Publications

2025
  • Galaz, Y., Peake, C., Romo, F., & Paz-Albo, J. (in press). ¿Jugar para relacionarnos o para divertirnos? Conceptualizaciones sobre el juego y su relación con el aprendizaje matemático. Revista Estudios Pedagógicos. 
  • Hervás-Escobar, A., Paz-Albo, J., Ortega-Ruipérez, B., Santaella-Vallejo, A. (Eds). (2025). Educación en movimiento: Retos y propuestas desde la práctica institucional. Dykinson. https://doi.org/10.14679/4398
  • Luelmo, M., Izquierdo, E., Vinuesa-Benítez, V., & García-Manzanares, N. (2025). Design and validation of a self-assessment tool for STE(A)M teachers in CLIL contexts. Journal of Technology and Science Education, 15(1), 186-203. https://doi.org/10.3926/jotse.2933
  • Nolasco, A., Paz-Albo, J., Hervás-Escobar, A., & Gracia, L. (2025). Exploring emotional intelligence, attitudes towards disability, and sexism among future teachers in Spain. Education Sciences, 15(10), 1291. https://doi.org/10.3390/educsci15101291
  • Paz-Albo, J., Hervás-Escobar, A., Santaella-Vallejo, A., & Ortega-Ruipérez, B. (Eds.). (2025). Innovar para gobernar: Reflexiones académicas sobre el liderazgo educativo. Dykinson. https://doi.org/10.14679/4469
  • Rentzou, K., Slutsky, R., Gol-Guven, M., Tuul, M., Zhulamanova, I., & Paz-Albo, J. (2025). A cross-cultural study on pre-service early childhood educators’ definitions of play and preparedness to facilitate playful experiences. Journal of Early Childhood Teacher Education, 1-24. https://doi.org/10.1080/10901027.2025.2599162
2024
  • Gómez-Gómez, M., & Paz-Albo, J. (2024). Teachers' perceptions of technologies and other educational challenges prior to the pandemic. The International Journal of Technologies in Learning, 31(2), 39-57. https://doi.org/10.18848/2327-0144/CGP/v31i02/39-57
  • Gonzalo-Llera, C., & Couto-Cantero, P. (2024). Traducción audiovisual didáctica en Educación Primaria para el aprendizaje de lenguas. Estudio de caso. In M. Orcasitas-Vicandi & A. Perales-Fernández (Eds). Pedagogías plurilingües para la enseñanza del inglés: Buenas prácticas y desafíos desde la perspectiva docente (pp. 41-72). Tirant Humanidades.
  • Luelmo del Castillo, M. J., Cid-Cid, A. I., & Guede-Cid, R. (2024). Can e-portfolios improve the students’ attitudes towards English language learning? Training, Language and Culture, 8(3), 10-24. https://doi.org/10.22363/2521-442X-2024-8-3-10-24
  • Martínez-Priego, C., & Romero-Iribas, A. (2024). Where and how do phronesis and emotions connect?. Topoi 43, 997–1009. https://doi.org/10.1007/s11245-024-10022-1
  • Ortega-Ruipérez, B., & Correa-Gorospe, J.M. (2024). Peer assessment to promote self-regulated learning with technology in higher education: systematic review for improving course design. Frontiers in Education, 9, 1376505. https://doi.org/10.3389/feduc.2024.1376505  
  • Santaella, A. & Romero-Iribas, A. (2024). Desafíos y prospectiva en ética de la educación: Triaje, digitalización y actores. In M. Zulaica (Ed.), Desafíos educativos actuales: investigación e innovación en el aula, (pp. 37-48). Octaedro. https://hdl.handle.net/10115/30266

2023      
  • Gómez-Gómez, M., & García-Lázaro, D. (2023). Concienciación y conocimientos sobre los objetivos de desarrollo sostenible en la formación del profesorado. Profesorado, Revista de Currículum y Formación del Profesorado, 27(3), 243-264. https://doi.org/10.30827/profesorado.v27i3.27948 
  • Gómez-Gómez, M. (2023). Aportaciones pedagógicas del portfolio en la formación del estudiante universitario. In M. A. Marcos-Calvo, D. García-Lázaro, R. Martín-Nieto, & R. Garrido-Abia (Eds.), Evaluación formativa. Investigación y propuestas (pp. 47-71). Cinca.
