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List of research groups

Linguistic Variation in Catalan Research Group - VaLingCat

The research group Linguistic Variation in Catalan is interested in Catalan morphology, syntax and semantics, with a diachronic and synchronic vision. In particular, the group’s studies aim to describe the variation of the Catalan language and to explain the processes of linguistic change of languages, especially in the Romance context, using the methodology of corpus linguistics. Researchers are interested in processes of grammaticalisation, lexicalisation, analogy and reanalysis, semantic change, subjectivation, etc. They apply several theoretical approaches, especially cognitive-based ones, i.e. Cognitive Grammar, Conceptual Integration Theory, Prototype Theory, Construct Grammar, Natural Morphology, etc.

Research Group on Assessment and Measurement: Education for Social Cohesion - GemEduco

The research group originated in 1985 with the creation of the area of Research and Diagnostic Methods in Education (Royal Decree 1888, BOE 257 of 16 October 1984). The evolution of the universities and the development of MIDE gave rise, over the years, to specific groups, among which the Evaluation and Measurement in Education Group was born. This evolved into a research group (Evaluation and Measurement Group, Education for Social Cohesion -GemEduCo-, as well as another closely related innovation group: InnovaMIDE, recognised as an educational innovation and teaching quality group by the Universitat de València. Both groups serve the overall purpose of research and training of researchers in the field of Educational Measurement and Evaluation. 

GemEduCo aims to analyse the capacity of Education for social transformation. To this end, it builds on the research tradition developed since 2005 through projects funded through competitive calls in the field of educational measurement and evaluation, aimed at the study of methodologies for the design of instruments and models for the evaluation of educational systems and institutions. In this period the projects AVACO (Analysis of Context Variables; SEJ2005-05995) and MAVACO (Models of Analysis of Context Variables; EDU2099-1385), both funded as R&D projects by the Spanish State (through the MICINN), were undertaken. Since 2013, already from the GemEduCo structure, he leads the SECS/EVALNEC project (EDU2012-34734; MINECO) "Education System and Social Cohesion: design of a needs assessment model", focused on the extended definition of the concept of Social Cohesion proposed by the Council of Europe (2000, 2005). Since 2016, the Group has been developing a new competitive project (EDU2016-78065-R; MINECO) focused on the Validation of an evaluation system for university degrees based on a Social Cohesion Model. These projects have functioned as an articulating element of teaching and research, allowing the defence of several Doctoral Theses, Master's and Bachelor's Degree Final Projects, as well as the publication of numerous articles, as shown on the group's website. In addition, the EVALEF Project (2012-2016, code EDU2011-29467; MINECO) Validation of an evaluation instrument of Family Educational Styles, anchored in the topic of evaluation of educational systems, has opened a specific line of research in the field of educational measurement that is also linked to the establishment of guidelines for the design of intervention programmes with families. 

Complementarily, he develops other projects on the design of measurement instruments and evaluation systems (in the field of lexical competence [EVA-LEX; UV-INV_AE11-42034]-, or the evaluation of the network of conservatories and the design of instruments to assess musical and dance competence -Consellería d'Educació i Esport; Generalitat Valenciana-) in which he applies his developments in these methodologies. 

On the other hand, it has an intense collaboration with international institutions and researchers either through its own projects or in collaboration with international projects. Special mention should be made of the group's participation in the Ibero-American Network of Researchers in Teaching Evaluation (RIIED) and collaborations with universities in Latin America, the United States of America and Europe.

This "know-how" and "know-how" is part of the research training task of the GemEduCo group, which is involved with specific teaching on measurement and evaluation in education in several official masters of the Universitat de València (Master in Policy, Management and Direction in Educational Organisations, Master in Psychopedagogy, Master in Social and Educational Action, Master in Social and Educational Action, Master in Educational and Social Action, Master in Educational and Social Action, Master in Educational and Social Action, Master in Educational and Social Action, Master in Educational and Social Action, Master in Educational and Social Action, Master in Educational and Social Action, Master in Educational and Social Action, Master in Educational and Social Action, Master in Educational and Social Action), Master in Social and Educational Action, Master in Special Education, International Master in Migration, Master in Educational Psychology and Human Development in Multicultural Contexts) and in the Doctorate in Education - all of them at the Universitat de València, and has given rise to the defence of numerous Doctoral Theses and Final Degree and Master's Theses. It also receives numerous guest researchers and PhD students from different countries for stays at the UV. At the moment, its specific line of work focuses on the design and development of instruments and plans for the evaluation of Educational Systems and Institutions, Teachers, Students, programmes and materials. Likewise, in collaboration with the InnovaMIDE group, it designs and evaluates on-line materials for training in various areas of psycho-pedagogical measurement and evaluation. 

