Bibliografia e sitografia
Bibliografia
Studenti
Armstrong, T. (2016). The Power of the Adolescent Brain: Strategies for Teaching Middle and High School Students. - Association for Supervision & Curriculum Development -. link
Bernardi, M., Bratti, M., & De Simone, G. (2014). 'I Wish I Knew ...' - Misperceived Ability, School Track Counseling Services and Performances in Upper Secondary Education. link
Buss, R. R., Lindsey, L., Foulger, T. S., Wetzel, K., & Pasquel, S. (2017). Assessing a Technology Infusion Approach in a Teacher Preparation Program. International Journal of Technology in Teaching and Learning, 13(1), 33-44.
Carlana, M. (2019). Implicit stereotypes: Evidence from teachers' gender bias. The Quarterly Journal of Economics, 134(3), 1163-1224.
Ching, Y.-H., Yang, D., Wang, S., Baek, Y., Swanson, S., & Chittoori, B. (2019). Elementary School Student Development of STEM Attitudes and Perceived Learning in a STEM Integrated Robotics Curriculum. TechTrends: Linking Research and Practice to Improve Learning, 63(5), 590-601. link
Contini, D., Tommaso, M. L. D., & Mendolia, S. (2017). The gender gap in mathematics achievement: Evidence from Italian data. Economics of Education Review, 58, 32-42. link
da Conceição Rego, M., Vieira, C., & Vieira, I. (2019). Educational Choices, Family Background, and Social Mobility: Education and Social Mobility. In Global Campaigning Initiatives for Socio-Economic Development (pagg. 128-146). IGI Global.
Drawing The Future published - Education and Employers. (s.d.). Recuperato 22 novembre 2018, da link
Halpern, D. F., Benbow, C. P., Geary, D. C., Gur, R. C., Hyde, J. S., & Gernsbacher, M. A. (2007). The Science of Sex Differences in Science and Mathematics. Psychological science in the public interest : a journal of the American Psychological Society, 8(1), 1-51. link
Harwell, M., Moreno, M., Phillips, A., Guzey, S. S., Moore, T. J., & Roehrig, G. H. (2015). A Study of STEM Assessments in Engineering, Science, and Mathematics for Elementary and Middle School Students. School Science and Mathematics, 115(2), 66-74. link
Heckman, J. J. (2013). Giving Kids a Fair Chance. Mit Press; JSTOR. link
Jensen, F. (s.d.). The Teenage Brain -. HarperCollins Publishers: World-Leading Book Publisher. Recuperato 10 febbraio 2020, da link
Mirucka, B., & Kisielewska, M. (2019). The Importance of Physical Activity in the Normative Development of Mental Body Representations during Adolescence.: Implications for Teacher Education. In M. Kowalczuk-Walêdziak, A. Korzeniecka-Bondar, W. Danilewicz, & G. Lauwers (A c. Di), Rethinking Teacher Education for the 21st Century (1a ed., pagg. 223-238). Verlag Barbara Budrich; JSTOR. link
Mullis, I. V. S., Progress in International Reading Literacy Study, & International Association for the Evaluation of Educational Achievement. (2006). PIRLS 2006 assessment framework and specifications: Progress in International Reading Literacy Study. TIMSS & PIRLS.
Niederle, M., & Vesterlund, L. (2010). Explaining the Gender Gap in Math Test Scores: The Role of Competition. Journal of Economic Perspectives, 24(2), 129-144. link
Piton, C., & Rycx, F. (2021). A Broken Social Elevator? Employment Outcomes of First-and Second-generation Immigrants in Belgium. De Economist, 1-47.
Stoet, G., & Geary, D. C. (2012). Can stereotype threat explain the gender gap in mathematics performance and achievement? Review of General Psychology, 16(1), 93-102. link
Stoet, G., & Geary, D. C. (2018). The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education. Psychological Science, 29(4), 581-593. link
Szorc, K., & Kunat, B. (2019). The Importance of Emotional Intelligence in the Creative Activity of Students. In M. Kowalczuk-Walêdziak, A. Korzeniecka-Bondar, W. Danilewicz, & G. Lauwers (A c. Di), Rethinking Teacher Education for the 21st Century (1a ed., pagg. 368-380). Verlag Barbara Budrich; JSTOR. link
Tessaro, F. (2014). Compiti autentici o prove di realtà? FORMAZIONE & INSEGNAMENTO. Rivista internazionale di Scienze dell'educazione e della formazione, 12(3), 77-88.
