Articoli filtrati

Articolo Anno: 2017

Does Flipped Classroom work? Critical analysis of empirical evidences on its effectiveness for learning

Raffaghelli, Juliana Elisa

In: Form@re (Online) , Vol. 17, n. 3, pp. 116-134

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Articolo Anno: 2017

Educational leadership and e-leadership. Between projects and digital skills

Menichetti, Laura

In: Form@re (Online) , Vol. 17, n. 2, pp. 178-199

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Articolo Anno: 2017

Emergent literacy and shared reading. Read without knowing how to read

Sannipoli, Moira

In: Form@re (Online) , Vol. 17, n. 2, pp. 52-62

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Articolo Anno: 2017

English language, immersive teaching and game-based learning in a teacher training project promoted by Indire

Cinganotto, Letizia

In: Form@re (Online) , Vol. 17, n. 1, pp. 158-175

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Articolo Anno: 2017

Experiencing the flipped learning approach in higher education: quanti-qualitative analysis of students' perceptions

Bevilacqua, Alessia

In: Form@re (Online) , Vol. 17, n. 3, pp. 374-384

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Articolo Anno: 2017

From emerging literacy to reading and writing learning: the orthogenetic method Siglo

Girelli, Claudio

In: Form@re (Online) , Vol. 17, n. 2, pp. 63-75

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Articolo Anno: 2017

ICT integration in teaching practice: can we go beyond the experimentation?

Tacconi, Giuseppe - Perini, Marco

In: Form@re (Online) , Vol. 17, n. 3, pp. 101-115

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Articolo Anno: 2017

Inclusive early childhood education and right of literacy even for children with disabilities

Malaguti, Elena

In: Form@re (Online) , Vol. 17, n. 2, pp. 101-112

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Articolo Anno: 2017

Insegnanti in Formazione in university. An experience of didactic innovation

Maccario, Daniela

In: Form@re (Online) , Vol. 17, n. 3, pp. 277-290

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Articolo Anno: 2017

Interactive fairy tales for an embodied didactics: a pilot-study with children in the kindergarten

De_Simone, Mariarosaria - Palomba, Colomba

In: Form@re (Online) , Vol. 17, n. 3, pp. 360-373

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Articolo Anno: 2017

Learning and school technologies. Critical issues and potentiality

Bruni, Filippo - Bonaiuti, Giovanni

In: Form@re (Online) , Vol. 17, n. 1, pp. 1-3

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Articolo Anno: 2017

Learning assessment and value-added scores in the national surveys for the first cycle of schooling

Capperucci, Davide

In: Form@re (Online) , Vol. 17, n. 3, pp. 188-204

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Articolo Anno: 2017

The learning of reading and writing in the inclusive perspective of vertical continuity. Down Syndrome, a case study in class

Salis, Francesca

In: Form@re (Online) , Vol. 17, n. 2, pp. 164-177

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Articolo Anno: 2017

Lines of interaction between training and cognitive neuroscience in application direction

Salmaso, Luisa M.

In: Form@re (Online) , Vol. 17, n. 3, pp. 24-37

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Articolo Anno: 2017

Literacy abilities and well-being in children: Findings from the application of EUREKA, the Italian adaptation of the RAVE-O Program

Traficante, Daniela - Andolfi, Valentina Rita - Wolf, Maryanne

In: Form@re (Online) , Vol. 17, n. 2, pp. 12-38

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Articolo Anno: 2017

Mobile devices to increase attention and improve learning

Bonaiuti, Giovanni - Ricciu, Roberto

In: Form@re (Online) , Vol. 17, n. 1, pp. 190-203

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Articolo Anno: 2017

Models and best practices for a quality school

Trinchero, Roberto

In: Form@re (Online) , Vol. 17, n. 3, pp. 1-8

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Articolo Anno: 2017

Multilateral training as an innovative didactic method to support continuous education in police

Fischetti, Francesco - Greco, Gianpiero

In: Form@re (Online) , Vol. 17, n. 3, pp. 303-315

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Articolo Anno: 2017

The observational documentary for the educational professions

Corazza, Laura - Reggiani, Andrea - Panciroli, Chiara

In: Form@re (Online) , Vol. 17, n. 1, pp. 82-98

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Articolo Anno: 2017

Participatory Didactics and the role of feedback through game-based technologies

Stangherlin, Orazio - Iavarone, Maria Luisa - Lo_Presti, Francesco

In: Form@re (Online) , Vol. 17, n. 1, pp. 176-189

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