PUBLICATIONS

García-Yeste, C. & Puente Pérez, G. (2026). The Origin of the "A In a Circle" As A Symbol of Anarchism: A Symbolic Review of its Development. Journal of Cultural Analysis and Social Change, 11(1), 2121-2128. https://doi.org/10.64753/jcasc.v11i1.4252

Buslón, N., Cirillo, D., Rios, O., & Perera del Rosario, S. (2025). Exploring Gender Bias in AI for Personalized Medicine: Focus Group Study With Trans Community Members. Journal of Medical Internet Research, 27, e72325. doi: 10.2196/72325

Carbonell, S. , Melgar, P. , Ríos González, O., Tellado, I., & Canal, J. M. (2025). The Zero Violence Brave Club: a successful educational action to overcome isolating gender-based violence with young adolescents. Journal of New Approaches in Educational Research, 14(11), 1-14. https://doi.org/10.1007/s44322-025-00031-2

Dueñas, J.M.; Morales Vives, F.; Oliveira, J. (2025). Beyond guidelines: Evaluating the realities of suicide prevention in schools. Children and youth services review, 175. https://doi.org/10.1016/j.childyouth.2025.108363

Garcia Yeste, C., Morlà-Folch, T., Lopez de Aguileta, G., Natividad Sancho, L., Lopez de Aguileta, A., & Munté-Pascual, A. (2025). Achieving the same educational opportunities for all: overcoming hoax interpretations of the PISA results. International Journal of Adolescence and Youth, 30(1). https://doi.org/10.1080/02673843.2025.2459330

Gómez, A., Jiménez, J.M., Burgués, A., Carbonell, S., & García-Yeste, C. (2025). Impact of the peer group intervention in the dialogic model of prevention and resolution of conflicts to prevent gender violence from the school context. International Journal of Educational Research Open, 9, 100456. https://doi.org/10.1016/j.ijedro.2025.100456

Melgar-Alcantud, P., Natividad-Sancho, L., Merodio, G., & Garcia-Yeste, C. (2025). Contributions of the preventive socialization of gender based violence to the development of an educational strategy. Gender and Education, 1-16. https://doi.org/10.1080/09540253.2025.2544526

Molina Roldán, S., Íñiguez-Berrozpe, T., Renta-Davids, A.I. & Cerviño-López, E. (2025). A research synthesis of effective programs to address gender-based violence in the school context: actors involved, and impacts achieved. Frontiers in Education, 10:1593176. doi: 10.3389/feduc.2025.1593176

Novo Molinero, M., Uriz Doray, I., & Salvadó Belart, Z. (2025). Primer prototipo del Proyecto Engi-EDU: introduciendo las prácticas epistémicas de ingeniería en las aulas de Educación Infantil y Primaria. En M. González Montero de Espinosa & A. Herráez Sánchez (Eds.). Experiencias y estrategias de innovación educativa en ciencia, tecnología, ingeniería y matemáticas (IV). Zenodo. https://doi.org/10.5281/zenodo.14009507

Pastor, Y., Pérez-Torres, V., Angulo-Brunet, A., Nebot-Garcia, J. E., & Gallardo-Nieto, E. (2025). School, family, and peer connectedness as protective factors for depression and suicide risk in Spanish adolescents. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1547759

Salvadó, Z. y Novo, M. (2025). Dealing with urban biodiversity through butterfly gardens: a Project Based Learning proposal for pre-service teachers training. Sustainability, 17(5), 2195; https://doi.org/10.3390/su17052195

Sevilla, S. C., Alcantud, P. M., Ríos González, O., de Gauna, I. T. R., & Barbany, J. M. C. (2025). The Zero Violence Brave Club: a successful educational action to overcome isolating gender-based violence with young adolescents. Journal of New Approaches in Educational Research, 14(11), 1-14. https://doi.org/10.1007/s44322-025-00031-2

