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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Moroccan mothers’ involvement in dialogic literary gatherings in a Catalan urban primary school: Increasing educative interactions and improving learning
Lena De Botton, Sandra Girbés Peco, Laura Ruiz-Eugenio, et al.
Improving Schools (2014) Vol. 17, Iss. 3, pp. 241-249
Open Access | Times Cited: 38

Showing 1-25 of 38 citing articles:

Implications for Social Impact of Dialogic Teaching and Learning
Rocío García-Carrión, Garazi López de Aguileta, María Padrós Cuxart, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 93
Transforming students’ attitudes towards learning through the use of successful educational actions
Javier Díez-Palomar, Rocío García-Carrión, Linda Hargreaves, et al.
PLoS ONE (2020) Vol. 15, Iss. 10, pp. e0240292-e0240292
Open Access | Times Cited: 55
Dialogic literary gatherings and out‐of‐home child care: Creation of new meanings through classic literature
Carme García Yeste, Regina Gairal‐Casadó, Ariadna Munté Pascual, et al.
Child & Family Social Work (2017) Vol. 23, Iss. 1, pp. 62-70
Open Access | Times Cited: 51
Dialogic literary gatherings: A systematic review of evidence to overcome social and educational inequalities
Laura Ruiz-Eugenio, Marta Soler, Sandra Racionero-Plaza, et al.
Educational Research Review (2023) Vol. 39, pp. 100534-100534
Open Access | Times Cited: 16
Developing School-relevant Language and Literacy Skills through Dialogic Literary Gatherings
Garazi López de Aguileta
International Journal of Educational Psychology (2019) Vol. 8, Iss. 1, pp. 51-51
Open Access | Times Cited: 36
Successful Educational Actions for Sustainable Development: A Systematic Review of Training for Employability Development of Vulnerable Groups
Carolina Grau-del-Valle, Lucía I. Llinares Insa, Laura García Raga, et al.
Education Sciences (2025) Vol. 15, Iss. 2, pp. 247-247
Open Access
A research synthesis of the impacts of successful educational actions on student outcomes
Teresa Morlà Folch, Ana Inés Renta Davids, María Padrós Cuxart, et al.
Educational Research Review (2022) Vol. 37, pp. 100482-100482
Open Access | Times Cited: 18
Child Well-Being in Times of Confinement: The Impact of Dialogic Literary Gatherings Transferred to Homes
Laura Ruiz-Eugenio, Esther Roca-Campos, Susana León-Jiménez, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 24
Beyond the School Walls: Keeping Interactive Learning Environments Alive in Confinement for Students in Special Education
Garazi Álvarez-Guerrero, Ane López de Aguileta, Sandra Racionero-Plaza, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 23
Transforming the educational experiences of marginalized students in Ghana through dialogic literary gatherings
Eugenia Allotey, Rocío García-Carrión, Lourdes Villardón-Gallego, et al.
Humanities and Social Sciences Communications (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 8
Improving students’ academic performance and reducing conflicts through family involvement in primary school learning activities: a Mexican case study
Alfonso Rodríguez-Oramas, Teresa Morlà Folch, María Vieites Casado, et al.
Cambridge Journal of Education (2021) Vol. 52, Iss. 2, pp. 235-254
Closed Access | Times Cited: 17
Dreams of Higher Education in the Mediterrani School Through Family Education
Carme García Yeste, Teresa Morlà Folch, Vladia Ionescu
Frontiers in Education (2018) Vol. 3
Open Access | Times Cited: 17
Propelling Children’s Empathy and Friendship
Susana León-Jiménez, Beatriz Villarejo-Carballido, Garazi López de Aguileta, et al.
Sustainability (2020) Vol. 12, Iss. 18, pp. 7288-7288
Open Access | Times Cited: 15
Dialogic popular education in Spain and its impact on society, educational and social theory, and European research
Laura Ruiz-Eugenio, Itxaso Tellado, Rosa Valls, et al.
European Journal for Research on the Education and Learning of Adults (2023) Vol. 14, Iss. 1, pp. 47-61
Open Access | Times Cited: 5
Contributions of Freire's Theory to Dialogic Education
Mimar Ramis‐Salas
Social and Education History (2018) Vol. 7, Iss. 3, pp. 277-277
Open Access | Times Cited: 15
The participation of Roma and Moroccan women in family education: educational and psychosocial benefits / Participación de mujeres gitanas y marroquíes en la formación de familiares: beneficios educativos y psicosociales
Sandra Girbés Peco, Regina Gairal‐Casadó, Luis Torrego Égido
Culture and Education (2019) Vol. 31, Iss. 4, pp. 754-779
Closed Access | Times Cited: 15
The Other Women in Dialogic Literary Gatherings
Carme García Yeste, María Padrós Cuxart, Eduard Mondèjar Torra, et al.
Research on Ageing and Social Policy (2017) Vol. 5, Iss. 2, pp. 181-181
Open Access | Times Cited: 14
Aisha, From Being Invisible to Becoming a Promoter of Social Change
Olga Serradell
Qualitative Inquiry (2015) Vol. 21, Iss. 10, pp. 906-912
Closed Access | Times Cited: 13
Perceived Improvement of Literacy Skills of Students with and Without Special Educational Needs Through Dialogic Literary Gatherings
Esther Roca-Campos, Harkaitz Zubiri-Esnaola, Susana León-Jiménez, et al.
Disabilities (2024) Vol. 4, Iss. 4, pp. 1030-1043
Open Access | Times Cited: 1
A systematic literature review and case study on the social impact of the other women’s contributions to education and dialogic feminism
Laura Ruiz-Eugenio, Rosa Valls, Ainhoa Flecha, et al.
Frontiers in Sociology (2024) Vol. 9
Open Access | Times Cited: 1
Challenging Bourdieu’s Theory: Dialogic Interaction as a Means to Provide Access to Highbrow Culture for All
Elisabeth Torras-Gómez, Laura Ruiz-Eugenio, Teresa Sordé, et al.
SAGE Open (2021) Vol. 11, Iss. 2
Open Access | Times Cited: 10
EFECTIVIDAD DE LAS COMUNIDADES DE APRENDIZAJE EN LA INCLUSIÓN EDUCATIVA Y SOCIAL. UNA REVISIÓN SISTEMÁTICA
Celia Soriano Escuder, Raúl Tárraga Mínguez, Gemma Pastor Cerezuela
Educação & Sociedade (2022) Vol. 43
Open Access | Times Cited: 7
School as Learning Communities: An Effective Alternative for Adult Education and Literacy in Brazil
Roseli Rodrigues de Mello, Fabiana Marini Braga
Frontiers in Education (2018) Vol. 3
Open Access | Times Cited: 9
Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context
Maite Santiago-Garabieta, Rocío García-Carrión, Harkaitz Zubiri-Esnaola, et al.
Language Teaching Research (2021) Vol. 27, Iss. 6, pp. 1532-1551
Closed Access | Times Cited: 8
Amina, Dreaming Beyond the Walls
Cristina Pulido
Qualitative Inquiry (2015) Vol. 21, Iss. 10, pp. 886-892
Closed Access | Times Cited: 6
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