Removing Inclusion: An Analysis of Exclusionary Processes in the Italian School System

Author:

Dovigo Fabio

Publisher

Springer International Publishing

Reference49 articles.

1. Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. The Journal of Educational Research, 104(4), 241–252. https://doi.org/10.1080/00220671003728062

2. Argentin, G., Abbiati, G. M., & Gerosa, T. (2018). Not really the same school: Teachers inter-school segregation and teachers-students matching as hidden inequality mechanisms in the Italian school system (Non proprio la stessa scuola: Segregazione degli insegnanti tra scuole e abbinamento insegnanti-studenti come meccanismi nascosti di disuguaglianza nel sistema scolastico italiano). In Falzetti, P. (Ed.), The INVALSI data: A tool for research. (I dati Invalsi: uno strumento per la ricerca). Franco Angeli.

3. Azzolini, D., & Vergolini, L. (2014). Tracking, inequality and education policy. Looking for a recipe for the Italian case. FBK-IRVAPP Working Papers 2014-08. Research Institute for the Evaluation of Public Policies (IRVAPP). Bruno Kessler Foundation.

4. Azzolini, D., Mantovani, D., & Santagati, M. (2019). Italy: Four emerging traditions in immigrant education studies. In P. A. Stevens & A. G. Dworkin (Eds.), The Palgrave handbook of race and ethnic inequalities in education. Palgrave Macmillan.

5. Ball, S. J. (2017). The education debate. Policy Press.

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