Peer Reviewed Journal
Giornale italiano di Pedagogia sperimentale
2 issues per year , ISSN 1122-5165 , ISSNe 1972-5019
Printed issue price (also old issues): € 27,50
E-book issue price (also old issues): € 22,50

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Cadmo is an international journal of educational research, assessment and evaluation. Each issue of the journal contains approximately up to 7 articles (half in English, half in other European languages) peer-reviewed according to the ISI standards, brief reports of research in progress, reviews of books on educational research published since the previous edition and Sassi - three short ironic notes about education policy and assessment. As AEA-Europe has now adopted Cadmo as its official journal, it will be guest editor of a special edition which will be published once every two years. Cadmo is an ISI publication listed in the Social Sciences citation index since 2007. The journal takes its name from the mythical hero Cadmo who came from Tirus (Tyre), in Phoenicia, and was credited with introducing the alphabet in Greece. Protected by Athena, the goddess of wisdom, he killed a serpent guarding a sacred spring by throwing stones at it. Cadmo’s association with the introduction of the alphabet makes him an appropriate figure for the name of the journal, as the alphabet is the first tool of education. In addition, he came from Phoenicia and thus represents the complex interconnections that lay behind any European culture. Being under the protection of the goddess of wisdom, he can also be seen as a symbolic champion of education against the threat of ignorance and prejudice represented by the serpent. The ironic notes Sassi refer to the stones Cadmo used to fight the serpent.

Editor in chief : Benedetto Vertecchi.

Editors: Laboratorio di Pedagogia sperimentale Università degli Studi Roma Tre, Via Milazzo, 11/B 00185 Roma, tel. (+39) 0657339643 -

Classified in Class A by Anvur (National Agency for the Evaluation of Universities and Research Institutes) in: Pedagogy.

In France, classified by Aeres (Agence d'évaluation de la recherche et de l'enseignement supérieur)in the first class for journals and periodics.

(2005-ongoing) | Scopus H-Index: 2 | SNIP: 0,026 - IPP: 0,053 - SJR: 0,119 - SCImago Charts and Data*
SCImago Journal & Country Rank

Scopus Journal Metric

Supervised ERIH Plus European Reference Index for the Humanities

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Issue 2/2021 
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Benedetto Vertecchi, Il tempo sbagliato della politica scolastica (Editoriale)
Andrea Barrientos Soto, Gracia González-Gijón, Andrés Soriano Díaz, Alternative education and second chance schools: global and Latin American perspectives on its history and outlook
José Luis Aparicio-Herguedas, Jairo Rodríguez-Medina, Antonio Fraile-Aranda, Las competencias del profesorado de educación física. Un estudio del modelo formativo
Blanca Estela Gutiérrez-Barba, Alejandro Emanuelle Menéndez, Empirical evidence on English subskills approval, between sexes and face to face/on line tests in a not anglophone higher education institution
Wenjun Lin, Haiyu Song, Gonçalo Almeida, António Godinho, Latent trait analysis for teacher career development and capacity improvement in higher education institutions
Valeria Damiani, Dare voce agli adulti in situazione di svantaggio: il progetto LIDA per l’inclusione sociale di migranti e rifugiati (Giving voice to vulnerable adults: the LIDA project for the social inclusion of migrants and refugees)
Federica Caccioppola, Tra essere e voler essere. Un’analisi sistematica del curricolo australiano in materia di Educazione alla cittadinanza globale (Searching for Global citizenship education. The Australian Curriculum from the perspective of a systematic analysis)
A cura della Redazione, Ricerche in corso (Research in progress)
A cura della Redazione, Abstracts

Issue 1/2021 
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Benedetto Vertecchi, La valutazione: il ritorno dell’ideologia (Editoriale)
Gabriella Agrusti, Per un ritorno agli obiettivi. Come cambia la valutazione nella scuola primaria (Back to learning outcomes. Changes in primary school assessment)
Elisa Guasconi, Andrea Ciani, Ira Vannini, Pratiche di formative assessment nella scuola secondaria di primo grado per promuovere gli apprendimenti degli studenti. Prime analisi esplorative di un disegno quasi-sperimentale (Formative assessment prac¬tices in lower secondary school to promote students’ learning. First ex¬ploratory analyzes of a quasi-experimental design)
Valeria Damiani, Valutazione e sviluppo professionale degli insegnanti. Un percorso di formazione alle superiori tra didattica in presenza e a distanza (Classroom assessment and teachers’ professional develop¬ment. Experience from a teacher training course in secondary schools be¬fore and during the Covid-19 outbreak)
Francesco Agrusti, Cristiano Corsini, Indagine esplorativa sugli esami universitari a distanza (An exploratory survey on higher education exams in a distance education environment)
Ximena Toalongo-Guamba, Ángel Alsina, César Trelles-Zambrano, María Salgado, Creando los primeros modelos matemáticos: análisis de un ciclo de modelización a partir de un problema real en Educación Infantil (Creating the first mathematical models: analysis of a mod¬eling cycle from a real problem in Early Childhood Education)
Elisa Caponera, Laura Palmerio, Do parents count for their children’s mathematics achievement?
Francesco Agrusti, Lisa Stillo, Ricerche in corso (Research in progress)
Comitato di Redazione, Abstracts

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