Associazione ESSPER
periodici italiani di economia, scienze sociali e storia
periodici italiani di economia, scienze sociali e storia
Form@re (Online) - 2017
Risultato della ricerca: (67 titoli )
| Creating technology-enhanced scenarios to promote observation skills of fashion-design students |
Form@re (Online) - 2017
| Digital and inclusive environment |
Form@re (Online) - 2017
| Digital practices in primary school: is the pupil protagonist? |
Form@re (Online) - 2017
| English language, immersive teaching and game-based learning in a teacher training project promoted by Indire |
Form@re (Online) - 2017
| Learning and school technologies. Critical issues and potentiality |
Form@re (Online) - 2017
| Mobile devices to increase attention and improve learning |
Form@re (Online) - 2017
| The observational documentary for the educational professions |
Form@re (Online) - 2017
| Participatory Didactics and the role of feedback through game-based technologies |
Form@re (Online) - 2017
| Professional vision and peer to peer in newly qualified teachers' path. The use of video for the analysis of the teacher's practice |
Form@re (Online) - 2017
| Recensione. Jean-François Bach, Houdé Olivier, Léna Pierre, Tisseron Serge, Académie des Sciences, Il bambino e gli schermi. Raccomandazioni per genitori e insegnanti. Edizione italiana a cura di Paolo Ferri e Stefano Moriggi. Milano: Guerini (2016) |
Form@re (Online) - 2017
| Recensione. Rossi Pier Giuseppe, Guerra Luigi (a cura di), Come le tecnologie cambiano la scuola, come la scuola cambia le tecnologie. Numero monografico di "Pedagogia Oggi. Semestrale Siped", n. 2 (2016) |
Form@re (Online) - 2017
| Specialization for support teachers. Assessing the educational innovation in a perspective of quality |
Form@re (Online) - 2017
| Stick the face out. Talking Head's use in online courses |
Form@re (Online) - 2017
| Testing and implementation of teaching non-language subjects in English, supported by online training |
Form@re (Online) - 2017
| Theory and practice of digital storytelling in preschool |
Form@re (Online) - 2017
| Videoanalysis and Math teachers' training. First results of a pilot course on formative assessment |
Form@re (Online) - 2017
| Videogames and logical mathematical ability: the Game-Over project |
Form@re (Online) - 2017
| The Apps as tools for learning to read and write. A Review |
Form@re (Online) - 2017
| Audio description and inclusive teaching. A study on listening comprehension and ability of empathy. |
Form@re (Online) - 2017
| Comics and reading literacy: for a teaching practice of the sequential art |
Form@re (Online) - 2017
| Comprehension strategies in learning from text |
Form@re (Online) - 2017
| Developing emergent literacy in infant schools: a laboratory experience for the construction of the written language |
Form@re (Online) - 2017
| Educational leadership and e-leadership. Between projects and digital skills |
Form@re (Online) - 2017
| Emergent literacy and shared reading. Read without knowing how to read |
Form@re (Online) - 2017
| From emerging literacy to reading and writing learning: the orthogenetic method Siglo |
Form@re (Online) - 2017
| Inclusive early childhood education and right of literacy even for children with disabilities |
Form@re (Online) - 2017
| The learning of reading and writing in the inclusive perspective of vertical continuity. Down Syndrome, a case study in class |
Form@re (Online) - 2017
| Literacy abilities and well-being in children: Findings from the application of EUREKA, the Italian adaptation of the RAVE-O Program |
Form@re (Online) - 2017
| Reading with method. Exploring the relationship between the Pizzigoni method and the learning of reading and writing |
Form@re (Online) - 2017
| Recensione. Calvani Antonio, Ventriglia Luciana, Insegnare a leggere ai bambini. Gli errori da evitare. Roma: Carocci (2017) |
Form@re (Online) - 2017
| Recensione. Zappaterra Tamara, La lettura non è un ostacolo. Scuola e DSA. Pisa: ETS (2012) |
Form@re (Online) - 2017
