Artículos Científicos
Revisiting Reggio Emilia through a more-than-human lullaby: diffractive montages as documenting childhood (and) literacy otherwise, Pedagogy, Culture & Society, 1–18.
https://doi.org/10.1080/14681366.2024.2355109
‘This is not a weapon’: Rethinking children’s worlding practices with Karin Murris, Contemporary Issues in Early Childhood, 0(0).
https://doi.org/10.1177/14639491231225230
“Like, I’m playing, but with this“. A diffractive reading of literacy event in early childhood. Journal of Early Childhood Literacy, 24,(2)
https://doi.org/10.1177/14687984211068117
‘The toys you sleep with’: Embracing otherwise literacies in early childhood wor(l)ds, Journal of Early Childhood Literacy, 0(0).
https://doi.org/10.1177/14687984241244686
Insights from Spanish Language and Linguistics Students on Theory-Practice Balance in Teacher Education.Revista Fuentes, 26(2), 225-239.
Presentación. Literatura y pedagogía: aprendizaje, formación y experiencias, Enunciación, 28, 16–18.
https://doi.org/10.14483/22486798.21731
Exploring music and sound in multimodal literacy: A systematic review and its implications for music education, LEEME: Revista de Educación Musical. 28, 16–18.
https://doi.org/10.7203/LEEME.52.27500
Management Discourse Analysis of High- and Low-Efficacy Schools: A Comparative Study of Factors Influencing School Performance, Education Science. 13(7):723
https://doi.org/10.3390/educsci13070723
"What's the Point of Learning Syntax?" Students' Motivation to Learn Syntax and Their Understanding of Its Functionality, Theory and Practice in Language Studies. 13(3), 544-554
https://doi.org/10.17507/tpls.1303.02
Connecting sustainable human development and positive psychology through the arts in education: a systematic review, Sustainability. 15(3):2076
https://doi.org/10.3390/su15032076
‘It’s not cardboard, it’s a house’: cartographies of agentic assemblage in the early childhood classroom, Early Years. 0(0)1-17
La «Generación Beat» en la España de la Transición política o el ejemplo de Miguel Romero Esteo y Fernando Merlo Castilla. Estudios de Literatura,13(2022), 212–241. https://doi.org/10.24197/cel.13.2022.212-241
El método ECO y los nuevos entornos de aprendizaje: valoración de herramientas y estrategias metodológicas para la enseñanza de la Lengua Española. Revista Conrado, 18(87) [en prensa].
Equity and Parity in Primary Education: A Study on Performance in Language and Mathematics Using Hierarchical Linear Models. Sustainability, 14(19) 1–17. http://dx.doi.org/10.3390/su141912404
The Emotional Approach. Theory and Practice in Language Studies, 12(8) [en prensa].
Linking Character Strengths and Key Competencies in Education and the Arts: A Systematic Review. Education Sciences,, 12,(178)1-19. https://doi.org/10.3390/educsci12030178
Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review. Sustainability, 13(23), 13283
https://doi.org/10.3390/su132313283
Percepcions of University Students towards Digital Transformation during the Pandemic. Education Sciences. 11, pp. 738
https://doi.org/10.3390/educsci11110738
“Together we are stronger!”– Vietnamese and Brazilian teachers’ stories of difficulties and learning opportunities in online teaching during covid-19: a qualitative study. Revista Portuguesa de Investigação Educacional, (21), 1-28.
http://dx.doi.org/10.34632/investigacaoeducacional.2021.10188
Career development learning in childhood: a collaborative guidance approach in Spanish low-income contexts. British Journal of Guidance and Counseling.
https://doi.org/10.1080/03069885.2021.1943738
Precursors of reading and risk indicators of low reading according to double- and triple-deficit hypothesis in Spanish. Journal of Learning Disabilities.
https://doi.org/10.1177/0022219420979960
Research priorities in the field of multilingualism and language education: a cross-national examination. Journal of Multilingual and Multicultural Development.
The (im)materiality of literacy in early childhood: a socio-material approach to online and offline events. Journal of Early Childhood Research, 19.
https://journals.sagepub.com/doi/10.1177/1476718X20983852
Digital and information literacy inside and outside Spanish primary education schools. Learning, Culture and Social Interaction, 28.
