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EDUCATION SCIENCES AND SOCIETY
2 fascicoli all'anno , ISSN 2038-9442

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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, Pier Giuseppe Rossi

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

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.

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Fascicolo 2/2018 


Michele Corsi, Lorella Giannandrea, Pier Giuseppe Rossi, Juan De Pablo Pons , Editoriale
Loretta Fabbri, Alessandra Romano , Didactic innovation and professionalization of knowledge. The case of the Teaching & Learning Center of University of Siena
Iolanda Zollo, Diana Carmela Di Gennaro, Laura Girelli, Maurizio Sibilio , Teachers' education and "non linearity": simplex perspectives
Chiara Panciroli , Innovating the architectures of university didactics
Nicoletta Balzaretti, Elena Luppi, Dina Guglielmi, Ira Vannini , Analyze students' learning processes to innovate university teaching. The Formative Educational Evaluation model of the University of Bologna
Pier Giuseppe Rossi, Maila Pentucci, Laura Fedeli, Lorella Giannandrea, Valentina Pennazio, From the informative feedback to the generative feedback
Marina De Rossi , Towards an ICT-TPCK based design: Hybrid Solution for the development of soft skills in Higher Education
Loredana Perla, Viviana Vinci , From the analysis of university professors' training needs to the design of the Teaching Learning Laboratory: the PRODID research at the University of Bari
Juan De Pablos-Pons, Mercedes Llorent-Vaquero , Motivation and values of teachers in the formation and use of ict
Antonella Lotti , Taxonomy of curriculum change models: the case of Problem Based Learning
Catia Giaconi, Simone Aparecida Capellini, Noemi Del Bianco, Arianna Taddei, Ilaria D'Angelo , Study Empowerment for inclusion
Andrea Garavaglia, Livia Petti , Innovation of settings in higher education
Serena Triacca, Domenico Bodega, Pier Cesare Rivoltella , Blended solution and Higher Education. The case of the Catholic University: e-tutoring for personalization
Marcantonio Catelani, Andreas Robert Formiconi, Maria Ranieri, Francesca Pezzati, Francesco Gallo, Gabriele Renzini, Isabella Bruni , Faculty professional development on e-learning. The results of the DIDeL project
Alberto Parola, Alessia Rosa , Laboratory Teaching in Classroom 3.0: an exploratory survey on the perceptions of teachers and students
Filippo Bruni , Peer assessment and gamification: a university teaching experience in a course of Media Education
Floriana Falcinelli, Maria Filomia, Valentino Santucci, Gianluca Vinti , Learning to learn
Elisabetta Nigris, Barbara Balconi, Franco Passalacqua , Supporting student’s disciplinary conceptualization process: a co-disciplinary and trans-disciplinary approach to educational development. The case of University of Milan-Bicocca


Fascicolo 1/2018 ESS - Technologies and inclusion


Michele Corsi, Maria Beatriz Rodrigues, Technologies and inclusion: the "present we want"
Luigi d'Alonzo, Maria Carruba, Ipad in the classroom: perspectives of inclusiveness (Ipad in classe: prospettive per includere)
Lucia Chiappetta Cajola, Marianna Traversetti, Il metodo di studio a scuola per allievi con DSA nella prospettiva dell’ICF-CY. Dati di ricerca
Nicole Bianquin, Fabio Sacchi, Serenella Besio, Enhancing communication and participation using AAC technologies for children with motor impairments: a systematic review (Enhancing communication and participation using AAC technologies for children with motor impairments: a systematic review)
Simone Aparecida Capellini, Gabriela Franco dos Santos Liporaci, Larissa Sellin, Monique Herrera Cardoso, Catia Giaconi, Noemi Del Bianco, Inclusion and New Technology for Students with Learning Disorders and Attention Deficit with Hiperativity Disorder (Inclusion and New Technology for Students with Learning Disorders and Attention Deficit with Hiperativity Disorder)
Alessia Cinotti, Luca Ferrari, Giulia Righini, Enrico Emili, Il progetto MUSE. Migliorare l'accesso, la partecipazione e l'apprendimento degli studenti disabili nelle università dell'America Latina (The MUSE project. Improving access, participation and learning of students with disability in Latin American universities)
Martina De Castro, Martina Marsano, Umberto Zona, Fabio Bocci, Video game dynamic in unplugged mode for innovative and inclusive teaching (Video game dynamics in unplugged mode for innovative and inclusive teaching)
Michele Aurelio, Stefania Cecchi, Mirca Montanari, Andrea Primavera, The contribution of technologies to the inclusion of the student whit a visual disability: the "smart stick for blind people"
Enza Sidoti, Silvia Palma, Lorenzo Marrali, Inclusive didactics and assistive technologies: the experience of a group of special needs teachers
Tomas Brusell, Technologies Disability and Inclusion (Technologies Disability and Inclusion)
Saverio Fontani, Communicative Aids with low/high technology for the educational intervention in Autism Spectrum Disorders
Cristina Gaggioli, Le competenze digitali per l’inclusione lavorativa delle persone con sindrome di Down
Marzia Mazzer, Technologies in School for an accessible, inclusive and competence-oriented education
Catia Giaconi, Arianna Taddei, Noemi Del Bianco, Simone Capellini, Inclusive University didactics and technological devices: a case study (Inclusive University didactics and technological devices: a case study)
Grazia Romanazzi, L’affabulazione nella prospettiva di Maria Montessori
Grazia Romanazzi, Noemi Del Bianco, Valentina Pennazio, Arianna Taddei, Book Reviews


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