Bibliografia

Aina, Olaiya E. 2001. «Maximizing Learning in Early Childhood Multiage Classrooms: Child, Teacher, and Parent Perceptions». Early Childhood Education Journal 28 (4): 219–24. https://doi.org/10.1023/A:1009590724987.
Bolondi, Giorgio, Clelia Cascella, e Chiara Giberti. 2017. «Highlights on gender gap from Italian standardized assessment in mathematics». In, 81–90. Praga. https://www.semt.cz/proceedings/semt-17.pdf.
Broome, Jeffrey L. 2009. «A Descriptive Study of Multi-Age Art Education in Florida». Studies in Art Education 50 (2): 167–83. https://doi.org/10.1080/00393541.2009.11518764.
CIRSE. 2014. «Prove standardizzate di Matematica per la SE». Locarno: Centro Innovazione e Ricerca sui Sistemi Educativi.
Crescentini, Alberto. 2017a. «Prove standardizzate ticinesi: Italiano nella classe III Scuola Elementare». SUPSI-DFA, Centro innovazione e ricerca sui sistemi educativi.
———. 2017b. «Prove standardizzate ticinesi: Matematica nella classe V Scuola Elementare». SUPSI-DFA, Centro innovazione e ricerca sui sistemi educativi.
Department of Education and Learning (DFA), University of Applied Sciences and Arts of Southern Switzerland (SUPSI), Silvia Demartini, Silvia Sbaragli, e Department of Education and Learning (DFA), University of Applied Sciences and Arts of Southern Switzerland (SUPSI). 2019. «La porta di entrata per la comprensione di un problema: la lettura del testo». Didattica della matematica. Dalla ricerca alle pratiche d’aula, n. 5: 9–43. https://doi.org/10.33683/ddm.18.5.1.
Dumay, Xavier, e Vincent Dupriez. 2009. L’efficacité dans l’enseignement: promesses et zones d’ombre. Pédagogies en développement. Bruxelles: Éd. De Boeck université.
Farkas, Steve, e Ann Duffett. 2008. «Results from a National Teacher Survey. In High-achieving students in the era of NCLB». http://www.edexcellencemedia.net/publications/2008/200806_highachievingstudentsintheeraofnochildleftbehind/20080625-farkas-pp.pdf.
Fosco, Andrea M., Robert Schleser, e Jolynne Andal. 2004. «Multiage Programming Effects on Cognitive Developmental Level and Reading Achievement in Early Elementary School Children». Reading Psychology 25 (1): 1–17. https://doi.org/10.1080/02702710490271800.
Franchini, Elena, Alice Lemmo, e Silvia Sbaragli. 2017. «Il ruolo della comprensione del testo nel processo di matematizzazione e modellizzazione». Didattica della matematica. Dalla ricerca alle pratiche d’aula, n. 1: 38–63. https://doi.org/10.33683/ddm.17.1.3.
Fu, Danling, Lynn Hartle, Linda Leonard Lamme, Jeane Copenhaver, Diane Adams, Carlene Harmon, e Stephanie Reneke. 1999. «A Comfortable Start for Everyone: The First Week of School in Three Multi-Age (K-2) Classrooms». Early Childhood Education Journal 27 (2): 73–80. https://doi.org/10.1023/A:1026092009745.
Heinze, Aiso, Kristina Reiss, Franziska Rudolph-Albert, Leonie Herwartz-Emden, e Cornelia Braun. 2009. «The development of mathematical competence of migrant children in german primary schools». In Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education: PME 33, Thessaloniki, Greece: in search for theories in mathematics education, a cura di Marianna Tzekaki, Maria Kaldrimidou, e Haralambos Sakonidis.
Hoffman, Jo. 2002. «Flexible Grouping Strategies in the Multiage Classroom». Theory Into Practice 41 (1): 47–52. https://doi.org/10.1207/s15430421tip4101_8.
Kolstad, Rosemarie, e Andrea McFadden. 1998. «Multiage Classrooms: An Age-Old Educational Strategy Revisited». Journal of Instructional Psychology 25 (1): 14–18.
Leuven, Edwin, e Marte Rønning. 2016. «Classroom Grade Composition and Pupil Achievement». The Economic Journal 126 (593): 1164–92. https://doi.org/10.1111/ecoj.12177.
Lloyd, Linley. 1999. «Multi-Age Classes and High Ability Students». Review of Educational Research 69 (2): 187–212. https://doi.org/10.3102/00346543069002187.
Logue, Mary Ellin. 2006. «Teachers Observe to Learn: Differences in Social Behavior of Toddlers and Preschoolers in Same-Age and Multiage Groupings». Young Children 61 (3): 70–76.
Mason, DeWayne A., e Robert B. Burns. 1996. «Simply No Worse and Simply No Better May Simply Be Wrong: A Critique of Veenman’s Conclusion About Multigrade Classes». Review of Educational Research 66 (3): 307–22. https://doi.org/10.3102/00346543066003307.
«Piano di studio della scuola dell’obbligo ticinese». 2015. Repubblica e Cantone Ticino, Dipartimento dell’educazione, della cultura e dello sport. https://scuolalab.edu.ti.ch/temieprogetti/pds.
Prediger, Susanne, Nadine Renk, Andreas Büchter, Erkan Gürsoy, e Claudia Benholz. 2013. «Family background or language disadvantages? Factors for underachievement in high stakes tests». In Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, 4:4–49. PME Kiel, Germany.
R Core Team. 2020. R: A Language and Environment for Statistical Computing. Vienna, Austria: R Foundation for Statistical Computing. https://www.R-project.org/.
Robitzsch, Alexander, Thomas Kiefer, e Margaret Wu. 2021. TAM: Test Analysis Modules. https://CRAN.R-project.org/package=TAM.
Sbaragli, Silvia, e A Demartini. 2021. Italmatica. Lingua e strutture dei testi scolastici di matematica. Dedalo.
Sbaragli, Silvia, e Elena Franchini. 2017. «Valutazione didattica delle prove standardizzate di matematica di quarta elementare». SUPSI, Dipartimento formazione e apprendimento.
Skapski, Mary King. 1960. «Ungraded Primary Reading Program: An Objective Evaluation». The Elementary School Journal 61 (1): 41–45. https://doi.org/10.1086/459853.
Wasserstein, Ronald L., e Nicole A. Lazar. 2016. «The ASA Statement on p -Values: Context, Process, and Purpose». The American Statistician 70 (2): 129–33. https://doi.org/10.1080/00031305.2016.1154108.
Wickham, Hadley, Mara Averick, Jennifer Bryan, Winston Chang, Lucy McGowan, Romain François, Garrett Grolemund, et al. 2019. «Welcome to the Tidyverse». Journal of Open Source Software 4 (43): 1686. https://doi.org/10.21105/joss.01686.
Zanolla, Giovanna. 2014. «Why do children differ in mathematical competencies? The experience of a standardized test in the primary school of Canton Ticino, Switzerland». International Journal of Teaching and Education 2 (3): 155–67.