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Research on gender violence has identified as one main component leading to gender violence a dominant socialization process which associates attractiveness to men who show violent behaviors and attitudes, while egalitarian and non-violent men are emptied of attractiveness. This is known as coercive dominant discourse. Starting from the evidence that the peer group is a main context of socialization in adolescence, quantitative data were collected from six classes of secondary education (14–15-year-old adolescents) to explore whether the coercive dominant discourse is displayed in social interactions in the peer group and, if so, how it influences attractiveness patterns and sexual-affective behavior in adolescence. The analyses reveal that the coercive dominant discourse is often reproduced in the peer group interactions, creating group pressure, and pushing some girls to violent relationships. Alternative ways of interaction are also reported, which allow a socialization leading to more freedom, less coercion, and more healthy relationships.
Sandra Racionero-Plaza; Elena Duque; Maria Padrós; Silvia Roldán. “Your Friends Do Matter”: Peer Group Talk in Adolescence and Gender Violence Victimization. Children 2021, 8, 65 .
AMA StyleSandra Racionero-Plaza, Elena Duque, Maria Padrós, Silvia Roldán. “Your Friends Do Matter”: Peer Group Talk in Adolescence and Gender Violence Victimization. Children. 2021; 8 (2):65.
Chicago/Turabian StyleSandra Racionero-Plaza; Elena Duque; Maria Padrós; Silvia Roldán. 2021. "“Your Friends Do Matter”: Peer Group Talk in Adolescence and Gender Violence Victimization." Children 8, no. 2: 65.
In 1997, the authorities of Vic, a municipality with one of the highest immigration rates in Spain, implemented a programme called the Vic Model, which was a plan for the geographical redistribution or desegregation of immigrant students. The aim of the programme was to avoid the concentration or segregation of immigrants, which was defined as a problem, and to thereby dilute ethnic and cultural differences. According to scientific research, implementing such measures intensifies xenophobic and discriminatory attitudes among local populations. To analyse the relationship between this redistribution approach, which views immigrants as a burden, and xenophobic voting, we first document the examined case and then perform a quantitative analysis at both the regional and local levels by using demographic and electoral data. The results show an association between the assisted dissemination of immigrants throughout the municipality and an increase in xenophobic voting.
Roger Campdepadrós-Cullell; Silvia Molina-Roldán; Mimar Ramis-Salas; Lena de Botton. The Vic Model: From school redistribution to xenophobic voting. Political Geography 2020, 83, 102254 .
AMA StyleRoger Campdepadrós-Cullell, Silvia Molina-Roldán, Mimar Ramis-Salas, Lena de Botton. The Vic Model: From school redistribution to xenophobic voting. Political Geography. 2020; 83 ():102254.
Chicago/Turabian StyleRoger Campdepadrós-Cullell; Silvia Molina-Roldán; Mimar Ramis-Salas; Lena de Botton. 2020. "The Vic Model: From school redistribution to xenophobic voting." Political Geography 83, no. : 102254.
One current challenge in the psychology of education is identifying the teaching strategies and learning contexts that best contribute to the learning of all students, especially those whose individual characteristics make their learning process more difficult, as is the case for students with special needs. One main theory in the psychology of education is the sociocultural approach to learning, which highlights the key role of interaction in children’s learning. In the case of students with disabilities, this interactive understanding of learning is aligned with a social model of disability, which looks beyond individual students’ limitations or potentialities and focuses on contextual aspects that can enhance their learning experience and results. In recent years, the interactive view of learning based on this theory has led to the development of educational actions, such as interactive groups and dialogic literary gatherings, that have improved the learning results of diverse children, including those with disabilities. The aim of this paper is to analyze the social impact achieved by a line of research that has explored the benefits of such successful educational actions for the education of students with special needs. National and European research projects based on the communicative methodology of research have been conducted. This methodology entails drawing on egalitarian dialogue with the end-users of research – including teachers, students with and without disabilities, students’ relatives and other community members – to allow an intersubjective creation of knowledge that enables a deeper and more accurate understanding of the studied reality and its transformative potential. This line of research first allowed the identification of the benefits of interactive learning environments for students with disabilities educated in mainstream schools; later, it allowed the spreading of these actions to a greater number of mainstream schools; and more recently, it made it possible to transfer these actions to special schools and use these actions to create shared learning spaces between mainstream and special schools. The improvement of the educational opportunities for a greater number and greater diversity of students with special needs evidences the social impact of research based on key contributions of the psychology of education.
