Tackling early school leaving: the role of schools and their educational approaches Giovanni Bonaiuti, Filippo Bruni, Anna Dipace 1-5 PDF DOI: https://doi.org/10.36253/form-18949
A study on school dropout in the Naples area: how to prevent it through community education agreements Valentina Paola Cesarano 6-18 PDF DOI: https://doi.org/10.36253/form-17648
Regional policies to combat early school leaving in Sicily: a systematic document analysis Valeria Di Martino, Aurelia Bonura 19-35 PDF DOI: https://doi.org/10.36253/form-17611
Socio-economic and cultural status and school education in Italy. Results of a scoping review Daniela Fadda, Carmen Pannone, Marta Pellegrini, Giuliano Vivanet 36-53 PDF DOI: https://doi.org/10.36253/form-17445
Xwebûn, become yourself! Jineolojî as a transformative pedagogy to counter exclusion and build educating communities Maria Luisa Mastrogiovanni 54-68 PDF DOI: https://doi.org/10.36253/form-17628
School dropout in Campania: the results of a sample survey Rosa Vegliante, Alfonso Pellecchia, Sergio Miranda, Antonio Marzano 69-94 PDF DOI: https://doi.org/10.36253/form-17545
University dropout and its determinants: evidence from the University of Padova Lorenza Da Re, Anna Giraldo, Silvia Meggiolaro, Roberta Bonelli, Claudia Franceschini 95-109 PDF DOI: https://doi.org/10.36253/form-17604
A vocational education and training to tackle school drop-outs and promote citizenship through work Carlo Macale 110-124 PDF DOI: https://doi.org/10.36253/form-17591
PCTO quality indicators, student satisfaction, and school dropout: a study in three Italian regions Irene Stanzione, Mara Marini, Elisa Truffelli, Elisabetta Nigris 125-142 PDF DOI: https://doi.org/10.36253/form-17602
Rethinking PCTO with Student Voice: opportunities, challenges, and perspectives for combating school dropout Valentina Pagani, Martina Rossi, Giuliana Viscuso, Guido Benvenuto, Giulia Pastori 143-158 PDF DOI: https://doi.org/10.36253/form-17616
Guidance pedagogists, narration and metacognitive teaching: strategies for preventing school dropout Giuseppe Valentino 159-172 PDF DOI: https://doi.org/10.36253/form-17546
Addressing early school leaving: interaction between instructional design, technology and teachers’ sense of competence Maria Vittoria Battaglia 173-184 PDF DOI: https://doi.org/10.36253/form-17638
Guidance teaching versus school dropout: a training path for teachers in the «infelix» Campania Rosaria Capobianco 185-198 PDF DOI: https://doi.org/10.36253/form-17635
Beyond school dropout: the role of teachers between self-efficacy and teaching practices Marta De Angelis, Arianna Marras, Angelo Basta 199-215 PDF DOI: https://doi.org/10.36253/form-17530
Preventing school leaving. The school between teachers’ beliefs and methodological proposals Martina De Castro, Ines Guerini 216-232 PDF DOI: https://doi.org/10.36253/form-17657
The assembly of Institutional Pedagogy in a technical-vocational institute: training with teachers Luca Fabris, Martina Zadra 233-247 PDF DOI: https://doi.org/10.36253/form-17548
Emotional intelligence, coping, and teachers' beliefs: keys to preventing school dropout Gabriella Ferrara, Francesca Pedone, Maria Moscato 248-264 PDF DOI: https://doi.org/10.36253/form-17634
Teachers’ perceptions of school dropout. Results of a qualitative analysis Claudia Fredella, Valeria Cotza, Gabriella Agrusti 265-284 PDF DOI: https://doi.org/10.36253/form-17600
Teacher beliefs and school drop-out in Campania: descriptive analysis on risk factors and counteracting strategies Deborah Gragnaniello, Maria Tiso 285-301 PDF DOI: https://doi.org/10.36253/form-17556
The impact of teacher self-efficacy and self-regulated learning on school dropout David Martinez-Maireles 302-315 PDF DOI: https://doi.org/10.36253/form-17415
Validation of a questionnaire on risk factors and the role of teaching in school dropout (Q-RASIP) Antonella Nuzzaci 316-341 PDF DOI: https://doi.org/10.36253/form-17595
Teachers’ implicit beliefs and LGBTQIA+ students’ school dropout: a Queer Media Education approach Salvatore Messina, Marika Mascitti 342-358 PDF DOI: https://doi.org/10.36253/form-17613
The influence of teacher beliefs on school dropout. The relational factors from the perspective of community inclusion Gaetano Monaco, Alberto Fornasari, Matteo Conte 359-371 PDF DOI: https://doi.org/10.36253/form-17568
Psychological flexibility at school. Toward learning environments more apt to the challenge of not leaving anyone behind Domenico Ferrara 372-384 PDF DOI: https://doi.org/10.36253/form-17632
