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R.M. Niemiec, Character Strenghts Interventions. A Field Guide for Practicioners, Boston, MA, Hogrefe, 2017.
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F. Lipowsky e D. Rzejak, Key Features of Effective Professional Development Programmes for Teachers, in «RicercAzione», 7, 2, 2015, pp. 27-51.
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M. Gentile, La formazione in servizio, un modello a due livelli, in «RicercAzione», 7, 2, 2015, pp. 233-252.
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M.A. Runco, Creativity. Theories and Themes: Research, Development, and Practice, Cambridge, MA, Elsevier Academic Press, 2014.
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M. Seligman, Imparare l’ottimismo, Milano, Giunti, 2009; A. Duckworth, Grit: The Power of Passion and Perseverance,Toronto, CA, Harper Collins, 2016.
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E.L. Deci e R.M. Ryan, The «What» and «Why» of Goal Pursuits: Human Needs and the Self-determination of Behaviour, in «Psychological Inquiry», 11, 2000, pp. 227-268.
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C.S. Dweck, Essays in Social Psychology. Self-theories: Their Role in Motivation, Personality, and Development, Philadelphia, Psychology Press, 1999.
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L. Van den Bergh, A. Ros e D. Beijaard, Improving Teacher Feedback during Active Learning: Effects of a Professional Development Program, in «American Educational Research Journal», 51, 4, 2014, pp. 772-809; V. Piwowar, F. Thiel e D. Ophardt, Training Inservice Teachers’ Competencies in Classroom Management. A Quasi-experimental Study with Teachers of Secondary Schools, in «Teaching and Teacher Education», 30, 2013,pp. 1-12; C. Fernandez, Learning from Japanese Approaches to Professional Development: The Case of Lesson Study, in «Journal of Teacher Education», 53, 5, 2002, pp. 393-405; C. Lewis, Lesson Study: A Handbook of Teacher-led Instructional Change, Philadelphia, Research for Better Schools, 2002.
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M. Gentile, La formazione in servizio, un modello a due livelli, cit., pp. 233-252.
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J.D. Bransford, A.L. Brown e R.R. Cocking (a cura di), How People Learn: Brain, Mind, Experience, and School, Washington, DC, National Academy Press, 1999.
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C. Gewertz, Dos and Don’ts when Choosing Social-Emotional Learning Curricula, cit.
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S. Burgess e H.H. Sievertsen, Schools, Skills, and Learning: The Impact of COVID-19 on Education, Vox CEPR Policy Portal, 2020.
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L’attività è stata proposta dalle prof.sse Norma Gasperetti e Isabella Matteotti dell’IC Alta Val di Sole.
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L’attività è stata proposta dal prof. Giovanni Casadoro dell’IC Fondo-Revò.