Impact of the extension of learning time on the learning space of the platform for people affected by mortgages Tarragona

Emotional and Educational Accompaniment through Dialogic Literary Gatherings: A Volunteer Project for Families Who Suffer Digital Exclusion in the Context of COVID-19

“…This vision is consistent with studies on solidarity, in which the community reaches out to children in order to offer them support in their educational development, from a cognitive and an emotional point of view [25][26][27]. On the other hand, these results are in line with the fundamental objective of Dialogic Literary Gatherings, namely, that students with fewer opportunities and at risk of exclusion should be helped to achieve the best possible learning results [52]. In addition, in the educational model associated with learning communities, two factors stand outinteractions and community participation [28,46,47].…”

“…By creating heterogeneous groups of students in terms of educational level, gender, and ethnicity, learning communities inspire volunteers and students to become dynamic referents of interactions that promote solidarity of an inclusive character that empowers them to overcome difficulties. The goal is to achieve the best possible learning outcomes for everyone, placing special emphasis on those who have fewer opportunities and are at risk of exclusion [52]. In this project, we staged literary Dialogic Literary Gatherings based on the best works of world literature because they are the ones that guarantee the transmission of universal values [53].…”

Qualitative Methodology Innovation That Promotes Educational Success of Children of Immigrant Families in Disadvantaged Contexts

“…This research project identified educational actions that obtain successful results in very diverse contexts (Flecha & INCLUD-ED Consortium, 2015). The social impact of these educational actions has been published in several indexed journals: on interactive groups (Aubert et al, 2017; Díez-Palomar & Cabré, 2015; García-Carrión & Díez-Palomar, 2015; García-Carrión et al, 2018a; Valero et al, 2018; Valls & Kyriakides, 2013; Villardón-Gallego et al, 2018; Zubiri-Esnaola et al, 2020), extending learning time (Morlà-Folch et al, 2020), dialogic reading (García-Carrión et al, 2020; López de Aguileta et al, 2020; Serradell, 2015; Soler, 2015), family involvement in learning activities (García-Carrión et al, 2018b; Girbés-Peco et al, 2019; Khalfaoui et al, 2020), family education, as dialogic literary gatherings (de Botton et al, 2014; Flecha, 2012; Garcia Yeste et al, 2018), and participation in school evaluations and decision-making (Díez et al, 2011; Flecha & Soler, 2013).…”