aguileta, A., & Flecha, R.(2023). Dialogic Teaching beyond Words. Multidisciplinary Journal of Educational Research,13(3), pp 313 –324 http://dx.doi.org/10.17583/remie.12867

  • Khalfaoui, A., García-Carrión, R., Fresno-Anabo, I. (2023). Supporting children’s friendship stability in a culturally diverse school with a dialogic approach: A case study. Learning, Culture and Social Interaction, 41,(100737). https://doi.org/10.1016/j.lcsi.2023.100737

  • 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

  • López de Aguileta, A., Salceda, M., Girbés-Peco, S., Peña-Axt, J. C., & Soler-Gallart, M. (2023). Democratizing Taste on Classical Music for All. Qualitative Research in Education, 12(3), 236–251. https://doi.org/10.17583/qre.13395

  • Marcaletti, F., Íñiguez-Berrozpe, T., Elboj-Saso, C., & Garavaglia, E. (2023). Adult Training as a Quality Factor in Work Trajectory: Positive Effects of Adult Training on Seniority and Ageing at Work. Adult Education Quarterly, 73(3). https://doi.org/10.1177/07417136221121594

  • 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-Mallart, L., León-Jiménez, S., Joanpere, M., Ramis-Salas, M., & Flecha, R. (2023). The mirage of upward mobility: conceptualization and implications for teen dating violence prevention. Children, 10(11), 1785. https://doi.org/10.3390/children10111785

  • Puigvert, L., Racionero-Plaza, S., López de Aguileta, G., Tellado, I., Molina, S., Pulido-Rodríguez, M. A., Ugalde, L., & Flecha, R. (2023). Disdainful Hookups: a Powerful Social Determinant of Health. Journal of Urban Health, 100, 870–877. https://doi.org/10.1007/s11524-023-00765-4

  • Pulido, C. Villarejo Carballido, B., Vidu, A., Ramis, M. &, Flecha, T. (2023) “Voices against Silence”: a case study of the social impact of journalism, Feminist Media Studies, 23(3). https://doi.org/10.1080/14680777.2021.1992643

  • Racionero-Plaza, S., Flecha, R., Carbonell, S., & Rodríguez-Oramas, A.(2023). Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for All. Qualitative Research in Education, 12(1), 1-24. http://dx.doi.org/10.17583/qre.10795

  • Rios, O., Gairal-Casado, R. ., Villarejo-Carballido, B. ., & Burgues-Freitas, A. (2023). The Role of Social Networks to Counteract Stigmatization Toward Gay and Bisexual Men Regarding Monkeypox. Qualitative Research in Education, 12(3), 225–235. https://doi.org/10.17583/qre.13379

  • Rios-Gonzalez, O., Peña-Axt, J. C., Legorburo-Torres, G., Avgousti, A., & Sancho, L. N. (2023). Impact of an evidence-based training for educators on bystander intervention for the prevention of violence against LGBTI+ youth. Humanities and Social Sciences Communications, 10(1), 1-13. 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

  • Ruiz-Eugenio, L., Munte-Pascual, A., Khalfaoui, A., Serradell, O. (2023) Dialogic scientific gatherings with mothers and teachers from a primary school: raising awareness about the impact of gender and education research. Humanities and Social Science Communications, 10, 699. https://doi.org/10.1057/s41599-023-02224-6

  • Ruiz-Eugenio, L.; Soler-Gallart, M.; Racionero-Plaza, S.; Padrós, M. (2023) Dialogic literary gatherings: A systematic review of evidence to overcome social and educational inequalities. Educational Research Review, 39, Article 100534 https://doi.org/10.1016/j.edurev.2023.100534

  • Santiago-Garabieta, M., Garcia-Carrion, R., Zubiri-Esnaola, H., & López de Aguileta, G. (2023). Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context. Language Teaching Research, 27(6), 1532-1551. https://doi.org/10.1177/1362168821994142

  • 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, 65(2), 189-203.  https://doi.org/10.1080/00131881.2023.2189433