Elena Duque; Regina Gairal; Silvia Molina; Esther Roca. 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 2020, 11, 439 .
AMA StyleElena Duque, Regina Gairal, Silvia Molina, Esther Roca. 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. 2020; 11 ():439.
Chicago/Turabian StyleElena Duque; Regina Gairal; Silvia Molina; Esther Roca. 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, no. : 439.
Purpose: This article reports the implementation of a series of Dialogic Gatherings (DGs), a course component in the education of pre-service secondary-education TESOL teachers in Spain. DGs are a successful educational action based on the reading and discussion of books and academic works, which leads to a dialogic construction of knowledge among participants. Design/methodology/approach: Our case study involved seven students, enrolled on a Master's Degree in Secondary Education, with a specialisation in teaching English. Information was gathered during 10 DG sessions and from initial and final reports and student notebooks, as well as from the trainer's observations. Findings: The findings suggested that DGs engaged participants in a critical understanding of the teaching-learning process of English as a Foreign Language, assisting their teacher identity construction process. In addition, the findings pointed both to the reading of scientific sources and to the dialogic methodology as key inputs for the promotion of critically responsive practices for Teaching English to Speakers of Other Languages (TESOL). Originality/value: This exploratory study illustrates the relevance of providing future teachers with meaningful opportunities to reflect upon and to build critical knowledge through the dialogic reading of primary scientific sources as part of the TESOL process.
Maria Amor Barros-Del Rio; Pilar Álvarez; Silvia Molina Roldán. Implementing Dialogic Gatherings in TESOL teacher education. Innovation in Language Learning and Teaching 2020, 15, 169 -180.
AMA StyleMaria Amor Barros-Del Rio, Pilar Álvarez, Silvia Molina Roldán. Implementing Dialogic Gatherings in TESOL teacher education. Innovation in Language Learning and Teaching. 2020; 15 (2):169-180.
Chicago/Turabian StyleMaria Amor Barros-Del Rio; Pilar Álvarez; Silvia Molina Roldán. 2020. "Implementing Dialogic Gatherings in TESOL teacher education." Innovation in Language Learning and Teaching 15, no. 2: 169-180.
Alexandra Cosi; Núria Voltas; José Luis Lázaro-Cantabrana; Paula Morales; Mireia Calvo; Silvia Molina; María Ángles Quiroga. Formative assessment at university through digital technology tools. Profesorado, Revista de Currículum y Formación del Profesorado 2020, 24, 164-183 .
AMA StyleAlexandra Cosi, Núria Voltas, José Luis Lázaro-Cantabrana, Paula Morales, Mireia Calvo, Silvia Molina, María Ángles Quiroga. Formative assessment at university through digital technology tools. Profesorado, Revista de Currículum y Formación del Profesorado. 2020; 24 (1):164-183.
Chicago/Turabian StyleAlexandra Cosi; Núria Voltas; José Luis Lázaro-Cantabrana; Paula Morales; Mireia Calvo; Silvia Molina; María Ángles Quiroga. 2020. "Formative assessment at university through digital technology tools." Profesorado, Revista de Currículum y Formación del Profesorado 24, no. 1: 164-183.
Feudal structures and power relationships that Spanish universities inherited from Franco’s dictatorship have damaged the quality of educational research. However, the emergence of initiatives aimed to address these limitations have been identified. In this article, we analyze the impact of the Multidisciplinary International Conference on Educational Research (CIMIE). Specifically, we analyze how CIMIE is contributing to overcome some of the feudal constraints affecting educational research in Spain, such as fragmentation of areas of knowledge, limited international research efforts, and precarious and unstable employment situations of many researchers. Grounded in the communicative methodology of research and using mixed methods, we have conducted a longitudinal study of this research initiative (2012–2016), comprising interviews and communicative observations, analysis of documentation and quantitative data. The results show that participants understand that their involvement in CIMIE is contributing to make them feel released from the constraints of university feudalism by building solidarity networks and egalitarian relationships, and by rethinking research.
