Tutors’ relational professionalism and care-based personalisation in Italy: facilitating innovation in a formalist school culture

References

• Anderson, S., & Mundy, K. (2014). School improvement in developing countries: Experiences and lessons learned. Aga Khan Foundation Canada.
   Google Scholar
• Bertola, G., Checchi, D., & Oppedisano, V. (2007). Private school quality in Italy. In IZA discussion papers (Vol. 3222). Institute of Labor Economics, 1–25.
   Google Scholar
• Burnett, C., Daniels, K., & Sawka, V. (2016). Teaching strategies. In D. Wyse & S. Rogers (Eds.), A guide to early years and primary teaching (pp. 125-144). Sage.
   Google Scholar
• Campbell, R. J., Robinson, W., Neelands, J., Hewston, R., & Mazzoli, L. (2007). Personalised learning: Ambiguities in theory and practice. British Journal of Educational Studies, 55(2), 135–154. https://doi.org/10.1111/j.1467-8527.2007.00370.x
   Web of Science ®Google Scholar
• Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221–258. https://doi.org/10.1177/0013161X15616863
   Web of Science ®Google Scholar
• Fielding, M. (2012). Personalisation, education, democracy and the market. In M. Mincu (Ed.), Personalising education: Theories, politics and cultural contexts (pp. 75-87). Sense Publishers.
   Google Scholar
• Fitzsimmons, W., Trigg, R., & Premkumar, P. (2021). Developing and maintaining the teacher student relationship in one to one alternative provision: The tutor’s experience. Educational Review, 73(4), 399–416. https://doi.org/10.1080/00131911.2019.1653265
   Web of Science ®Google Scholar
• Fondazione Agnelli. (2017). Osservazioni in classe: Come si sviluppano le competenze didattiche in. In Italia? [Classroom observations: How pedagogical competences develop in Italy?] (pp. 19-25). FGA.
   Google Scholar
• Fullan, M. (2012). Breakthrough. In M. Mincu (Ed.), Personalising education: Theories, politics and cultural contexts. Sense Publishers.
   Google Scholar
• Gallagher, M. A., Parsons, S. A., & Vaughn, M. (2020). Adaptive teaching in mathematics: A review of the literature. Educational Review, 74(2), 298–320. https://doi.org/10.1080/00131911.2020.1722065
   Web of Science ®Google Scholar
• Husbands, C., & Lang, P. (2000). Integrating pastoral and academic work in comprehensive schools: A German model. Educational Review, 52(1), 47–54. https://doi.org/10.1080/00131910097405
   Web of Science ®Google Scholar
• Malin, J. R., Brown, C., Ion, J., van Ackeren, I., Bremm, N., Luzmore, R., Flood, J., & Rind, J. M. (2020). World-wide barriers and enablers to achieving evidence-informed practice in education: What can be learnt from Spain, England, the United States, and Germany? Humanities and Social Sciences Communications, 7(1), 99. https://doi.org/10.1057/s41599-020-00587-8
   Google Scholar
• Mills, M., Keddie, A., Renshaw, P., & Monk, S. (2017). The politics of differentiation in schools. Routledge.
   Google Scholar
• Mills, M., McGregor, G., Baroutsis, A., Te Riele, K., & Hayes, D. (2016). Alternative education and social justice: Considering issues of affective and contributive justice. Critical Studies in Education, 57(1), 100–115. https://doi.org/10.1080/17508487.2016.1087413
   Web of Science ®Google Scholar
• Mincu, M. (2012). Personalising education: Theories, politics and cultural contexts. Sense Publishers.
   Google Scholar
• Mincu, M. (2019). Learning to teach in Italy: Reviewing policy and research trends. In I. Menter & T. Tatto (Eds.), Knowledge, policy and practice in teacher education. A cross-national study (pp. 135-152). Bloomsbury Academic.
   Google Scholar
• Mincu, M., & Granata, A. (2021). Teachers’ informal leadership for equity in France and Italy during the first wave of the education emergency. Teachers and Teaching, 1–21. Special Issue. https://doi.org/10.1080/13540602.2021.1986695
   Google Scholar
• Mincu, M., & Romiti, S. (2022). In C. Brown & J. Evidence-informed practice in Italian education. Emerald.
   Google Scholar
• Morgan, A., Pendergast, D., Brown, R., & Heck, D. (2015). Relational ways of being an educator: Trauma-informed practice supporting disenfranchised young people. International Journal of Inclusive Education, 19(10), 1037–1051. https://doi.org/10.1080/13603116.2015.1035344
   Web of Science ®Google Scholar
• OECD. (2006). Personalising education.
   Google Scholar
• OECD. (2020). Teachers and school leaders as valued professionals.
   Google Scholar
• Paletta, A., Basyte Ferrari, E., & Alimehmeti, G. (2020). How principals use a new accountability system to promote change in teacher practices: Evidence from Italy. Educational Administration Quarterly, 56(1), 123–173. https://doi.org/10.1177/0013161X19840398
   Web of Science ®Google Scholar
• Parsons, S. A., Vaughn, M., Qualls Scales, R., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205–242. https://doi.org/10.3102/0034654317743198
   Web of Science ®Google Scholar
• Pons, X., Van Zanten, A., & Da Costa, S. (2014). The national management of public and Catholic schools in France: Moving from a loosely coupled towards an integrated system? Comparative Education, 51(1), 57–70. https://doi.org/10.1080/03050068.2014.935580
   Web of Science ®Google Scholar
• Regione Lombardia. (2014). Ordinamento dei percorsi di IEFP di secondo ciclo della regione Lombardia indicazioni regionali per l’offerta formativa. Appendix “A” decreto n. 12550 del.
   Google Scholar
• Regione Lombardia. October 12 2013 [VET regulations in secondary education: Regional indications for curriculum]. Regione Lombardia
   Google Scholar
• Schizzerotto, A., & Barone, C. (2006). Sociologia dell’istruzione [Sociology of education]. Il Mulino.
   Google Scholar
• Schweisfurth, M. (2020). Future pedagogies: Reconciling multifaceted realities and shared visions: background paper for the futures of education initiative, UNESCO: https://unesdoc.unesco.org/ark:/48223/pf0000374077
   Google Scholar
• Sherin, M. G., Russ, R. S., Sherin, B. L., & Colestock, A. (2008). Professional vision in action: An exploratory study. Issues in Teacher Education, 17(2), 27. https://eric.ed.gov/?id=EJ831297
   Google Scholar
• Smart, A., Sinclair, M., Benavot, A., Bernard, J., Chabbott, C., Russell, S. G., & Williams, J. (2020). Learning for uncertain futures: The role of textbooks, curriculum, and pedagogy (). Paper commissioned for the UNESCO Futures of Education report. UNESCO.
   Google Scholar
• Thomas, G. (2011). A typology for the case study in social science following a review of definition, discourse, and structure. Qualitative Inquiry, 17(6), 511–552. https://doi.org/10.1177/1077800411409884
   Web of Science ®Google Scholar
• Tomlinson, C. A. (2005). Grading and differentiation: Paradox or good practice? Theory Into Practice, 44(3), 262–269. https://doi.org/10.1207/s15430421tip4403_11
   Web of Science ®Google Scholar
• Webster, R., Blatchford, P., & Russell, A. (2013). Challenging and changing how schools use teaching assistants: Findings from the effective deployment of teaching assistants project. School Leadership & Management, 33(1), 78–96. https://doi.org/10.1080/13632434.2012.724672
   Google Scholar