EDUCATION SCIENCES AND  SOCIETY


Peer Reviewed Journal



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EDUCATION SCIENCES AND SOCIETY
2 issues per year , ISSN 2038-9442 , ISSNe 2284-015X

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Education Sciences & Society (ESS) is an international scholarly open access, peer reviewed biannual journal. The journal aims at highlighting and discussing the main issues arising in the pedagogical and didactical fields. The journal objective is also to provide the educational scientific community with the state-of-the-art and tools to interpret the ongoing debate.


The journal welcomes publications of high quality papers on theoretical developments and practical applications in education science. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.

In order to provide a timely and broad coverage of this ever-evolving field, ESS offers its readers a mix of regular and special issues. Papers can be submitted for the regular issues of the journal or in response to calls for papers for special issues.

Editors in chief:: Michele Corsi (Università di Macerata, Italia); Pier Giuseppe Rossi (Università di Macerata, Italia)

Editorial Committee: Michele Corsi (Università di Macerata, Italia); Pier Giuseppe Rossi (Università di Macerata, Italia); Laura Fedeli (Università di Macerata, Italia); Catia Giaconi (Università di Macerata, Italia); Lorella Giannandrea (Università di Macerata, Italia); Massimiliano Stramaglia (Università di Macerata, Italia)

Direction Committee: Fabrizio d’Aniello, Rosita Deluigi, Catia Giaconi, Lorella Giannandrea, Luca Girotti, Chiara Sirignano, Massimiliano Stramaglia, Raffaele Tumino

Scientific Committee: Serge Agostinelli (Université Paul Cezanne de Marseille, France); Marguerite Altet (Université de Nantes, France); Anna Ascenzi (Università di Macerata, Italia); Massimo Baldacci (Università di Urbino, Italia); Vitalij G. Bezrogov (Russian Academy of Education, Moscow, Russia); Boris M. Bim-Bad (Russian Academy of Education, Moscow, Russia); Marc Bru (Université de Toulouse, Francia); Renza Cerri Musso (Università di Genova, Italia); Cristina Coggi (Università di Torino, Italia); Piero Crispiani (Università di Macerata, Italia); Elio Damiano (Università di Parma, Italia); Jean-Marie De Ketele (Université Catholique de Louvain-La Neuve, Belgio); Juan Manuel De Pablos Pons (Universidad de Sevilla); Gaetano Domenici (Università di Roma Tre, Italia); Yrjö Engeström (University of Helsinky, Finlandia); Franco Frabboni (Università di Bologna, Italia); Luciano Galliani (Università di Padova, Italia); Jim Garrison (Virginia Tech University, U.S.A.); Larry Hickman (Southern Illinois University, Carbondale, U.S.A.); Jean Houssaye (Université de Rouen, Francia); José Antonio Ibañez-Martin (Universidad de Madrid, Spagna); Cosimo Raffaele Laneve (Università di Bari, Italia); Yves Lenoir (Université de Sherbrooke, Quebec, Canada); Sira Serenella Macchietti (Università di Siena, f.r., Italia); Susanna Mantovani (Università di Milano Bicocca, Italia); Anna Maria Mariani (Università di Torino, Italia); Luigina Mortari (Università di Verona, Italia); Maria Teresa Moscato (Università di Bologna, Italia); Anatolij V. Mudrik (Russian Academy of Education, Moscow, Russia); Concepción Naval Durán (Universidad de Navarra, Spagna); Luigi Pati (Università Cattolica del Sacro Cuore di Milano, Italia); Philippe Perrenoud (Université de Genève, Svizzera); Franca Pinto Minerva (Università di Foggia, Italia); Aleksandr N. Poddjakov (State Research University, Higher School of Economics, Moscow, Russia); Jean-Pierre Pourtois (Université de Mons- Hainaut, Belgio); David Rasmussen (Boston College, U.S.A.); Pier Giuseppe Rossi (Università di Macerata, Italia); Naoko Saito (Università di Kyoto, Giappone); Albert Sangrà (Universitat Oberta de Catalunya, Spagna); Roberto Sani (Università di Macerata, Italia); Luisa Santelli Beccegato (Università di Bari, Italia); Giuseppe Spadafora (Università della Calabria, Italia); Bianca Spadolini (Università di Roma Tre, Italia); Flavia Stara (Università di Macerata, Italia); Jean-Marie Van der Maren (Université de Montréal, Canada); Renata Viganò (Università Cattolica del Sacro Cuore di Milano, Italia); Emil Visnovsky (Accademia Slovacca delle Scienze, Slovacchia); Carla Xodo (Università di Padova, Italia)

Manuscripts for publication in ESS are selected through a rigorous peer review to ensure originality, timeliness, relevance, and readability. The main aim of the journal is to publish peer reviewed research and review articles in rapidly developing field of Education and all other related fields. ESS is an online journal having full access to the research and review paper.

