Publications ranked in WOS and/or Scopus

Publications from the REVERS-ED project

  • Soler-Gallart, M., Avramov, D., Zoidou Saripapa, N., Melgarejo, K., López, C. G., Porras, M. T., Pistón-Pozo, A., Oliver, E., Ramis-Salas, M., Díez-Palomar, J., & Lopez de Aguileta, G. (2025). What are the statistics that improve education? Social Sciences, 14(7), 425. https://doi.org/10.3390/socsci14070425

Publications linked to REVERS-ED

  • Flecha, R., Valls-Carol, R., Puigvert, L., Soler-Gallart, M., de Botton, L., Díez-Palomar, J., Aubert, A., Campdepadrós-Cullell, R., Villarejo, B., Roca-Campos, E., Munté, A., Zubiri-Esnaola, H., López de Aguileta, G., Alzaga, A., Olabarria, A., Bordanoba-Gallego, L., & López de Aguileta, A. (2025). It is Very Clear what Improves Educational Results and What Does Not. International Journal of Sociology of Education, 1–27. https://doi.org/10.17583/rise.18227
  • 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
  • Galar, A., Cañaveras, P., Pulido, C., López de Aguileta, A., López de Aguileta, G., & Flecha, R. (2025). The healthy effects of MeToo schools: A qualitative analysis of six schools implementing the zero violence brave club. Healthcare, 13(7), 739. https://doi.org/10.3390/healthcare13070739
  • 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 Gatherings. International Journal of Sociology of Education, 13(3), 196–213. https://doi.org/10.17583/rise.16057
  • Olabarria, A., Zubiri-Esnaola, H., Santiago-Garabieta, M., & Álvarez-Guerrero, G. (2025). Dialogic Pedagogical Gatherings to Foster Preservice Teachers Self-Efficacy in Addressing School Violence. REMIE-Multidisciplinary Journal of Educational Research, 15(1). https://doi.org/10.17583/remie.16378
  • Roca-Campos, E., Zubiri-Esnaola, H., León-Jiménez, S., & Aubert, A. (2024). Perceived improvement of literacy skills of students with and without Special Educational Needs through Dialogic Literary Gatherings. Disabilities, 4(4), 1030–1043. https://doi.org/10.3390/disabilities4040064
  • Soler-Gallart, M., Galar, A., Olabarria, A., López de Aguileta, A., Alzaga, A., López de Aguileta, G., Pulido, C., & Flecha, R. (2025). A teacher’s perceptions of the impacts of the Zero Violence Brave Club in students’ wellbeing. AIMS Neuroscience, 12(3): 418-433. https://www.doir.org/10.3934/Neuroscience.2025023