Dialogic interactions in schools and communities for inclusive and quality education
Education
Rocío García Carrión
Deusto Education Research (eDucaR)
Candidates are interested in education and educational psychology, and they are highly motivated to perform excellent research oriented to improve society, that is, to achieve social impact.
• Candidates hold a master’s degree, preferably, in education, psychology, sociology, linguistics, mathematics, or any other scientific discipline that can be applied to educational research.
• Affinity with educational or psychological research, oriented to advance scientific knowledge for developing innovative, inclusive and reflexive societies in Europe.
• Excellent communication skills and cooperation skills are required. Skills to work both independently and in a multidisciplinary team in a highly vibrant and stimulating learning environment.
• Eagerness to attend the full training program as offered in the project and to actively contribute to the project aims and objectives.
• High motivation to contribute to the research team and disseminating the results and outreach to both scientific community and the society at large.
• Strong motivation to do research with and for society, in collaboration with diverse stakeholders and end-users
• Proficiency of the English language (both oral and written).
- Social Sciences and Humanities (SOC)
Literacy, numeracy, science, and technology are the foundation for further learning as a gateway to employment and social inclusion. Providing high-quality learning for all students based on what works in teaching and learning contributes towards the Europe 2020 targets such as reducing school dropout rates below 10% and at least 40% of 30-34 year-olds completing third level education. To respond to this challenge, our schools need more than ever designing learning environments based on the best scientific knowledge for every single child to achieve skills and key competences for lifelong learning. This proposal aims to cover this gap by examining and uncovering optimal forms of dialogue and interaction in schools and communities for all children to achieve cognitive and social gains simultaneously. Specifically, this research will focus on vulnerable communities to overcome the gap in accessing science and high-quality education. The research is interdisciplinary and brings together education, psychology and sociology to provide experimental and observational evidence obtained in naturalistic settings. This proposal also presents greater societal implications since it provides insights for creating optimal learning environments for enhancing inclusive, innovative and reflective societies
EXCELLENCE OF THE HOST RESEARCH UNIT
Garcia-Carrion, R., Molina Roldán, S., & Roca, E. (2018). Interactive learning environments for the educational improvement of students with disabilities in special schools. Frontiers in Psychology, 9, 1744.
Villardón-Gallego, L., García-Carrión, R., Yáñez-Marquina, L., & Estévez, A. (2018). Impact of the interactive learning environments in children’s prosocial behavior. Sustainability, 10(7), 2138.
Alvarez, P., García-Carrión, R., Puigvert, L., Pulido, C., & Schubert, T. (2018). Beyond the walls: The social reintegration of prisoners through the dialogic reading of classic universal literature in prison. International journal of offender therapy and comparative criminology, 62(4), 1043-1061.
García-Carrión, R., Molina-Luque, F., & Roldán, S. M. (2018). How do vulnerable youth complete secondary education? The key role of families and the community. Journal of Youth Studies, 21(5), 701-716.
García-Carrión, R., & Díez-Palomar, J. (2015). Learning communities: Pathways for educational success and social transformation through interactive groups in mathematics. European Educational Research Journal, 14(2), 151-166.
Scientist in charge as Principal Investigator
Children’s personal epistemologies: capitalizing children and families knowledge in schools towards effective learning and teaching. Marie Curie Research Programme, European Commission, FP7, DG Research and Innovation. 2013-2015. University of Cambridge. Funding: 221.606€ Ref: 332200
Impact of the interactive learning environments on academic and social success. Programa Estatal de Investigación, Desarrollo e Innovación Orientada a los Retos de la Sociedad. MINECO Funding: 31.460. Ref: EDU2015-66395-R
Interactive Learning Environments for the Inclusion of students
with and without disabilities: improving learning, development and relationships, Programa Estatal de Investigación, Desarrollo e Innovación Orientada a los Retos de la Sociedad. MINECO Funding: 36.300. Ref: EDU2017-88666-R
Scientist in charge as member of the research team
INCLUD-ED. Strategies for inclusion and social cohesion in Europe from education. FP6, European Commission, DG Research and Innovation. 2006-2011. University of Barcelona. Funding: 3.361.504€ Ref: FP6-028603- 2
Schools as Learning Communities in Europe: Enlarging Successful Educational Actions for all. EnlargeSEAs. Erasmus +. European Commission DG EAC. University of Deusto, partner funding: 28.686 € INTERDISCIPLINARY COLLABORATION
Education, Psychology, Sociology
Yes, if possible, with an international scholar.