  • Sordé-Martí, T., Ghani, A.A., Almobarak, B. et al. (2023). The REFUGE-ED Dialogic Co-Creation Process: working with and for REFUGE-ED children and minors. Humanities and Social Sciences Communications, 10, 463. https://doi.org/10.1057/s41599-023-01967-6

  • Ugalde, L., García-Carrión, R., Intxausti-Intxausti, N., & Zubiri-Esnaola, H. (2023). Interactive Groups: Fostering Collaborative Interactions in an Additional Language in a Multilingual Context. International Journal of Sociology of Education, 12(3), 273-292. http://dx.doi.org/10.17583/rise.13257

  • Zubiri-Esnaola, H., Racionero-Plaza, S., Fernández-Villardón, A., & Carbonell, S. (2023). “It was Very Liberating”. Dialogic Literary Gatherings Supporting Mental Health Literacy. Community Ment Health Journal, 59, 869–880. https://doi.org/10.1007/s10597-022-01071-0

2022

  • Aiello, E., Khalfaoui, A., Torrens, X. & Flecha, R. (2022). Connecting Roma Communities in COVID-19 Times: The First Roma Women Students’ Gathering Held Online. International Journal of Environmental Research and Public Health, 19(9), 5524. https://doi.org/10.3390/ijerph19095524

  • Aiello, E., Perera, K., Ade, M. & Sordé-Martí, T. (2022) A case study on the use of Public Narrative as a leadership development approach for Patient Leaders in the English National Health Service. Frontiers in Public Health, 10. https://doi.org/10.3389/fpubh.2022.926599

  • Aiello Cabrera, E., Sordé-Martí , T., Khalfaoui, A., & Redondo-Sama, G. (2022). Dialogic traits of Roma women leadership. Multidisciplinary Journal of Gender Studies, 11(3), 200–232. https://doi.org/10.17583/generos.10784

  • 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

  • Cebollero-Salinas, A.; Bautista-Alcaine, P.; Íñiguez-Berrozpe, T.; Elboj-Saso, C. (2022) ¿Te importaría prestarme atención? El Phubbing en la adolescencia como reto educativo en la convivencia digital y presencial. Revista Complutense de Educación, 33(4), 601-610.

  • Díaz Rodríguez, L., Díez Palomar, J., Ward Bringas, S. E. ., & Natividad Sancho, L. (2022). Impacto de los Actos Comunicativos Dialógicos en la Argumentación Matemática del Alumnado con Trastorno del Espectro Autista. Un estudio de Caso sobre Educación Inclusiva. Multidisciplinary Journal of Educational Research, 12(2). https://doi.org/10.17583/remie.9731

  • 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

  • Elboj-Saso, C.; Íñiguez, T.; & Valero, D. (2022) Relations With the Educational Community and Transformative Beliefs Against Gender-Based Violence as Preventive Factors of Sexual Violence in Secondary Education. Journal of Interpersonal Violence, 37(1-2), 578-601. http://dx.doi.org/10.1177/0886260520913642

  • Fernández-Villardón, A.; García-Carrión, R.; Racionero-Plaza, S. (2022). Explorando un enfoque dialógico para abordar las enfermedades psicóticas: una revisión sistemática. Anales de Psicología/Annals of Psychology, 38(3), 419-429. https://doi.org/10.6018/analesps.494351
  • Flecha A, Abad-Merino S, Macías-Aranda F, Segovia-Aguilar B. (2022). Roma University Students in Spain: Who Are They? Education Sciences, 12(6), 400. https://doi.org/10.3390/educsci12060400

  • Flecha, R.; Elboj, C.; Torras-Gómez, E.; Joanpere, M. (2022). The time of dialogic sociology. International Sociology, 37(4).  https://doi.org/10.1177/02685809221111890 

  • 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., Mara, L.-C., 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, 11(3), 60-87.  https://doi.org/10.17583/rimcis.11322

