Lourdes Villardón-Gallego
Biographic Data
| ID | 356657 |
|---|---|
| NAME | Lourdes Villardón-Gallego |
| GIVEN NAMES | Lourdes |
| FAMILY NAME | Villardón-Gallego |
| SIGNATURE | VILLARDÓN-GALLEGO L |
| AFFILIATIONS | Universidad de Deusto |
| ORCID | 0000-0001-7011-2444 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Addressing underachievement and early school leaving in Europe
This systematic review aims to analyse the existing evidence on the institutional factors that counteract underachievement and Early School Leaving (ESL) in Europe. Considering the role of context in generating optimal learning environments, a more nuanced understanding of how institutional aspects could be shaped to improve students’ school outcomes is paramount. The Web of Science, SCOPUS, and PsycINFO databases were used to identify relevant p…
Cultivating teacher-inquirer identity through action research design
Action research enables teachers to critically reflect on their teaching practices while generating insights that promote improvement. However, in Spain, teacher training programs often underemphasize research skills, which has significant implications for teacher identity development. This qualitative study seeks to extend our understanding of how action research design can facilitate the development of a teacher-inquirer identity among in-servi…
Improving Perceived Linguistic Competence in English (L2) through Dialogic Pedagogical Gatherings
Perceived competence is considered an essential predictor of learner ́s performance in language learning. It is therefore important to identify strategies that favor its development. This study aims to analyze whether the perceived linguistic competence of English as a L2 of pre-service teachers improves after implementing Dialogic Pedagogical Gatherings (DPGs), and if so, in which skills have there been improvements. Likewise, the study also pre…
Transforming the educational experiences of marginalized students in Ghana through dialogic literary gatherings
Discrimination and educational inequalities continually affect lifelong learning opportunities among marginalized groups in the 21st century. In Ghana and many parts of Sub-Saharan Africa, children from rural and urban poor communities, ethnic and linguistic minorities and those in displaced situations have experienced discrimination and marginalization in education for decades. However, few studies propose ways marginalized students in Ghana can…
Design and Validation of Transversal Competences Assessment Instrument (TCAI) in Compulsory Secondary Education
The basic competences (such as Information Acquisition and Management; Understanding and Expression of Information and Emotions; Competence to Do and Undertake; Competence to Live Together; and Competence to Be) are necessary to achieve adequate personal, social and professional development. This study develops and validates, through Confirmatory Factor Analysis, an instrument for assessing them. Data were collected from 751 secondary students, w…
The Development of L2 (Basque) Oracy Skills Through Dialogic Literary Gatherings
The acquisition of oral communication skills is essential for lifelong learning and development. Despite their importance, specific approaches oriented to its acquisition and mastery in second languages (L2) are not widely established. Indeed, the prevalence of a monologic classroom discourse still hinders the opportunities to enhance language production. This article analyses the development of L2 oracy skills among secondary school students who…
Best Practices in the Development of Transversal Competences among Youths in Vulnerable Situations
(1) Background: The aim of Second Chance Schools (E2Cs) is to provide employment-focused training for young people who left compulsory education without any formal qualifications by encouraging them to pursue initial vocational training. Transversal Competences (TCs) are important for enabling the social inclusion of young people in vulnerable situations by promoting their entry into the labour market. However, TCs are not always systematically d…
Bridging the gap
Family participation and involvement in schools has been reported to be crucial for improving academic achievement and social cohesion, especially among those systematically excluded such as migrants or the Roma population. However, these families often participate less in school life. This hinders any attempt to reverse the cycle of inequality experienced in Europe by the Roma and migrant population, among others. This study focuses on a specifi…
Help and Solidarity Interactions in Interactive Groups
Peer interactions in early childhood education play a key role in establishing the first structures of social relationships and foundations for future development. Engaging in social exchanges with different people enriches children's concurrent and future learning opportunities. Building on the importance of diversifying interactions, interactive groups (IGs) are a specific dialogue-based classroom organization format that creates an inclusive l…
Exploring the Impact of Dialogic Literary Gatherings on Students' Relationships With a Communicative Approach
Taking a communicative approach in a qualitative inquiry entails including people's voices through dialogues that are egalitarian and oriented toward transformation. This approach aligns with the transformative paradigm in the pursuit of ensuring the inclusion of the most vulnerable groups. This article explores the role of the communicative approach when conducting a case study in an elementary school to study the impact of dialogic literary gat…
The “why” and “what for” of research in Social Sciences
Percepciones sobre la jubilación en el profesorado universitario. El caso de la Universidad de Deusto
El objetivo de la investigación es el análisis de las condiciones, emociones y sentimientos asociadas al momento de la jubilación del profesorado universitario. En este artículo se analiza el caso de la Universidad de Deusto, a través de las respuestas de 81 profesoras y profesores activos, jubilados y eméritos a un cuestionario sobre su experiencia profesional, valoración de la profesión docente, y repercusión en la misma de la implantación del …
Cyberbullying in adolescents
Exploring the Impact of Dialogic Literary Gatherings on Students' Relationships With a Communicative Approach
Taking a communicative approach in a qualitative inquiry entails including people's voices through dialogues that are egalitarian and oriented toward transformation. This approach aligns with the transformative paradigm in the pursuit of ensuring the inclusion of the most vulnerable groups. This article explores the role of the communicative approach when conducting a case study in an elementary school to study the impact of dialogic literary gat…