Argyriou, K., Platero, L., & Gallardo-Nieto, E. (2024). The Ayuso Administration menace: The challenges posed by the derogation of the Madrid antidiscrimination policies for LGBTI citizens. Sexuality, Gender & Policy. https://doi.org/10.1002/sgp2.12090

Aragón Núñez, L.; Novo Molinero, M.; Salvadó i Belart, Z; Pérez Martín, J.M (2024). ¿Entendemos todas y todos lo mismo? Distintas ideas sobre lo que es y no es Ciencia en Educación Infantil En J.Cantó Doménech & J. Solbes (coord.). La formación inicial de maestras y maestros de educación infantil en Ciencias Experimentales: Análisis, retos y propuestas (pp.39-54). Tirant lo Blanch.

Balanyà-Rebollo, J; de Oliveira, J. M. (2024). Identifying Strengths and Weaknesses in Mobile Education: A Gender-Informed Self-Assessment of Teachers' Use of Mobile Devices. Applied System Innovation 7(2), 31. https://doi.org/10.3390/asi7020031

Balanyà-Rebollo, J; de Oliveira, J. M. (2024). Teachers' Evaluation of the Usability of a Self-Assessment Tool for Mobile Learning Integration in the Classroom. Education Sciences. 2024, 14(1), 1. https://doi.org/10.3390/educsci14010001

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 Oliveira JM, Morales-Vives F, Chugani CD, Jimenez-Herrera M and Dueñas J-M (2024) Editorial: Suicide prevention in the educational context. Frontiers in Psychology. 15, 1497113. 10.3389/fpsyg.2024.1497113

De Oliveira JM (2024) Enhancing multimodal literacy through community service learning in higher education. Frontiers in Education, 9, 1448805. 10.3389/feduc.2024.1448805

De Witte, K., Garcia-Yeste, C., Gallardo-Nieto, E., & Canal-Barbany, JM (2024). Implementing Youth Worker Networks to Achieve Social Impact in the Eradication of LGBTQIA-Phobia. Sexuality Research and Social Policy. https://doi.org/10.1007/s13178-023-00926-9

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

Guardiola-Fígols, M., Gómez-González, A., Natividad-Sancho, L., & Gairal-Casadó, R. (2024). Scientific workshops with a dialogical approach: an effective tool for introducing science into vulnerable educational contexts. Frontiers in Education, 8, 1263360. https://doi.org/10.3389/feduc.2023.1263360

López de Aguileta, G., Climent-Sanjuán, V., Aubert, A., Crespo-López, A., de Botton, L., Garcia-Yeste, C., & Soler-Gallart,M (2024). Identifying Key Concepts of the Language of Desire and the Language of Ethics in Dialogic Literary GatheringsInternational Journal of Sociology of Education, 13, 196-213. https://doi.org/10.17583/rise.16057

Molina Roldán, S., Hernández-Eguía, L.P., Natividad-Sancho, L., & Burgués-Freitas, A. (2024). Beyond the university walls. The impact on university researchers of bringing science closer to vulnerable groups. International Journal of Educational Research, 128, 102473. https://doi.org/10.1016/j.ijer.2024.102473

Natividad-Sancho, L., Serradell, O., Sanmamed, A. F. F., & Garcia-Yeste, C. (2024). Review of the scientific literature on the impact of extending learning time with vulnerable groups. Children and Youth Services Review, 107809. https://doi.org/https://doi.org/10.1016/j.childyouth.2024.107809

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

Platero, L., Gallardo-Nieto, E., Blanco-Fuente, I., & López-Sáez, M. Á. (2024). Understanding the support dynamics for LGBTI+ youth in Spain during and after the COVID-19 pandemic. Children & Society. https://doi.org/10.1111/chso.12921

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

Rivera Piragauta, J. A., & Minelli de Oliveira, J. (2023). Aspectos Clave de Diseños de Aprendizaje Virtual Éticamente Sensibles: Recomendaciones Prácticas Desde un Panel Delphi. Voces y Silencios. Revista Latinoamericana De Educación, 14(1), 63-85. https://doi.org/10.18175/VyS14.1.2023.5

