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2 issues per year , ISSN 2038-9442 , ISSNe 2284-015X

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Education Sciences & Society (ESS) is an international scholarly open access, peer reviewed biannual journal. The journal aims at highlighting and discussing the main issues arising in the pedagogical and didactical fields. The journal objective is also to provide the educational scientific community with the state-of-the-art and tools to interpret the ongoing debate.

The journal welcomes publications of high quality papers on theoretical developments and practical applications in education science. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.

In order to provide a timely and broad coverage of this ever-evolving field, ESS offers its readers a mix of regular and special issues. Papers can be submitted for the regular issues of the journal or in response to calls for papers for special issues.

Editors in chief:: Michele Corsi (Università di Macerata, Italia); Pier Giuseppe Rossi (Università di Macerata, Italia)

Editorial Committee: Michele Corsi (Università di Macerata, Italia); Ilaria D’Angelo (Università di Macerata, Italia), Noemi Del Bianco (Università di Macerata, Italia), Tommaso Farina (Università di Macerata, Italia), Grazia Romanazzi (Università di Macerata, Italia), Pier Giuseppe Rossi (Università di Macerata, Italia); Laura Fedeli (Università di Macerata, Italia); Catia Giaconi (Università di Macerata, Italia); Lorella Giannandrea (Università di Macerata, Italia); Massimiliano Stramaglia (Università di Macerata, Italia)

Direction Committee: Fabrizio d’Aniello, Rosita Deluigi, Catia Giaconi, Lorella Giannandrea, Luca Girotti, Chiara Sirignano, Massimiliano Stramaglia, Raffaele Tumino

Scientific Committee: Serge Agostinelli (Université Paul Cezanne de Marseille, France); Marguerite Altet (Université de Nantes, France); Anna Ascenzi (Università di Macerata, Italia); Massimo Baldacci (Università di Urbino, Italia); Vitalij G. Bezrogov (Russian Academy of Education, Moscow, Russia); Boris M. Bim-Bad (Russian Academy of Education, Moscow, Russia); Marc Bru (Université de Toulouse, Francia); Renza Cerri Musso (Università di Genova, Italia); Cristina Coggi (Università di Torino, Italia); Piero Crispiani (Università di Macerata, Italia); Elio Damiano (Università di Parma, Italia); Jean-Marie De Ketele (Université Catholique de Louvain-La Neuve, Belgio); Juan Manuel De Pablos Pons (Universidad de Sevilla); Gaetano Domenici (Università di Roma Tre, Italia); Yrjö Engeström (University of Helsinky, Finlandia); Franco Frabboni (Università di Bologna, Italia); Luciano Galliani (Università di Padova, Italia); Jim Garrison (Virginia Tech University, U.S.A.); Larry Hickman (Southern Illinois University, Carbondale, U.S.A.); Jean Houssaye (Université de Rouen, Francia); José Antonio Ibañez-Martin (Universidad de Madrid, Spagna); Cosimo Raffaele Laneve (Università di Bari, Italia); Yves Lenoir (Université de Sherbrooke, Quebec, Canada); Sira Serenella Macchietti (Università di Siena, f.r., Italia); Susanna Mantovani (Università di Milano Bicocca, Italia); Anna Maria Mariani (Università di Torino, Italia); Luigina Mortari (Università di Verona, Italia); Maria Teresa Moscato (Università di Bologna, Italia); Anatolij V. Mudrik (Russian Academy of Education, Moscow, Russia); Concepción Naval Durán (Universidad de Navarra, Spagna); Luigi Pati (Università Cattolica del Sacro Cuore di Milano, Italia); Philippe Perrenoud (Université de Genève, Svizzera); Franca Pinto Minerva (Università di Foggia, Italia); Aleksandr N. Poddjakov (State Research University, Higher School of Economics, Moscow, Russia); Jean-Pierre Pourtois (Université de Mons- Hainaut, Belgio); David Rasmussen (Boston College, U.S.A.); Pier Giuseppe Rossi (Università di Macerata, Italia); Naoko Saito (Università di Kyoto, Giappone); Albert Sangrà (Universitat Oberta de Catalunya, Spagna); Roberto Sani (Università di Macerata, Italia); Luisa Santelli Beccegato (Università di Bari, Italia); Giuseppe Spadafora (Università della Calabria, Italia); Bianca Spadolini (Università di Roma Tre, Italia); Flavia Stara (Università di Macerata, Italia); Jean-Marie Van der Maren (Université de Montréal, Canada); Renata Viganò (Università Cattolica del Sacro Cuore di Milano, Italia); Emil Visnovsky (Accademia Slovacca delle Scienze, Slovacchia); Carla Xodo (Università di Padova, Italia)