  • Girbés, S., Sebastián, J., Rodríguez, XP., Fontanals, M., Campeny, G., Gómez, B., Soler-Gallart, M. (2022). Co-Creation processes contributing to the societal impact of science: Contributions from the Net4Impact network. International and Multidisciplinary Journal of Social Sciences, 11(1), 54-81 https://doi.org/10.17583/rimcis.10009

  • Gómez, A., de León, M., Sánchez-Plaza, A., Soler-Gallart, M. (2022) Social Impact Ex-Post Evaluation Protocol. International Journal of Qualitative Methods, 21, https://doi.org/10.1177/16094069221133231

  • 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, 8(6). https://doi.org/10.1177/10778004221079409

  • Gómez Cuevas, S., & Valls, R. (2022). Social impact from bottom-up movements: the case of the Adult School La Verneda-Sant Martí. Multidisciplinary Journal of Educational Research, 12(3). https://doi.org/10.17583/remie.10544

  • Íñiguez-Berrozpe, T.; Marcaleti, F.; Elboj-Saso, C.; Romero-Martín, S. (2022). Questioning gendered ageism in job-related non-formal training and informal learning. Studies In Continuing Education, 44(2). https://Doi.Org/10.1080/0158037x.2022.2092089

  • 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

  • Morlà-Folch, T.; Renta Davis, A.I.; Cuxart, M., & Valls-Carol, R. (2022) A research synthesis of the impacts of successful educational actions on student outcomes. Educational Research Review, 37, 100482 https://doi.org/10.1016/j.edurev.2022.100482.

  • Munté-Pascual, A., Khalfaoui, A., Valero, D., Redondo-Sama, G. (2022). Social Impact Indicators in the Context of the Roma Community: Contributions to the Debate on Methodological Implications. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069211064668
  • Munté-Pascual, A.; Redondo-Sama, G.; De Vicente, I. & Matulic ,V. (2022). You Are Not Alone: The (In)Visible Homeless and the Role of Social Workers and Related Professionals. International Journal of Environmental Research and Public Health, 19(16):10070. https://doi.org/10.3390/ijerph191610070

  • Nazareno, E., Vidu, A., Merodio, G., & Valls, R. (2022). Men Tackling Isolating Gender Violence to Fight against Sexual Harassment. International Journal of Environmental Research and Public Health, 19(4),1924. http://dx.doi.org/10.3390/ijerph19041924

  • 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., Soler-Gallart, M., & Vidu, A. (2022). From Bystanders to Upstanders: Supporters and Key Informants for Victims of Gender Violence. International Journal of Environmental Research and Public Health, 19(4), 8521. https://doi.org/10.3390/ijerph19148521

  • 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

  • Racionero-Plaza, S., Puigvert, L., Soler-Gallart, M & Flecha, R. (2022). Contributions of Socioneuroscience to Research on Coerced and Free Sexual-Affective Desire. Frontiers in Behavioral Neuroscience, 15(814796). https://doi.org/10.3389/fnbeh.2021.814796

  • 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, & Abuse24(4). https://doi.org/10.1177/15248380221111471

  • Ríos-Gonzalez, O., & Peña Axt, J. C. (2022). Editorial: Interactions Promoting Diverse Models of Masculinity and Men’s Attractiveness. Frontiers in psychology, 12, 822921. https://doi.org/10.3389/fpsyg.2021.822921

  • Roca, E., Merodio, G., Gomez, A., & Rodriguez-Oramas, A. (2022). Egalitarian Dialogue Enriches Both Social Impact and Research Methodologies. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069221074442

  • Rodriguez-Oramas, A.; Morla-Folch, T.; Vieites Casado, M. & Ruiz-Eugenio, L. (2022). Improving students’ academic performance and reducing conflicts through family involvement in primary school learning activities: a Mexican case study. Cambridge Journal of Education, 2(2), 235-254 https://doi.org/10.1080/0305764X.2021.1973374

  • Romea, A.C., Valero, D., Elboj, C. & Melgar, P. (2022) Mental Health and Access to Information in Times of COVID-19: The Role of Social Work. International Journal of Environmental Research and Public Health, 19(8), 4483. https://doi.org/10.3390/ijerph19084483