Roldán-Arcos, S., Martín, J. M. P., Guevara-Herrero, I., del Álamo-Cabello, L., Sánchez-Ferrezuelo, L., Mora-Urda, A. I. & Novo-Molinero, M. (2024). Educación Ambiental para maestros: la Biodiversidad Urbana como centro de interés. Revista de Educación Ambiental y Sostenibilidad, 6(1), 1201-1201. https://doi.org/10.25267/Rev_educ_ambient_sostenibilidad.2024.v6.i1.1201

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). 44-61. https://doi.org/10.17583/rasp.13864

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

de Oliveira, J. M.; Dueñas, J-M.; Morales-Vives, F. & Gallardo-Nieto, E. (2023). Educational agents and institutions called into action in suicide prevention, intervention, and postvention. Frontiers in Psychology. Educational Psychology. 14. https://doi.org/10.3389/fpsyg.2023.1213751

Khalfaoui, A., Garcia-Espinel, T., Macías-Aranda, F., & Molina Roldán, S. (2023). How Can the Roma Deal with the Health and Social Crisis Generated by the COVID-19 Pandemic? Inequalities, Challenges and Successful Actions in Catalonia (Spain). Journal of Racial and Ethnic Health Disparities. https://doi.org/10.1007/s40615-023-01736-w

Natividad-Sancho, L.; Gairal-Casadó, R., Sordé Martí, T. & Garcia Yeste, C. (2023). Roma students' experiences: practices contributing to participation in post-compulsory education. Educational Research, https://doi.org/10.1080/00131881.2023.2266455

Ocampo Castillo, M. d. S., Gairal-Casadó, R., Valls-Carol, M. R. & Tellado, I. (2023). Young children and a school community open pathways for a grandmother's literacy. Issues in Educational Research, 33(3), 1106-1124. http://www.iier.org.au/iier33/ocampo-castillo.pdf

Olabarria, A., Burgués-Freitas, A., López de Aguileta, A., Zubiri-Esnaola, H., Torras-Gómez, E., Joanpere, M., López de Aguileta, G., Álvarez-Guerrero, G., Aiello, E., Pulido, C., & Redondo-Sama, G. (2023). When the Media Omits or Includes Scientific Evidence in Its Publications: Science and Battles on X about Child Sexual Abuse. Children, 10(12). https://doi.org/10.3390/children10121857

Oliver, E., Redondo-Sama, G., de Aguileta, A.L. & Burgués-Freitas, A. (2023). Research agenda to engage citizens in science through social media communicative observations. Humanities and Social Sciences Communications, 10, 447. https://doi.org/10.1057/s41599-023-01954-x

Puigvert, Racionero-Plaza, López de Aguileta, Tellado, Molina, Pulido-Rodríguez, Ugalde, & Flecha. (2023). Disdainful Hookups: a Powerful Social Determinant of Health. Journal of Urban Health. https://doi.org/10.1007/s11524-023-00765-4

Rios-Gonzalez, O., Peña-Axt, J.C., Legorburo-Torres, G. & Natividad-Sancho, L. (2023). Impact of an evidence-based training for educators on bystander intervention for the prevention of violence against LGBTI+ youth. Humanities & Social Sciences Communications 10, 583. https://doi.org/10.1057/s41599-023-02117-8

Ruiz-Eugenio, L., Tellado, I., Valls-Carol, R., & Gairal-Casadó, R. (2023). Dialogic popular education in Spain and its impact on society, educational and social theory, and European research. European Journal for Research on the Education and Learning of Adults, 14(1), 47-61. https://doi.org/10.3384/rela.2000-7426.4325

Santiago-Garabieta M., Zubiri-Esnaola, H., García-Carrión R., & Gairal-Casadó, R. (2023). Inclusivity, friendship and language learning: boosting collaboration in interactive groups. Educational Research. https://doi.org/10.1080/00131881.2023.2189433

