Unstructured Zitierung

Aiello P. (2018). Introduzione. In Sibilio M. & Aiello P. (a cura di) Lo sviluppo professionale dei docenti. Ragionare di agentività per una scuola inclusiva. Na-poli: EdiSES.

Unstructured Zitierung

Amstrong A., Armstrong D., & Spandagou I. (2010). Inclusive education. Interna-tional policy & practice. London, UK: SAGE.

Unstructured Zitierung

Bandura A. (2000). Autoefficacia. Toeria e Applicazioni. Trento: Erikson.

Unstructured Zitierung

Bogler R., & Somech A. (2004). Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citi-zenship behavior in schools. Teaching and teacher education, 20(3): 277-289.

https://doi.org/10.1016/j.tate.2004.02.003

Unstructured Zitierung

Booth T., Ainscow M. (2008). L’index per l’inclusione, Promuovere l’apprendi-mento e la partecipazione nella scuola. Trento: Erickson.

Unstructured Zitierung

Booth T., Ainscow M. (2014). Nuovo Index per l’inclusione. Percorsi di apprendi-mento e partecipazione a scuola. Roma: Carocci.

Unstructured Zitierung

Bruscaglioni M., Gheno S. (2000). Il gusto del potere. Empowerment di persone ed azienda. Milano: FrancoAngeli.

Unstructured Zitierung

Caldin R. (2013). Current pedagogic issues in inclusive education for the disabled. Pedagogia oggi, 1: 11-25.

Unstructured Zitierung

Chiusso C. (2014). Il cambiamento reciproco: La relazione empowerment-oriented. FORMAZIONE & INSEGNAMENTO. Rivista internazionale di Scienze dell’educazione e della formazione, 9(3): 217-226.

Unstructured Zitierung

Ellerani P. (2016). Sviluppo di contesti capacitanti nella formazione in servizio dei docenti. Cooperazione, agentività, empowerment. FORMAZIONE & INSEGNAMENTO. Rivista internazionale di Scienze dell'educazione e della for-mazione, 14(3): 117-134.

Unstructured Zitierung

European Agency for Development in Special Needs Education (2012). Profile of Inclusive Teachers, Odense, Denmark: European Agency for Development in Special Needs Education. Retrieved on April 30th, 2014 from: -- http://www.euro-pean-agency.org/sites/default/files/Profile-of-Inclusive-Teachers.pdf.

Unstructured Zitierung

Fabbri L., Striano M. and Melacarne C. (2008). L’insegnante riflessivo: coltivazione e trasformazione delle pratiche professionali. Milano: FrancoAngeli.

Unstructured Zitierung

Freire P. (2012). La pedagogia degli oppressi. Torino: EGA.

Unstructured Zitierung

Giaconi C. (2013). The practice of the network for social inclusion. Education Sci-ences & Society, 4(2): 133-147.

Unstructured Zitierung

Kreisberg S. (1992). Transforming power: Domination, empowerment and educa-tion. SUNY Press.

Unstructured Zitierung

Maeroff G. I. (1988). The empowerment of teachers: Overcoming the crisis of con-fidence. New York: Teachers College Press.

Unstructured Zitierung

Marks H. M., & Louis K. S. (1997). Does teacher empowerment affect the class-room? The implications of teacher empowerment for instructional practice and student academic performance. Educational Evaluation and Policy Analysis, 19: 45-275.

https://doi.org/10.3102/01623737019003245

Unstructured Zitierung

Mastropieri M. A., & Scruggs T. E. (2010). The inclusive classroom: Strategies for effective differentiated instruction. Upper Saddle River, NJ: Merrill.

Unstructured Zitierung

Melenyzer B. J. (1990). Teacher Empowerment: The Discourse, Meanings and So-cial Actions of Teachers. A paper presented to the National Council of States on Inservice Education November 16-19, Orlando, Florida. Educational Resources Information Center (ERIC).