Adriana Aubert; Pilar Álvarez; Sandra Girbés-Peco; Silvia Molina. Overcoming feudal constraints on educational research in Spain: the impact of the CIMIE conference. Higher Education Research & Development 2018, 38, 450 -464.
AMA StyleAdriana Aubert, Pilar Álvarez, Sandra Girbés-Peco, Silvia Molina. Overcoming feudal constraints on educational research in Spain: the impact of the CIMIE conference. Higher Education Research & Development. 2018; 38 (3):450-464.
Chicago/Turabian StyleAdriana Aubert; Pilar Álvarez; Sandra Girbés-Peco; Silvia Molina. 2018. "Overcoming feudal constraints on educational research in Spain: the impact of the CIMIE conference." Higher Education Research & Development 38, no. 3: 450-464.
Providing an inclusive and quality education for all contributes toward the Sustainable Development Goals of the United Nations. High-quality learning environments based on what works in education benefit all students and can be particularly beneficial for children with disabilities. This article contributes to advance knowledge to enhance the quality of education of students with disabilities that are educated in special schools. This research analyses in which ways, if any, interactive learning environments can be developed in special schools and create better learning opportunities for children with disabilities. A case study was conducted with students with disabilities (N = 36) and teaching staff in a special school, involving interviews and focus groups. We argue that rethinking the learning context by introducing instruction models based on interaction benefit children with disabilities and provide high-quality learning and safe and supportive relationships for these students, thereby promoting their educational and social inclusion.
Rocío García-Carrión; Silvia Molina Roldán; Esther Roca Campos. Interactive Learning Environments for the Educational Improvement of Students With Disabilities in Special Schools. Frontiers in Psychology 2018, 9, 1744 .
AMA StyleRocío García-Carrión, Silvia Molina Roldán, Esther Roca Campos. Interactive Learning Environments for the Educational Improvement of Students With Disabilities in Special Schools. Frontiers in Psychology. 2018; 9 ():1744.
Chicago/Turabian StyleRocío García-Carrión; Silvia Molina Roldán; Esther Roca Campos. 2018. "Interactive Learning Environments for the Educational Improvement of Students With Disabilities in Special Schools." Frontiers in Psychology 9, no. : 1744.
Education is a key feature in the development of an agenda for a sustainable world. Education usually is associated with developing a responsible and ethical citizenship, aware of the main challenges for a sustainable development. Mathematics used to play a role as gatekeeper to achieve good educational performance. This article explores six case studies of Roma developing successful learning stories in learning mathematics. We identify five main characteristics in their educational trajectories that may explain Roma students’ success in the school. This article moves forward previous studies characterizing Roma cultural features of mathematics learning, reporting stereotypes towards Roma in school. We conclude that in order to promote educational inclusion, successful stories may inform effective educational programs that, ultimately, may lead towards a sustainable education, including students from the most disadvantaged groups, as in the case of the Roma people.
Javier Díez-Palomar; Ainhoa Flecha Fernández De Sanmamed; Rocío García-Carrión; Silvia Molina-Roldán. Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics. Sustainability 2018, 10, 2191 .
AMA StyleJavier Díez-Palomar, Ainhoa Flecha Fernández De Sanmamed, Rocío García-Carrión, Silvia Molina-Roldán. Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics. Sustainability. 2018; 10 (7):2191.
Chicago/Turabian StyleJavier Díez-Palomar; Ainhoa Flecha Fernández De Sanmamed; Rocío García-Carrión; Silvia Molina-Roldán. 2018. "Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics." Sustainability 10, no. 7: 2191.