Zhou, N., Pereira, N. L., Tarun, T. G., Alperovich, J., Booth, J., Chandrasegaran, S., Tew, J. D., Kulkarni, D. M., & Ramani, K. (2017). The Influence of Toy Design Activities on Middle School Students' Understanding of the Engineering Design Processes. Journal of Science Education and Technology, 26(5), 481-493. link
Docenti
Andreas, S. (2018). Strong Performers and Successful Reformers in Education World Class How to Build a 21st-Century School System: How to Build a 21st-Century School System. OECD Publishing.
Argentin G. (2018). Gli insegnanti nella scuola italiana. Ricerche e prospettive di intervento. Il Mulino. Bologna
Barbieri, G., Rossetti, C., & Sestito, P. (2017). Teacher Motivation and Student Learning. Politica economica, XXXIII(1), 59-72. link
Bier, A. (s.d.). 1 La motivazione dell'insegnante: Teorie di riferimento. 14.
Can, S., Dogru, S., & Bayir, G. (2017). Determination of Pre-Service Classroom Teachers' Technological Pedagogical Content Knowledge. Journal of Education and Training Studies, 5(2), 160-166.
Co-operation, O. for E., & Development (OECD). (2020). Education at a glance 2020: OECD indicators. OECD.
Darling-Hammond, L., Burns, D., Campbell, C., Goodwin, A. L., Hammerness, K., Low, E.-L., McIntyre, A., Sato, M., & Zeichner, K. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. John Wiley & Sons.
Dolton, P. (2013). The status of teachers. CentrePiece - The Magazine for Economic Performance. link
Fiorin, I. (2014). Ricerca pedagogica e formazione degli insegnanti. FORMAZIONE & INSEGNAMENTO. Rivista internazionale di Scienze dell'educazione e della formazione, 10(1), 73-84-84.
Golsteyn, B., Vermeulen, S., & de Wolf, I. (2016). Teacher Literacy and Numeracy Skills: International Evidence from PIAAC and All. link
Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1). link
Hanushek, E. A., Schwerdt, G., Wiederhold, S., & Woessmann, L. (2013). Returns to Skills around the World: Evidence from PIAAC. National Bureau of Economic Research Working Paper Series. link
Ingersoll, R. (2014). Seven Trends: The Transformation of the Teaching Force. Updated April 2014. CPRE Report. #RR-80. Consortium for Policy Research in Education. link
Kafyulilo, A. C. (2010). TPACK for Pre-Service Science and Mathematics Teachers. link
Keller, M. M., Neumann, K., & Fischer, H. E. (2017). The impact of physics teachers' pedagogical content knowledge and motivation on students' achievement and interest: PHYSICS TEACHERS' KNOWLEDGE AND MOTIVATION. Journal of Research in Science Teaching, 54(5), 586-614. link
Keller, M., Neumann, K., & Fischer, H. E. (2013). Teacher enthusiasm and student learning. International guide to student achievement, 247-250.
Kulgemeyer, C., & Riese, J. (2018). From professional knowledge to professional performance: The impact of CK and PCK on teaching quality in explaining situations. Journal of Research in Science Teaching, 55(10), 1393-1418.
Miço, H. (2019). The Teaching Profession in Albania and the Continuous Need for Improvement through Teacher Training Reforms. In M. Kowalczuk-Walêdziak, A. Korzeniecka-Bondar, W. Danilewicz, & G. Lauwers (A c. Di), Rethinking Teacher Education for the 21st Century (1a ed., pagg. 150-167). Verlag Barbara Budrich; JSTOR. link
New insights on teaching and learning: Contributions from TALIS 2018 (Teaching in Focus N. 27; Teaching in Focus, Vol. 27). (2019). link
OECD. (2013). The Survey of Adult Skills: Reader's Companion. OECD. link
OECD. (2018) PISA. Effective Teacher Policies Insights from PISA. link
OECD. (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. OECD. link
OECD. (2020). TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals. OECD. link
OECD (2020a). Teaching and Learning International Survey (TALIS) 2018 analysis plan (OECD Education Working Papers N. 220; Education Working Papers, Vol. 220). link
OECD (2020) World Class—How to Build a 21st-Century School System link
OECD. (2021). The Assessment Frameworks for Cycle 2 of the Programme for the International Assessment of Adult Competencies. OECD. link
Olson, S. (2017). Increasing the Roles and Significance of Teachers in Policymaking for K-12 Engineering Education: Proceedings of a Convocation. National Academies Press.