Two concepts that are at the basis of all the GemEduCo group's lines of work: 

  1. Education is carried out by the whole of society, from the intentional action developed in educational institutions, to all the non-formal elements that act with educational consequences and the informal ones, as well as the action of social models of reference; and 
  2. The development of a true culture of evaluation must be based on the rigour of the research carried out on the strategies and instruments for psycho-socio-pedagogical measurement, evaluation and diagnosis. Creating a culture of evaluation is not satisfied with "improvised, administratively or politically charged evaluation", but in the careful work that identifies the added value of a methodologically well-conducted evaluation.
Research Group on Didactical, Historical and Epistemological Analysis of School Mathematics - ADHEME

For years now, the research group has developed a series of studies on didactic, historical and epistemological analysis of school mathematics, on arithmetic, algebra, problem solving and modelling. Its intention is to improve the teaching and learning of mathematics in school systems, not only by understanding the phenomena that occur in them, but also by providing well-founded information on the processes of teaching and learning mathematics, and by providing teaching models for use by practising teachers and curriculum designers. Part of these studies have been carried out within the framework of the agreement between the Universitat de València and the Centro de Investigación y de Estudios Avanzados de México, signed in 1988 and renewed in 2004. The theoretical and methodological framework that organises the studies is that of Local Theoretical Models (Filloy, E., Puig, L., and Rojano, T. (2008). Educational Algebra. A Theoretical and Empirical Approach. New York: Springer), in which the processes of teaching and learning mathematics are considered as processes of communication and production of meaning. More recent studies combine three aspects:

  1. The first is the study of problem solving, both, on the one hand, from the general point of view of heuristics or heuristic methods for classes of problems, and, on the other hand, in specific arithmetic-algebraic domains. But it also takes into account both aspects simultaneously, considering the role of heuristic elements such as control, management and decision mechanisms (which are usually described as metacognitve) in the resolution of arithmetic-algebraic problems, or in the modelling of phenomena by means of families of functions expressed algebraically.
  2. The second is the use of interactive learning environments, be it the spreadsheet, the symbolic graphing calculator, GeoGebra, the intelligent tutorial system HBPS, or, more recently, apps for tablets.
  3. The third is the historical analysis of mathematical ideas, from the point of view of research in didactics of mathematics.

In particular, we have carried out or are carrying out studies on:

  1. The modelling process and the concepts of function family and parameter. Several studies for which we developed and tested teaching materials. One in Bachillerato, another in a first course of the Faculty of Mathematics of the Universitat de València and another in a first course of the degree of Economics and Administration of a university in Colombia.
  2. Some with a symbolic graphing calculator, others with GeoGebra, others with iPad apps and one with Maple. Some with experiments using real data, and others using real data from official sources or based on a proposed model.
  3. The teaching and learning of the algebraic resolution of verbal arithmetic-algebraic problems in secondary school, using a computer environment as a didactic artefact. In some cases the environment has been the Excel spreadsheet, in others an intelligent tutorial system developed for this purpose, which we have called Hypergraph Based Problem Solver (HBPS).
  4. The study of the forms of demonstration of algorithms for solving second-degree equations in medieval Arabic texts and in the first algebra texts printed in Spanish, and the study of the representation of functions in historical texts. The study of the history of algebra and its teaching in Spain in the 16th, 17th and 18th centuries.
  5. The design and implementation of a proposal for teaching the concepts of reason and proportion, based on metacognitive practices and the principles of Socratic Maieutics. In particular, we study the understanding and teaching of the type of situations that in didactic phenomenology are considered to be reason-preserving applications in which the word "relatively" is implicit. Production of teaching materials for problem solving, arithmetic, algebra, modelling and ratio and proportion, aimed at primary and secondary education levels. Production of interactive learning environments for arithmetic-algebraic problem solving.
Research Group on Educational Policies, Interculturality and Society - POLISOC

The Research Group on Educational Policies, Interculturality and Society (POLISOC) is attached to the Department of Comparative Education and History of Education of the Universitat de València-Estudi General and is closely connected to the Unit for Research in Educational Policy (UNIPE). It was created with the triple objective of, on the one hand, sharing ideas and joining forces to create a space for reflection on educational policy issues; on the other hand, to create a meeting place where different professionals concerned with its study can come together; in this sense, it is constituted as a space and open space for work and reflection on crucial issues of education in our time with the aim of making visible and recovering a space of its own for the Politics of Education. It therefore aims to reclaim political deliberation.

Research is, finally, another fundamental objective of POLISOC, which commits it to the development and consolidation of interdisciplinary research groups in the contents and competences of Education Policy. The research group is currently made up of lecturers and researchers from different departments of the Universitat de València and from Italian and Portuguese universities. Its composition will vary depending on the research projects in progress, and may include staff hired for projects and research, as well as teaching staff from other national and foreign universities.

POLISOC's research activity is reflected in the participation of its members in nationally and internationally competitive research projects, either as researchers or as principal investigators. Among the R&D projects in which POLISOC members have participated are "Decentralisation and social participation as indicators of quality in the project, management and evaluation in schools and the education system" (GV-3200/95), "Training of democratic citizens. Education as a builder of identity and civic competence" (CTIDIB/2002/307), "Education and socialisation in values" (GV04B-174). They teach in the subjects of educational policy in the undergraduate and official master's degrees "Policy, management and direction of educational organisations", "Secondary education teaching staff", "Educational social action", "Psychopedagogy", of the UV, "Social change and educational professions" (UMA), as well as in the PhD programme in Education of the UV. Some of its members have carried out predoctoral, postdoctoral, research and Erasmus PDI stays in prestigious foreign universities (University of California Davis (USA), University of Exeter (UK), Universities of Salento and Verona (Italy), University of Örebro (Sweden), Federal University of Alagoas (Brazil), El Colegio de México, IISUE of the UNAM (Mexico), CEDIGSO of the Autonomous University of the State of Hidalgo (Mexico), Complutense University of Madrid, UNAM (Mexico), Universidad Complutense de Madrid, UNED, Universidad de Loja (Ecuador), Universidad Federal de Alagoas (Brazil), Universidad Federal Fluminense (Brazil), Universidad Simón Bolivar (Colombia), Universidad de Norte (Colombia), Centro de Estudios Mundiales (Sorbonne Université, Paris), Université du Franche-Comté (France), Örebro University (Sweden), Universidad Agraria de La Habana, Universidad de Peruglia (Italy) and Universidad de Almería (Spain). It has organised or is preparing the following national and international seminars: National Seminar on Education Policy: teaching and research; International Seminar on Quality policies in the initial training of secondary school teachers and I and II Conference on Absenteeism in the Valencian Community. Likewise, members of the group have led and participated in Teaching Innovation Projects, and supervised pre-doctoral and post-doctoral stays. Another of its activities has consisted in carrying out reports, audits and advice to public and private entities. Some of the members of the POLISOC team also lead projects such as Refuteach: Applied Linguistics for the Inclusion of Refugees (UPM/University of Kent), and are also members of the following projects: EELISA: Opportunities for everyone (UPM/EU); Emancipatory practices and transformative decolonising methodologies (FLACSO); Grup d'Estudis Transversals (UA).

