EDUCATION SCIENCES AND SOCIETY /2023

EDUCATION SCIENCES AND SOCIETY

EDUCATION SCIENCES AND SOCIETY

2 issues per year, ISSNe 2284-015X

Go to the issues of the year

Issue 1/2023

Editoriale/Editorial

Michele Corsi, Pier Giuseppe Rossi, Lorella Giannandrea, Naomi Winstone, Didattica universitaria, innovazione e inclusione. Valutazione e feedback

Michele Corsi, Pier Giuseppe Rossi, Lorella Giannandrea, Naomi Winstone, University didactics, innovation and inclusion. Assessment and feedback

Articles/Articoli

Federica Pelizzari, Maria Cristina Garbui, Pier Cesare Rivoltella, Designing embedded assessment in Higher Education workshops: A pilot study with pre-service teachers

Rosita Deluigi, Ilenia Marino, Apprendere in situazione: la didattica universitaria partecipativa in dialogo con il sistema integrato 0-6 (Situational learning: Participatory university didactics in dialogue with the integrated education and training system 0-6)

Barbara Bruschi, Manuela Repetto, Melania Talarico, La didattica universitaria gamificata: un modello di valutazione partecipata (Gamified learning in higher education: A model of participative assessment)

Delio De Martino, Andrea Tinterri, Anna Dipace, "Mentimeter" e valutazione: una sperimentazione di gamification. ("Mentimete" and assessment: A pilot-study with a gamified approach)

Franco Bochicchio, Valentina Pennazio, Samantha Armani, Sissi Pisano, Rapporti tra valutazione e autodirezione, e riflessi sulla didattica universitaria (Relationships between evaluation and self-direction, and reflections on university learning)

Francesca Gratani, Lorenza Maria Capolla, Lorella Giannandrea, Pier Giuseppe Rossi, Rethinking assessment practices in schools. A research-training pathway to foster assessment as learning

Nicola Nasi, Letizia Caronia, Stereotypes and prejudices in the Italian L2 class. A conversation analysis of their emergence in teachers’ talk

Andrea Tarantino, Ezio Del Gottardo, Salvatore Patera, Valutare la formazione esperienziale. Il caso "Sentirsi in alto mare" (Assess the experiential training. The "sentirsi in alto mare" case)

Salvatore Patera, Ezio Del Gottardo, Towards a model of evaluation, validation and maintenance of competences acquired in a non-formal context. The case of Improteatro, Scuola Nazionale di Improvvisazione Teatrale

Marta De Angelis, Filippo Bruni, Livia Petti, Developing feedback literacy in initial teacher education: Results from an investigation

Flavia Stara, Knowledge and Learning Con-Validation Processes

Nadia Sansone, Ilaria Bortolotti, Manuela Fabbri, Collaborative peer-feedback practices in hybrid learning environments

Gemma Carotenuto, Cristina Coppola, Michele Fiorentino, Antonella Montone, George Santi, The role of peer-review workshops in prospective teacher training

Chiara Laici, Maila Pentucci, Developing university students’ feedback literacy through peer feedback activities

Francesca Crudele, Juliana E. Raffaghelli, Le mappe argomentative come comparator di feedback interno: un laboratorio per studenti universitari (Argument maps as comparator for internal feedback: A Lab for undergraduate students)

Maila Pentucci, Annalina Sarra, Chiara Laici, Feedback to align teacher and student in a Digital Learning Ecosystem

Giovanna Cioci, Ecosistema formativo digitale di un corso online svolto dall’Università per i docenti di un Istituto Comprensivo: analisi dei feedback raccolti con dispositivi tecnologici (Digital learning ecosystem of an online course provided by the University for teachers of a school: Analysis of feedbacks collected with technological devices)

Miriam Cuccu, Francesca Mondin, Didattiche laboratoriali e feedback condivisi per la prefigurazione delle professionalità educative (Laboratory teaching and shared feedback for the prefiguration of educational professionalism)

Antonio Marzano, Encourage reflective and self-assessment processes through the automatic processing of personalized feedback

Francesca Storai, Ilaria Salvadori, What feedback do students expect for effective learning?

Filomena Faiella, Giuseppina Albano, Paola Attolino, Maria Chiara Castaldi, Marco Giordano, Maria Grazia Lombardi, Emiliana Mannese, Valentina Mascolo, Maria Ricciardi, Giulia Savarese, Improving higher education teaching with feedback of eye tracking glasses: An international and interdisciplinary study

Maria Ranieri, Ilaria Ancillotti, Alice Roffi, Technologies as learning mediators in interactive and conversational teaching approaches: A research study on the lesson's co-construction in the training of special education teachers

Stefano Cacciamani, Using the Progressive Design Method in higher education: An analysis of cohesion, collaboration and inclusion dimensions

Emanuela Zappalà, Paola Aiello, Future support teachers’ opinions about their role on inclusion of students with ASD. An exploratory study to determine training impact

Catia Giaconi, Noemi Del Bianco, Ilaria D'Angelo, Aldo Caldarelli, Simone Aparecida Capellini, Il video come mediatore didattico: un’indagine esplorativa sulle percezioni dei docenti in formazione (Video as educational mediator: Exploratory reserch to perceptions of teachers in training)

Ignacio Pais, A possible dialogue between Accessibility and Assessment in university context. Considerations from a case study

Mirca Montanari, La valutazione inclusiva degli apprendimenti per e con gli studenti e le studentesse all’Università (Inclusive learning assessment for and with university students)

Tiziana Mascia, The Creative evolution of children's and adolescents' nonfiction literature. An international perspective

Book reviews/Recensioni

Grazia Romanazzi, Pierluigi Malavasi, PNRR e formazione. La via della transizione ecologica, Vita e Pensiero, Milano 2022

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