  • Romero-Martín, S., Elboj-Saso, C., & Íñiguez-Berrozpe, T. (2022). Burnout and mindfulness among social workers in Spain: A structural equation model of mindfulness and areas of worklife as burnout predictors. International Social Work, 67(1). https://doi.org/10.1177/00208728221112733

  • Salceda, M., Vidu, A., Aubert, A., & Padros, M. (2022). Dialogic literary gatherings in out-of-home care to overcome educational inequalities by improving school academic performance. Children and Youth Services Review, 133, 10636. https://doi.org/10.1016/j.childyouth.2022.106368

  • Santiago-Garabieta, M.; Villardón-Gallego, L.; García-Carrión, R. & Duque, E. (2022). The Development of L2 (Basque) Oracy Skills Through Dialogic Literary Gatherings, SAGEOpen, 12(1).  https://doi.org/10.1177/21582440221079894

  • Soler-Gallart, M., & Flecha, R. (2022). Guest Editors’ Introduction: Special Collection on The Challenge of Social Impact for Research Methodologies. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069221103669

  • Soler-Gallart, M., & Flecha, R. (2022). Researchers’ Perceptions About Methodological Innovations in Research Oriented to Social Impact: Citizen Evaluation of Social Impact. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069211067654

  • Torras-Gómez, E., León-Jiménez, S., Joanpere, M.., & Valls-Carol, R. (2022) “You Enjoy Talking about It More than Doing It”: Fake Narratives in Disdainful Relationships. Qualitative Research in Education, 11(2), 180–202. https://doi.org/10.17583/qre.10578
  • Ugalde, L., Racionero-Plaza, S., Munté, A., & Tellado, I. (2022). Dialogic reconstruction of memories of violent sexual-affective relationships via dialogic gatherings of “Radical Love”. Children and Youth Services Review.https://doi.org/10.1016/j.childyouth.2022.106548

  • Valero-Errazu, D., Elboj-Saso, C., & Munté-Pascual, A. (2022). Apoyo socioemocional para alumnado inmigrante como factor de éxito escolar. Magis: Revista Internacional de Investigación en Educación, 15, 1-22. https://doi.org/10.11144/Javeriana.m15.asai

  • Valls, R., Elboj, C., Serradell, O., Díez-Palomar, J., Aiello, E., Racionero, S., Vidu, A., Roca, E., Joanpere, M., & López de Aguileta, A. (2022) Promoting Admiration of Foucault Hiding his Defense of Rape and Pederasty. International and Multidisciplinary Journal of Social Sciences, 11(1) 3-26.https://doi.org/10.17583/rimcis.9560

  • Valls-Carol, R., Puigvert-Mallart, L., Vidu, A., & López de Aguileta, G. (2022). Presenting Beauvoir as a Feminist Neglecting her Defense and Accusations of Pedophilia. Social and Education History, 11(2), 106-128. https://doi.org/10.1783/hse.9934

  • Valls-Carol, R., Rodrigues de Mello, R., Rodríguez-Oramas, A., Khalfaoui, A., Roca-Campos, E., Guo, M., & Redondo, G. (2022).The Critical Pedagogy that Transforms the Reality. International Journal of Sociology of Education, 11(1), 58-71. http://dx.doi.org/10.17583/rise.7088

  • Valls, R., Serradell, O., Campdepadrós, R., & de Botton, L. (2022). Qualitative Methodology Innovation That Promotes Educational Success of Children of Immigrant Families in Disadvantaged Contexts. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069221078735

  • Vidu, A., Tomás, G. & Flecha, R. (2022). Pioneer Legislation on Second Order of Sexual Harassment: Sociolegal Innovation in Addressing Sexual Harassment. Sexuality Research and Social Policy, 19, 562–573. https://doi.org/10.1007/s13178-021-00571-0

