• Bordanoba-Gallego, L.; Serradell, O.; Morlà-Folch, T.; Ruiz-Eugenio, L.; Pulido, C. (2023). Feudalism,  meritocracy  and  sexual  harassment.Social  and  Education History. Online first. http://doi.org/10.17583/hse.11788

  • 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 Disparitieshttps://doi.org/10.1007/s40615-023-01736-w 

  • 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 Researchhttps://doi.org/10.1080/00131881.2023.2266455

  • 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 Healthhttps://doi.org/10.1007/s11524-023-00765-4

  • Pulido, C., Cañaveras, P., Redondo-Sama, G. Villarejo-Carballido, B. (2023)-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 ). https://doi.org/10.1007/s12119-023-10115-w

  • 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-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 Communications10(1), 1-13.

  • 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. https://doi.org/10.3384/rela.2000-7426.4325

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

  • 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



  • 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 Cabrera, E., Sordé-Martí , T., Khalfaoui, A., & Redondo-Sama, G. (2022). Dialogic traits of Roma women leadership. Multidisciplinary Journal of Gender Studies11(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 Methods21, 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

  • Fernández-Villardón, A.; García-Carrión, R.; Racionero-Plaza, S. Explorando un enfoque dialógico para abordar las enfermedades psicóticas: una revisión sistemática. Anales de Psicología/Annals of Psychology, 2022, vol. 38, no 3, p. 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 Sociologyhttps://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 Work52(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. Religions13(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 organizationhttps://doi.org/10.1111/gwao.12840

  • 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 Inquiryhttps://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 Researchhttps://doi.org/10.17583/remie.10544

  • 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, DOI: 10.1080/00131911.2022.2121265

  • 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, vol. 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 History11(2). https://doi.org/10.17583/hse.10545

  • Marcaletti, F., Íñiguez-Berrozpe, T., Elboj-Saso, C., & Garavaglia, E. (2022). Adult Training as a Quality Factor in Work Trajectory: Positive Effects of Adult Training on Seniority and Ageing at Work. Adult Education Quarterlyhttps://doi.org/10.1177/07417136221121594

  • 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.  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, & 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.

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

  • Rodríguez-Oramas, A., Burgues-Freita, A., Joanpere, M., & Flecha , R. (2022).Participation and Organizational Commitment in the Mondragon Group. Frontiers in psychology https://doi.org/10.3389/fpsyg.2022.806442

  • 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 Workhttps://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 doi: 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. https://doi.org/10.1177/16094069211067654.

  • 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. https://doi.org/10.1177/16094069211067654

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

  • 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 Education11(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). Apoyosocioemocional 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, L., Vidu, A. ., & López de Aguileta, G. (2022). Presenting Beauvoir as a feminist neglecting her defense and accusations of pedophilia. Social and Education Historyhttps://doi.org/10.17583/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 Education11 (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

  • 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

  • Zubiri-Esnaola, H., Racionero-Plaza, S., Fernández-Villardón, A. & Carbonell, S. (2022). “It was Very Liberating”. Dialogic Literary Gatherings Supporting Mental Health Literacy. Community Mental Health Journalhttps://doi.org/10.1007/s10597-022-01071-0


  • Khalfaoui-Larrañaga, A.; Alvarez, P.; Gutiérrez-Esteban, P. & Flecha, R. (2021) “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. http://doi.org/10.1080/15348458.2021.1956318

  • 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 Health18, 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 soHealth Expectationshttps://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 Sciences10(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. 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. https://doi.org/10.1177/16094069211034597

  • Merodio, G., & Duque, E. (2021).SexTrafficking 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 Methods20, 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. Sustainability13, 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, vol XX, no XX, 1–17. http://doir.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. doi: 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. 2021; 12(7) ,49. https://doi.org/10.3390/rel12070549

  • Pulido,C.  Villarejo Carballido, B., Vidu, A., Ramis, M. &, Flecha, T. (2021) “Voices against Silence”: a case study of the social impact of journalism, Feminist Media Studies. https://doi.org/10.1080/14680777.2021.1992643

  • 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. Front. Psychiatry. 11:608219. doi: 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 health8(1), 66. doi: 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. Int. J. Environ. Res. 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”. Sustainability13, 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

  • Rodriguez-Oramas, A.;  Morla-Folch, T.;  Vieites Casado, M. &  Ruiz-Eugenio, L. (2021). Improving students’ academic performance and reducing conflicts through family involvement in primary school learning activities: a Mexican case study. Cambridge Journal of Education. https://doi.org/10.1080/0305764X.2021.1973374

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