| Recensione. Zecchi-Orlandini Sandra, Zappaterra Tamara, Campatelli Gianni (a cura di), Disturbi Specifici di Apprendimento all'Università. Accoglienza, orientamento e supporto alle prassi didattiche nell'Ateneo di Firenze. Pisa: Edizioni ETS (2016) |
Form@re (Online) - 2017
| The role of phonological awareness for learning how to read: an overview |
Form@re (Online) - 2017
| The "senses" of autism. Towards a new paradigm in didactics |
Form@re (Online) - 2017
| Teachers and new technologies: the Teamblogging experience |
Form@re (Online) - 2017
| Teachers and specialist figures in network in the read-write learning disabilities |
Form@re (Online) - 2017
| Teaching to learn reading. Methods and tools |
Form@re (Online) - 2017
| Textual comprehension difficulties. Metacognitive strategies for the educational intervention |
Form@re (Online) - 2017
| Using Specific Learning Disorders diagnosis criteria for early Identification. The proposal of Protocol developed in the Aosta Valley Region |
Form@re (Online) - 2017
| "La Buona Scuola" is an inclusive school? Models and good practices for a quality school |
Form@re (Online) - 2017
| The challenge of collaboration for a good school: a research with secondary school teachers |
Form@re (Online) - 2017
| The challenge of improvement. Between models and outcomes of self-assessment processes |
Form@re (Online) - 2017
| Competences evaluation: a treasure hunt |
Form@re (Online) - 2017
| Designing and evaluating alternation school-work in secondary school: critics and perspectives |
Form@re (Online) - 2017
| The development of the concept of "evidence" in the U.S. educational policies |
Form@re (Online) - 2017
| Digital environments for Small Schools. The enhancement of laboratory spaces within a renewed classroom concept |
Form@re (Online) - 2017
| The digital trainer in the school. NetLogo agent-based simulation model |
Form@re (Online) - 2017
| Disability and quality of inclusive processes at school. A proposal for self-assessment |
Form@re (Online) - 2017
| Does Flipped Classroom work? Critical analysis of empirical evidences on its effectiveness for learning |
Form@re (Online) - 2017
| Experiencing the flipped learning approach in higher education: quanti-qualitative analysis of students' perceptions |
Form@re (Online) - 2017
| ICT integration in teaching practice: can we go beyond the experimentation? |
Form@re (Online) - 2017
| Insegnanti in Formazione in university. An experience of didactic innovation |
Form@re (Online) - 2017
| Interactive fairy tales for an embodied didactics: a pilot-study with children in the kindergarten |
Form@re (Online) - 2017
| Learning assessment and value-added scores in the national surveys for the first cycle of schooling |
Form@re (Online) - 2017
| Lines of interaction between training and cognitive neuroscience in application direction |
Form@re (Online) - 2017
| Models and best practices for a quality school |
Form@re (Online) - 2017
| Multilateral training as an innovative didactic method to support continuous education in police |
Form@re (Online) - 2017
| Promoting and assessing competencies in the first classes of primary school: the Reality Task in form of simulation |
Form@re (Online) - 2017
| Quality School Certificate: the Swiss quality standard for the certification of general and professional schools |
Form@re (Online) - 2017
| School and territory: some feedback from the Self Evaluation Report |
Form@re (Online) - 2017
| School between de-constructions and constructions |
Form@re (Online) - 2017
| Squared future: ICT workshops for teachers on their way toward future education |
Form@re (Online) - 2017
| Stop-motion and knowledge. Educational video-clip such as writing with media experience |
Form@re (Online) - 2017
| Student Voice and participatory curriculum design: an added value to school reform |
Form@re (Online) - 2017
| Thinking about the school: a shared planning experience |
Form@re (Online) - 2017
| What teachers need for a sound assessment |
Form@re (Online) - 2017
| Working with autistic pupils: teachers' training needs |
Form@re (Online) - 2017