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Il video come mediatore didattico: un'indagine esplorativa sulle percezioni dei docenti in formazione.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 358, doi. 10.3280/ess1-2023oa15968
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- Article
Didattiche laboratoriali e feedback condivisi per la prefigurazione delle professionalità educative.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 276, doi. 10.3280/ess1-2023oa15260
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A possible dialogue between Accessibility and Assessment in university context. Considerations from a case study.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 379, doi. 10.3280/ess1-2023oa15275
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Future support teachers' opinions about their role on inclusion of students with ASD. An exploratory study to determine training impact.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 342, doi. 10.3280/ess1-2023oa15285
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Ecosistema formativo digitale di un corso online svolto dall'Università per i docenti di un Istituto Comprensivo: analisi dei feedback raccolti con dispositivi tecnologici.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 261, doi. 10.3280/ess1-2023oa15278
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PNRR e formazione. La via della transizione ecologica.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 420, doi. 10.3280/ess1-2023oa16025
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- Article
L'evoluzione creativa della letteratura nonfiction per l'infanzia e l'adolescenza. Una prospettiva internazionale.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 401, doi. 10.3280/ess1-2023oa15697
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La valutazione inclusiva degli apprendimenti per e con gli studenti e le studentesse all'Università.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 389, doi. 10.3280/ess1-2023oa15306
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Improving higher education teaching with feedback of eye tracking glasses: An international and interdisciplinary study.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 310, doi. 10.3280/ess1-2023oa15293
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- Article
What feedback do students expect for effective learning?
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 298, doi. 10.3280/ess1-2023oa15286
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- Article
Encourage reflective and self-assessment processes through the automatic processing of personalized feedback.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 287, doi. 10.3280/ess1-2023oa15264
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- Article
Using the Progressive Design Method in higher education: An analysis of cohesion, collaboration and inclusion dimensions.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 332, doi. 10.3280/ess1-2023oa15267
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- Article
Technologies as learning mediators in interactive and conversational teaching approaches: A research study on the lesson's co-construction in the training of special education teachers.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 321, doi. 10.3280/ess1-2023oa15191
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- Article
Feedback to align teacher and student in a Digital Learning Ecosystem.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 242, doi. 10.3280/ess1-2023oa15761
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- Article
Le mappe argomentative come comparator di feedback interno: un laboratorio per studenti universitari.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 223, doi. 10.3280/ess1-2023oa15297
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- Article
Developing university students' feedback literacy through peer feedback activities.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 204, doi. 10.3280/ess1-2023oa15925
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The role of peer-review workshops in prospective teacher training.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 188, doi. 10.3280/ess1-2023oa15307
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- Article
Collaborative peer-feedback practices in hybrid learning environments.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 174, doi. 10.3280/ess1-2023oa15283
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Knowledge and Learning Con-Validation Processes.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 165, doi. 10.3280/ess1-2023oa15178
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Developing feedback literacy in initial teacher education: Results from an investigation.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 152, doi. 10.3280/ess1-2023oa15189
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Verso un modello di valutazione, validazione e manutenzione delle competenze acquisite in contesto non-formale. Il caso di Improteatro, Scuola Nazionale di Improvvisazione Teatrale.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 135, doi. 10.3280/ess1-2023oa15385
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Valutare la formazione esperienziale. Il caso "Sentirsi in alto mare".
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 118, doi. 10.3280/ess1-2023oa15393
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- Article
"Mentimeter" e valutazione: uno studio-pilota di gamification.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 59, doi. 10.3280/ess1-2023oa15162
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Rethinking assessment practices in schools. A researchtraining pathway to foster assessment as learning.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 81, doi. 10.3280/ess1-2023oa16050
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Stereotypes and prejudices in the Italian L2 class. A conversation analysis of their emergence in teachers' talk.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 100, doi. 10.3280/ess1-2023oa15311
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- Article
Rapporti tra valutazione e autodirezione, e riflessi sulla didattica universitaria.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 69, doi. 10.3280/ess1-2023oa15176
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La didattica universitaria gamificata: un modello di valutazione partecipata.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 46, doi. 10.3280/ess1-2023oa15295
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Apprendere in situazione: la didattica universitaria partecipativa in dialogo con il sistema integrato 0-6.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 36, doi. 10.3280/ess1-2023oa15281
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Designing embedded assessment in Higher Education workshops. A pilot study with pre-service teachers.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 21, doi. 10.3280/ess1-2023oa15175
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Didattica universitaria, innovazione e inclusione. Valutazione e feedback.
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- Education Sciences & Society, 2023, v. 14, n. 1, p. 9, doi. 10.3280/ess1-2023oa16109
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- Article