Sonia Marzadro
Biographic Data
| ID | 5843209 |
|---|---|
| NAME | Sonia Marzadro |
| GIVEN NAMES | Sonia |
| FAMILY NAME | Marzadro |
| SIGNATURE | MARZADRO S |
| AFFILIATIONS | FBK‐Irvapp Trento |
| ORCID | 0000-0002-5562-9856 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Preparing assessment literate teachers
Preparing teachers for assessment (i.e., assessment literacy) represents a contested issue, both at the educational policy and practice levels. Entering this debate, we explored patterns of initial teacher education (ITE), continuous professional development (CPD), assessment practices, and teachers’ learning needs in the assessment domain. Using data from the IEA-PIRLS teacher questionnaire (2011–2021) and the OECD-TALIS (2008–2018), a cross-nat…
Equal Focus on Inequality? Approaches to Distributional Impact Assessment in the National Budget Process Across the EU
After four decades of increasing within‐country income inequality in many EU Member States, this study first aims to understand to what extent and how EU Member States make use of distributional impact assessments (DIAs) for budgetary measures. The second aim is to understand the factors that constrain the use of DIA, leading us to propose strategies for how it could be used more widely. To these ends, we perform a desk‐based study of the documen…
Linking the macro to the micro
Recent research into educational inequalities has shown the importance of decomposing social origins into parental class, status and education, representing economic, socio-cultural and educational family resources, respectively. But we know little about how inequalities in educational attainment at the micro-level map onto institutional characteristics of educational systems at the macro-level, if we treat social origins in a multidimensional wa…
Operationalizing De-commodification and De-familization Outcomes via the Relative Poverty Approach
Linking the macro to the micro
Recent research into educational inequalities has shown the importance of decomposing social origins into parental class, status and education, representing economic, socio-cultural and educational family resources, respectively. But we know little about how inequalities in educational attainment at the micro-level map onto institutional characteristics of educational systems at the macro-level, if we treat social origins in a multidimensional wa…
Operationalizing De-commodification and De-familization Outcomes via the Relative Poverty Approach
Linking the macro to the micro
Recent research into educational inequalities has shown the importance of decomposing social origins into parental class, status and education, representing economic, socio-cultural and educational family resources, respectively. But we know little about how inequalities in educational attainment at the micro-level map onto institutional characteristics of educational systems at the macro-level, if we treat social origins in a multidimensional wa…
Equal Focus on Inequality? Approaches to Distributional Impact Assessment in the National Budget Process Across the EU
After four decades of increasing within‐country income inequality in many EU Member States, this study first aims to understand to what extent and how EU Member States make use of distributional impact assessments (DIAs) for budgetary measures. The second aim is to understand the factors that constrain the use of DIA, leading us to propose strategies for how it could be used more widely. To these ends, we perform a desk‐based study of the documen…
Preparing assessment literate teachers
Preparing teachers for assessment (i.e., assessment literacy) represents a contested issue, both at the educational policy and practice levels. Entering this debate, we explored patterns of initial teacher education (ITE), continuous professional development (CPD), assessment practices, and teachers’ learning needs in the assessment domain. Using data from the IEA-PIRLS teacher questionnaire (2011–2021) and the OECD-TALIS (2008–2018), a cross-nat…
Economics (3 works) · Computer Science (2 works) · Inequality (2 works) · Mathematics (2 works) · Political science (2 works) · Social Policy and Reform Studies (2 works) · Business (1 work) · Commodification (1 work) · Desk (1 work) · Development economics (1 work)