La construcción de las identidades étnicas y culturales en niños y niñas migrantes: Un enfoque desde la etnografía colaborativa. Revista de Investigación Educativa, 39(2), 483–501.
https://doi.org/10.6018/rie.441411
Characterizing Mathematics Learning in Colombian Higher Distance Education.Mathematics, 9(1740), 1-14.
Rethinking literacy from a mixed-methods approach: Through the lens of pupils, families, and teachers in Spanish primary education. Revista ELectrónica de Investigación y EValuación Educativa (RELIEVE). Asociación Interuniversitaria de Investigación en Pedagogía (AIDIPE), 26-2, pp.1-22.
https://doi.org/10.7203/relieve.26.2.16915
Communicative competence in assessment for learning: effect of the application of a model on teachers in Spain. PLoS-ONE, 15, 1-16.
https://doi.org/10.1371/journal.pone.0233613
Home Literacy Environment and Reading Comprehension in Spanish Primary Education. Journal of Research in Reading, 43, 229-247.
https://doi.org/10.1111/1467-9817.12299
Music teaching and the Spanish Regenerationism: Felipe Pedrell and the Academia Granados. History of Education, 49(6), 759-780.
https://doi.org/10.1080/0046760X.2020.1745905
El contexto sociofamiliar y su incidencia en el rendimiento lector del estudiante en PISA. Ocnos, 19(1), 43-54.
https://doi.org/10.18239/ocnos_2020.19.1.2122
Rethinking literacy in Spanish Primary Education from mixed methods: The lens of pupils, families and teachers. Relieve, 26(2).
http://doi.org/10.7203/relieve.26.2.16915
Developing multimodal narrative genres in childhood: An analysis of pupils’ written texts from the Systemic Functional Linguistics. Education Sciences, 10(11), 342.
https://doi.org/10.3390/educsci10110342
Understanding assessment processes for communicative competence through an analysis of teachers’ reported practice. Education Sciences, 10, 116-133.
https://doi.org/10.3390/educsci10040116
Arousing the Sound: A Field Study on the Emotional Impact on Children of Arousing Sound Design and 3D Audio Spatialization in an Audio Story. Frontiers in Physiology, 11.
https://www.frontiersin.org/articles/10.3389/fpsyg.2020.00737/full
EduZinc: A tool for the creation and assessment of student learning activities in complex open, online and flexible learning environments. Distance Education
The use of digital resources and materials in and outside the bilingual classroom. Comunicar, 27(59), 83-92.
https://doi.org/10.3916/C59-2019-08
Literacy practices of primary education children in Andalusia (Spain): a family-based perspective. British Educational Research Journal, 45(1), 117-136.
http://dx.doi.org/10.1002/berj.3487
Adaptation and validation in Spanish of the source credibility measure in university professors. Revista Iberoamericana de diagnóstico y evaluación-e avaliacao psocologica, 51(2), 61-76.
https://doi.org/10.21865/RIDEP51.2.05
Socio-Family Context and Its Influence on Students’ PISA Reading Performance Scores: Evidence from Three Countries in Three Continents. Educational Sciences: Theory & Practice, 20(2), 50-62.
https://doi.org/10.12738/jestp.2020.2.004
Las inferencias de comprensión textual y los géneros discursivos: Un estudio comparado entre Costa Rica y España. Revista de Educación, 385, 63-86.
http://dx.doi.org/10.4438/1988-592X-RE-2019-385-417
Teachers’ strategies for playing by ear in one-to-one instrumental lessons: A case-study in Spain. Music Education Research, 21 (2), 161-173.
https://doi.org/10.1080/14613808.2018.1553943
Adaptabilidad de la Carrera en estudiantes universitarios: Un estudio a través de entrevistas autobiográficas. Revista de Investigación Educativa, 37(2), 153-186.
https://doi.org/10.6018/rie.37.2.322441
Los precursores cognitivos tempranos de la lectura inicial: un modelo de aprendizaje en niños de 6 a 8 años. Revista de Investigación Educativa, 37(2), 345-361.
http://dx.doi.org/10.6018/rie.37.2.312661
La autonomía emocional en el profesorado de secundaria. Análisis en el marco de un proceso de coaching personal. Revista Española de Orientación y Psicopedagogía, 30(3), 120-139.