Some of the POLISOC group collaborators participate as members in the activities of the Grup de Recerca sobre Intervencions Socioeducatives en la Infància i la Joventut (GRISIJ, which stands for Research Group on Socio-educational Interventions for Children and Youth), of the University of Barcelona, having participated in the European Project PAGE (Parental Guidance and Education 2016-2018). Also noteworthy, and since the year of constitution of the group in 2017, is the participation of members of POLISOC in the research project: "Analysing the situation of students and the education system in compulsory education in the city of Valencia and its historical evolution, as well as the training of students in this area", a project drafted with the aim of developing the "School Map of the city of Valencia", and emerged at the initiative of the Department of Education of the City Council of Valencia, an initiative formalised through an agreement between the City Council of Valencia and the Universitat de València. The research team that has worked on the different reports of this project, disseminated in 2018 and in May and December 2019, was made up of fourteen professors of the Universitat de València from the faculties of Geography and History, Teacher Training, Philosophy and Education Sciences, Economics and Business Studies, and Social Sciences.

Among the projects currently underway or recently completed, the participation of POLISOC collaborators in the projects stands out:

  • "European Non-Territorial Autonomy Network. Reference: CA18114. Funding Entity: European Cooperation in Science and Technology. Call: 2018. Responsible researcher: Ivan Dodovski. Affiliation: University American College Skopje, North Macedonia Duration: 28/02/2019 - 27/02/2023. Amount: 300.000 €.
  • "The Spanish poetic engagement of the 20th century in the current academic canon (1975-2018). Referencia: PGC2018-093641-B-100. Funding entity: Ministry of Science, Innovation and Universities. Call: 2018. Researcher in charge: Miguel Ángel García. Affiliation entity: University of Granada, Spain. Duración: 01/01/2019-31/12/2021. Amount: €24,200.
  • "Reading and literary education: Antonio Machado, Juan Ramón Jiménez and Federico García Lorca in Spanish and Latin American school culture. A historical and pedagogical study". Reference: RTI2018-098692-B-100. Funding Entity: Ministry of Science, Innovation and Universities. Researcher in charge: Juan Carlos González Faraco. Affiliation entity: University of Huelva, Spain. Duration: 01/01/2019-31/12/2021. Amount: 28.600 €.
  • PID2020-114249GB-I00, "El giro copernicano en la política de educación y ciencia en el desarrollismo franquista: de la subsidiariedad a la intervención estatal", funded by the Ministry of Education, Science and Innovation. Researcher Antonio Canales UCM, Duration 01/01/2021-31/12/2024. Amount: 31.800 €.
  • GV/2021/126, "Implentación del enfoque educativo STEM en el desarrollo de competencias (EDUSTEM)", funded by the Dirección General de Ciencia e Investigación de la Conselleria de Innovación, Universidades, Ciencia y Sociedad Digital de la Generalitat Valenciana. Researcher in charge: Laura Monsalve Lorente. Duration: 01/01/2021- 31/12/2022. Amount: €20,000.

Among the recently completed projects, in addition to those already mentioned: "A Global Youth in the Making: the 200,000 Residents of the Cité internationale universitaire in 20th-Century Paris" Reference: ANR-17-CE28-0005. Funding Agency: Agence nationale de la recherche, France. Researcher in charge: Guillaume Tronchet. Affiliation: École Normale Supérieurey Institut d'Histoire Moderne et Contemporaine, France. Duración: 01/09/2017-31/12/2020. Also noteworthy is the approval in 2020, by the Equality Unit of the Universitat de València, of the project assigned to another researcher of the POLISOC group: Personal stories of civil and feminist commitment for social change, within the framework of the Programme of Grants for the organisation of activities to promote equality between women and men of the Universitat de València. The POLISOC group has also been the starting point for the ABSENTIS sub-group, which is part of it. The ABSENTIS/POLISOC group, which focuses on the study of the dimensions, causes and consequences of truancy, has been carrying out research, collaboration and knowledge transfer tasks in this field, collaborating with various entities specialised in the prevention of truancy. Thus, as part of the research project "Truancy in the Valencian Community" (UV-INV-AE18-784553), financed by the Universitat de València, and "Truancy and the right to education in the Valencian Community, (GV/20019/136)", various publications, conferences, seminars and training courses have been supported in collaboration with various public and private entities. In relation to this last subject, the 2nd Conference on truancy: a community challenge was organised and held in November 2021, with the participation of different educational centres, local and regional administrations, and members of the research group from the Universitat de València and other universities.