Valenzuela-Vela, L., Peralta, N. R. R. de, & Gallardo-Nieto, E. (2023). Experiencias de conciliación y cuidados durante la COVID-19 de investigadoras de la universidad de Granada. Techno Review: International Technology, Science and Society Review, 13(3), Article 3. https://doi.org/10.37467/revtechno.v13.4806

Balanyà Rebollo, J. y de Oliveira, J. M. (2022). Elementos didácticos del aprendizaje móvil: condiciones en que el uso de la tecnología puede apoyar los procesos de aprendizaje. Edutec, Revista Electrónica de Tecnología Educativa, (80), 114-130. https://doi.org/10.21556/edutec.2022.80.2415

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

De Oliveira, J. M. (2022). Espais d'aprenentatge a l'educació infantil: un estudi de cas. Comunicació Educativa, (35), 141-160. https://doi.org/10.17345/comeduc2022141-160

Díez-Palomar, J., Font Palomar, M., Aubert, A., & Garcia-Yeste, C. (2022). Dialogic Scientific Gatherings: The Promotion of Scientific Literacy Among Children. SAGE Open, 12(4). https://doi.org/10.1177/21582440221121783

Duque, E.,López de Aguileta, G., Canal-Barbany, J.M., Joanpere-Foraster, M.(2022). No Time to Lose Sex-o Time to Lose Sex-appeal. Love and Attractiveness in the last James Bond Movie 2021. Masculinities and Social Change, 11(2), 102-128. https://doi.org/10.17583/MCS

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

Gairal-Casado, R.; Duque, E.; Ramis-Salas, M., Valls, R. (2022) 'My friends are like my family': The positive impact of high-quality friendships on former foster care youth. Children & Society. https://doi.org/10.1111/chso.12683

Gairal-Casadó, R.; García-Yeste, C.: Munté, A.; Padrós, M. (2022) Study to Change Destiny. Elements That Promote Successful Trajectories in Young People who Have Been in Residential Care. The British Journal of Social Work, 52(4)
2253-2270. https://doi.org/10.1093/bjsw/bcab087

Garcia-Yeste, C., Catalin-Mara, L., de Botton, L., & Duque, E. (2022). Building a More Inclusive Workplace for Religious Minorities. Religions, 13(6), 481. http://dx.doi.org/10.3390/rel13060481

García-Yeste, C.; López de Aguileta Jaussi, A.; Duque, E.; Padrós, M. (2022). Beginning of the course of the Catalan Universities towards the COVID-1: Evidence vs Negligence. International and Multidisciplinary Journal of Social Sciences. https://doi.org/10.17583/rimcis.11322

Gómez, A., Girbés, S., Jiménez, J.M., & Vieites, M. (2022). "Without support, victims do not report": The Co-creation of a workplace sexual harassment risk assessment survey tool. Gender, work and organization. https://doi.org/10.1111/gwao.12840

Gómez-González, A., Tierno-García, J.M., & Girbés-Peco, S. (2022). "If they made it, why not me?" increasing educational expectations of Roma and Moroccan immigrant families in Spain through family education. Educational Review. https://doi.org/10.1080/00131911.2022.2121265

Gómez, A., Puigvert, L., Nazareno, E., López de Aguileta, A., Vidu, A., & García-Carrión, R. (2022). The Impact of One Book About Friendship in the Lives of Readers. Qualitative Inquiry. https://doi.org/10.1177/10778004221079409

Joanpere, M., Burgués-Freitas, A., Soler, M., & Aiello, E. (2022). History of MeToo University movement in Spain. Social and Education History, 11(2). https://doi.org/10.17583/hse.10545

López de Aguileta Jaussi, A., Torras-Gómez, E., Ríos-González, O., & Racionero-Plaza, S. (2022). Who promoted the nightlife of flirts? Freedom or capitalist business? Social and Education History, 11(3), 275-294. https://doi.org/10.17583/hse.11244

