Valentina Pagani
Biographic Data
| ID | 6184883 |
|---|---|
| NAME | Valentina Pagani |
| GIVEN NAMES | Valentina |
| FAMILY NAME | Pagani |
| SIGNATURE | PAGANI V |
| AFFILIATIONS | University of Milano-Bicocca |
| ORCID | 0000-0003-2083-6676 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Teacher–parent relationships: What contextual and teacher characteristics contribute to relationships with parents of diverse backgrounds
Teacher–parent relationships are important for children’s well-being and school functioning, especially for children with an ethnically diverse and/or low socioeconomic status (SES) background, considered to be at risk of academic failure. This study examined positive and negative attributes of this relationship and possible teacher and classroom determinants among 449 early childhood (ECE) and primary schoolteachers in England, Greece, Italy, th…
Scaffolding patterns of dialogic exchange in toddler classrooms
Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison
This cross-national study provides new insights in teacher efficacy in today’s culturally diverse classrooms using survey data of 269 early childhood and primary school teachers in England, Italy, the Netherlands and Poland. Teacher efficacy can be viewed as a two dimensional concept in which both general beliefs are measured alongside (diversity-related) domain-specific beliefs. These beliefs are related to the cultural classroom context and the…
Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison
This cross-national study provides new insights in teacher efficacy in today’s culturally diverse classrooms using survey data of 269 early childhood and primary school teachers in England, Italy, the Netherlands and Poland. Teacher efficacy can be viewed as a two dimensional concept in which both general beliefs are measured alongside (diversity-related) domain-specific beliefs. These beliefs are related to the cultural classroom context and the…
Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison
This cross-national study provides new insights in teacher efficacy in today’s culturally diverse classrooms using survey data of 269 early childhood and primary school teachers in England, Italy, the Netherlands and Poland. Teacher efficacy can be viewed as a two dimensional concept in which both general beliefs are measured alongside (diversity-related) domain-specific beliefs. These beliefs are related to the cultural classroom context and the…
Scaffolding patterns of dialogic exchange in toddler classrooms
Teacher–parent relationships: What contextual and teacher characteristics contribute to relationships with parents of diverse backgrounds
Teacher–parent relationships are important for children’s well-being and school functioning, especially for children with an ethnically diverse and/or low socioeconomic status (SES) background, considered to be at risk of academic failure. This study examined positive and negative attributes of this relationship and possible teacher and classroom determinants among 449 early childhood (ECE) and primary schoolteachers in England, Greece, Italy, th…
Pedagogy (3 works) · Psychology (3 works) · Developmental psychology (2 works) · Mathematics education (2 works) · Parental Involvement in Education (2 works) · Anthropology (1 works) · Context effect (1 works) · Cross-cultural (1 works) · Dialogic (1 works) · Diverse Education Studies and Reforms (1 works)