Manuscripts for publication in ESS are selected through a rigorous peer review to ensure originality, timeliness, relevance, and readability. The main aim of the journal is to publish peer reviewed research and review articles in rapidly developing field of Education and all other related fields. ESS is an online journal having full access to the research and review paper.

Fascia A Anvur, area: 11/D2 (Didattica, Pedagogia speciale e Ricerca educativa )area: 11/D1 (Pedagogia e storia della pedagogia) Per il ranking in Google Scholar, clicca qui

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Francoangeli is aware of the importance of ensuring the preservation of digital content in order to increase the visibility and impact of its publications. For this purpose, we are members of Clockss and Portico. They are international associations of publishers and libraries, created to ensure the preservation of electronic academic publications and future access whenever the conditions for accessing the content through other forms fail.
They are certified repositories offering also authors and libraries the guarantee of technological updating, and formats to allow them to enjoy full text in perpetuity and in the most complete way possible.

For more information: Home - CLOCKSS; Publishers – Portico.

Issue 2/2016  Alignment, attunement, co-activity, co-regulation. Convergent trajectories?

Michele Corsi, Pier Giuseppe Rossi, Vladimir Megdeved, Alignment, attunement, co-activity, co-regulation: convergent trajectories?
Elio Damiano, Apprendimento e Insegnamento nella prospettiva dell’Enattivismo
Pier Giuseppe Rossi, Alignment
Maurizio Sibilio, Iolanda Zollo, The non-linear potential of didactic action
Stefano Bonometti, Start a community of practice through Action Learning: nurse manager to support the changing care practices
Antinea Ambretti, Antonio Borgogni, Rodolfo Vastola, Simone Di Gennaro, Vladimir Medved, Francesca D'Elia, Integrated school-community projects to promote motor activity through possible alignment with professionals
Carmen Palumbo, Susana Franco, Ferdinando Cereda, Motor technique and didactics: a possible alliance from an educational point of view
Roberta Caldin, I processi inclusivi nella prima infanzia tra diritti e responsabilità
Josée Charette, Jean-Claude Kalubi, School-family-community collaborations: the contribution of the intercultural worker in accompanying newly immigrant parents to school
Carmen Dionne, Jacques Joly, Annie Paquet, Myriam Rousseau, Mélina Rivard, Organizations’ choices when implementing an Early Intensive Behavioral Intervention program (EIBI)

Issue 1/2016 

Michele Corsi, Catia Giaconi, Jean-Claude Kalubi, Inclusion (intelligently divergent), the (indispensible) aim of a (finally, hopefully and committing and mature democracy ourselves to it) cultured and mature democracy
Lucio Cottini, Annalisa Morganti, Does the school inclusion really work?
Stefano Di Tore, Iolanda Zollo, Michele Todino, Maurizio Sibilio, Simplex approaches to develop reading competence in primary school
Line Numa-Bocage, Inclusion scolaire, travail collaboratif et temporalités dans les relations entre un CMPP et un lycée professionnel en France
Massimiliano Stramaglia, Don’t call it "dolly". The geo-political revolution of fashion dolls
Livia Cadei, Rosita Deluigi, Inclusion through participation: approaches, strategies and methods
Marisa Pavone, Rosa Bellacicco, University: a universe of study and independent living opportunities for students with disabilities. Goals and critical issues
Tamara Zappaterra, Dyslexia in the University. Guidelines for inclusion and teaching of the University of Florence
Erika Pace, Paola Aiello, Deciding to act: Teachers’ willingness to implement inclusive practices
Geneviève Bergeron, Nancy Granger, Les retombées de deux projets de recherche-action impliquant une collaboration interprofessionnelle sur le développement des pratiques inclusives au secondaire
Catia Giaconi, Trainers education into action: Learning for inclusion
Michele Corsi et alii, Book reviews

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