  • 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

  • Aiello, E., Donovan, C., Duque, E., Fabrizio, S., Flecha, R. Holm, P., Molina, S., Oliver, E. and Reale, E. (2021). Effective strategies that enhance the social impact of social sciences and humanities research, Evidence & Policy, 17(1), 131–146. https://doi.org/10.1332/174426420X15834126054137

  • Aiello, E., & Sorde-Marti, T. (2021). Capturing the Impact of Public Narrative: Methodological Challenges Encountered and Opportunities Opened. International Journal of Qualitative Methods, 20. https://doi.org/10.1177/16094069211050160

  • Álvarez-Guerrero, G., López de Aguilet,a A., Racionero-Plaza, S. & Flores-Moncada, L.G. (2021) Beyond the School Walls: Keeping Interactive Learning Environments Alive in Confinement for Students in Special Education. Frontiers in Psychology, 12, 662646. https://doi.org/10.3389/fpsyg.2021.662646

  • Aubert, A. & Flecha, R. (2021) Health and Well-Being Consequences for Gender Violence Survivors from Isolating Gender Violence. International Journal of Environmental Research and Public Health, 18(16), 8626. https://doi.org/10.3390/ijerph18168626

  • Campdepadrós-Cullell, R., De Botton, L. (2021). The Role of the Dialogical Model of Conflict Resolution in the Prevention of Violent Radicalization. In: Bonino, S., Ricucci, R. (eds) Islam and Security in the West. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-67925-5_7

  • Campdepadrós-Cullell, R.; Pulido-Rodríguez, M.Á.; Marauri, J.; Racionero-Plaza, S. (2021). Interreligious Dialogue Groups Enabling Human Agency. Religions, 12, 189. https://doi.org/10.3390/rel12030189

  • De Botton, L.; Ramos, R.; Soler-Gallart, M.; Suriñach, J. (2021). Scientifically Informed Solidarity: Changing Anti-Immigrant Prejudice About Universal Access to Health. Sustainability, 13, 4174. https://doi.org/10.3390/su13084174

  • Diez-Palomar, J., Ocampo Castillo, M.S., Munté Pascual, A., Oliver, E. (2021). Adults with special educational needs participating in interactive learning environments in adult education: educational, social and personal improvements. A case Study. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.662867

  • Díez-Palomar, J., Chan, M.C.E., Clarke, D. & Padrós, M. (2021). How does dialogical talk promote student learning during small group work? An exploratory study. Learning, Culture and Social Interaction, 30(A). 100540. https://doi.org/10.1016/j.lcsi.2021.100540

  • Dueñas, J.M., Racionero-Plaza, S., Melgar, P., & Sanvicén-Torné, P. (2021). Identifying violence against the LGTBI+ community in Catalan universities. Life, Science, Society and Policy, 17. https://doi.org/10.1186/s40504-021-00112-y

  • Duque, E. , Carbonell, S., de Botton, L. & Roca-Campos, E. (2021) Creating Learning Environments Free of Violence in Special Education Through the Dialogic Model of Prevention and Resolution of Conflicts. Frontiers Psychology, 12, 662831. https://doi.org/10.3389/fpsyg.2021.662831

  • Duque, E., Melgar, P., Gómez-Cuevas, S., & López de Aguileta, G. (2021). ‘Tell someone’, to both women and men. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.673048

  • Elboj-Saso, C.; Cortés-Pascual, A; Íñiguez-Berrozpe, T.; Lozano-Blasco, R. & Quílez-Robres, A. (2021). Emotional and Educational Accompaniment through Dialogic Literary Gatherings: A Volunteer Project for Families Who Suffer Digital Exclusion in the Context of COVID-19. Sustainability 3(3), 1206, https://doi.org/10.3390/su13031206

  • Fernández-Villardón, A., Valls-Carol, R., Melgar Alcantud, P., & Tellado, I. (2021). Enhancing Literacy and Communicative Skills of Students With Disabilities in Special Schools Through Dialogic Literary Gatherings. Frontiers in psychology, 12, 662639. https://doi.org/10.3389/fpsyg.2021.662639

