Models and best practices for a quality school Roberto Trinchero 1-8 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22386
The development of the concept of “evidence” in the U.S. educational policies Marta Pellegrini 9-23 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20194
Lines of interaction between training and cognitive neuroscience in application direction Luisa Salmaso 24-37 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21175
What teachers need for a sound assessment Serafina Pastore 38-51 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21256
Squared future: ICT workshops for teachers on their way toward future education Barbara Bruschi 52-63 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21248
The digital trainer in the school. NetLogo agent-based simulation model Luciano Di Mele, Giuseppe Longo 64-82 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21262
Digital environments for Small Schools. The enhancement of laboratory spaces within a renewed classroom concept Giuseppina Rita Mangione, Samuele Calzone, Daniela Bagattini 83-100 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21258
ICT integration in teaching practice: can we go beyond the experimentation? Marco Perini, Giuseppe Tacconi 101-115 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21252
Does Flipped Classroom work? Critical analysis of empirical evidences on its effectiveness for learning Juliana Raffaghelli 116-134 PDF DOI: https://doi.org/10.13128/formare-21216
Stop-motion and knowledge. Educational video-clip such as writing with media experience Lorenzo Denicolai 135-148 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21275
Promoting and assessing competencies in the first classes of primary school: the Reality Task in form of simulation Giovanni Moretti, Arianna Lodovica Morini, Arianna Giuliani 149-161 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21255
The challenge of collaboration for a good school: a research with secondary school teachers Debora Aquario, Elisabetta Ghedin, Michele Bresciani Pocaterra 162-173 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21263
Student Voice and participatory curriculum design: an added value to school reform Valentina Grion, Miriam Maretto 174-187 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21261
Learning assessment and value-added scores in the national surveys for the first cycle of schooling Davide Capperucci 188-204 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21172
The challenge of improvement. Between models and outcomes of self-assessment processes Daniela Robasto 205-215 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21273
Disability and quality of inclusive processes at school. A proposal for self-assessment Nicole Bianquin 216-233 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21966
School between de-constructions and constructions Monica Crotti, Damiano Meregalli 234-246 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21245
School and territory: some feedback from the Self Evaluation Report Rosanna Tammaro, Marika Calenda, Ciro Clemente De Falco, Concetta Ferrantino 247-261 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21260
Designing and evaluating alternation school-work in secondary school: critics and perspectives Emanuela Torre 262-276 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21264
Insegnanti in Formazione in university. An experience of didactic innovation Daniela Maccario 277-290 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21268
Working with autistic pupils: teachers’ training needs Roberta Sala, Elena Zanfroni, Luigi d'Alonzo 291-302 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21266
Multilateral training as an innovative didactic method to support continuous education in police Francesco Fischetti, Gianpiero Greco 303-315 PDF DOI: https://doi.org/10.13128/formare-20801
“La Buona Scuola” is an inclusive school? Models and good practices for a quality school Giorgia Ruzzante, Filippo Sturaro 316-322 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21272
Thinking about the school: a shared planning experience Mario Castoldi 323-332 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20898
Quality School Certificate: the Swiss quality standard for the certification of general and professional schools Cristina Zaggia 333-345 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21193
Competences evaluation: a treasure hunt Valeria Ettori, Federico Ferrari 346-359 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21244
Interactive fairy tales for an embodied didactics: a pilot-study with children in the kindergarten Mariarosaria De Simone, Colomba Palomba 360-373 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21243
Experiencing the flipped learning approach in higher education: quanti-qualitative analysis of students’ perceptions Alessia Bevilacqua 374-384 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21158