Help and Solidarity Interactions in Interactive Groups
Peer interactions in early childhood education play a key role in establishing the first structures of social relationships and foundations for future development. Engaging in social exchanges with different people enriches children's concurrent and future learning opportunities. Building on the importance of diversifying interactions, interactive groups (IGs) are a specific dialogue-based classroom organization format that creates an inclusive l…
Cyberbullying in adolescents
The “why” and “what for” of research in Social Sciences
Percepciones sobre la jubilación en el profesorado universitario. El caso de la Universidad de Deusto
El objetivo de la investigación es el análisis de las condiciones, emociones y sentimientos asociadas al momento de la jubilación del profesorado universitario. En este artículo se analiza el caso de la Universidad de Deusto, a través de las respuestas de 81 profesoras y profesores activos, jubilados y eméritos a un cuestionario sobre su experiencia profesional, valoración de la profesión docente, y repercusión en la misma de la implantación del …
Best Practices in the Development of Transversal Competences among Youths in Vulnerable Situations
(1) Background: The aim of Second Chance Schools (E2Cs) is to provide employment-focused training for young people who left compulsory education without any formal qualifications by encouraging them to pursue initial vocational training. Transversal Competences (TCs) are important for enabling the social inclusion of young people in vulnerable situations by promoting their entry into the labour market. However, TCs are not always systematically d…
Bridging the gap
Family participation and involvement in schools has been reported to be crucial for improving academic achievement and social cohesion, especially among those systematically excluded such as migrants or the Roma population. However, these families often participate less in school life. This hinders any attempt to reverse the cycle of inequality experienced in Europe by the Roma and migrant population, among others. This study focuses on a specifi…
Help and Solidarity Interactions in Interactive Groups
Peer interactions in early childhood education play a key role in establishing the first structures of social relationships and foundations for future development. Engaging in social exchanges with different people enriches children's concurrent and future learning opportunities. Building on the importance of diversifying interactions, interactive groups (IGs) are a specific dialogue-based classroom organization format that creates an inclusive l…
Exploring the Impact of Dialogic Literary Gatherings on Students' Relationships With a Communicative Approach
Taking a communicative approach in a qualitative inquiry entails including people's voices through dialogues that are egalitarian and oriented toward transformation. This approach aligns with the transformative paradigm in the pursuit of ensuring the inclusion of the most vulnerable groups. This article explores the role of the communicative approach when conducting a case study in an elementary school to study the impact of dialogic literary gat…
Design and Validation of Transversal Competences Assessment Instrument (TCAI) in Compulsory Secondary Education
The basic competences (such as Information Acquisition and Management; Understanding and Expression of Information and Emotions; Competence to Do and Undertake; Competence to Live Together; and Competence to Be) are necessary to achieve adequate personal, social and professional development. This study develops and validates, through Confirmatory Factor Analysis, an instrument for assessing them. Data were collected from 751 secondary students, w…
The Development of L2 (Basque) Oracy Skills Through Dialogic Literary Gatherings
The acquisition of oral communication skills is essential for lifelong learning and development. Despite their importance, specific approaches oriented to its acquisition and mastery in second languages (L2) are not widely established. Indeed, the prevalence of a monologic classroom discourse still hinders the opportunities to enhance language production. This article analyses the development of L2 oracy skills among secondary school students who…
Transforming the educational experiences of marginalized students in Ghana through dialogic literary gatherings
Discrimination and educational inequalities continually affect lifelong learning opportunities among marginalized groups in the 21st century. In Ghana and many parts of Sub-Saharan Africa, children from rural and urban poor communities, ethnic and linguistic minorities and those in displaced situations have experienced discrimination and marginalization in education for decades. However, few studies propose ways marginalized students in Ghana can…
Cultivating teacher-inquirer identity through action research design
Action research enables teachers to critically reflect on their teaching practices while generating insights that promote improvement. However, in Spain, teacher training programs often underemphasize research skills, which has significant implications for teacher identity development. This qualitative study seeks to extend our understanding of how action research design can facilitate the development of a teacher-inquirer identity among in-servi…
Improving Perceived Linguistic Competence in English (L2) through Dialogic Pedagogical Gatherings
Perceived competence is considered an essential predictor of learner ́s performance in language learning. It is therefore important to identify strategies that favor its development. This study aims to analyze whether the perceived linguistic competence of English as a L2 of pre-service teachers improves after implementing Dialogic Pedagogical Gatherings (DPGs), and if so, in which skills have there been improvements. Likewise, the study also pre…
Addressing underachievement and early school leaving in Europe
This systematic review aims to analyse the existing evidence on the institutional factors that counteract underachievement and Early School Leaving (ESL) in Europe. Considering the role of context in generating optimal learning environments, a more nuanced understanding of how institutional aspects could be shaped to improve students’ school outcomes is paramount. The Web of Science, SCOPUS, and PsycINFO databases were used to identify relevant p…
Psychology (12 works) · Pedagogy (9 works) · Sociology (8 works) · Political science (6 works) · Mathematics education (5 works) · Social Psychology (5 works) · Developmental psychology (4 works) · Dialogic (4 works) · Family and Disability Support Research (4 works) · Inclusive Education and Diversity (4 works)