  • Flecha, R. (2021). Second-Order Sexual Harassment: Violence Against the Silence Breakers Who Support the Victims. Violence against women, 27(11). 1980-1999. https://doi.org/10.1177/1077801220975495

  • 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

  • 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

  • Garcia-Yeste, C.; Botton, L.d.; Alvarez, P.; Campdepadros, R. (2021). Actions to Promote the Employment and Social Inclusion of Muslim Women Who Wear the Hijab in Catalonia (Spain). Sustainability, 13, 6991. https://doi.org/10.3390/su13136991

  • Halverson, E.R., Soler-Gallart, M., & Cadavid, S. (2021) Editorial: Social Impact of Research in Psychology. Frontiers in Psychology. 12, 663817. https://doi.org/10.3389/fpsyg.2021.663817

  • Iñiguez- Berrozpe, T.; Orejudo-Hernández, S.; Ruiz-Eugenio, L. & Elboj-Saso, C. (2021). School Networks of Positive Relationships, Attitudes against Violence, and Prevention of Relational Bullying in Victim, Bystander, and Aggressor Agents. Journal of School Violence, 20(2), 212-227- https://doi.org/10.1080/15388220.2021.1875842

  • Joanpere, M., Redondo-Sama, G., Aubert, A. & Flecha, R. (2021). I Only Want Passionate Relationships: Are You Ready for That?. Frontiers in Psychology, 12, 673953. https://doi.org/10.3389/fpsyg.2021.673953

  • López de Aguileta, G., & Soler-Gallart, M.(2021). Aprendizaje significativo de Ausubel y segregación educativa. Multidisciplinary Journal of Educational Research,11(1), 1-19. https://doi.org/10.17583/remie.0.7431
  • López de Aguileta, A., Melgar, P., Torras-Gómez, E. & Gutiérrez-Fernández, N. (2021). The Consequences of Disdainful Hook-Ups for Later Egalitarian Relationships of Girls. International Journal of Environmental Research and Public Health, 18, 9521. https://doi.org/10.3390/ijerph18189521

  • López de Aguileta, G., Torras-Gómez, E., Padrós, M., & Oliver, E. (2021). Dialogic Reconstruction of Memory: A Methodological Contribution Aimed at Social Impact on Youth’s Sexual-Affective Relationships. International Journal of Qualitative Methods, 20, 1-9, https://doi.org/10.1177/16094069211034596.

  • Melgar, P.; Campdepadrós-Cullel, R.; Fuentes-Pumarola, C.; & Mut-Montalvà, E. (2021). ‘I think I will need help’: A systematic review of who facilitates the recovery from gender‐based violence and how they do so. Health Expectations, 24(1). https://doi.org/10.1111/hex.13157

  • Melgar, P., Geis-Carreras, G., Flecha, R., & Soler, M. (2021). Fear to Retaliation: The Most Frequent Reason for Not Helping Victims of Gender Violence. International and Multidisciplinary Journal of Social Sciences, 10(2), 31–50. https://doi.org/10.17583/rimcis.2021.8305

  • Melgar, P., Merodio, G., Duque, E., & Ramis-Salas, M. (2021). “Petites Bonnes” minors sex trafficked in Morocco and Spain. Children and Youth Services Review, 120. https://doi.org/10.1016/j.childyouth.2020.105719

  • 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, 20. https://doi.org/10.1177/16094069211034597

  • Merodio, G., & Duque, E. (2021). Sex Trafficking of Women. Civil Society Activism Against Sexual Slavery Between the 19th and the Early 20th Century.Social and Education History, 10(2), 109-133. http://dx.doi.org/10.17583/hse.2021.7043

  • 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: 10.3389/fpsyg.2021.661427

  • Morlà-Folch, T., Aubert, A., Burgués de Freitas, A., & Hernández-Lara, A.B. (2021). The Mondragon Case: Companies Addressing Social Impact and Dialogic Methodologies. International Journal of Qualitative Methods, 20, 1–9 https://doi.org/10.1177/16094069211058614

