Publications

IN PRESS
  • Fernández, M., Paz-Albo, J., Hervás-Escobar, A., & Montes, A. (in press). Bilingual education teachers’ perceptions of the educational climate and policies in the United States and Spain. Revista Complutense de Educación.
2021
  • Gómez-Gómez, M. (2021). [Reseña] Prácticas educativas basadas en evidencias. Reflexiones, estrategias y buenas prácticas. Revista Iberoamericana De Educación, 85(2), 149-152. https://doi.org/10.35362/rie8524447
  • Martínez-Priego, C.,  & Romero-Iribas, A. (2021). The emotions behind character friendship: From other-oriented emotions to the 'bonding feeling'. Journal for the Theory of Social Behaviour. https://doi.org/10.1111/jtsb.12277
  • Slutsky, R., Kragh-Müller, G, Rentzou, K., Tuul, M., Gol, M., Foerch, D., & Paz-Albo, J. (2021). A cross-cultural study on technology use in preschool classrooms: Early childhood teacher's preferences, time-use-impact and association with children's play. Early Child Development and Care, 191(5), 713-725. https://doi.org/10.1080/03004430.2019.1645135
2020
  • Castey, M., & Paz-Albo, J. (2020). Bilingual cognitive and language development in the early years. ENSAYOS. Revista de la Facultad de Educación de Albacete, 35(1), 151-161. https://doi.org/10.18239/ensayos.v35i1.2270
  • Cvencek, D., Paz-Albo, J., Master, A., Herranz, C. V., Hervás, A., & Meltzoff, A. N. (2020). Math is for me: A field intervention to strengthen math self-concepts in Spanish-speaking 3rd grade children. Frontiers in Psychology, 11, 593995. https://doi.org/10.3389/fpsyg.2020.593995
  • Luelmo, M. J. (2020). Autonomía del alumno: Implicaciones para el profesor. ENSAYOS. Revista de la Facultad de Educación de Albacete, 35(2), 267-280. https://doi.org/10.18239/ensayos.v35i2.2207
  • Luelmo, M. J., & Pérez-Cavana, ML. (2020). Is a self-regulatory eELP the way forward? A reflection on two decades of achievements and failures of the ELP. CEFR Journal: Research and Practice, 3, 6-21.
  • Pérez-Segura, J. J., Sánchez Ruiz, R., González-Calero, J. A., & Cózar-Gutiérrez, R. (2020). The effect of personalized feedback on listening and reading skills in the learning of EFL. Computer Assisted Language Learning, 80, 51-70. https://doi.org/10.1080/09588221.2019.1705354
  • Romero-Iribas, A., & Santaella, A. (2020). La corresponsabilidad como reto educativo y su relación con el vínculo amistoso: Una reflexión. In A. Cárdenas, G. Jover, C. Naval, A. Bernal, & J. L. Fuentes (Coords.), Una acción educativa pensada. Reflexiones desde la filosofía de la educación (pp. 845-855). Dykinson.
  • Salvado, J. J. (2020). Las potencialidades del uso del lenguaje positivo en el proceso de enseñanza-aprendizaje. Tecnología, Ciencia y Educación, 15, 81-103.
2019
  • Rentzou, K., Slutsky, R., Tuul, M., Gol-Guven, M., Kragh-Müller, G., Foerch, D. F., & Paz-Albo, J. (2019). Preschool teachers' conceptualizations and uses of play across eight countries. Early Childhood Education Journal, 47(1), 1-14. https://doi.org/10.1007/s10643-018-0910-1
2018
  • Paz-Albo, J., Herranz, C. V., & Gómez, M. (2018). Percepciones del alumnado de los Grados de Educación en habla inglesa: el caso de la Universidad Rey Juan Carlos. ENSAYOS. Revista de la Facultad de Educación de Albacete, 33(2), 123-134. https://doi.org/10.18239/ensayos.v33i2.1686
  • Paz-Albo, J. (2018). Enhancing the quality of early childhood education and care: ECEC tutors’ perspectives of family engagement in Spain. Early Child Development and Care, 188(5), 613-623. https://doi.org/10.1080/03004430.2017.1417272
2017
  • Paz-Albo, J. (2017). Is personalized learning the future of school? Childhood Education, 93(4), 295-299. https://doi.org/10.1080/00094056.2017.1343581
  • Paz-Albo, J., Cvencek, D., Herranz, C. V., Hervás, A., & Meltzoff, A. N. (2017). Preschoolers’ mathematical play and colour preferences: a new window into the development of gendered beliefs about math. Early Child Development and Care, 187(8), 1273-1283. https://doi.org/10.1080/03004430.2017.1295234
2016
  • González-Aller, M. M. & Paz-Albo, J. (2016). English teaching methodologies for early childhood education. Revista Internacional de Didáctica y Organización Escolar, 2(1), 4-23. Click here to receive a reprint.
2015 2014
  • Paz-Albo, J. (2014). The impact of using smartphones as student response systems on prospective teacher education training: a case study. El Guiniguada. Revista de investigaciones y experiencias en Ciencias de la Educación, 23, 125-133. https://doi.org/10.20420/ElGuiniguada.2014.0066

