Vol. 17 No. 3 (2022)

Published: 2022-12-20

Articles

Flipping university teaching: a flipped classroom experimentation in the Community of Inquiry framework

Emanuele Coco, Giuseppe C. Pillera, Raffaella Carmen Strongoli

1-23
- PDF (Italiano)
Reading a minority language at school: The case of the Ladin reading book «Flus de munt»

Jasmine Annette Dorigo

25-40
- PDF (Italiano)
Educating for citizenship through intercultural democracy

Domenico Razzini

41-56
- PDF (Italiano)
Assessment competence according to teachers: a survey conducted with preschool and first-cycle teachers in four comprehensive schools in Tuscany

David Martinez Maireles, Davide Capperucci

57-85
- PDF (Italiano)
Teachers’ attachment, sickness absence and presenteeism. Association between teachers’ attachment and sickness absence and presenteeism in elementary schools

Andreja Poljanec, Jernej Buzeti

87-103
- PDF
Art as experience by John Dewey and the Reggio Emilia Approach. Philosophical and pedagogical perspectives in comparison

Valeria Farinacci, Cristiana Prestianni

105-128
- PDF (Italiano)
“We teachers really got together”. The school as an educational community during the Covid-19 pandemic

Tommaso Rompianesi, Maria Letizia Cenerelli

129-148
- PDF

Book reviews

Book review of: Chiara Lepri, Di bugia in bugia. Tra le pagine di narrativa per bambini e ragazzi, Pacini, 2018

Dalila Forni

149-151
- PDF (Italiano)
Book review of: Fernand Deligny, I Vagabondi efficaci, Edizioni dell’Asino, 2020

Fulvia Antonelli

153-158
- PDF (Italiano)