  • Oliver, E.; Llasat, M.C.; Llasat-Botija, M.; Díez-Palomar, J. (2021). Twitter’s Messages about Hydrometeorological Events. A Study on the Social Impact of Climate Change. Sustainability, 13, 3579. https://doi.org/10.3390/su13063579

  • 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

  • Padrós-Cuxart M, Rodrigues de Mello R, Ramis-Salas M, Duque E (2021) Dialogic gathering of films. Promoting meaningful online interactions during COVID-19 confinement. PLoS ONE, 16(7), e0254132. https://doi.org/10.1371/journal.pone.0254132

  • Puigvert, L., Duque, E., Merodio, G. and Melgar, P. (2021) A systematic review of family and social relationships: implications for sex trafficking recruitment and victimisation, Families, Relationships and Societies, XX, 1–17. https://doi.org/10.1332/204674321X16358719475186

  • Puigvert, L.; Vidu, A.; Melgar, P.; Salceda, M. (2021). BraveNet Upstander Social Network against Second Order of Sexual Harassment. Sustainability, 13, 4135. https://doi.org/10.3390/su13084135

  • Pulido, C. M., Vidu, A., Racionero-Plaza, S., & Puigvert, L. (2021). I Do It, but I Decide With Whom. Frontiers in Psychology, 12, 673617. https://doi.org/10.3389/fpsyg.2021.673617

  • Pulido, C., Vidu A., Rodrigues de Mello, R., Oliver, E. (2021). Zero Tolerance of Children’s Sexual Abuse from Interreligious Dialogue. Religions, 12(7), 49. https://doi.org/10.3390/rel12070549

  • Pulido Rodriguez, C. M., Ovseiko, P., Font Palomar, M., Kumpulainen, K., & Ramis, M. (2021). Capturing Emerging Realities in Citizen Engagement in Science in Social Media: A Social Media Analytics Protocol for the Allinteract Study. International Journal of Qualitative Methods. https://doi.org/10.1177/16094069211050163
  • 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

  • Racionero-Plaza, S.,Piñero León, JA., Morales Iglesias, M., & Ugalde, L. (2021) Toxic Nightlife Relationships, Substance Abuse, and Mental Health: Is There a Link? A Qualitative Case Study of Two Patients. Frontiers in Psychiatry, 11. https://doi.org/10.3389/fpsyt.2020.608219

  • Racionero-Plaza, S., Tellado, I., Aguilera, A., & Prados, M. (2021). Gender violence among youth: an effective program of preventive socialization to address a public health problem. AIMS public health, 8(1), 66. https://doi.org/10.3934/publichealth.2021005

  • Racionero-Plaza, S., Vidu, A., Diez-Palomar, J., & Gutierrez Fernandez, N. (2021). Overcoming Limitations for Research During the COVID-19 Pandemic via the Communicative Methodology: The Case of Homelessness During the Spanish Home Confinement. International Journal of Qualitative Methods, 20, https://doi.org/10.1177/16094069211050164

  • Redondo-Sama, G., Morlà-Folch, T., Burgués, A., Amador, J,, & Magaraggia,S. (2021). Create Solidarity Networks: Dialogs in Reddit to Overcome Depression and Suicidal Ideation among Males. International Journal of Environmental Research and Public Health, 18(22), 11927. https://doi.org/10.3390/ijerph182211927

  • 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. International Journal of Environmental Research in Public Health, 18, 2188. https://doi.org/10.3390/ijerph18042188

  • 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

  • Roca-Campos, E.; Gómez, S.; Carbonell, S.y Canal, J.M. (2021).Impacto del viaje de Freire a Valencia. Social and Education History, 10(3), 213-237. https://dx.doi.org/10.17583/hse.8911

  • 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

  • Rodríguez-Oramas A., Alvarez P., Ramis-Salas, M. Ruiz-Eugenio, L. (2021). The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.641426

