Anna Frizzarin
Datos Biográficos
| ID | 6689220 |
|---|---|
| NOMBRE | Anna Frizzarin |
| NOMBRES | Anna |
| APELLIDO | Frizzarin |
| FIRMA | FRIZZARIN A |
| AFILIACIONES | Free University of Bozen-Bolzano |
| ORCID | 0000-0002-2609-5066 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 2 |
| OBRAS COMO AUTOR | 4 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2021 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Ableism and inclusive planning practices
Ableism, defined as societal expectations of ability that foster the idea of the able body as the norm against that of disability, shapes dominant standards influencing all areas of life, including educational institutions. At classroom level, these standards can be in rigid expectations of ability in lesson planning. This study investigates ableist thinking which emerges from class and support teachers’ arguments regarding the (im)possibility of…
Practice-oriented research on differentiation strategies in primary and secondary education
Differentiation has emerged as a key concept in promoting educational equity by addressing learners' diverse needs within general educational settings through personalised instruction. However, literature reveals a lack of clarity in defining differentiated instruction and illustrating its practical applications. To bridge this gap, a systematic review following the PRISMA protocol was conducted to synthesise practice-oriented empirical research …
Digital technology use in inclusive schools in four European countries
To fully exploit the potential of digital technologies for preventing exclusion in education and fostering accessible and inclusive learning environments, particularly for vulnerable students, schools need to identify context-specific needs for the systematic integration of digital technologies into daily teaching and learning practices. Therefore, this article presents comparative findings from an online survey conducted in 21 inclusive schools …
In and out of class – what is the meaning for inclusive schools? Teachers’ opinions on push-and pull-out in Italy and Norway
The research aim of the project presented in this paper is to contribute to an understanding of the meaning of push- and pull-out in inclusive school systems. We ask: How do Italian and Norwegian teachers regard the fact that it is sometimes seen as necessary for some students to spend time out of class? A vignette with short scenarios to stimulate responses was used for teacher interviews in lower secondary schools in Italy and Norway. Situation…
In and out of class – what is the meaning for inclusive schools? Teachers’ opinions on push-and pull-out in Italy and Norway
The research aim of the project presented in this paper is to contribute to an understanding of the meaning of push- and pull-out in inclusive school systems. We ask: How do Italian and Norwegian teachers regard the fact that it is sometimes seen as necessary for some students to spend time out of class? A vignette with short scenarios to stimulate responses was used for teacher interviews in lower secondary schools in Italy and Norway. Situation…
In and out of class – what is the meaning for inclusive schools? Teachers’ opinions on push-and pull-out in Italy and Norway
The research aim of the project presented in this paper is to contribute to an understanding of the meaning of push- and pull-out in inclusive school systems. We ask: How do Italian and Norwegian teachers regard the fact that it is sometimes seen as necessary for some students to spend time out of class? A vignette with short scenarios to stimulate responses was used for teacher interviews in lower secondary schools in Italy and Norway. Situation…
Digital technology use in inclusive schools in four European countries
To fully exploit the potential of digital technologies for preventing exclusion in education and fostering accessible and inclusive learning environments, particularly for vulnerable students, schools need to identify context-specific needs for the systematic integration of digital technologies into daily teaching and learning practices. Therefore, this article presents comparative findings from an online survey conducted in 21 inclusive schools …
Ableism and inclusive planning practices
Ableism, defined as societal expectations of ability that foster the idea of the able body as the norm against that of disability, shapes dominant standards influencing all areas of life, including educational institutions. At classroom level, these standards can be in rigid expectations of ability in lesson planning. This study investigates ableist thinking which emerges from class and support teachers’ arguments regarding the (im)possibility of…
Practice-oriented research on differentiation strategies in primary and secondary education
Differentiation has emerged as a key concept in promoting educational equity by addressing learners' diverse needs within general educational settings through personalised instruction. However, literature reveals a lack of clarity in defining differentiated instruction and illustrating its practical applications. To bridge this gap, a systematic review following the PRISMA protocol was conducted to synthesise practice-oriented empirical research …
Computer Science (2 obras) · Pedagogy (2 obras) · Sociology (2 obras) · Ableism (1 obra) · Argumentation theory (1 obra) · Business (1 obra) · Child Development and Digital Technology (1 obra) · Children's Rights and Participation (1 obra) · CLARITY (1 obra) · Class (philosophy (1 obra)