Dario Ianes
Biographic Data
| ID | 6689105 |
|---|---|
| NAME | Dario Ianes |
| GIVEN NAMES | Dario |
| FAMILY NAME | Ianes |
| SIGNATURE | IANES D |
| AFFILIATIONS | Free University of Bozen-Bolzano |
| ORCID | 0000-0001-9100-707X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
“Just put them in a group?” Teaching cooperation in childhood
BACKGROUNDS: Cooperation is a core social skill essential for learning and citizenship, yet spontaneous cooperation in group settings cannot be taken for granted. AIMS: This study investigates whether a structured, technology-supported Cooperative Learning (CL) intervention can foster greater levels of observable cooperative behaviour in primary and middle school students. SAMPLE: A total of 36 classes (containing 577 students ages 8-12) were ran…
Unraveling teacher stress
Advancing Social and Emotional Skills Through Tech‐Supported Cooperative Learning in Primary and Middle Schools
Social and Emotional Skills (SES) are key to students' academic and personal development. This study explores the effectiveness of a technology‐supported Cooperative Learning (CL) intervention in promoting SES among primary and middle school students in Italy. A quasi‐experimental design was used, involving 36 classes randomly assigned to either the intervention or a waitlist control group. Teachers in the intervention received training on CL and…
Experiences and learning outcomes of students without special educational needs in inclusive settings
Inclusive education in Italy
The Italian school system has a long tradition of inclusive education, starting in the 1970s with the first experiences of integrating students with disabilities into regular schools. Since then, legislation has developed to guarantee students with disabilities and other special educational needs the right to individualization and personalization. This article presents the main developments in Italian inclusive education, documenting both positiv…
Inclusion at risk? Push- and pull-out phenomena in inclusive school systems
The main objective of this article is to explore and compare research data on pull-out and push-out phenomena within inclusive school systems, discussing if and how they represent a risk for inclusion. The terms pull-out and push-out refer to situations in which some groups of students in regular schools learn in settings apart from their peers. Typically, the terms push out and pull out refer to students with disabilities or other special-educat…
Integration in Italian schools
Italy is famous for having the highest percentage of students with disabilities attending 'the school for all' (integration). However, in recent studies, the reality of integration seems to be more complex. Integration has reached some important goals (e. g. longer school careers), but while the Italian school system envisages the full participation of all students in normal class activities, there are various problems with the way in which integ…
Inclusion at risk? Push- and pull-out phenomena in inclusive school systems
The main objective of this article is to explore and compare research data on pull-out and push-out phenomena within inclusive school systems, discussing if and how they represent a risk for inclusion. The terms pull-out and push-out refer to situations in which some groups of students in regular schools learn in settings apart from their peers. Typically, the terms push out and pull out refer to students with disabilities or other special-educat…
Integration in Italian schools
Italy is famous for having the highest percentage of students with disabilities attending 'the school for all' (integration). However, in recent studies, the reality of integration seems to be more complex. Integration has reached some important goals (e. g. longer school careers), but while the Italian school system envisages the full participation of all students in normal class activities, there are various problems with the way in which integ…
Integration in Italian schools
Italy is famous for having the highest percentage of students with disabilities attending 'the school for all' (integration). However, in recent studies, the reality of integration seems to be more complex. Integration has reached some important goals (e. g. longer school careers), but while the Italian school system envisages the full participation of all students in normal class activities, there are various problems with the way in which integ…
Inclusion at risk? Push- and pull-out phenomena in inclusive school systems
The main objective of this article is to explore and compare research data on pull-out and push-out phenomena within inclusive school systems, discussing if and how they represent a risk for inclusion. The terms pull-out and push-out refer to situations in which some groups of students in regular schools learn in settings apart from their peers. Typically, the terms push out and pull out refer to students with disabilities or other special-educat…
Inclusive education in Italy
The Italian school system has a long tradition of inclusive education, starting in the 1970s with the first experiences of integrating students with disabilities into regular schools. Since then, legislation has developed to guarantee students with disabilities and other special educational needs the right to individualization and personalization. This article presents the main developments in Italian inclusive education, documenting both positiv…
Experiences and learning outcomes of students without special educational needs in inclusive settings
Unraveling teacher stress
Advancing Social and Emotional Skills Through Tech‐Supported Cooperative Learning in Primary and Middle Schools
Social and Emotional Skills (SES) are key to students' academic and personal development. This study explores the effectiveness of a technology‐supported Cooperative Learning (CL) intervention in promoting SES among primary and middle school students in Italy. A quasi‐experimental design was used, involving 36 classes randomly assigned to either the intervention or a waitlist control group. Teachers in the intervention received training on CL and…
“Just put them in a group?” Teaching cooperation in childhood
BACKGROUNDS: Cooperation is a core social skill essential for learning and citizenship, yet spontaneous cooperation in group settings cannot be taken for granted. AIMS: This study investigates whether a structured, technology-supported Cooperative Learning (CL) intervention can foster greater levels of observable cooperative behaviour in primary and middle school students. SAMPLE: A total of 36 classes (containing 577 students ages 8-12) were ran…
Psychology (5 works) · Pedagogy (4 works) · Collaborative Teaching and Inclusion (3 works) · Mathematics education (3 works) · Medicine (3 works) · Political science (3 works) · Sociology (3 works) · Special education (3 works) · Developmental psychology (2 works) · Disability Education and Employment (2 works)