Relevant bibliographies by topics / Italian Primary School

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Italian Primary School'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Italian Primary School"

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Alderighi, Camilla, Raffaele Rasoini, Giulio Formoso, Maria Grazia Celani, and Sarah E. Rosenbaum. "Feasibility of contextualizing the Informed Health Choices learning resources in Italy: A pilot study in a primary school in Florence." F1000Research 11 (October 12, 2022): 1167. http://dx.doi.org/10.12688/f1000research.123728.1.

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Background The Informed Health Choices (IHC) project team developed learning resources for primary school children to teach critical thinking about treatments claims and health choices and evaluated their effect in a randomized controlled trial of 120 schools in Uganda. Children taught with these resources showed a better ability to think critically about treatments claims and health choices than children not taught with these resources. Teams in multiple countries are contextualising the IHC resources for use in other languages and settings; in this pilot we describe contextualization for use
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Scaglia, Evelina. "The Written School Memories of an Italian primary teacher between Fascism and democracy: an original case study." Espacio, Tiempo y Educación 5, no. 1 (2018): 249. http://dx.doi.org/10.14516/ete.148.

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The following paper focuses on the original nature of Individual Written School Memories, shown by some commentaries published by the Italian primary teacher Marco Agosti in the Catholic teachers’ magazine «Supplemento pedagogico a Scuola Italiana Moderna» between 1933 and 1938, during the Fascist regime. They dealt with the main results of his educational experimentations in primary school, according to his idea of education as the full development of each human being. An analysis of Marco Agosti’s interventions reveals how they represented an original interpretation of the critica didattica,
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Djorovic, Danijela, and Natasa Lalic-Vucetic. "Some peculiarities of Italian language instruction at primary school age." Zbornik Instituta za pedagoska istrazivanja 42, no. 1 (2010): 150–64. http://dx.doi.org/10.2298/zipi1001150d.

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Instruction of Italian language at primary school level has not been studied more comprehensively in our expert and scientific literature so far, since Italian has been studied as a compulsory foreign language in Serbian schools since the school year 2001/2002. This paper discusses some peculiarities of learning and teaching a foreign language, with emphasis on the socio-cultural aspect and functional usage of the language as the primary task of instruction. The paper presents the results of one part of a larger empirical research that studies the attitude of primary school students towards le
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Viscera, Angela. "MAECI E INIZIATIVE DI PROMOZIONE LINGUISTICO-CULTURALE: L’INSEGNAMENTO DELL’ITALIANO IN BELGIO." Italiano LinguaDue 15, no. 1 (2023): 130–46. http://dx.doi.org/10.54103/2037-3597/20381.

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In una prospettiva di analisi dei processi linguistici fuori dai confini nazionali, non possiamo non esplorare la situazione migratoria che si è avuta in Belgio a seguito degli accordi bilaterali del 1946 con l’Italia. Particolare interesse desta la questione del mantenimento della lingua d’origine degli immigrati italiani. Il presente contributo illustra, in primo luogo, come lo stato italiano è intervenuto al fine di promuovere e attuare iniziative per l’apprendimento e la diffusione della lingua e della cultura italiana all’estero, giungendo, nel corso degli anni, a stipulare accordi di par
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Maietta, Ornella Wanda, and Maria Teresa Gorgitano. "School meals and pupil satisfaction. Evidence from Italian primary schools." Food Policy 62 (July 2016): 41–55. http://dx.doi.org/10.1016/j.foodpol.2016.04.006.

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Galliani, Luciano. "Image Education in the Italian Primary School." Educational Media International 28, no. 2 (1991): 82–90. http://dx.doi.org/10.1080/0952398910280209.

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Belgianni, Carmela. "Educazione corporea e al movimento. Il ruolo educativo del corpo e del movimento nella Scuola Primaria Italiana." Rivista Italiana di Pedagogia dello Sport 2, no. 1 (2017): 19–25. https://doi.org/10.5281/zenodo.1063743.

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Il sistema scolastico italiano potrebbe avvantaggiarsi sul piano formativo di un maggior spazio all’educazione corporea e al movimento. La ricerca pedagogica, infatti, ha ampiamente dimostrato che un corretto sviluppo psicomotorio influisce sensibilmente sull’apprendimento, nella prospettiva di una crescita evolutiva dei soggetti. Il legame tra attività motoria e educazione richiede un’intenzionalità pedagogica basata su alcune specifiche condizioni. In particolare, per declinare l’azione in senso educativo è necessario orientare le specifiche compo
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Bellantonio, Sergio, and Domenico Tafuri. "Tutoring e formazione continua dei docenti. Il progetto "Sport di classe" tra criticità e prospettive." Rivista Italiana di Pedagogia dello Sport 1-2, no. 5-6 (2018): 1–17. https://doi.org/10.5281/zenodo.3357023.