M.Marimon-Martí, J.Cabero, L.Castañeda, C.Coll, J.M. de Oliveira, M.J.Rodríguez-Triana. (2022) Construir el conocimiento en la era digital: retos y reflexiones. RED. Revista de Educación a Distancia, 69(22). http://dx.doi.org/10.6018/red.505661

Pérez-Martín, J. M., Salvadó, Z., Sánchez-Ferrezuelo, L., Gairal-Casadó, R., & Novo, M. (2022). Entrando por la otra puerta: la indagación para promover el razonamiento científico en educación infantil. Contextos Educativos. Revista de Educación, (30), 61-82. https://doi.org/10.18172/con.5333

Puigvert-Mallart, L.; Cullell, R.C.; Canal, J.M.; García-Yeste, C. (2022). Reducing Health Effects on Deceit in Heterosexual Sexual-Affective Relationships: The Impact of the Preventive Socialization Program (PSP). International Journal of Environmental Research and Public Health, 19, 2274. https://doi.org/10.3390/ijerph19042274

Puigvert, L., Kyung Hi, K., Khalfaoui, A., Ríos-González, O., Rodrigues de Mello, R., Joanpere, M., Flecha, R. (2021). Breaking the Silence within Critical Pedagogy. Multidisciplinary Journal of Educational Research,11(3), 203-217. https://doi.org/10.17583/remie.2021.8748

Puigvert, L., Villarejo-Carballido, B., Gairal-Casadó, R., Gómez, A., Cañaveras, P. & Martí, T.S. (2022). An Instagram Hashtag Fostering Science Education of Vulnerable Groups during the Pandemic. International Journal of Environmental Research and Public Health, 19, 1974. https://doi.org/10.3390/ ijerph19041974

Rios, O., Font-Palomar, M., Flecha, A., & Valls, R. (2022). Violence against LGBTIQ+ people at universities: the need to uncover a silent reality. Trauma, Violence, & Abuse. 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. 10.3389/fpsyg.2021.822921

Rivera-Piragauta, J. A. & de Oliveira, J. M. (2022).The Ethical Commitment of Virtual Education. Journal of Online Educators. https://files.eric.ed.gov/fulltext/EJ1347023.pdf

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

Villarejo-Carballido, B.; Pulido, C.M.; Zubiri-Esnaola, H.; Oliver, E. (2022). Young People's Voices and Science for Overcoming Toxic Relationships Represented in Sex Education. International Journal of Environmental Research and Public Health, 19(6) 3316. https://doi.org/10.3390/ijerph19063316

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, 1-16, http://doi.org/10.1332/239788220X15833754718034

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. https://doi.org/10.1007/s10639-021-10593-1

Gairal-Casadó, R., Garcia-Yeste, C., Munté Pascual, A. & Padrós Cuxart, M. (2021). Study to Change Destiny. Elements That Promote Successful Trajectories in Young People who Have Been in Residential Care. The British Journal of Social Work. https://doi.org/10.1093/bjsw/bcab087

Gallardo-Nieto, E. M., Espinosa-Spínola, M., Ríos-González, O., & García-Yeste, C. (2021). Transphobic Violence in Educational Centers: Risk Factors and Consequences in the Victims' Wellbeing and Health. Sustainability, 13(4), 1638. https://doi.org/10.3390/su13041638

Gallardo-Nieto, E. M., Gómez, A., Gairal-Casadó, R., & del Mar Ramis-Salas, M. (2021). Sexual orientation, gender identity and gender expression-based violence in Catalan universities: qualitative findings from university students and staff. Archives of Public Health, 79(1), 1-13. https://doi.org/10.1186/s13690-021-00532-4

García-Carrión, R., Rodrigues de Mello, R., Cisneros-Kostic, R. & Molina, S. (2021). Research process that defines successful educational actions. In: M. Soler-Gallart & R. Rodrígues de Mello (Eds.), Schools as Learning Communities (pp. 23-34). Dio Press Inc.