The project will be developed in collaboration with partners doing research in the field from different disciplines. The nature of the project itself is interdisciplinary INTERNATIONAL COLLABORATION
Building capacities and developing innovative ways of connecting science to society. The project aims to make science more attractive specially for vulnerable children and youth.
SGD 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
It will be decided together with the candidate according to his/her specific research situation, thesis proposal and the interdisciplinary aspects of the research project. INTERSECTORAL COLLABORATION
Parents associations, schools, teachers associations, policy-makers in education, among others.
Industrial doctorate is not envisaged since the programme requires the researcher to be hired by the University of Deusto. However, if the participation of an industrial partner is regarded appropriate, it will be involved in the research and training of the PhD student since the beginning. IMPACT
As the PhD will be embedded in a naturalistic setting with real stakeholders and practitioners actively involved in the action and the research project, results are expected to be transferable and replicated to diverse schools and communities aiming at scaling-up successful actions. INNOVATION
Opportunities to engage and developed research within a transformative paradigm, involving end-users, vulnerable groups and other stakeholders in the entire research process. Developing research with and for society oriented to achieve social impact INCLUSION
An advisory council formed by representatives of the vulnerable groups will be part of the research. Research results will be contrasted and validated by these groups, including them in the research process. Deusto is committed to social justice and inclusion. It recognises gender equality as a key driver for sustainable development, inclusive growth and academic opportunity for women. Moreover, to seek real inclusion for people with specific support needs, the project will ensure equal rights and opportunities with respect to access to the programme and the acquisition of skills expected to achieve the PhD.
Garcia-Carrion, R., Molina Roldán, S., & Roca, E. (2018). Interactive learning environments for the educational improvement of students with disabilities in special schools. Frontiers in Psychology, 9, 1744.
Villardón-Gallego, L., García-Carrión, R., Yáñez-Marquina, L., & Estévez, A. (2018). Impact of the interactive learning environments in children’s prosocial behavior. Sustainability, 10(7), 2138.
Alvarez, P., García-Carrión, R., Puigvert, L., Pulido, C., & Schubert, T. (2018). Beyond the walls: The social reintegration of prisoners through the dialogic reading of classic universal literature in prison. International journal of offender therapy and comparative criminology, 62(4), 1043-1061.
García-Carrión, R., Molina-Luque, F., & Roldán, S. M. (2018). How do vulnerable youth complete secondary education? The key role of families and the community. Journal of Youth Studies, 21(5), 701-716.
García-Carrión, R., & Díez-Palomar, J. (2015). Learning communities: Pathways for educational success and social transformation through interactive groups in mathematics. European Educational Research Journal, 14(2), 151-166.
Scientist in charge as Principal Investigator
Children’s personal epistemologies: capitalizing children and families knowledge in schools towards effective learning and teaching. Marie Curie Research Programme, European Commission, FP7, DG Research and Innovation. 2013-2015. University of Cambridge. Funding: 221.606€ Ref: 332200
Impact of the interactive learning environments on academic and social success. Programa Estatal de Investigación, Desarrollo e Innovación Orientada a los Retos de la Sociedad. MINECO Funding: 31.460. Ref: EDU2015-66395-R
Interactive Learning Environments for the Inclusion of students
with and without disabilities: improving learning, development and relationships, Programa Estatal de Investigación, Desarrollo e Innovación Orientada a los Retos de la Sociedad. MINECO Funding: 36.300. Ref: EDU2017-88666-R
Scientist in charge as member of the research team
INCLUD-ED. Strategies for inclusion and social cohesion in Europe from education. FP6, European Commission, DG Research and Innovation. 2006-2011. University of Barcelona. Funding: 3.361.504€ Ref: FP6-028603- 2
Schools as Learning Communities in Europe: Enlarging Successful Educational Actions for all. EnlargeSEAs. Erasmus +. European Commission DG EAC. University of Deusto, partner funding: 28.686 €
Education, Psychology, Sociology
Yes, if possible, with an international scholar.