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<strong>Abstract:</strong> Nella scuola primaria italiana non &egrave; ancora presente un docente di scienze motorie e sportive tra gli altri docenti curricolari. Per tal motivo, i docenti di ruolo sono aiutati da alcuni <em>tutor sportivi</em> per sviluppare le proprie competenze in ambito motorio e sportivo. L&rsquo;esperienza di tutoring del progetto CONI-MIUR &ldquo;Sport di classe&rdquo; pu&ograve; essere considerata come un valido esempio di formazione continua dei docenti o le criticit&agrave; emerse dal progetto rappresentano un valido spunto per proporre scenari futuri alternativi a q
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DOZ, Daniel, and Tina STEMBERGER. "MINORITY EDUCATION DURING THE PANDEMIC: THE CASE OF THE SLOVENE MINORITY IN ITALY." Turkish Online Journal of Distance Education 24, no. 1 (2023): 109–28. http://dx.doi.org/10.17718/tojde.970687.

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Much research has been done on the first quarantine period in 2020, however little is known for what it concerns distance learning in Italian schools with Slovene as language of instruction. No extensive research explored teachers’ and students’ perceptions of this distance learning period, nor analyzed their opinion about positive and negative aspects of online learning, especially those related to the teaching material in Slovene language, which should address the Italian program. The present article presents the analysis of online semi-structured interviews that involved 15 high school teac
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La Perna, Rosalia, and Antonio Serradifalco. "ITALIANO E DIALETTO: ESPERIENZE DIDATTICHE PER UN CURRICOLO VERTICALE INTEGRATO IN PROSPETTIVA ECOLINGUISTICA." Italiano LinguaDue 16, no. 2 (2025): 365–75. https://doi.org/10.54103/2037-3597/27850.

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Le Indicazioni nazionali e le politiche di tutela delle minoranze linguistiche e del patrimonio dialettale sollecitano il mondo della scuola a sperimentare percorsi di educazione linguistica plurilingue integrata, italiano - lingue - dialetti, per favorire l’alfabetizzazione culturale e sociale del bambino, lo sviluppo della sua identità attraverso il contatto con l’alterità linguistica e culturale, la partecipazione democratica. Il presente lavoro illustra due esperienze didattiche di educazione linguistica integrata attraverso la valorizzazione dellevarietà dialettali, per un curricolo verti
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Dissertations / Theses on the topic "Italian Primary School"

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Margutti, Piera. "Classroom interaction in an Italian primary school : instructional sequences in pedagogic settings." Thesis, University of York, 2004. http://etheses.whiterose.ac.uk/9887/.

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Carletti, Irene <1993&gt. "Developing phonemic and phonological awareness in Italian EFL learners: a proposal of original and engaging teaching materials for primary school children." Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/15297.

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Several studies have suggested a correlation between phonological awareness skills and literacy development. The impact of phonemic and phonological awareness instruction in the L1, L2 and FL on a variety of learners has thus been increasingly investigated. However, phonological awareness instruction seems to be marginalized in foreign language teaching practices, especially in Italian EFL classrooms. The aim of the present research project was thus twofold. It primarily consisted of designing original phonemic and phonological awareness activities embedded in a narrative context that could be
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Masutti, Vania. "THE ROLE OF FORMAL LINGUISTIC THEORIES IN GRAMMAR INSTRUCTION. THE CASE OF V2 WITH ITALIAN CHILD L2 LEARNERS OF GERMAN IN THE PRIMARY SCHOOL." Doctoral thesis, Università degli studi di Padova, 2015. http://hdl.handle.net/11577/3424708.

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This dissertation describes the results of a didactic experiment that tests the effectiveness of formal linguistic theories in L2 teaching at the primary school. The investigation focuses on the acquisition/learning of verb second (V2) in Italian L2 learners of German, who range in age from 6 to 10 years. My research is based on the theoretical framework of Principles and Parameters (Chomsky 1981, 2005), and I investigate the role that principles and parameters play in L2 learning: on the one hand, I examine the availability of Universal Grammar (UG) in tutored child L2 learners. On the other
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Casella, Rita [Verfasser], Katja [Akademischer Betreuer] Schmitt, Jürgen [Akademischer Betreuer] Schröder, and Rainer [Akademischer Betreuer] Watermann. "Subjective theories and behaviours in physical education of Italian primary school teachers. Applying a superstructure model to study specialist-generalist teachers differences and the effects of a physical education professional development programme / Rita Casella. Gutachter: Jürgen Schröder ; Rainer Watermann. Betreuer: Katja Schmitt." Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2011. http://d-nb.info/1042970475/34.