  • Gómez-Gómez, M. (2023). La innovación y la tecnología como elementos claves en el contexto de Educación Superior. Revista Virtual Universidad Católica del Norte, 69, 1-6. https://doi.org/10.35575/rvucn.n69a1
  • Paz-Albo, J., Jor'dan, J. R., & Hervás-Escobar, A. (2023). Promoting family engagement: Computer-based simulations and teacher preparation. Journal of Education for Teaching, 49(4), 583-596. https://doi.org/10.1080/02607476.2022.2142099
  • Paz-Albo, J., & Hervás-Escobar, A. (2023). Spanish adaptation of the Math and Me Survey in primary education: Measuring second and fourth graders’ attitudes toward mathematics. Cogent Education, 10, Article 2204707. https://doi.org/10.1080/2331186X.2023.2204707
  • Rentzou, K., Slutsky, R., Gol-Guven, M., Kragh-Müller, G., Tuul. M., & Paz-Albo, J. (2023). A cross-cultural study on factors affecting children's agentic action in their play. International Journal of Early Childhood, 55(1), 89-112. https://doi.org/10.1007/s13158-022-00335-w
  • Romero-Iribas, A., & Camilli-Trujillo, C. (2023). Diseño y validación de una Escala de Amistad de Carácter para jóvenes. Revista Española de Pedagogía, 81 (286), 529-553. https://doi.org/10.22550/REP81-3-2023-05
2022
  • Fernández, M., Paz-Albo, J., Hervás-Escobar, A., & Montes, A. (2022). Bilingual education teachers’ perceptions of the educational climate and policies in the United States and Spain. Revista Complutense de Educación, 33(1), 13-25. https://doi.org/10.5209/rced.70926
  • Paz-Albo, J., Ruiz, J. M., Bernárdez-Vilaboa, R., Huerta-Zavala, P., & Hervás-Escobar, A. (2022). The impact of Socrative exit tickets on initial teacher training. College Teaching, 70(4), 413-421. https://doi.org/10.1080/87567555.2021.1971602
  • Romero-Iribas, A., & Martínez-Priego, C. (2022). Las emociones asociadas a la amistad cívica: una perspectiva psicoeducativa. Estudios sobre Educación, 43, 9-27. https://doi.org/10.15581/004.43.001  
  • Yeong, H., Sánchez Ruiz, R., & Wilhelmsson, G. (2022). Spanish and Swedish pre-service teachers’ ELF user attitudes towards English and its users. Changing English, 29(2), 189-201. https://doi.org/10.1080/1358684X.2021.2022976
2021
  • 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, 51(3), 468-488. 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
  • Visnjic-Jevtic, A., Varga, A., Ozturk, G., Şahin-Sak, İ. T., Paz-Albo, J., Toran, M., & Sánchez-Pérez, N. (2021). Policies and practices of early childhood education and care during the COVID-19 pandemic: Perspectives from five countries. Journal of Childhood, Education & Society, 2(2), 200-216. https://doi.org/10.37291/2717638X.202122114
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, Article 593995. https://doi.org/10.3389/fpsyg.2020.593995
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 [Students' perceptions of English-taught degrees in education: the case of 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
  • Paz-Albo, J. (2014) [Review of the book The education nation: Six leading edges of innovation in our schools, by M. Chen]. ENSAYOS, Revista de la Facultd de Educación de Albacete, 29(2), 183-184. https://doi.org/10.18239/ensayos.v29i2.596