In addition, many other seminars and conferences have been held to disseminate the results of research carried out by POLISOC members, or by members of other research teams with which POLISOC maintains collaborative links, including the most recent ones:

  • "Lecture-seminar "School segregation, a human rights and social justice issue", by Javier Murillo, professor at the Universidad Autónoma de Madrid and Director of the UNESCO Chair in Education for Social Justice at the Universidad Autónoma de Madrid (UAM), held in November 2021, in person and online.
  • "Lecture-seminar "Neoliberalism and the Spanish public university", by Alexandra Carrasco, in September 2021, offline and online.
  • "Conference: "Right to education and cultural identity", given on 20 May 2021, by the Professor of Theory and History of Education at the Universitat de València and director of the POLISOC group, Juan Manuel Fernández Soria. URL: https://youtu.be/R27Vz9YnTzg
  • "Teaching innovation project: Visibilising voices and cultures in higher education. Politics and education", presented by the researcher Sandra García de Fez, on 28 May 2021. URL: https://youtu.be/jJ9m_Bp1oXo
  • "Seminar: School absenteeism and social exclusion. A violation of the right to education", held on 18 December 2020, with the participation of: Mónica Añón Roig, technical advisor for Equality and Coexistence of the Regional Ministry of Education, Culture and Sport, José Ignacio Cruz Orozco (UV), and Sandra García de Fez (UV). URL: https://youtu.be/pm4adyRVRxA
  • "Conference-seminar: "From our feet on the ground so as not to remain on our knees. Considerations on the education pact", held on 11 December 2020, with the intervention of Professor Antonio Canales Serrano (Complutense University). URL: https://youtu.be/YTiwSV3OnQ8
  • "The single school district: A segregative education policy in itself?", presented by the researcher Sandra García de Fez, in December 2020. URL: https://youtu.be/Sw-EsLMe5Kw
  • "Web seminar: "What does the General Education Act of 1970 tell us?", by Professor Diego Sevilla Merino, Professor of Educational Policy and Legislation at the University of Granada, held on 20 November 2020. URL: https://www.youtube.com/watch?v=2nxZCoajw-0
  • "Round table: Women and interculturality. Personal stories of civil and feminist commitment for social change, held on 11 March 2020, and organised by professors Sandra García de Fez and Donatella Donato, with the participation of different social entities.
  • "Conference-seminar: "Cultural identity, citizenship and education" by Virginia Guichot, professor at the University of Seville, held on 15 November 2019.
  • "Conference: "Migrant minors and the right to education", held on 12 December 2018, with the intervention of Professor Jorge Cardona Llorens Professor of International Public Law at the Universitat de València.
  • "Seminar: "The governance of higher education in the Spanish context, Reflections on the influence of the European Union on the configuration of the Spanish university system", held on 12 January 2017, with Alexandra Carrasco, trainee researcher, as speaker.

Finally, it is worth mentioning the participation of the director of POLISOC, Professor Juan Manuel Fernández Soria, as a guest speaker at the International Colloquium: "Politiques éducatives et projets de société, discours et pratiques, 19e-21e siècles", held in June 2021 at the University of Orlèans, with the theme: "El discurso modernizador en la política educativa española del siglo XX" (The modernising discourse in 20th century Spanish educational policy).