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McCreanor, Sheila J. "Ethnic identity in Catholic primary schools /." Title page, contents and abstract only, 1990. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mm132.pdf.

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Rui, Valentina <1993&gt. "“Progetto IBI/BEI”: Empirical Research and Analysis About an Italian Bilingual Perspective of Immersion Education in State Primary Schools." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/13788.

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Il tema principale della ricerca ruota attorno ai valori di bilinguismo e di immersione linguistica prendendo come riferimento il “Progetto IBI/BEI”, un progetto pilota iniziato nel 2010 in sei scuole primarie selezionate della regione Lombardia diretto da un accordo tra il British Council, la Direzione Generale per gli Ordinamenti Scolastici e per l’Autonomia Scolastica e l’Ufficio Scolastico Regionale per la Lombardia. L’obiettivo del progetto era quello di offrire un’educazione immersiva totale ai bambini che a partire dal primo anno della scuola primaria al quinto, hanno potuto svolgere ci
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Raso, Maria Vincenza. "Étude des pratiques éducatives relatives aux situations de conflit, de violence et d’incivilité dans les écoles primaires du Val d'Aoste." Thesis, Aix-Marseille, 2017. http://www.theses.fr/2017AIXM0318.

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Notre recherche explore les pratiques éducatives, dans la gestion des situations de conflit, de violence et d’incivilité entre les élèves, dans la perspective de comprendre leur impact sur le développement social de l’individu. Nous supposons que ces pratiques relèvent d’une pédagogie de la non-violence et agissent en limitant toute forme d’interaction physique entre les élèves, qu’elle soit une interaction ludique ou une agression intentionnelle. Cette étude, menée dans trois écoles primaires au Val d'Aoste, associe une méthodologie à la fois quantitative et qualitative : des questionnaires (
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Sposato, Daniela. "The impact of parents 'background and students' age on educational outcomes in italian primary school: evidence from INVALSI data." Thesis, 2014. http://hdl.handle.net/10955/802.

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Dottorato di ricerca in Scienze economiche e aziendali, XXVII ciclo. A.a. 2013-2014<br>La tesi di dottorato si propone l’obiettivo di indagare alcune determinanti dei risultati scolastici nella scuola primaria italiana. Quali variabili di outcomes sono utilizzati i punteggi in Italiano e Matematica conseguiti dagli alunni nell’ambito dei test somministrati dall’INVALSI (Istituto Nazionale per la Valutazione del Sistema Educativo di Istruzione e di Formazione). Il primo capitolo, intitolato Parents’ Background Effects on Students’ Achievements: Evidence from Italian Primary School, analizz
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Casella, Rita. "Subjective theories and behaviours in physical education of Italian primary school teachers. Applying a superstructure model to study specialist-generalist teachers differences and the effects of a physical education professional development programme." Doctoral thesis, 2011. http://hdl.handle.net/11858/00-1735-0000-0006-AEF8-7.

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Tyler, John. "A Pragmatic Standard of Legal Validity." Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10885.

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American jurisprudence currently applies two incompatible validity standards to determine which laws are enforceable. The natural law tradition evaluates validity by an uncertain standard of divine law, and its methodology relies on contradictory views of human reason. Legal positivism, on the other hand, relies on a methodology that commits the analytic fallacy, separates law from its application, and produces an incomplete model of law. These incompatible standards have created a schism in American jurisprudence that impairs the delivery of justice. This dissertation therefore formulates a
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Books on the topic "Italian Primary School"

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Ferretti, Enrico. Educazione in gioco. Edizioni Casagrande, 2016.

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Conan, Doyle Arthur. The Sherlock Holmes Mysteries: 22 Stories. Signet Classics, 2005.

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Conan, Doyle Arthur. The Sherlock Holmes Mysteries. Signet Classics, 2005.

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Conan, Doyle Arthur. The Sherlock Holmes Mysteries. Signet Classic, 1987.

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Conan, Doyle Arthur. The Classic Illustrated Sherlock Holmes: Thirty Seven Short Stories Plus a Complete Novel. Longmeadow Press, 1987.

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Conan, Doyle Arthur. The new annotated Sherlock Holmes. W.W. Norton, 2005.

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Klinger, Leslie S., ed. Sherlock Holmes anotado: Relatos I. Akal, 2010.

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Conan, Doyle Arthur. The Original Illustrated 'Strand' Sherlock Holmes. Wordsworth, 1993.