Unstructured Zitierung

Pantić N., & Florian L. (2015). Developing teachers as agents of inclusion and social justice. Education Inquiry, 6(3): 27311.

https://doi.org/10.3402/edui.v6.27311

Unstructured Zitierung

Rappaport J. (1987). Terms of empowerment/exemplars of prevention: Toward a theory for community psychology. American Journal of Community Psychology, 15: 121-148.

https://doi.org/10.1007/BF00919275

Unstructured Zitierung

Rice E. M., & Schneider G. T. (1994). A decade of teacher empowerment: An em-pirical analysis of teacher involvement in decision making, 1980-1991. Journal of Educational Administration, 32(1): 43-58.

https://doi.org/10.1108/09578239410051844

Unstructured Zitierung

Rinehart J. S., & Short P. M. (1994). Job satisfaction and empowerment among teacher leaders, reading recovery teachers, and regular classroom teachers. Edu-cation, 114: 570-580.

Unstructured Zitierung

Rinehart J. S., Short P. M., & Johnson P. E. (1997). Empowerment and conflict at school-based and non-school-based sites in the United States. Journal of Inter-national Studies in Educational Administration, 25: 77-87.

Unstructured Zitierung

Rinehart J. S., Short P. M., Short R. J., & Eckley M. (1998). Teacher empowerment and principal leadership: Understanding the influence process. Educational Ad-ministration Quarterly, 34: 608-630.

https://doi.org/10.1177/0013161X980341004

Unstructured Zitierung

Rotter J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological monographs: General and applied, 80(1): 1.

https://doi.org/10.1037/h0092976

Unstructured Zitierung

Santi M., & Ruzzante G. (2017). Riformare il sostegno? L’inclusione come oppor-tunità tra delega e corresponsabilità. Italian Journal of Special Education for In-clusion, 4(2): 57-74.

Unstructured Zitierung

Shann M. (1998). Professional commitment and satisfaction among teachers in ur-ban middle schools. The Journal of Educational Research, 92: 67-73.

https://doi.org/10.1080/00220679809597578

Unstructured Zitierung

Short P. M. (1994). Defining teacher empowerment. Education, 114(4): 488-492.

Unstructured Zitierung

Short P. M., & Rinehart J. S. (1992). School participant empowerment scale: As-sessment of level of empowerment within the school environment. Educational and Psychological Measurement, 52(6): 951-960.

https://doi.org/10.1177/0013164492052004018

Unstructured Zitierung

Sibilio M. (2016). Dimensioni vicarianti delle corporeità didattiche. In: Sibilio M. (a cura di). Vicarianza e didattica. Corpo, cognizione, insegnamento. Brescia: La Scuola.

Unstructured Zitierung

Taddei A. (2017). Aree di conflitto e lavoro minorile: una sfida per il sistema edu-cativo palestinese. Italian Journal of special education for inclusion, 5(1): 171-184.

Unstructured Zitierung

Wu V., & Short P. M. (1996). The relationship of empowerment to teacher job com-mitment and job satisfaction. Journal of Instructional Psychology, 25: 85-89.

Unstructured Zitierung

Zembylas M., & Papanastasiou E. C. (2005). Modeling teacher empowerment: The role of job satisfaction. Educational Research and Evaluation, 11(5): 433-459.

https://doi.org/10.1080/13803610500146152

Unstructured Zitierung

Zimmerman M. A. (2000). Empowerment theory: Psychological, organizational, and community levels of analysis. In: Rappaport J. & Seidman E. (Eds.). Handbook of community psychology (pp. 43-63). New York, NY: Kluwer Academic/Ple-num.

https://doi.org/10.1007/978-1-4615-4193-6_2

Unstructured Zitierung

Zimmerman M. A. (1995). Psychological empowerment: Issues and illustrations. American Journal of Community Psychology, 23: 581-599.

https://doi.org/10.1007/BF02506983

Unstructured Zitierung

Zimmerman M. A. (1990). Toward a theory of learned hopefulness: A structural model analysis of participation and empowerment. Journal of Research in Per-sonality, 24: 71-86.

https://doi.org/10.1016/0092-6566(90)90007-S

Unstructured Zitierung

Zimmerman M. A., & Rappaport J. (1988). Citizen participation, perceived control, and psychological empowerment. American Journal of Community Psychology, 16: 725-750.

https://doi.org/10.1007/BF00930023

Unstructured Zitierung

ONU (2015). Transforming Our World: The 2030 Agenda For Sustainable Devel-opment, New York.