Publications 2021

  1. Doctoral theses
    1. Neoliberal policies as processes of privatisation and commercialisation of the public university in Spain. The role of the European Union and the Spanish case in the European context. Doctoral thesis by Alexandra Carrasco, FPU of the Department of Comparative Education and History of Education. Director: Juan Manuel Fernández Soria. Doctoral Programme in Education RD 99/2011, research line "Historical, political and comparative studies of education".
  2. Books and book chapters
    1. Cinema as a pedagogical resource in Compulsory Secondary Education classrooms. Mª José Ruiz Romero and Laura Monsalve Lorente. In: Nuevas coordenadas para la formación y el aprendizaje, 2021, pp. 241-250. https://dialnet.unirioja.es/servlet/articulo?codigo=7953959
    2. Neoliberal logics and social education: a critical look at socio-educational intervention. Vicent Horcas López and Elena Giménez Urraco. In: Nuevas coordenadas para la formación y el aprendizaje / coord. by Pilar Sanz-Cervera, María Dolores Soto González, Juan García Rubio, 2021, ISBN 9788418627088, pp. 111-120.
    3. Neoliberal logics and social education: a critical look at socio-educational intervention. Vicent Horcas López and Elena Giménez Urraco. In: Nuevas coordenadas para la formación y el aprendizaje / coord. by Pilar Sanz-Cervera, María Dolores Soto González, Juan García Rubio, 2021, ISBN 9788418627088, pp. 111-120.
    4. The College of Spain in Paris: a Franco-Spanish cultural crossroads. Mora-Luna, Antonia M.(coord.), Granada, Comares, 2021 (in press).
    5. "La production littéraire au service de la nation. Notes/remarques pour le professeur de littérature espagnole", Mora-Luna, Antonia María. In: Guido Furci and Cyril Verlingue (eds.), Je est un autre Nous. Enonciations collectives et stratégies de résistance, Paris, Honoré Champion, 2021 (in press).
  3. Articles in specialist journals
    1. Career, work and pedagogical culture of Antonio Ballesteros Usano. José Ignacio Cruz Orozco. Perfiles educativos, vol. XLIII, núm. 173, 2021 doi.org/10.22201/iisue.24486167e.2021.173.59755 2
    2. Facing silent disentailment: Strategies of Spanish Catholic education, José Ignacio Cruz Orozco. Education XX1: Journal of the Faculty of Education, 2021.
    3. The modalities of teaching in the new normality for the academic year 2020-21 in Spanish public universities, Cristina Pulido Montes, and Santiago Mengual-Andrés. IJERI: International journal of Educational Research and Innovation, 2021.
    4. Privatising trends in the European higher education funding model: European Union proposals and analysis of affordable access, Alexandra Carrasco González. Spanish Journal of Comparative Education, 2021.
    5. Introduction: 50 years after the General Education Law of 1970, Juan Manuel Fernández Soria, and Diego Sevilla Merino. Historia y Memoria de la Educación 2021. 
    6. The General Education Law of 1970, a law for the modernisation of Spain?, Juan Manuel Fernández Soria, and Diego Sevilla Merino. Historia y Memoria de la Educación 2021.
    7. Validating the Gratifications Associated with the Use of the Smartphone and the Internet by 
    8. University Students in Chile, Ecuador and Spain, R. Tirado-Morueta, A. García-Umaña, and S. Mengual-Andrés. Journal of Intercultural Communication Research 2021. doi: 10.1080/17475759.2021.1898449
    9. Opportunities and Hazards of the Internet for Students with Intellectual Disabilities: The Views of Pre-Service and In-Service Teachers, E. Chiner, M. Gómez-Puerta, and S. Mengual-Andrés. International Journal of Disability, Development and Education 2021. doi: 10.1080/1034912X.2019.1696950
    10. Chatbot to improve learning punctuation in Spanish and to enhance open and flexible learning environments. Esteban Vázquez-Cano, Santiago Mengual-Andrés, and Eloy López-Meneses.
    11. International Journal of Educational Technology in Higher Education 2021. doi: 10.1186/s41239-02100269-8
    12. Prevalence of sexting in young university adults: motivation and risk perception, Laura Monsalve Lorente and Enrique García Tort. Psychology, Sociology & Education 2021.
    13. The online classroom as a séance: Challenges and strategies in the face of pandemic pedagogies. Dulcinea Tomás Cámara. Atenas. Scientific-pedagogical journal, 4 (56).
    14. Undisciplined disciplines? Exercises in epistemic diversity for an inverse matrix pedagogy. Dulcinea Tomás Cámara. Trenzar. Revista de Educación Popular, Pedagogía Crítica e Investigación Militante, 6 (3), pp. 96-114.
    15. Education and literature in late Francoism and the Spanish democratic transition (II). Contenidos programáticos y experiencias editoriales (1982-1990)" Mora-Luna, Antonia María, History of Education & Children's Literature (2021) (in press).