Fascia A Anvur, area: 11/D2 (Didattica, Pedagogia speciale e Ricerca educativa )area: 11/D1 (Pedagogia e storia della pedagogia) Per il ranking in Google Scholar, clicca qui

The journal is indexed on:

EBSCO/Education Source
Google Scholar

FrancoAngeli is aware of the importance of ensuring the preservation of digital content in order to increase the visibility and impact of its publications. For this purpose, we are members of Clockss and Portico. They are international associations of publishers and libraries, created to ensure the preservation of electronic academic publications and future access whenever the conditions for accessing the content through other forms fail.

They are certified repositories offering also authors and libraries the guarantee of technological updating, and formats to allow them to enjoy full text in perpetuity and in the most complete way possible.

For more information: Home - CLOCKSS; Publishers – Portico.





Issue 2/2017 ESS - Rethinking the design process, rethinking the curriculum


Michele Corsi, Pier Giuseppe Rossi, Rethinking the design process, rethinking the curriculum
Pier Giuseppe Rossi, The curriculum (The curriculum)
Pier Giuseppe Rossi, The curriculum, the macro design and the micro design, and the curriculum transposition (The curriculum, the macro design and the micro design, and the curriculum transposition)
Laura Fedeli, School, curriculum and technology: the what and how of their connections
Catia Giaconi, Noemi Del Bianco, Simone Capellini, Arianna Taddei, Curriculum and inclusion: critical issues and redefinition lines
Antonella Montone, The design of a vertical curriculum: travelling with mathematics
Valentina Pennazio, Thinking the curriculum in an inclusive perspective: challenges and opportunities
Nancy Granger, France Dubé, Sustain resource teachers in the appropriation of the graphic organizer to facilitate the understanding of disciplinary texts among at risk students at the secondary level
Marco Catarci, Matilde Rocchi, ALIA. The Inclusion of Unaccompanied Minors in Italy
Arianna Taddei, ALIA.The initial training of educators for Early Childhood Education and Care in Italy: normative and curricular aspects (ALIA.The initial training of educators for Early Childhood Education and Care in Italy: normative and curricular aspects)
Maurizio Fabbri, ALIA. Listening to death
Giancarlo Costabile, ALIA. The Gentile’s concept of Machiavelli. Returning to the origins of the educational community in interiore homine
Noemi Del Bianco, Arianna Taddei, Catia Giaconi, Book reviews/Recensioni (Book reviews/Recensioni)


Issue 1/2017 Educational Abuse and Violence against Children/L’abuso educativo e la violenza sui minori


Michele Corsi, Massimiliano Stramaglia, Elisabetta Biffi, Ioanna Palaiologou, The rights of children and the duties of adults
Francesca Borruso, For a childhood story. Social representations, childhood memories and educational abuses
Maria Grazia Riva, What can not be said: the failure of the ‘child’s century’
Vanna Iori, Ten years from Lanzarote
Elisabetta Biffi, Protecting minors against violence: from strategy to practice
Silvia Demozzi, The "subtle violence" Adultized children and educational challenges
Daniele Novara, Violence in the conflicts between parents and children
Tatjana Vujovic, Child Abuse by Parents and Its Influence on the Development of Juvenile Delinquency
Ruth Pinedo Gonzàlez, History of violence and other stressful life events in youth offenders
Ioanna Palaiologou, Digital violence and children under five: The Phantom Menace within digital homes of the 21st century?
Silvia Edling, Guadalupe Francia, Newly arrived pupils and violence: A CDA analysis of political advices regarding strategies and responsibilities for various actors in Swedish education
Stefania Ulivieri Strozzi, Lessico pedagogico. Violenza sui minori
Alessandra Pantaleone, Approfondimento bibliografico. Infanzia violata
Serena Sani, School Dropout of Immigrant Students in the European School Systems: a Pedagogic Perspective
Massimiliano Stramaglia, Michele Aglieri, Gabriella Aleandri, Book reviews/Recensioni


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