Publicaciones en revistas indexadas
- Álvarez-Guerrero, G., Martínez de la Hidalga, Z. y Villardón-Gallego, L. (aceptado). Nadie te va a criticar”: Claves para la Participación en Tertulias Literarias Dialógicas. Revista Multidisciplinar de Investigación Educativa (REMIE). (SJR Q3 en Sociology and Political Science)
- Navarro-Mateu, D, Gómez-Domínguez, T., Padrós Cuxart, M. and Roca-Campos, E. (2021). Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education. Frontiers in Psychology. (SJR Q1 en Psychology, miscellaneous ; JCR Q2 en Psychology, multidisciplinary).
- Molina, S., Marauri, J., Aubert, A. and Flecha, R. (2021). How inclusive interactive learning environments benefit students without special needs. Frontiers in Psychology. (SJR Q1 en Psychology, miscellaneous ; JCR Q2 en Psychology, multidisciplinary).
- Fernández-Villardón, A., Valls-Carol, R, Melgar, P. and Tellado, I. (2021). Enhancing Literacy and Communicative Skills of Students With Disabilities in Special Schools Through Dialogic Literary Gatherings. Frontiers in Psychology. (SJR Q1 en Psychology, miscellaneous ; JCR Q2 en Psychology, multidisciplinary).
- Ugalde, L., Santiago-Garabieta, M., Villarejo-Carballido, B. and 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. (SJR Q1 en Psychology, miscellaneous ; JCR Q2 en Psychology, multidisciplinary).
- Álvarez-Guerrero, G., López de Aguileta, 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.(SJR Q1 en Psychology, miscellaneous ; JCR Q2 en Psychology, multidisciplinary).
- Fernandez-
Villardon, A., Alvarez, P., Ugalde, L., & Tellado, I. (2020). Fostering the Social Development of Children with Special Educational Needs or Disabilities (SEND) through Dialogue and Interaction: A Literature Review. Social Sciences, 9, 97. (SJR Q3 en Social Sciences, miscellaneous). - Duque, E., Gairal, R., Molina, S., & Roca, E. (2020). How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions. Frontiers in Psychology, 11, 439. (SJR Q1 en Psychology, miscellaneous).
- Garcia-Carrion, R., Molina Roldán, S., & Roca, E. (2018). Interactive Learning Environments for the Educational Improvement of Students with Disabilities in Special Schools. Frontiers in Psychology, 9, 1744. (SJR Q1 en Psychology, miscellaneous).
Congresos
2018
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Silvia Molina Roldán; Esther Roca Campos. Mejora educativa del alumnado en escuelas de educación especial a través de los grupos interactivos. CIMIE 2018. Zaragoza, España.
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Itxaso Tellado; Catherine Compton-Lilly; Rocío García Carrión; Eliza Braden; Michele Myers; Elizabeth White. Making Schools Inclusive Spaces through Embeded Teacher Education Experiences. ECER 2018. Bolzano, Italy.
2019
- Silvia Molina Roldán; Rocio Garcia-Carrion; Esther Roca Campos; Andrea Khalfaoui. Interactive Learning Environments That Enhance Educational Quality of Students With Disabilities in Special Schools. AERA 2019. Toronto, Canada.
- Rocío García Carrión; Silvia Molina Roldán; Maria Teresa Gómez Domínguez; Diego Navarro Mateu. Tertulias Literarias Dialógicas en escuelas de educación especial: nuevas oportunidades de aprendizaje e interacción para el alumnado con discapacidad. CIMIE 2019. Lleida. España.
- Silvia Molina. Interactive learning environments that improve the education of students with disabilities in special schools. Symposium invitado: Interactive learning environments that support cognitive, emotional and identity development. Earli 2019. Aachen, Germany.
- Rocío García Carrión; Silvia Molina Roldan; Esther Roca Campos; Lourdes Villardón Gallego; Andrea Khalfaoui. The Right to Quality Education for Children with Disabilities through Interactive Groups in Special Schools. ECER 2019. Hamburg, Germany.
2020
- Rocío García Carrión; Silvia Molina Roldan; Esther Roca; Andrea Khalfaoui. From Individualism to Interactionism: a study of dialogic education and the impact on teaching children with disabilities, In “Voicing inclusive relationships: A dialogic view". ECER 2020. Glasgow, UK.
2021
- Garazi Álvarez; Aitana Fernández; Lourdes Villardón; Silvia Molina. Estrategias para la participación del alumnado con Necesidades Educativas Especiales en Tertulias Literarias Dialógicas durante el confinamiento. CIMIE 2021. Barcelona. España.
- Aitana Fernández, Lourdes Villardón, Eugenia Allotey. Enhancing Students with Disabilities’ Prosocial Behaviour through Dialogic Literary Gatherings. ECER 2021. Geneva. Switzerland.
- Esther Roca, Itxaso Tellado, Aitana Fernández. Dialogic Learning Environments that Enhance Inclusion of Students with Developmental Disabilities in Secondary Education. ECER 2021. Geneva. Switzerland.
Tesis doctorales relacionadas con el proyecto
Nombre: Aitana Fernández Villardón
Directora: Rocío García-Carrión
Título: Impacto de las Tertulias Literarias Dialógicas en la mentalización y conciencia de enfermedad en personas con psicosis
Organismo: Universidad de Deusto
En curso.
Nombre: Eugenia Allotey
Directora: Rocío García-Carrión
Título: Dialogic interactions in schools to value diversity: an ethnographic case study in a compulsory school in Ghana.
Organismo: Universidad de Deusto
En curso.
Nombre: Garazi Álvarez Guerrero
Directora: Rocío García-Carrión
Título: Impacto del Modelo Dialógico de Prevención y Resolución de Conflictos en el alumando con NEEs: un estudio de caso.
Organismo: Universidad de Deusto
En curso.