Publications 2020

  1. Doctoral theses
    1. Discourses and non-explicit interests in Spanish educational reforms: the Organic Law on Education and the Organic Law for the Improvement of Educational Quality. Doctoral thesis by María Torres Pellicer, Faculty of Philosophy and Educational Sciences Director: Juan Manuel Fernández Soria.
  2. Books and book chapters
    1. School absenteeism and social exclusion, a violation of the right to education. 
    2. José Ignacio Cruz Orozco and Sandra García de Fez (Editors). Editorial Tirant Humanidades. 
    3. From apprentices to university students: The configuration of the teaching profession, Juan Manuel Fernández Soria. In: Investigación educativa y cambio social 2020.
    4. Language and technology: A collaborative platform for the teaching-learning of varieties of Spanish. Rocío Díaz Bravo, Silvia Acid Carrillo, and Juan Manuel Fernández Soria. In: Educational Research and Innovation: Trends and Challenges 2020.
    5. Educational policies for the integration of ICT in Spain and the Valencian Community. Laura Monsalve Lorente, Enrique García Tort, Miriam Elisabeth Aguasanta Regalado. In: Estrategias didácticas digitales. Encounters between research and practice. https://dialnet.unirioja.es/servlet/articulo?codigo=7881751
    6. European Union strategies and gender equality initiatives in STEM. Laura Monsalve Lorente and Juan García Rubio. In: Pedagogy and cultural changes in the 21st century. https://dialnet.unirioja.es/servlet/articulo?codigo=7226965
    7. Towards an inclusive and democratic education in the context of secondary education in Italy Mª Teresa di Piazza, Isabel María Gallardo Fernández, Laura Monsalve Lorente. In: Claves para la innovación pedagógica ante los nuevos retos https://dialnet.unirioja.es/servlet/articulo?codigo=7758039
    8. Covidosofía. Philosophical reflections for the post-pandemic world. Dulcinea Tomás Cámara (Comp.) Barcelona: Paidós.
    9. Critical Thinking Lab: Maieutics for Millenials. Dulcinea Tomás Cámara. In E.J. Díez Gutiérrez and J.R. Rodríguez Fernández (Eds.), Educación para el Bien Común Hacia una práctica crítica, inclusiva y comprometida socialmente, pp. 242-251. Barcelona: Editorial Octaedro.
    10. Absenteeism at school and municipal intervention: an analysis of the Valencian Community. José Ignacio Cruz Orozco and Vicent Horcas López. In: Absentemo escolar y exclusión social: una vulneración del derecho a la educación / José Ignacio Cruz Orozco (ed. lit.) and Sandra García de Fez (ed. lit.), 2020, ISBN 9788418155857, pp. 55-78.
    11. " 20th century poetry and commitment in the Spanish school culture of the transition". Mora-Luna, Antonia María. In: Miguel Ángel García (ed.), El compromiso en la poesía española del siglo XX y el canon académico actual, Granada, Editorial Comares, 2020, pp. 275-306. ISBN: 978-84-1369-026-1
    12. Cruz Orozco, José Ignacio (2020), Pending revolution and socialisation of youth. The political utopia of the Spanish Falange in Bares, Juan de and Oncina, Faistino (coords.) Utopías y ucronías. Una aproximación histórico-conceptual, Barcelona, Edicions Bellaterra, pp. 229-250 Year:) ISBN: 978-84-7290-947-2.
    13. Monsalve Lorente, Laura (2020), Towards an inclusive and democratic education in the context of secondary education in Italy. In: Claves para la innovación pedagógica ante los nuevos retos: respuestas en la vanguardia de la práctica educativa / coord.. by Eloy López Meneses, David Cobos Sanchiz, Laura Molina García, Alicia Jaén Martínez, Antonio Hilario Martín Padilla, Editorial Octaedro, pp.... 545-553. ISBN 978-84-18348-22-8
    14. Monsalve Lorente, Laura, García Tort, Enrique and Aguasanta Regalado, Miriam Elizabeth(2020). Educational policies for the integration of ICT in Spain and the Valencian Community. In: Estrategias didácticas digitales: Encuentros entre la investigación y la práctica / coord. Diana Marín Suelves and José Peirats Chacón. Editorial Calambur. Pp. 43-62. ISBN 978-84-8359-499-5
  3. Articles in specialist journals
    1. Neoliberal higher education policies as a response to a new state model. Pro-market practices in the public university, Alexandra Carrasco González. Journal of Higher Education 2020.
    2. Structural model of extrinsic factors influencing flipped learning, Santiago MengualAndrés, Jesús López Belmonte, Arturo Fuentes Cabrera, and Santiago Pozo Sánchez. Education XX1: Journal of the Faculty of Education 2020.
    3. School absenteeism in Spain. Datos y reflexiones, José Ignacio Cruz Orozco. Contextos educativos: Revista de educación 2020.
    4. Cultural identity and the right to education, Juan Manuel Fernández Soria. Contextos educativos: Revista de educación 2020.
    5. Computational thinking and coding in primary education: scientific productivity on SCOPUS, Annalisa Piazza, and Santiago Mengual-Andrés. Pixel-Bit: Journal of media and education 2020.
    6. Internet and people with intellectual disability: A bibliometric analysis, S. Mengual-Andrés, E. Chiner, and M. Gómez-Puerta. Sustainability (Switzerland) 2020. doi: 10.3390/su122310051
    7. Computational thinking and coding in primary education: Scientific productivity on SCOPUS, 
    8. A. Piazza, and S. Mengual-Andrés. Pixel-Bit, Journal of Media and Education 2020. doi: 10.12795/pixelbit.79769
    9. Structural model of influential extrinsic factors in flipped learning, S. Mengual-Andrés, J. López Belmonte, A. Fuentes Cabrera, and S. Pozo Sánchez. Educacion XX1 2020. doi: 10.5944/educxx1.23840
    10. New learning ecologies in the curriculum, Laura Monsalve Lorente and Miriam Elizabeth Aguasanta Regalado. RELATEC: Latin American Journal of Educational Technology 2020
    11. Epistemologíx transmodernx: Alternative genealogies of thought in the face of the pandemic. Dulcinea Tomás Cámara. Cuadernos Abiertos de Crítica y Coproducción: Autores colectivos institución y coproducción, 2, pp. 10-23.
    12. The classroom as space of welcome: Exploration of the current challenges of teaching Spanish for refugees. Dulcinea Tomás Cámara. Culture and Education, 32(4), pp. 776-795.

Publications 2019

  1. Books and book chapters
    1. Teaching and learning the promotion of health education in schools. Laura Monsalve Lorente and Engracia Soler Pardo. In: Re-inventing research in health and education for a transcultural society. https://dialnet.unirioja.es/servlet/articulo?codigo=7502710
    2. Emerging technologies and didactic trends in educational scenarios. Arturo Fuentes Cabrera, Eloy López Meneses, Jesús López Belmonte, Santiago Mengual-Andrés (coord.). Editorial Octaedro.
    3. "Miguel Hernández and Portuguese Neo-Realism: childhood in the literature of commitment". Mora-Luna, Antonia María. In: Carina Infante do Carmo and Violante F. Magalhães (coords.), NeoRealismo e Infância, Lisbon, Edições Colibri, 2019, pp. 181-195.ISBN: 978-989-689-839-7.
    4. José Ignacio Cruz Orozco, (2019, While we still don't like Spain, we can't have holidays. An approach to the camps of the Frente de Juventudes in the province of Valencia (1937-1955) in Mayordomo, A. and Paya, A, (eds.), Pedagogía. Thought, politics and practice. Historical readings in contemporary Valencian society, Valencia, Tirant humanidades, pp. 59-75.
    5. Laura Monsalve Lorente and Juan García Rubio. (2019). European Union strategies and gender equality initiatives in STEM, In: Pedagogy and cultural changes in the 21st century: rethinking education / coord. Laura Monsalve Lorente, Isabel Pardo Baldoví and María Isabel Vidal Esteve. Editorial Octaedro. Pp. 147-158 ISBN: 978-84-18083-18-1
  2. Articles in specialist journals
    1. When Franco falls: Educational proposals for Spain from exile (1945), José Ignacio Cruz Orozco, and Sandra García de Fez. History and Memory of Education 9, (2019) pp. 101-138.
    2. The destruction of republican modernity: No (...) reasons for the Spanish pedagogical exile, Juan Manuel Fernández Soria. History and Memory of Education.
    3. The pedagogical exile of 1939, Salomó Marquès Sureda, and José Ignacio Cruz Orozco. History and Memory of Education 2019.
    4. The Great Red Scourge. Arguments for the extension of Secondary Education in Spain (1953-1961), José Ignacio Cruz Orozco. Revista Complutense de Educación, vol.30, nº 4, (2019), pp. 983-996. ISSN: 1130-2496.
    5. José Ignacio Cruz Orozco, (2019), The proposal on education of the Commission for the Study of Spanish Problems (1945), History and Memory of Education, 9, pp. 669-710.
    6. Cruz Orozco, José Ignacio (2019), Two pedagogical models with and in nature: The Explorers of Spain and the Youth Front, Sarmiento. Revista Galego-Portuguesa de Historia da Educación, 22, pp. 37- 50.
    7. Cruz-Orozco, J.I.; Fernández-Soria, J.M. (2019), Conversations with Antonio Viñao. Formative years (1943-1982), Interuniversity Journal of the History of Education, (37) pp. 481-525. 
Research Group on University Pedagogy, Lifelong Education and Sustainable Development - GREAV

