Vol 17, No 3 (2017): Models and best practices for a quality school

Issue Description

Modelli e buone pratiche per una scuola di qualità

Table of Contents

Editorial

Models and best practices for a quality school
Roberto Trinchero
1-8
DOI: https://doi.org/10.13128/formare-22386

Articles

The development of the concept of “evidence” in the U.S. educational policies
Marta Pellegrini
9-23
DOI: https://doi.org/10.13128/formare-20194
Lines of interaction between training and cognitive neuroscience in application direction
Luisa Salmaso
24-37
DOI: https://doi.org/10.13128/formare-21175
What teachers need for a sound assessment
Serafina Pastore
38-51
DOI: https://doi.org/10.13128/formare-21256
Squared future: ICT workshops for teachers on their way toward future education
Barbara Bruschi
52-63
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
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
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
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
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
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
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
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
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
DOI: https://doi.org/10.13128/formare-21172
The challenge of improvement. Between models and outcomes of self-assessment processes
Daniela Robasto
205-215
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
DOI: https://doi.org/10.13128/formare-21966
School between de-constructions and constructions
Monica Crotti, Damiano Meregalli
234-246
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
DOI: https://doi.org/10.13128/formare-21260
Designing and evaluating alternation school-work in secondary school: critics and perspectives
Emanuela Torre
262-276
DOI: https://doi.org/10.13128/formare-21264
Insegnanti in Formazione in university. An experience of didactic innovation
Daniela Maccario
277-290
DOI: https://doi.org/10.13128/formare-21268
Working with autistic pupils: teachers’ training needs
Roberta Sala, Elena Zanfroni, Luigi d'Alonzo
291-302
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
DOI: https://doi.org/10.13128/formare-20801

Practices/Considerations

“La Buona Scuola” is an inclusive school? Models and good practices for a quality school
Giorgia Ruzzante, Filippo Sturaro
316-322
DOI: https://doi.org/10.13128/formare-21272
Thinking about the school: a shared planning experience
Mario Castoldi
323-332
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
DOI: https://doi.org/10.13128/formare-21193
Competences evaluation: a treasure hunt
Valeria Ettori, Federico Ferrari
346-359
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
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
DOI: https://doi.org/10.13128/formare-21158
View All Issues