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Turning difficulties into possibilities: engaging Roma familie...
Article presents the results of a longitudinal case study in a Spanish primary school, undertaken as part of INCLUD-ED. It reports on educational actions grounded in dialogic learning, which succeeded in engaging families and communities in the school.
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La Implicación y la Participación de las Familias
“La Implicación y la Participación de las Familias: Elementos Clave para la Mejora del Aprendizaje en los Centros Educativos con Alumnado Inmigrante”, de Carme García Yeste, Noemí Martín Casabona y Marc Sampé Compte. Indivisa, Bol.Estud.Invest., 2012, nº
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El aprendizaje dialógico como “experto” en resolución de confl...
Artículo presenta el aprendizaje dialógico como experto en la resolución de conflictos en el ámbito escolar, con base en la experiencia del proyecto de Comunidades de Aprendizaje. Publicado en Revista CONTEXTOS EDUCATIVOS, 3 (2000), pg.81-88
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From Constructivism to Dialogism in the Classroom. Theory and ...
This paper discusses the move from learning theories from the industrial society to learning theories from and for dialogic societies. International Journal of Educational Psychology, 1(2), 127-152. June 2012.
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Including students with disabilities in Learning Communities
In this article we review the Learning Communities model as a school model which contributes to the inclusion of students with disabilities. Psychology, Society, & Education 2010, Vol.2, Nº 1, pp. 1-9.
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Mead’s Contributions to Learner’s Identities
This article reviews Mead’s theoretical contributions, which serve as a base for successful educational actions in several countries. Revista de Psicodidáctica, 2010, 15(2), 223-238.
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Socio-Cultural Transformation and the Promotion of Learning
This article reclaims the true transformative meaning of Vygotskian theory and shows how successful schools in several countries implement various actions to transform their social and cultural environment. Revista de Psicodidáctica, 2010, 15(2), 207-222.
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Sub-Communities of Mutual Learners in the Classroom: The case ...
This article describes how Interactive Groups function as communities of mutual learners. Revista de Psicodidáctica, 2010, 15(2), 177-189.
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The Role of Non-Expert Adult Guidance in the Dialogic Construc...
This article examines the interactions between students and adults with a wide range of backgrounds in various contexts of dialogic learning. Revista de Psicodidáctica, 2010, 15(2), 163-176.