This article demonstrates how the engagement of families and other community members in decision-making processes in a school may prevent early school leaving among vulnerable youth and simultaneously increase their enrolment in secondary education. Based on a large-scale, EU-funded study, this article focuses on the case of one school located in a deprived area inhabited mainly by Roma people – one of the vulnerable populations most affected by early school leaving – where a specific egalitarian participatory process of Roma families was implemented. According to the analysis of the collected data, this participation contributed to a reduction in student dropout rates during primary education, led to the implementation of compulsory secondary education in the same school, and increased the numbers of students who graduated from secondary school. These achievements transformed the educational and social prospects of vulnerable youth who were following the path to failure and who now dream of continuing their studies. Furthermore, these youth are acting as role models for younger children in primary education, helping to prevent school dropout and early school leaving from early ages. The case shows how the community participation in decision-making processes transformed the climate and expectations regarding education in the neighbourhood.
Rocío García-Carrión; Fidel Molina-Luque; Silvia Molina Roldán. How do vulnerable youth complete secondary education? The key role of families and the community. Journal of Youth Studies 2017, 21, 701 -716.
AMA StyleRocío García-Carrión, Fidel Molina-Luque, Silvia Molina Roldán. How do vulnerable youth complete secondary education? The key role of families and the community. Journal of Youth Studies. 2017; 21 (5):701-716.
Chicago/Turabian StyleRocío García-Carrión; Fidel Molina-Luque; Silvia Molina Roldán. 2017. "How do vulnerable youth complete secondary education? The key role of families and the community." Journal of Youth Studies 21, no. 5: 701-716.
Silvia Molina. Patrones de Movilización Cognitiva: Pautas para una Interacción Dialógica en el aula. Multidisciplinary Journal of Educational Research 2017, 7, 249 .
AMA StyleSilvia Molina. Patrones de Movilización Cognitiva: Pautas para una Interacción Dialógica en el aula. Multidisciplinary Journal of Educational Research. 2017; 7 (2):249.
Chicago/Turabian StyleSilvia Molina. 2017. "Patrones de Movilización Cognitiva: Pautas para una Interacción Dialógica en el aula." Multidisciplinary Journal of Educational Research 7, no. 2: 249.
Rocío García Carrión; Silvia Molina Roldán; Luis Antonio Grande López; Nataly Buslón Valdez. Análisis de las Interacciones entre Alumnado y Diversas Personas Adultas en Actuaciones Educativas de Exito: Hacia la Inclusión de Todos y Todas. Revista latinoamericana de educación inclusiva 2016, 10, 115 -132.
AMA StyleRocío García Carrión, Silvia Molina Roldán, Luis Antonio Grande López, Nataly Buslón Valdez. Análisis de las Interacciones entre Alumnado y Diversas Personas Adultas en Actuaciones Educativas de Exito: Hacia la Inclusión de Todos y Todas. Revista latinoamericana de educación inclusiva. 2016; 10 (1):115-132.
Chicago/Turabian StyleRocío García Carrión; Silvia Molina Roldán; Luis Antonio Grande López; Nataly Buslón Valdez. 2016. "Análisis de las Interacciones entre Alumnado y Diversas Personas Adultas en Actuaciones Educativas de Exito: Hacia la Inclusión de Todos y Todas." Revista latinoamericana de educación inclusiva 10, no. 1: 115-132.
This article examines the biography of an 11-year-old student, Alba, who lives in a deprived social context and has an intellectual disability. With an academic proficiency 4 years behind the rest of her class, Alba was always well accepted by her classmates, but she never stood out academically. Her biography shows a turning point as a result of her participation in dialogic literary gatherings. By sharing this dialogic space, where works of classic literature are discussed and knowledge is created based on collective interpretations of the text, Alba has had the opportunity not only to learn from her classmates but also to make brilliant contributions that have sparked profound debates among her peers. Alba’s communicative biography unveils an educational action that is capable of making vulnerable students visible, not only because of what they can learn from others but also because of what they can contribute.