Our presentations

2020
  • Alfaro, G., & Paz-Albo, J. (2020, October 10). The impact of study abroad on college students’ intercultural attitudes and global competence. Presented at the 9th International Conference on Education and Learning, GKA EDU 2020 VIRTUAL. Click here to receive a reprint.
  • Hervás, A., & Paz-Albo, J. (2020, October 10). La autopercepción de la inclusión social como parte del constructo calidad de vida en un grupo de mujeres con discapacidad intelectual. Presented at the 9th International Conference on Education and Learning, GKA EDU 2020 VIRTUAL. Click here to receive a reprint.
  • Paz-Albo, J., & Hervás, A. (2020, October 10). A study of brain dominance of prospective early, primary and secondary education teachers. Presented at the 9th International Conference on Education and Learning, GKA EDU 2020 VIRTUAL. Click here to receive a reprint.
  • Cvencek, D., Paz-Albo, J., Master, A., Herranz, C. V., Hervás, A., & Meltzoff, A. (2020, April 17 - 21). Designed Interventions to Enhance Children's Math Self-Concepts [Symposium]. AERA Annual Meeting, San Francisco, CA, USA. http://tinyurl.com/sft7rhr (Conference Canceled)
2019
  • Paz-Albo, J. (2019, May 31). Socrative as an engagement tool in the bilingual higher education classroom. Invited presentation at the III Congreso Internacional para Profesionales de la Educación Bilingüe, Madrid, Spain. Retrieved from https://educacionbilingue.eu/en/dr-jesus-paz-albo
  • Paz-Albo, J., Ruiz, J. M., Bernárdez, R., Huerta, P., & Hervás, A. (2019, May 3). El efecto del uso de Socrative como herramienta de aprendizaje universitaria. Presented at the 3rd International Congress on Technologies in Education, Université Paris Diderot, France. Click here to receive a reprint.
  • Hervás, A., Lozano, D., & Paz-Albo, J. (2019, May 2). La robótica educativa y la actitud hacia las matemáticas. Presented at the 3rd International Congress on Technologies in Education, Université Paris Diderot, France. Click here to receive a reprint.
2018
  • Alfaro, G., & Paz-Albo, J. (2018). Globalizing the curriculum in the CLIL classroom. In Libro de actas CIMIE18 de AMIE. Retrieved from http://amieedu.org/actascimie18/
  • Paz-Albo, J., & Hervás, A. (2018, October 18). Socrative como herramienta de innovación en la educación superior. Presented at the XV Congreso Internacional de Organización de Instituciones Educativas "Tendencias nacionales e internacionales en organización educativa: entre la estabilidad y el cambio", Universidad de Lleida, Spain.
  • Paz-Albo, J. (2018, April 25). Recursos educativos & retos de futuro. Invited roundtable presentation at the II Congreso ASPROGRADES Paso a Paso "Retos de futuro para la atención de las personas con discapacidad intelectual con grandes necesidades de apoyo", Universidad de Granada, Spain. doi: 10.13140/RG.2.2.19084.97927
  • Paz-Albo, J., Jor'dan, J. R. & Hervás, A. (2018, April). The impact of simulations on prospective teachers training. Paper presented at the 4th International Conference on Education, Bangkok, Thailand. doi: 10.13140/RG.2.2.21070.15686
2017
  • Paz-Albo, J., & Hervás, A. (2017). The eTwinning experience: Beyond school classrooms. In L. Gómez, A. López, & I. Candel (Eds.), ICERI2017. Proceedings of the 10th international conference of education, research and innovation (pp. 8848-8851). Seville, Spain: IATED Academy. doi: 10.21125/iceri.2017.2445
  • Paz-Albo, J., & López, I. (2017). Higher education perspectives on eTwinning: The future of Initial Teacher Training learning. In L. Gómez, A. López, & I. Candel (Eds.), INTED2017. Proceedings of the 11th international technology, education and development conference (pp. 1073-1076). Valencia, Spain: IATED Academy. doi: 10.21125/inted.2017.0403
  • Paz-Albo, J., Herranz, C. V., & Hervás, A. (2017). The effect of portfolios on higher education students learning. In L. Gómez, A. López, & I. Candel (Eds.), INTED2017. Proceedings of the 11th international technology, education and development conference (pp. 6478-6480). Valencia, Spain: IATED Academy. doi: 10.21125/inted.2017.1491
  • Cvencek, D., Paz-Albo, J., Herranz, C. V., Hervás, A., & Meltzoff, A. N. (2017, April 8). Experimental Interventions to Enhance Children’s Explicit and Implicit Math Self-Concepts. In L. Bian (Chair), Gender stereotypes about intellectual abilities: Developmental trajectory, mechanisms of influence, and effective interventions. Symposium at the Biennial Meeting of the Society for Research in Child Development, Austin, TX, USA.
2016
  • Paz-Albo, J., & Hervás, A. (2016). Exit tickets’ effect on engagement in college classrooms. In L. Gómez, A. López, & I. Candel (Eds.), EDULEARN16. Proceedings of the 8th international conference on education and new learning technologies (pp. 5915-5918). Barcelona, Spain: IATED Academy. doi: 10.21125/edulearn.2016.0256
  • Rentzou, K., Fenu, D., Paz-Albo, J., Slutsky, R., & Zapico, E. (2016, April 1). EU and USA Early Childhood Education Systems: Working Toward Unified Systems. Poster session at the Global Summit on Childhood. Creating a Better World for Children and Youth Through Sustainability, Social Innovation, and Synergy, San José, Costa Rica. Click here to receive a reprint.
2015
  • Paz-Albo, J., Gómez, M., & Herranz, C. V. (2015, January 16). La experiencia de una implantación de grados bilingües: el caso de la Universidad Rey Juan Carlos y los Grados de Educación. Presented at the Jornadas sobre la Implantación de los Grados Bilingües de Educación Infantil y Primaria: Revisión de Planes y Acciones Bilingües, Universidad de Córdoba, Spain.
  •