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| V. 6, N. 4 (2022): SOCIO-ANTHROPOLOGICAL APPROACHES TO EDUCATIONAL ISSUES: GROUNDS, METHODS AND EPISTEMOLOGICAL REFLECTIONS |
LEARNING MATHEMATICAL PROOF IN HIGHER EDUCATION: A QUESTION OF POLYSEMY? AN EXPLORATORY STUDY IN FRENCH WEST INDIES |
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Mickaelle Ramassamy, Antoine Delcroix |
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| V. 6, N. 4 (2022): SOCIO-ANTHROPOLOGICAL APPROACHES TO EDUCATIONAL ISSUES: GROUNDS, METHODS AND EPISTEMOLOGICAL REFLECTIONS |
DISCRIMINATION IN HIGHER EDUCATION AND RESEARCH IN FRANCE: OBSERVING, MEASURING, UNDERSTANDING |
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Pierre-Olivier Weiss, Romane Blassel |
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| V. 6, N. 2 (2022): PROGETTAZIONI INCLUSIVE ATTRAVERSO L’ALLEANZA EDUCATIVA - INCLUSIVE PRESCRIPTIONS THROUGH THE EDUCATIONAL ALLIANCE |
THE UNIVERSITY'S ROLE IN THE DUAL CAREER OF STUDENT-ATHLETES WITH DISABILITIES: THE PRELIMINARY DATA OF THE “PARA-LIMITS” PROJECT |
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Angela Magnanini, Emanuele Isidori, Alessandra Fazio, Lorenzo Cioni |
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| V. 6, N. 1s (2022) |
INCLUSION AND PARTICIPATION IN UNIVERSITY EDUCATION COMPARATIVE SURVEY ON LEARNING OUTCOMES ACHIEVED BEFORE AND DURING THE PANDEMIC PERIOD BY STUDENTS WITH DISABILITIES |
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Lucia Martiniello, Clorinda Sorrentino |
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| V. 4, N. 4_si (2020) |
Didattica digitale in Università: luci, ombre, prospettive |
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Viviana Vinci |
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| V. 4, N. 4 (2020): The body in emergency and post-emergency pedagogy: educational and inclusive profiles |
L’emergenza come dilemma disorientante collettivo. Comunità di docenti in apprendimento. |
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Alessandra Romano |
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