The project will be developed in collaboration with partners doing research in the field from different disciplines. The nature of the project itself is interdisciplinary
INTERNATIONAL COLLABORATION
Building capacities and developing innovative ways of connecting science to society. The project aims to make science more attractive specially for vulnerable children and youth.
SGD 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
It will be decided together with the candidate according to his/her specific research situation, thesis proposal and the interdisciplinary aspects of the research project. INTERSECTORAL COLLABORATION
Parents associations, schools, teachers associations, policy-makers in education, among others.
Industrial doctorate is not envisaged since the programme requires the researcher to be hired by the University of Deusto. However, if the participation of an industrial partner is regarded appropriate, it will be involved in the research and training of the PhD student since the beginning. IMPACT
As the PhD will be embedded in a naturalistic setting with real stakeholders and practitioners actively involved in the action and the research project, results are expected to be transferable and replicated to diverse schools and communities aiming at scaling-up successful actions. INNOVATION
Opportunities to engage and developed research within a transformative paradigm, involving end-users, vulnerable groups and other stakeholders in the entire research process. Developing research with and for society oriented to achieve social impact INCLUSION
An advisory council formed by representatives of the vulnerable groups will be part of the research. Research results will be contrasted and validated by these groups, including them in the research process. Deusto is committed to social justice and inclusion. It recognises gender equality as a key driver for sustainable development, inclusive growth and academic opportunity for women. Moreover, to seek real inclusion for people with specific support needs, the project will ensure equal rights and opportunities with respect to access to the programme and the acquisition of skills expected to achieve the PhD.
Building capacities and developing innovative ways of connecting science to society. The project aims to make science more attractive specially for vulnerable children and youth.
SGD 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
It will be decided together with the candidate according to his/her specific research situation, thesis proposal and the interdisciplinary aspects of the research project.
Parents associations, schools, teachers associations, policy-makers in education, among others.
Industrial doctorate is not envisaged since the programme requires the researcher to be hired by the University of Deusto. However, if the participation of an industrial partner is regarded appropriate, it will be involved in the research and training of the PhD student since the beginning.
IMPACT
As the PhD will be embedded in a naturalistic setting with real stakeholders and practitioners actively involved in the action and the research project, results are expected to be transferable and replicated to diverse schools and communities aiming at scaling-up successful actions. INNOVATION
Opportunities to engage and developed research within a transformative paradigm, involving end-users, vulnerable groups and other stakeholders in the entire research process. Developing research with and for society oriented to achieve social impact INCLUSION
An advisory council formed by representatives of the vulnerable groups will be part of the research. Research results will be contrasted and validated by these groups, including them in the research process. Deusto is committed to social justice and inclusion. It recognises gender equality as a key driver for sustainable development, inclusive growth and academic opportunity for women. Moreover, to seek real inclusion for people with specific support needs, the project will ensure equal rights and opportunities with respect to access to the programme and the acquisition of skills expected to achieve the PhD.
As the PhD will be embedded in a naturalistic setting with real stakeholders and practitioners actively involved in the action and the research project, results are expected to be transferable and replicated to diverse schools and communities aiming at scaling-up successful actions.
Opportunities to engage and developed research within a transformative paradigm, involving end-users, vulnerable groups and other stakeholders in the entire research process. Developing research with and for society oriented to achieve social impact
INCLUSION
An advisory council formed by representatives of the vulnerable groups will be part of the research. Research results will be contrasted and validated by these groups, including them in the research process. Deusto is committed to social justice and inclusion. It recognises gender equality as a key driver for sustainable development, inclusive growth and academic opportunity for women. Moreover, to seek real inclusion for people with specific support needs, the project will ensure equal rights and opportunities with respect to access to the programme and the acquisition of skills expected to achieve the PhD.
An advisory council formed by representatives of the vulnerable groups will be part of the research. Research results will be contrasted and validated by these groups, including them in the research process. Deusto is committed to social justice and inclusion. It recognises gender equality as a key driver for sustainable development, inclusive growth and academic opportunity for women. Moreover, to seek real inclusion for people with specific support needs, the project will ensure equal rights and opportunities with respect to access to the programme and the acquisition of skills expected to achieve the PhD.