Silvia Molina Roldán. Alba, a Girl Who Successfully Overcomes Barriers of Intellectual Disability Through Dialogic Literary Gatherings. Qualitative Inquiry 2015, 21, 927 -933.
AMA StyleSilvia Molina Roldán. Alba, a Girl Who Successfully Overcomes Barriers of Intellectual Disability Through Dialogic Literary Gatherings. Qualitative Inquiry. 2015; 21 (10):927-933.
Chicago/Turabian StyleSilvia Molina Roldán. 2015. "Alba, a Girl Who Successfully Overcomes Barriers of Intellectual Disability Through Dialogic Literary Gatherings." Qualitative Inquiry 21, no. 10: 927-933.
Purpose: To analyze learning communities as an educational project which promotes the inclusion of students with special educational needs based on the school global approach, its organization and principles. Design/methodology: We collected and analyzed evidences provided by different participants in learning communities that have students with special needs among their student body. Both data collection and analysis were based on the communicative methodology of research, which has as main aim to identify the transformative components of social and educational realities that contribute to overcome situations of exclusion. Findings: Results show that learning communities promote the inclusion of students with disabilities in terms of participation in shared activities, acceptance within the group and increase of learning opportunities. When these students are not separated based on their abilities and the existing resources, both within and outside the school, are reorganized in order to educate all students in heterogeneous groups, high learning expectations are promoted and these students can benefit from the aforementioned results. Originality/value: Learning communities are a project for schools transformation which entails a better use of the multiple and diverse human resources already available in the community, in order to maximize learning opportunities for all students, which in turn benefits students with special needs. In this way, these schools overcome approaches to diversity management mainly based on individualized supports, in order to respond to diversity of needs based on the global transformation of the school.
Silvia Molina. The inclusion of students with special educational needs in Learning Communities. Intangible Capital 2015, 11, 1 .
AMA StyleSilvia Molina. The inclusion of students with special educational needs in Learning Communities. Intangible Capital. 2015; 11 (3):1.
Chicago/Turabian StyleSilvia Molina. 2015. "The inclusion of students with special educational needs in Learning Communities." Intangible Capital 11, no. 3: 1.
The Dialogic Inclusion Contract (DIC) consists in an agreement between the scientific community and social agents to define successful actions aimed at overcoming social exclusion in highly underprivileged areas. Taking the case of a Spanish neighborhood that is generating important transformations, this article explores the process of defining these successful actions by the means of contrasting the scientific community knowledge and the one arising from the experiences of the people living and working in that particular neighborhood. The contrast is analyzed through three principles that are part of the Critical Communicative Methodology (CCM): communicative rationality, elimination of the interpretative hierarchy, and considering people as transformative social agents.
Maria Padrós; Rocio Garcia; Roseli De Mello; Silvia Molina; Silvia Molina Roldán. Contrasting Scientific Knowledge With Knowledge From the Lifeworld: The Dialogic Inclusion Contract. Qualitative Inquiry 2011, 17, 304 -312.
AMA StyleMaria Padrós, Rocio Garcia, Roseli De Mello, Silvia Molina, Silvia Molina Roldán. Contrasting Scientific Knowledge With Knowledge From the Lifeworld: The Dialogic Inclusion Contract. Qualitative Inquiry. 2011; 17 (3):304-312.
Chicago/Turabian StyleMaria Padrós; Rocio Garcia; Roseli De Mello; Silvia Molina; Silvia Molina Roldán. 2011. "Contrasting Scientific Knowledge With Knowledge From the Lifeworld: The Dialogic Inclusion Contract." Qualitative Inquiry 17, no. 3: 304-312.
Silvia Molina Roldán. 10.17583/msc.2013.568. CrossRef Listing Of Deleted DOIs 2000, 2, 119 .
AMA StyleSilvia Molina Roldán. 10.17583/msc.2013.568. CrossRef Listing Of Deleted DOIs. 2000; 2 (1):119.
Chicago/Turabian StyleSilvia Molina Roldán. 2000. "10.17583/msc.2013.568." CrossRef Listing Of Deleted DOIs 2, no. 1: 119.