Vol. 15 No. 2 (2017): Generative Education: Twenty Years after the Delors Report

Editor: Umberto Margiotta

Published: 2017-08-01

Full Issue

• PDF (Italiano)

Table of contents

• Table of contents

  5-10

  • PDF (Italiano)

Editorial

• Editoriale: Generative Education: vent’anni dopo il Rapporto Delors

  Umberto Margiotta

  11-16

  • PDF (Italiano)

Articles

• Utopia Vs Inequality, Justice Vs Power, Investment in Education Vs the Great Escape

  Giuditta Alessandrini

  17-30

  • PDF (Italiano)

• Educational Research, training policies, and school: new perspectives from the Delors Report

  Lucia Chiappetta Cajola

  31-42

  • PDF (Italiano)

• Learning analytics for continuous learning-processes improvement through dynamic data-informed decisions

  Paula de Waal

  43-52

  • PDF (Italiano)

• Research of education and pedagogy: The lines of development and innovation

  Roberto Melchiori

  53-62

  • PDF (Français (Canada))

• Accompanying as a professional posture at the crossroads between research interests and training needs

  Katia Montalbetti

  63-72

  • PDF (Italiano)

• After the Unesco Delors Report: professionalism and skills of the teacher in European school

  Paolina Mulé

  73-84

  • PDF (Italiano)

• A school in mutation between social governance and cultural governance. Policy Maker, Capability approach, Global citizenship and Knowledge

  Nicolina Pastena

  85-90

  • PDF (Italiano)

• Integrating Physical Education in the Primary School Curriculum. A Collaborative Approach for Interdisciplinary Teaching

  Simona Nicolosi, Carla Greco, Salvatore Di Stefano

  91-100

  • PDF (Italiano)

• Interpreting difference to plan inclusion in school

  Stefano Salmieri

  101-112

  • PDF (Italiano)

• Nine key concepts for an education informed by evidence

  Roberto Trinchero

  113-126

  • PDF (Italiano)

• Servant-leadership as an effective model for teacher leadership

  Giambattista Bufalino

  127-136

  • PDF

• Weak or strong skills? A “new way of thinking” in the XXI century Didactics through competences as opportunity

  Mario Caligiuri

  137-154

  • PDF (Italiano)

• Teacher self-assessment. A path for professional growth

  Giancarlo Gola

  155-164

  • PDF (Italiano)

• The orienting dimension in teaching. A key competence for the school in the XXI century

  Valentina Guerrini

  165-174

  • PDF (Italiano)

• Reflections on the Socio-Constructive Nature of Mathematics: Pedagogical-didactic implications

  Demetrio Ria

  175-186

  • PDF (Italiano)

• Non verbal-communication in school age: didactic-inclusive aspects

  Rosa Sgambelluri

  187-196

  • PDF (Italiano)

• Pedagogy and new semantics of the relationships human

  Elena Visconti

  197-204

  • PDF (Italiano)

• New framework for assessing the development of computational thinking

  Michele Baldassarre, Immacolata Brunetti, Maria Brunetti

  205-218

  • PDF (Italiano)

• Gift and deviance. The reciprocity of the educational relationship of the penitentiary voluntary

  Cristina Cardinali, Rodolfo Craia

  219-232

  • PDF (Italiano)

• Methodological perspectives of Physical Education

  Ferdinando Cereda

  233-240

  • PDF (Italiano)

• For a new pedagogical humanism. Between existential void and aspiration to fullness

  Chiara D'Alessio

  241-250

  • PDF (Italiano)

• Sport activity and disability management to benefit scholastic inclusion

  Davide Di Palma, Domenico Tafuri

  251-262

  • PDF (Italiano)

• Appraisal and Collaboration for Teachers’ training: beyond the common sense’s oxymoron

  Margherita Di Stasio

  263-272

  • PDF (Italiano)

• Qualitative facet of motor training and its cognitive effects: is tacking complexity really relevant?

  Francesco Maria Melchiori

  273-290

  • PDF (Italiano)

• Coordination, organization, and management of human resources in personal services activities: The case of online universities’ Service Learning pedagogical approaches

  Rita Minello

  291-310

  • PDF (Italiano)

• Youthful transgression, education and training of talents: Promoting positive deviance to prevent negative deviance

  Diana Olivieri

  311-324

  • PDF (Italiano)

• The role of body in didactis: Scientific reflections and areas of application

  Francesco Peluso Cassese, Giulia Torregiani, Luisa Bonfiglio

  325-338

  • PDF

• Education and Neuroscience

  Fernando Sancén Contreras

  339-354

  • PDF (Español (España))

• Towards Integrated Disability Management within Organizations: Analysis of Some Empirical Researches

  Emanuela Zappella

  355-368

  • PDF (Italiano)

• Encouraging and verifying critical thinking skills through the reading process

  Francesca Anello

  369-384

  • PDF (Italiano)

• Formal, non-formal and informal education of educators in childcare in France and Italy

  Ingrid Callet

  385-398

  • PDF (Italiano)

• Towards a model of “Equality Teaching” The Project “Are we in High School too…? Teaching for formative success for all”

  Paola Damiani

  399-408

  • PDF (Italiano)

• Flipped methodology between systemic inclusion and didactic-assertive perspectives

  Tonia De Giuseppe, Felice Corona

  409-420

  • PDF (Italiano)

• iPad in primary school: the role of teachers’ attitudes towards using the tablet in classroom

  Fabio Dovigo

  421-436

  • PDF (Italiano)

• Primary school in El Salvador. Policies and researches for inclusive education

  Luca Ferrari, Alessia Cinotti

  437-444

  • PDF (Italiano)

• Curriculum, learning and inclusion

  Valeria Friso

  445-452

  • PDF (Italiano)

• The generative curriculum in the University training of teachers

  Ines Giunta

  453-462

  • PDF (Italiano)

• Transferable skills in a research context: a research on training activities in Italian doctorates

  Cristina Lisimberti

  463-472

  • PDF (Italiano)

• The Formative Curriculum in the Italian Induction program. Opportunities of professional reflection and identity reconstruction

  Giuseppina Rita Mangione, Valentina della Gala, Maria Chiara Pettenati

  473-498

  • PDF (Italiano)

• The role of cognitive, motivational and temporal dynamics in learning processes

  Massimo Margottini, Francesca Rossi

  499-512

  • PDF (Italiano)

• The learning Q-SORT (IQA). A formal, informal and non-formal practice survey on undergraduate education

  Claudio Pignalberi

  513-520

  • PDF (Italiano)

• The qualitative analysis of educational practices: the looks of educators as writing marks

  Federica Sisti

  521-540

  • PDF (Italiano)

• Educational professions in disaster scenarios: the example of the project “Velino for Children” and teacher training (Amatrice, 2016/2017)

  Alessandro Vaccarelli

  541-554

  • PDF (Italiano)

Authors

• Authors' List

  555-566

  • PDF (Italiano)