Vol. 16 No. 1 (2018): Pedagogical Responsibility and Educational Research

Editor: Umberto Margiotta

Published: 2018-04-30

Full Issue

• PDF (Italiano)

Table of contents

• Indice

  9-12

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Editorial

• Pedagogical Responsibility and Educational Research

  Umberto Margiotta

  13-14

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Articles

• The amoral slapdash attitude. A consideration about the 1968 educational responsibility

  Mario Caligiuri

  15-34

  • PDF (Italiano)

• The educational-administrative leadership of the school leader: A critical reflection on the role in the light of the evaluation

  Davide Maria Cammisuli

  35-42

  • PDF (Italiano)

• Educating adults A moment of reflection in Salvatore Colonna (1921-2003)

  Anna Maria Colaci

  43-50

  • PDF (Italiano)

• How to approach reading before learning to read

  Enrica Freschi

  51-66

  • PDF (Italiano)

• Anti-formation strategies: the present of dystopia

  Anita Gramigna

  67-78

  • PDF (Italiano)

• Softening school transitions for the formative success

  Giulia Lucchesi

  79-92

  • PDF (Italiano)

• Constructivist Museums: Between Theories of Knowledge, and Non-formal and Informal Theories of Learning

  Rita Minello

  93-108

  • PDF (Italiano)

• Child maltreatment and abuse in educational and training institutions: from the analysis of the phenomenon to the definition of prevention and intervention actions for a model of good treatment

  Loredana Paradiso

  109-120

  • PDF (Italiano)

• The evolution of the concept of body care: the philosophical perspective and the neurosciences

  Salvatore Pignato

  121-128

  • PDF (Italiano)

• Memory Responsible Sense of temporality and educational perspective

  Marcello Tempesta

  129-140

  • PDF (Italiano)

• Reason Responsible Teaching of Philosophy and Educational Perspective

  Marcello Tempesta

  141-152

  • PDF (Italiano)

• The Pedagogical Value of Gamification: a Systematic Review

  Yvonne Vezzoli, Alice Tovazzi

  153-160

  • PDF (Italiano)

• Agenda 2030, young people and Higher Education. Between pedagogical responsibility and educational research

  Alessandra Vischi

  161-174

  • PDF (Italiano)

• Inclusion and teachers’ attitudes towards students with Autism Spectrum Disorder: reflections from a pilot study

  Paola Aiello, Diana Carmela Di Gennaro, Laura Girelli, John Gregory Olley

  175-188

  • PDF (Italiano)

• The inclusive experimentation of systemic approaches in flipped teaching

  Tonia De Giuseppe, Raffaele Ciambrone, Felice Corona

  189-204

  • PDF (Italiano)

• Effectiveness of an innovative teaching action to foster problem solving of foreign students

  Valeria Di Martino

  205-226

  • PDF (Italiano)

• Follow-up to graduates of the Faculty in History and Social Sciences, University of San Carlos de Guatemala

  Yolanda Estrada Ramos

  227-240

  • PDF (Español (España))

• Improving Science Teaching in Primary Schools: FoCoSTEP, a French Experience of Training Support

  Alessio Guarino, Sandrine Marvilliers, Giovanna Pacini, Franco Bagnoli

  241-250

  • PDF (Italiano)

• Written expression for creativity and critical thinking development in University

  Elif Gülbay, Alessandra La Marca, Caterina Bono

  251-270

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• Professional identity and storytelling. The analysis of the work as a new training methodology

  Daniela Gulisano

  271-278

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• Reflective approach and practice alternation and theory in teacher training: a case study in France

  Maria Antonietta Impedovo

  279-288

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• Determinative elements related to a more correct construction of training session and performance in sport. Operative Attentiveness assessed through the Inattentional Blindness Paradigm in the multisport

  Riccardo Izzo, Claudia Palpacelli

  289-304

  • PDF (Italiano)

• From spatial experience to the area of a paper: physical activity to overcompensate SLD

  Nicola Lovecchio, Antonio La Torre, Naike Della Vedova

  305-314

  • PDF (Italiano)

• Schooling and student wellbeing: influence of anxiety on emotional and social skills

  Francesco Melchiori

  315-332

  • PDF (Italiano)

• How to inform students about summative assessment. Strategies to make formative the mark

  Davide Parmigiani, Luca Boni, Ilenia Cusinato

  333-346

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• Learning as experience. A phenomenological oriented research approach for understanding learning: the Vignette-Research

  Karl Hans Peterlini

  347-358

  • PDF (Italiano)

• The spirit of the fathers. Education and loss in the Garífuna population of Livingston, Guatemala

  Artemis Torres Valenzuela, Yolanda Estrada Ramos, Anita Gramigna

  359-372

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• The videos to document actions in situations: the workgroups in the Rimedi@ Lab

  Rosa Vegliante, Sergio Miranda, Marta De Angelis

  373-392

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Authors

• Autori

  393-402

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