Trends on educational inequalities over time and successful interventions that contribute to reverse them

Informazioni relative al progetto

REVERS-ED

ID dell’accordo di sovvenzione: 101132470

DOI

10.3030/101132470

Data della firma CE 13 Maggio 2024

Data di avvio 1 Giugno 2024

Data di completamento 31 Maggio 2027

Finanziato da

• Culture, creativity and inclusive society

Costo totale

€ 2 575 606,25

Contributo UE

€ 2 575 606,25

Coordinato da

UNIVERSITAT DE BARCELONA
Spain

CORDIS fornisce collegamenti ai risultati finali pubblici e alle pubblicazioni dei progetti ORIZZONTE.

I link ai risultati e alle pubblicazioni dei progetti del 7° PQ, così come i link ad alcuni tipi di risultati specifici come dataset e software, sono recuperati dinamicamente da .OpenAIRE .

Risultati finali

Documents, reports (4)

D8.6 Policy Brief 1

This document will summarise the main components, features and trends of educational inequalities

D2.1 Elaboration of protocol for the cohort study

Design of the cohort study to be conducted in WP3.

D8.4 Scientific publications

The main scientific results of the project will be published in the form of open access scientific articles

D1.1 Report 1. Review of literature and techniques to assess inequalities in education and learning achievements over time

This report will summarise the results of the review conducted in WP1.

Websites, patent fillings, videos etc. (2)

D8.3 Project social media

Social media accounts for project information dissemination and communication

D8.2 Project website

Website for project information dissemination and communication. The project website will be continuously updated

Pubblicazioni

Peer reviewed articles (5)

It is Very Clear what Improves Educational Results and What Does Not

Autori: Ramon Flecha, Rosa Valls-Carol, Lidia Puigvert, Marta Soler-Gallart, Lena De Botton, Javier Díez-Palomar, Adriana Aubert, Roger Campdepadrós-Cullell, Beatriz Villarejo, Esther Roca-Campos, Ariadna Munté, Harkaitz Zubiri-Esnaola, Garazi López de Aguileta, Aitor Alzaga, Ane Olabarria, Lidia Bordanoba-Gallego, Ane López de Aguileta
Pubblicato in: International Journal of Sociology of Education, 2025, ISSN 2014-3575
Editore: Hipatia Press
DOI: 10.17583/RISE.18227

Achieving the same educational opportunities for all: overcoming hoax interpretations of the PISA results

Autori: Carme Garcia Yeste, Teresa Morlà-Folch, Garazi Lopez de Aguileta, Laura Natividad Sancho, Ane Lopez de Aguileta, Ariadna Munté-Pascual
Pubblicato in: International Journal of Adolescence and Youth, Numero 30, 2025, ISSN 0267-3843
Editore: Informa UK Limited
DOI: 10.1080/02673843.2025.2459330

What Are the Statistics That Improve Education?

Autori: Marta Soler-Gallart, Dragana Avramov, Nancy Zoidou Saripapa, Karol Melgarejo, Cristian González López, María Troya Porras, Alba Pistón-Pozo, Esther Oliver, Mimar Ramis-Salas, Javier Díez-Palomar, Garazi Lopez de Aguileta
Pubblicato in: Social Sciences, Numero 14, 2025, ISSN 2076-0760
Editore: MDPI AG
DOI: 10.3390/SOCSCI14070425

A teacher's perceptions of the impacts of the Zero Violence Brave Club in students' wellbeing

Autori: Marta Soler-Gallart, null null, Aitor Galar, Ane Olabarria, Ane López de Aguileta, Aitor Alzaga, Garazi López de Aguileta, Cristina Pulido, Ramon Flecha, null null, null null, null null
Pubblicato in: AIMS Neuroscience, Numero 12, 2025, ISSN 2373-7972
Editore: American Institute of Mathematical Sciences (AIMS)
DOI: 10.3934/NEUROSCIENCE.2025023

Dialogic Pedagogical Gatherings to Foster Pre-service Teachers Self-Efficacy in Addressing School Violence

Autori: Ane Olabarria, Harkaitz Zubiri-Esnaola, Maite Santiago-Garabieta, Garazi Álvarez-Guerrero
Pubblicato in: Multidisciplinary Journal of Educational Research, Numero 15, 2025, ISSN 2014-2862
Editore: Hipatia Press
DOI: 10.17583/REMIE.16378