This group focuses on University Pedagogy, Lifelong Education and Sustainable Development. Its aim is to study the educational processes in these areas in order to build knowledge and to specify and apply proposals for improvement:

  • In University Pedagogy (analysis of teaching-learning processes at university, transition, failure and drop-out processes, study of the impact of innovative methodologies, design, application and evaluation of good practices, teaching competences, use of ICT in e-a processes, etc.).
  • In Education and Sustainability (curricular sustainability, analysis of the contents of university curricula, course guides, development of competences for sustainability, construction of models transferable to the different degrees, analysis and improvement of their approach in formal and non-formal education, etc.).
  • In Family and Minors (family educational styles and their evaluation, family diversity, parental competence, parental abuse by children, mediation of family conflicts, training in family intervention, etc.).
  • In Coexistence and Conflict Resolution (education and coexistence, education for peace, conflict resolution, teaching and learning of social norms, models of coexistence, disruptive and antisocial behaviour, etc.).
  • In Citizenship and Values (moral education, citizenship, education in values, intercultural pedagogy, education and human development, ethics of professions, professional ethics, educational prevention of gender violence, etc.).
  • In Media Literacy, ICTs and Video Games (media citizenship, media literacy, values and ICTs, video games and education, simulation games, serious games, uses of video games, etc.). In these fields, this team has already completed several competitive R&D&I projects and is developing others: 
  • Teaching strategies and learning strategies at university. Analysis of the impact of key variables on the ways in which university students approach learning. MCyT. (SEC/2003-016787) (2003-2006)
  • Introduction of sustainability into the curriculum at the University of Valencia General Study (ACUVEG). Valencian Government. (GV04B-166)(2004-2005)
  • Prevention and protection against domestic and gender-based violence within the framework of LO 1/2004 of December 28th. A transdisciplinary perspective. MICINN (SEJ2006-15544)(2006-2009)
  • Curricular Greening: design and analysis of interventions of disciplinary dialogue for the development of basic sustainability competences in university education (Early Childhood and Primary Education Degrees). MINECO (SEJ2007-67063) 2007-2010)
  •  Excellence in university students from a longitudinal approach: analysis of incident factors and design of an intervention model. MICINN (EDU2009-08518) (2009-2012) 
  • Family practices and co-responsibility: Analysis of values and proposal of educational strategies for the reconciliation of personal, social and working life. MICINN. (EDU2009-10250)(2009-2012).
  • Prevention and eradication of gender-based violence. Its transdisciplinary study through the media. Education and the performance of judges. MICINN. (DER2010- 018498)(2010-2012)-Compulsory education in the face of audiovisual communication competence in a digital environment. MICINN (EDU2010-21395)(2006-2009)
  • Learning-centred methodologies at university. Design, implementation and evaluation. MINECO. (EDU2012-32725)(2013-2015)
  • Curricular Sustainability in the Degree Plans: revisions of the basic competences for sustainability in the Course Guides; development and evaluation. MINECO. (EDU2010-21485)(2011-2013)This research has resulted in a significant number of publications in prestigious books and journals and a constant participation in conferences and training activities.
Research Group on the Teaching of Languages - GIEL

The Grupo de Investigación de Enseñanza de Lenguas (GIEL) (Spanish for Language Teaching Research Group), as a Language Didactics group, studies the relationships between the elements of the didactic system (teaching, learning, contents) in the teaching of first and foreign languages, in multilingual contexts and in the different stages of the educational system (Pre-school, Primary, Secondary, University). Its main research focuses on the teaching of written language, understood as a process and as a social practice, and the teaching and learning of grammar, from the perspective of the impact of reflection on languages on the development of learners' meta- and interlinguistic competence and on the improvement of language use. In both cases, attention is paid to the integrated treatment of languages in multilingual contexts and to the role of ICT in the classroom in relation to language learning. From the methodological point of view, special attention is given to research in natural classroom situations and to the informed design of intervention devices (didactic sequences for learning to write and for learning grammar), which in turn constitute macro contexts for research.

GIEL has researchers in first, second and foreign language teaching (Spanish, Catalan, English and French). Its precedent was the Agora group (GR00-75), which began its trajectory in 1997 with a first project "Ensenyament de llengües i interacció comunicativa" (Valencian for Language Teaching and Communicative Interaction) (GR2001-101), in which they laid the foundations for didactic research centred on communicative approaches and on the study of the interactions of the different elements of the didactic system (teaching-learning-content).