Melgar-Alcantud, P., Puigvert, L., Ríos, O.; & Duque, E., (2021). Language of Desire: A Methodological Contribution to Overcoming Gender Violence. International Journal of Qualitative Methods. https://doi.org/10.1177/16094069211034597

Molina Roldán, S., Marauri, J., Aubert, A. & Flecha, R. (2021). How Inclusive Interactive Learning Environments Benefit Students Without Special Needs. Frontiers in Psychology, 12, 661427. http://doi.org/10.3389/fpsyg.2021.661427

Padrós Cuxart, M., Molina Roldán, S., Gismero, E. & Tellado, I. (2021). Evidence of Gender Violence Negative Impact on Health as a Lever to Change Adolescents' Attitudes and Preferences towards Dominant Traditional Masculinities. International Journal of Environmental Research and Public Health,18(18), 9610. https://doi.org/10.3390/ijerph18189610

Racionero-Plaza, S., Duque E., Padrós M., & Roldán S.M. (2021) "Your Friends Do Matter": Peer Group Talk in Adolescence and Gender Violence Victimization. Children., 8(2), 65. https://doi.org/10.3390/children802006

Ríos-González, O.; Ramis-Salas, M.; Peña-Axt, J.C.; Racionero-Plaza, S. (2021). Alternative Friendships to Improve Men's Health Status. The Impact of the New Alternative Masculinities' Approach. Int. J. Environ. Res. Public Health 18, 2188. https://doi.org/10.3390/ijerph18042188

Roca-Campos, E., Duque Sanchez, E., Rios-Gonzalez, O., & Ramis-Salas, M. (2021). The Zero Violence Brave Club: A Successful Intervention to Prevent and Address Bullying in Schools. Frontiers in Psychiatry, 12, 855. https://doi.org/10.3389/fpsyt.2021.601424

Roca-Campos, E.; Renta-Davids, A.I.; Marhuenda-Fluixá, F.; Flecha, R. (2021). Educational Impact Evaluation of Professional Development of In-Service Teachers: The Case of the Dialogic Pedagogical Gatherings at Valencia "On Giants' Shoulders". Sustainability, 13, 4275. https://doi.org/10.3390/su13084275

Rodríguez de Mello, R., Soler-Gallart, M., Braga, F. M., & Natividad-Sancho, L. (2021). Dialogic Feminist Gathering and the Prevention of Gender Violence in Girls With Intellectual Disabilities. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.662241

Salvadó, Z., Garcia-Yeste, C., Gairal, R. & Novo, M. (2021). Scientific workshop program to improve science identity, science capital and educational aspirations of children at risk of social exclusion. Children and Youth Services Review, 129, 106189. https://doi.org/10.1016/j.childyouth.2021.106189

Valls-Carol, R., Madrid-Pérez, A., Merrill, B., & Legorburo-Torres, G. (2021). «Come on! He Has Never Cooked in His Life!» New Alternative Masculinities Putting Everything in Its Place. Frontiers in psychology, 12, 674675. https://doi.org/10.3389/fpsyg.2021.674675

Barros-del Rio, M.A.; Álvarez, P.; Molina, S. (2020). Implementing Dialogic Gatherings in TESOL teacher education. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2020.1737075

Buslón, N., Gairal, R., León, S., Padrós, M., & Reale, E. (2020). The Scientific Self-Literacy of Ordinary People: Scientific Dialogic Gatherings. Qualitative Inquiry. https://doi.org/10.1177/1077800420938725

Campdepadrós-Cullell, R., Molina-Roldán, S., Ramis-Salas, M. & de Botton, L. (2020). The Vic Model: From school redistribution to xenophobic voting. Political Geography, 83, 102254. https://doi.org/10.1016/j.polgeo.2020.102254

Cosi, A., Voltas, N., Lázaro-Cantabrana, J.L., Morales, P., Calvo, M., Molina, S. & Quiroga, M.A. (2020). Formative assessment at university through digital technology tools. Profesorado, revista de currículum y formación del profesorado, 24(1), 164-183. https://doi.org/10.30827/profesorado.v24i1.9314

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. https://doi.org/10.1080/15325024.2020.1772449

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