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Conan, Doyle Arthur. The Original Illustrated 'Strand' Sherlock Holmes. Wordsworth Editions, 1996.

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Conan, Doyle Arthur. The original illustrated Strand's Sherlock Holmes: The complete facsimile edition. Wordsworth Editions, 1989.

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Book chapters on the topic "Italian Primary School"

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Gagliardi, Mauro, Veronica Bartolucci, and David Scaradozzi. "Educational Robotics at Primary School with Nintendo Labo." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_39.

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AbstractIn the last five years, the Italian Ministry of Education has focused on digital skills, recognizing them as fundamental and indispensable for the growth of the future citizens of the information age. Numerous requests have come from the European Commission, the Italian Ministry of Education and the employment world regarding the introduction of new technologies in schools, whether or not this is part of curricular activities. National guidelines for kindergarten and primary school curricula promote the introduction of new tools and new multimedia languages as fundamental for all disci
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Bondi, Laura, Beatrice Franzolini, and Marco Palma. "A Longitudinal Study of the Gender Gap in School Grades via Flexible Bayesian Beta Regression." In Italian Statistical Society Series on Advances in Statistics. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-64431-3_39.

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Abstract The gender disparity in school grades, known as the grade gender gap, has become a focal point for researchers, educators, and policymakers. Despite this heightened interest, there remains a scarcity of longitudinal studies addressing this issue. This study seeks to address this gap by examining the grade gender gap in schools using longitudinal data from Rimini, Italy. A Bayesian Beta regression with splines is devised to detect gender differences across different cohorts of students and along the educational journey from primary to upper-secondary school. Our findings reveal a signi
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Valzano, Mariantonietta, Cinzia Vergine, Lorenzo Cesaretti, Laura Screpanti, and David Scaradozzi. "Ten years of Educational Robotics in a Primary School." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_38.

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AbstractMany researchers and teachers agree that the inclusion of science, technology, engineering, and mathematics in early education provides strong motivation and greatly improves the speed of learning. Most primary school curricula include a number of concepts that cover science and mathematics, but less effort is placed in teaching problem-solving, computer science, technology and robotics. The use of robotic systems and the introduction of robotics as a curriculum subject educates children in the basics of technology, and gives them additional human and organizational values. This paper
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Corradini, Isabella, Michael Lodi, and Enrico Nardelli. "An Investigation of Italian Primary School Teachers’ View on Coding and Programming." In Lecture Notes in Computer Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02750-6_18.

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Bugno, Lisa, and Luca Agostinetto. "La Mia Scuola è Differente, an After-School Program with an Intercultural Focus: The Challenges and Opportunities of Program Development." In University-Community Partnerships for Transformative Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60583-3_16.

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AbstractLa Mia Scuola È Differente (LMSD) is in the process of formation, aimed at creating an after-school program that promotes diversity, increases social inclusion, and empowers children who attend primary and middle schools located in a community of children and families with migrant backgrounds. The neighborhood contends with cultural segregation, lack of integration with Italian residents, and social stigma. Such a context is the setting for Padova’s 7th Instituto Comprensivo (read District) “San Camillo,” which includes four primary schools and three secondary schools. The LMSD project
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Fastame, Maria Chiara. "Empowering Visuo-spatial Abilities Among Italian Primary School Children: From Theory to Practice." In Visual-spatial Ability in STEM Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44385-0_7.

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Silveri, Giulia, Federica De Dea, Iolanda Perrone, and Agostino Accardo. "Influence of Dysgraphia on Kinematic Characteristics of Handwriting in Italian Primary School Children." In IFMBE Proceedings. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-9038-7_45.

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Cannone, Lina. "Educational Robotics in Informal Contexts: An Experience at CoderDojo Pomezia." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_30.

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AbstractThe project aims to develop technical skills in primary school students. Technical courses are usually not popular among schoolchildren. With the introduction of the National Plan for Digital Education (PNSD) by Italian Education Ministry since 2015, words like coding, robotics and computational thinking are used more frequently in primary school classrooms. CoderDojo is a worldwide movement working to introduce children to robotics and computer science. As CoderDojo Pomezia, we prepared a number of activities to encourage students’ interest in computational thinking and robotics, and
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Pazzaglia, Paola, and David Scaradozzi. "Escape from Tolentino During an Earthquake Saving as Many Lives and Cultural Objects as You Can." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_37.