La lectura de palabras: la influencia del procesamiento fonológico y del método lectoescritor. Revista Fuentes, 21(1), 11-24.
http://dx.doi.org/10.12795/revistafuentes
Social and Emotional Competences in Spain: A Comparative Evaluation Between Spanish Needs and an International Framework Based on the Experiences of Researchers, Teachers, and Policymakers. Frontiers in Psychology, 10
https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02127/full
Letter Knowledge and Learning Sequence of Graphemes in Spanish: Precursors of Early Reading. Revista de Psicodidáctica, 23, 128-136.
http://dx.doi.org/10.1016/j.psicod.2017.10.002
Are CLIL students more motivated? An analysis of affective factors and their relation to language attainment. Porta Linguarum, 29, 71-90.
Literacy as a social practice in pre-school education: A case study in areas at risk of social exclusion. Ocnos. Revista de Estudios sobre Lectura, 17(3),
http://dx.doi.org/10.18239/ocnos_2018.17.3.1784
Desarrollo de las competencias emocionales a través del Programa AEdEm para Educación Secundaria. Revista Complutense de Educación, 29.
https://doi.org/10.5209/RCED.54402
Analysis of different views and conceptualizations of the literacy practices of students, families and teachers in Costa Rican primary education. Journal of Research in Childhood Education, 32(3), 268-282.
Undergraduate Students’ Perspectives on Digital Competence and Academic Literacy in a Spanish University. Computers in Human Behavior, 74, 196-204.
https://doi.org/10.1016/j.chb.2017.04.040
Por una Intervención Educativa Pertinente en la Alfabetización Temprana: Desarrollo de un Programa Piloto con Niños Españoles de 3 y 4 Años. Porta Linguarum, 2(1), 27-41.
Los hábitos de lectura y escritura en los estudiantes de Educación Primaria: un análisis dentro y fuera de la escuela. Porta Linguarum, II (monográfico), 117-137.
La alfabetización académica de los futuros maestros. Un estudio comparativo en varias universidades españolas. Revista de Investigación Educativa, 35(2), 317-335.
http://dx.doi.org/10.6018/rie.35.2.246011
Musicalizatech: A collaborative music production project for secondary and high-school students. Journal of Music Technology and Education, 10-1, pp. 93-116.
La acreditación de títulos universitarios oficiales en el ámbito de Ciencias de la Educación: Una cuestión de alfabetización académica. Educación XX1, 19(2), 19-43.
http://dx.doi.org/10.5944/educXX1.15730
Concepto de excelencia en enseñanza superior universitaria. Educación Médica, 17 (3), 83-87.
https://doi.org/10.1016/j.edumed.2016.06.003
Grupos interactivos. Interacciones que aumentan el aprendizaje y la solidaridad. Padres y Maestros, 367, 17 – 21
https://revistas.comillas.edu/index.php/padresymaestros/article/view/7117
Abriendo ventanas al vacío. Saltando a lo desconocido en orientación. Educar Orientar. La revista de COPOE, 5, 54-59.
https://issuu.com/copoe.org/docs/educar-orientar_copoe_n5_diciembre2
HEVAFOR: A formative evaluation software in Preschool. Bordón. Revista de Pedagogía, 67(2), 85-100.
http://dx.doi.org/10.13042/Bordon.2015.67206
Necesidades de Información y Orientación del Alumnado de Formación Profesional en la Comunidad Autónoma de Andalucía. Bordón. Revista de Pedagogía, 67 (3), 15-34.
https://doi.org/10.13042/Bordon.2015.67301
Evaluación de la alfabetización académica. Relieve. Revista Electrónica de Investigación y Evaluación Educativa, 21(1).
http://dx.doi.org/10.7203/relieve.21.1.5019
La alfabetización académica en la Universidad. Un estudio predictivo. Relieve. Revista Electrónica de Investigación y Evaluación Educativa, 21(1).
http://dx.doi.org/10.7203/relieve.21.1.5018
La invención de Nueva York (o la reescritura del imaginario de la ciudad moderna). Ínsula. Revista de Letras y Ciencias Humanas, 821, 19-22.
Orientar desde el Ser: algunas aportaciones del programa Orient@cual para la elaboración del proyecto profesional y vital del alumnado de PCPI y CFGM. Revista Electrónica Interuniversitaria de Formación del Profesorado, 18 (2), 75-89.