Pomerance, L. (2016). Learning about Learning: What Every New Teacher Needs to Know. National Council on Teacher Quality. link
Sabitzer, B., Demarle-Meusel, H., & Painer, C. (2019). A COOL Lab for Teacher Education. In M. Kowalczuk-Walêdziak, A. Korzeniecka-Bondar, W. Danilewicz, & G. Lauwers (A c. Di), Rethinking Teacher Education for the 21st Century (1a ed., pagg. 319-328). Verlag Barbara Budrich; JSTOR. link
Schleicher, A. (2017). Strong performers and successful reformers in education. Comunicação conduzida na Conferência PISA: Avaliação, resultados, desafios. Fundação Francisco Manuel dos Santos, Lisboa.
Vieluf, S., Kaplan, D., Klieme, E., & Bayer, S. (2012a). Teaching Practices and Pedagogical Innovations: Evidence from TALIS. OECD. link
Viseu, J. de J. (2016). Teacher Motivation, Work Satisfaction, and Positive Psychological Capital: A Literature Review. Electronic Journal of Research in Educational Psychology, 14(2), 439-461.
XETHALI, A. (2021, marzo 3). Teachers in Europe Careers, Development and Well-being [Text]. Eurydice - European Commission. link
Proposte
Boss, S. (2015). Real-World Projects: How do I design relevant and engaging learning experiences?(ASCD Arias). ASCD.
Bowe, J., & Gore, J. (2017). Reassembling teacher professional development: The case for quality teaching rounds. Teachers and teaching, 23(3), 352-366.
Brady, C., Eames, C. L., & Lesh, D. (2015). Connecting real-world and in-school problem-solving experiences. Quadrante, 24(2), 5-38.
Castellana, G. (2018). Quale formazione degli insegnanti per la promozione della qualità dell'insegnamento e l'efficacia degli apprendimenti degli studenti. FORMAZIONE & INSEGNAMENTO. Rivista internazionale di Scienze dell'educazione e della formazione, 15(3), 29-44-44.
Ganesh, T. G., & Fulton, I. A. (2011). Design-based research: A framework for designing novel teaching and learning experiences in middle school engineering education. 2011 Frontiers in Education Conference (FIE), T2F-1.
Ganser, T. (2000). An ambitious vision of professional development for teachers. NASSP bulletin, 84(618), 6-12.
Gore, J. (2018). Making a difference through Quality Teaching Rounds: Evidence from a sustained program of research.
Gore, J., Harris, J., & Miller, D. (2020). Professional development that improves student outcomes.
Gore, J., Ware, M., White, S.-L., Collins, L.-A., Bowen, L., & Hansen, C. (2019). Building the capacity of teachers for supporting 21st-century learning.
Hudson, P., Lewis, K., & Hudson, S. (2011). Preservice teachers' real-world experiences for teaching art. Australian Art Education, 34(1), 79.
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving schools, 19(3), 267-277.
Luke, A., & McArdle, F. (2009). A model for research-based state professional development policy. Asia-Pacific Journal of Teacher Education, 37(3), 231-251.
Meiers, M., & Ingvarson, L. (2005). Investigating the links between teacher professional development and student learning outcomes. Department of Education, Science and Training.
Rogers-Haverback, H., & Mee, M. (2015). Reading and teaching in an urban middle school: Preservice teachers' self-efficacy beliefs and field-based experiences. Middle Grades Research Journal, 10(1), 17.
Swennen, A., & Bates, T. (2010). The professional development of teacher educators. Taylor & Francis.
Union, P. O. of the E. (2020, dicembre 7). Structural indicators for monitoring education and training systems in Europe 2020: Overview of major reforms since 2015. [Website]. Publications Office of the European Union. link
Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and teacher education, 61, 47-59.
Sitografia
Studenti
Docenti
Proposte