  • Rodrigues 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, 12,662241. https://doi.org/10.3389/fpsyg.2021.662241
  • Rodrigues-Mello R, Bonell-García L, Castro-Sandúa M and Oliver-Pérez E (2021). “Three Steps Above Heaven? Really? That’s All Tactic!” New Alternative Masculinities Dismantling Dominant Traditional Masculinity’s Strategies. Frontiers in Psychology. 12:673829. https://www.doi.org/10.3389/fpsyg.2021.673829

  • Ruiz-Eugenio L.; Toledo del Cerro, A.; Crowther J.; Merodio G. (2021). Making Choices in Discourse: New Alternative Masculinities Opposing the “Warrior’s Rest”. Frontiers in Psychology, 12. doi: https://doi.org/10.3389/fpsyg.2021.674054

  • Ruiz-Eugenio, L.; Toledo del Cerro, A.; Gómez-Cuevas, S.; Villarejo-Carballido, B. (2021). Qualitative Study on Dialogic Literary Gatherings as Co-creation Intervention and Its Impact on Psychological and Social Well-Being in Women During the COVID-19 Lockdown. Frontiers in Public Health, 9, 217. https://doi.org/10.3389/fpubh.2021.602964

  • 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

  • Steine, I.M; Skogen, J.C.; Mari Hysing, M.; Puigvert, L-; Schønning, V. & Sivertsen, B. (2021). Sexual harassment and assault predict sleep disturbances and is partly mediated by nightmares: Findings from a national survey of all university students in Norway. Journal of Sleep Research, 30(6). https://doi.org/10.1111/jsr.13338

  • Torras-Gómez, E., Ruiz-Eugenio, L., Sordé-Martí, T., & Duque, E. (2021). Challenging Bourdieu’s Theory: Dialogic Interaction as a Means to Provide Access to Highbrow Culture for All. SAGE Open, 11(2). https://doi.org/10.1177/21582440211010739

  • Ugalde, L., Santiago-Garabieta, M., Villarejo-Carballido, B. & Puigvert, L. (2021). Impact of Interactive Learning Environments on Learning and Cognitive Development of Children With Special Educational Needs: A Literature Review. Frontiers in Psychology, 12:674033. http://doi: 10.3389/fpsyg.2021.674033

  • Valero, D .; Elboj, C., Plaja, T. y Munté, A. (2021). Social work and the Roma community: elements to improve current practices. European Journal of Social Work, 24(6). https://doi.org/10.1080/13691457.2020.1857705

  • Valls-Carol, R., Álvarez-Guerrero, G., López de Aguileta, G., Alonso, Á., & Soler-Gallart, M. (2021). Citizen Debates in Social Networks about Didactic Resources for Mathematics. International Journal of Environmental Research and Public Health, 18(21), 11686. https://doi.org/10.3390/ijerph182111686
  • 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

  • Vidu, A., Puigvert, L., Flecha, R.. & López de Aguileta, G. (2021). The Concept and the Name of Isolating Gender Violence. Multidisciplinary Journal of Gender Studies, 10(2), 176-200. http://doi:10.17583/generos.2021.8622
  • Vieites Casado, M.; Flecha, A.; Catalin Mara, L. (2021). Dialogic Methods for Scalability of Successful Educational Actions in Portugal. International Journal of Qualitative Methods, 20, 1-12. https://doi.org/10.1177/16094069211020165

     

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2008

  • Ferrada, D., & Flecha, R. (2008). El modelo dialógico de la Pedagogía: un aporte desde las experiencias de comunidades de aprendizaje. Estudios pedagógicos, 34(1).

  • Valls, R., Puigvert, L., & Duque, E. (2008). Gender Violence Amongst Teenagers: Socialization and Prevention. Violence Against Women, 14(7), 759–785. htpp://doi.org/10.1177/1077801208320365

  • Valls, R., Soler, M., & Flecha, R., (2008). Lectura dialógica: interacciones que mejoran y aceleran la lectura. Revista iberoamericana de educación, 46,71-87.

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