GIEL's preferred lines of research are:

  1. Didactics of the written language in multilingual contexts
    1. Desde la perspectiva de los géneros discursivos, mediante el diseño y la implementación de secuencias didácticas como dispositivo metodológico de investigación didáctica. A esta línea corresponden los proyectos del grupo: "Consecucions i dificultats en l'escriptura d'una autobiografia lingüística" (UV-AE-08_2442); "Análisi de l'escriptura d'una autobiografia lingüística i d'un text d'opinió en estudiants de diferents nivells educatius en distintes llengües" (GVA/2009/105), "Dificultats d'escriptura amb textos argumentatius i explicatius i intervenció didàctica" (UV-INV-AE11-42019) y el proyecto "Ara l'escriptura! Millorar l'expressió escrita per garantir l'equitat de l'alumnat" (Recercaixa-ACUP, proyecto 2015ACUP00175), en colaboración con el grupo GREAL de la UAB. From the perspective of discursive genres, through the design and implementation of didactic sequences as a methodological device for didactic research. The group's projects correspond to this line: "Consecucions i dificultats en l'escriptura d'una autobiografia lingüística" (Valencian for Achievements and Difficulties in Writing a Linguistic Autobiography) (UV-AE-08_2442); "Análisi de l'escriptura d'una autobiografia lingüística i d'un text d'opinió en estudiants de diferents nivells educatius en diferents llengües" (Valencian for Analysing the writing of a linguistic autobiography and an opinion text in students of different educational levels in different languages) (GVA/2009/105), "Dificultats d'escriptura amb textos argumentatius i explicatius i intervenció didàctica" (Valencian for Writing difficulties with argumentative and explanatory texts and didactic intervention) (UV-INV-AE11-42019) and the project "Ara l'escriptura! Millorar l'expressió escrita per garantir l'equitat de l'alumnat" (Valencian for Writing now! Improving written expression to ensure student equity) (Recercaixa-ACUP, project 2015ACUP00175), in collaboration with the GREAL group of the UAB.
    2. In relation to the teaching-learning of reading comprehension, the group has developed two projects focused on the practices of novice teachers on non-fictional reading: "Análisis de las prácticas de los maestros noveles en relación con el desarrollo de la competencia lectora de los alumnos en Educación primaria" (Spanish for Analysis of the practices of novice teachers in relation to the development of reading competence of students in primary education) (UV-INV-PRECOMP13-115492) and (Spanish for Reading comprehension and content learning in the classroom: analysis of the practices of novice teachers) (GV2015-058). From the perspective of reading behaviour, the project "El papel de los signos de puntuación (comas) durante la lectura" (Spanish for The role of punctuation marks (commas) during reading) (GV/2020/074) addresses the incidence of these syntactic-discursive elements in students' reading comprehension.
  2. Teaching and learning grammar, from a double perspective:
    1. School grammar, as a meta- and interlinguistic reflection and in relation to written language proficiency, the group is developing the project "La elaboración de una gramática escolar interlingüística: hacia una enseñanza reflexiva de las lenguas en contextos multilingües (EGRAMINT)" (Spanish for The development of an interlinguistic school grammar: Towards a reflexive teaching of languages in multilingual contexts) (MCIN-AEI-PID2019-105298RB-I00), which aims to build an interlinguistic school grammar that brings together the object of teaching and learning with the methodological procedures necessary for teachers and professors to develop a reflexive teaching of languages in the classroom and thus promote the development of multilingual competence. In other words, we aim for an interlinguistic school grammar that brings together what and how to teach grammar with what grammar is learned and how basic grammatical notions are constructed. The precedent of this work has been the research on students' metalinguistic activity, in collaboration with the Greal group (UAB) in the projects "La actividad metalingüística en situaciones plurilingües" (Spanish for Metalinguistic activity in multilingual situations) (MEC-SEJ2006-10417-EDUC); "La incidencia de la reflexión sobre la lengua en la construcción de la competencia escrita" (Spanish for The incidence of reflection on language in the construction of written competence) (MCINN-EDU2011-26039) and "Enseñar a escribir: reflexión gramatical y estrategias de autorregulación" (Spanish for Teaching how to write: grammatical reflection and self-regulation strategies)(MEconomía y Competitividad-EDU2015-64798-R.
    2. Historiography of grammar teaching, a line developed in collaboration with the University of Cadiz in the project "Ideas lingüísticas y pedagógicas en la prensa española del siglo XIX" (Spanish for Linguistic and pedagogical ideas in the 19th century Spanish press) (PGC2018-098509-B-I00) and with the University of Buenos Aires, in the projects "La configuración de la gramática escolar argentina (1863-1922)" (Spanish for The shaping of Argentinean school grammar (1863-1922)) (Conycet, PIP 11220100100218) and "Los inicios de la gramática escolar en La Argentina (1863-1922)" (Spanish for The beginnings of school grammar in Argentina (1863-1922)) (UBACyT 20020170200203BA). In relation to this line of research, GIEL is the promoter and organiser of the "International conferences on grammar teaching", of which three editions have been held (Congram 2014 and 2016, Valencia; Congram 2019, Barcelona).

To these two main lines, we must add the teaching and learning of foreign languages in relation to the acquisition of grammatical and pragmatic aspects ("Contrastive and intercultural pragmatic competence", R&D PB96-0773) and in relation to the study of identity and anxiety).