Melinda Dooly, PhD

Working papers & reports

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• Cots, JM., Dooly, M. & González-Davies, M. (2023). Plurilingual education in Catalonia. In J.M. Cots (ed.) Profiling plurilingual education. A pilot study of four Spanish autonomous communities (pp. 55-74). Edicions de la Universitat de Lleida.

• Thrasher, T., Dooly, M., Sadler, R., & López Vera, M. (2022). Spain research reveals benefits of VR language learning. Immerse research department.

• Satar, M., Seedhouse, P., Kharrufa, A., Dodds, C. B., Ganassin, S., Whelan, A., Sidorova, A., Spazheva, I., Dooly, M., Buitrago Peña, J., Akcan, S., Erçetin, G., Haznedar, B., Öztekin, E., Kotilainen, L., & Kurhila, S. (2022). Developing certification, recognition, and evaluation systems for the ENACT project.

• Dodds, C. B., Satar, M., Kharrufa, A., Seedhouse, P., Sidorova, A., Spazheva, I.,Buitrago Peña, J., Dooly, M., Öztekin, E.,Akcan, S., Kotilainen, L., & Kurhila, S. (2020). Identifying requirements for supporting users in creating digital interactive cultural activities for task-based language learning. https://doi.org/10.13140/RG.2.2.15729.51042

• The EVALUATE Group. (2019). Evaluating the impact of virtual exchange on initial teacher education: a European policy experiment. Research-publishing.net.

  • Evaluate group members: Alice Baroni, Melinda Dooly, Pilar Garcés García, Sarah Guth, Mirjam Hauck, Francesca Helm, Tim Lewis, Andreas Mueller-Hartmann, Robert O’Dowd, Bart Rienties, and Jekaterina Rogaten

  • Project webpage

• The EVALUATE Group. (2019). Executive summary – the key findings from the EVALUATE European policy experiment project on the impact of virtual exchange on initial teacher education. Research-publishing.net.

  • Evaluate group members: Alice Baroni, Melinda Dooly, Pilar Garcés García, Sarah Guth, Mirjam Hauck, Francesca Helm, Tim Lewis, Andreas Mueller-Hartmann, Robert O’Dowd, Bart Rienties, and Jekaterina Rogaten

  • Project webpage

• Dooly, M. & Thorne, S.L (2018). Knowledge for network-based education, cognition & teaching: Competences for the 21st century. KONECT white paper.  Barcelona: KONECT. ISBN: 978-84-09-00970-1.

  • Project webpage

• Dooly, M. & Vallejo, C. (2009). Linguistic Minorities Thematic Report. EPASI in Europe (Charting Educational Policies to Address Social Inequalities in Europe). London: CICE/London Metropolitan University.

• Dooly, M. & Vallejo, C. (2009). Country Report: Spain. EPASI in Europe (Charting Educational Policies to Address Social Inequalities in Europe). London: CICE/London Metropolitan University.

• Vallejo, C. & Dooly, M. (2009). Country Report: Malta. EPASI in Europe (Charting Educational Policies to Address Social Inequalities in Europe). London: CICE/London Metropolitan University.

• Ross, A. et al. (2009). Overall Report. (2009) EPASI in Europe (Charting Educational Policies to Address Social Inequalities in Europe). London: CICE/London Metropolitan University.

• Unamuno, V. & Dooly, M. (2007) La acogida lingüística: el reto sociolingüístico de investigar una propuesta pedagógica. EMIGRA Working Papers, 109. Barcelona: EMIGRA/UAB.

• Dooly, M., Foster, R. & Misiejuk, D. (2006). Developing a world view of citizenship education in Higher Education programmes. London: CiCe Publications/London Metropolitan University.

• Koenraad, A.L.M., Parnell, J. D., Quintana-Trias, L., Anderton, B. Dooly, M. (2002). Support for teachers and Trainees in Promoting ICT with Web Learning Technologies: from “learn to use” to “to use to learn.” Working Paper PRONETT.

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