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AbstractIn the last five years, the Italian Ministry of Education has placed its focus on digital skills, recognizing them as fundamental and indispensable for the growth of future citizens in the information age. It has thus backed projects aimed at developing computational thinking and digital creativity at school. One of the highest-funded of such projects is “Più vicini al nostro territorio—Valorizziamo i monumenti di Tolentino … giocando con Scratch e App Inventor” (Closer to our territory—appreciating the value of Tolentino’s monuments … while playing on Scratch and App Inventor). In thi
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Longo, Federica, and Francesca Scornavacca. "From Integration to Inclusion in the Italian Primary School. Implementing Innovative Practices in the Class-room Context." In Research and Innovation Forum 2023. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-44721-1_26.

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Conference papers on the topic "Italian Primary School"

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Cigognini, Maria Elisabetta, and Laura Parigi. "THE ELECTRONIC REGISTER AS A COGNITIVE TOOL FOR FORMATIVE ASSESSMENT: THE PERSPECTIVE OF ITALIAN PRIMARY SCHOOL TEACHERS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2066.

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Benvenuti, Martina, Augusto Chioccariello, and Giorgia Giammoro. "Programming to learn in Italian primary school." In WiPSCE'19: 14th Workshop in Primary and Secondary Computing Education. ACM, 2019. http://dx.doi.org/10.1145/3361721.3361732.

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Mattiello, Sara, Matteo Luca Ruggiero, and Matteo Leone. "Teaching Einsteinian gravity in Italian primary school." In 1st Electronic Conference on Universe. MDPI, 2021. http://dx.doi.org/10.3390/ecu2021-09319.

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Tammaro, Rosanna, Isabella Stasio, Roberta Scarano, and Deborah Gragnaniello. "DESCRIPTIVE JUDGMENT IN ITALIAN PRIMARY SCHOOL EVALUATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end075.

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"The pandemic situation has made it clear the limit of evaluation through decimal vote. It draws a measuring and classificatory logic. To overcome these limits, the Ministerial Order 172/2020 has introduced new procedure of students’ assessment: descriptive judgment. It replaces the decimal mark with an assessment through “learning level” that allow to monitor the evolutionary process of the student (Castoldi, 2021). Furthermore, the fundamental characteristics of descriptive judgment are: transparency and clarity. Therefore, it is necessary to involve pupils in the assessment process and prov
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Chioccariello, Augusto, Rosa Bottino, Sabrina Panesi, and Laura Freina. "Longitudinal approach for introducing programming in italian primary school." In WiPSCE '20: Workshop in Primary and Secondary Computing Education. ACM, 2020. http://dx.doi.org/10.1145/3421590.3421599.

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Corradini, Isabella, Michael Lodi, and Enrico Nardelli. "Conceptions and Misconceptions about Computational Thinking among Italian Primary School Teachers." In ICER '17: International Computing Education Research Conference. ACM, 2017. http://dx.doi.org/10.1145/3105726.3106194.

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Di Gennaro, Roberta, Nicla Palladino, and Nicolina Pastena. "LEGO® BRICKS AND THEIR EDUCATIVE PECULIARITIES IN THE ITALIAN PRIMARY SCHOOL PERSPECTIVE." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0184.

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Pignato, Salvatore, Rachele Bonomo, Roberto Coppola, and Francesco Casolo. "An empirical study for assessing the level of enjoinment in an Italian primary school." In Journal of Human Sport and Exercise - 2019 - Spring Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc4.63.

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D'Elia, Francesca. "Teachers' perspectives about contents and learning aim of physical education in Italian primary school." In Journal of Human Sport and Exercise - 2020 - Winter Conferences of Sports Science. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc2.19.

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Pagani, Valentina, Giulia Pastori, and Francesca Linda Zaninelli. "EDUCATION IN THE TIME OF CORONAVIRUS. THE VOICES OF ITALIAN ECEC AND PRIMARY SCHOOL PROFESSIONALS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1495.

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Reports on the topic "Italian Primary School"

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Vallerani, Sara, Elizabeth Storer, and Costanza Torre. Key Considerations: Equitable Engagement to Promote COVID-19 Vaccine Uptake among Undocumented Urban Migrants. SSHAP, 2022. http://dx.doi.org/10.19088/sshap.2022.013.

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This brief sets out key considerations linked to the promotion of COVID-19 vaccine uptake among undocumented migrants residing in Rome, Italy. We focus on strategies to equitably distribute COVID-19 vaccines. Evidence from Italy is applicable to other contexts where vaccine administration is tied to “vaccine passports” or “immunity passes”. Undocumented migrants have been considered as some of the “hardest to reach” groups to engage in COVID-19 vaccination outreach. This brief uses the term undocumented migrant or migrant for brevity, but we refer to people living without formal Italian citize
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