Metacognitive training “Through the Glass”: performing arts education in high-dropout apulian schools Irene Gianeselli, Andrea Bosco 385-398 PDF DOI: https://doi.org/10.36253/form-17572
Teaching practices and students’ study methods: an investigation to combact educational poverty Elisa Guasconi, Marta Cecalupo, Giorgio Asquini 399-414 PDF DOI: https://doi.org/10.36253/form-17633
Students and dropout: an analysis of perceptions and contributing factors Arianna Marras, Davide Perrotta, Marta De Angelis, Giovanni Bonaiuti, Filippo Bruni, Anna Dipace 415-431 PDF DOI: https://doi.org/10.36253/form-17612
Teaching how to study in upper secondary school. Laboratory practices in EBE perspective and school dropout Alessandra Natalini, Federica Gigante, Aurora Morazzano, Lucia Munelli, Ilaria Matera, Giordana Szpunar, Marianna Traversetti 432-445 PDF DOI: https://doi.org/10.36253/form-17650
Building relationships: Bloom lab interacting with plants to inspire new educational perspectives Rosa Buonanno, Beate Weyland 446-463 PDF DOI: https://doi.org/10.36253/form-17608
The recess is over. The school canteen as a tool for preventing school drop-out: the Onfoods project Giovanna Guerzoni, Noemi Giulia Dicorato 464-477 PDF DOI: https://doi.org/10.36253/form-17607
School strategies to tackle dropout and underachievement: a case study on flexible use of school time Veronica Mobilio, Ilaria Lievore, Elena Mosa, Lorenza Orlandini 478-494 PDF DOI: https://doi.org/10.36253/form-17606
Combating educational poverty and promoting inclusion in contexts at risk Francesca Storai, Sara Mori, Silvia Panzavolta 495-509 PDF DOI: https://doi.org/10.36253/form-17564
Confiscated assets and PCTO: legality against school dropout Patrizia Belfiore, Maria Giovanna Tafuri 510-521 PDF DOI: https://doi.org/10.36253/form-17525
Innovating the learning offer to combat school dropout: the role of alternating experiences Davide Richard Bramley 522-534 PDF DOI: https://doi.org/10.36253/form-17499
Of course it is extrinsic motivation! Classcraft in Italian secondary school Andrea Brambilla, Roaa Al Ghadban, Francesca Antonacci 535-550 PDF DOI: https://doi.org/10.36253/form-17543
Discomfort at school and desires for change in students’ own words Arianna Marras, Ilaria Tatulli, Giovanni Bonaiuti, Ludovica Fanni 551-569 PDF DOI: https://doi.org/10.36253/form-17529
Artificial Intelligence, metacognition and personalisation: the EduIA project to address school dropout Alessandra La Marca, Ylenia Falzone 570-586 PDF DOI: https://doi.org/10.36253/form-17625
Augmented Reality and intrinsic motivation: a preventive approach to dropout in upper secondary school Luna Lembo, Elisabetta Tombolini, Stefania Morsanuto 587-602 PDF DOI: https://doi.org/10.36253/form-17621
Descriptive assessment and students’ opinions: preliminary results of a secondary school research Guido Benvenuto, Alessandra Natalini, Massimo Gervasi 603-615 PDF DOI: https://doi.org/10.36253/form-17646
Alternative assessment: an experience towards new meanings of schooling between well-being and disorientation Giorgia Slaviero, Beatrice Doria, Valentina Grion 616-633 PDF DOI: https://doi.org/10.36253/form-17631
Tackling school dropout through active learning: methodologies and interventions Sabrina Annoscia 634-642 PDF DOI: https://doi.org/10.36253/form-17551
Beyond early school leaving and pre-determined destinies. The Taranto case study Giuseppe Liverano, Alessandro Barca, Francesco Paolo Romeo 643-653 PDF DOI: https://doi.org/10.36253/form-17619
Dual Career: student-athletes, sport and school dropout Lucia Martiniello, Mattia Caterina Maietta, Generoso Romano 654-666 PDF DOI: https://doi.org/10.36253/form-17513
Using artificial intelligence to predict early school leaving in secondary education: A critical perspective Massimo Marcuccio, Maria Elena Tassinari 667-676 PDF DOI: https://doi.org/10.36253/form-17626
School dropout: experimental teaching approach in secondary school Fabiola Palmiero, Giovanna Scala, Davide Di Palma 677-694 PDF DOI: https://doi.org/10.36253/form-17482
Territorial policies for combating school dropout: reflections and considerations Alessandro Turano 695-704 PDF DOI: https://doi.org/10.36253/form-17643
Teachers’ reflective awareness between implicit beliefs and educational strategies against school dropout Marco Zuin, Vanessa Donadel, Giovanna De Martino 705-715 PDF DOI: https://doi.org/10.36253/form-17618
Recensione. F. Monceri, Disabilità o disabilitazione? Una questione politica. Brescia: Morcelliana (2025) Dmitry Samoylov 716-717 PDF DOI: https://doi.org/10.36253/form-17423
