Liste des publications
Francesco Arcidiacono
Responsable du département de la recherche et du Centre de soutien et promotion de la recherche (CeSPRe), professeur
Liste des publications
Ouvrages scientifiques
- Arcidiacono, F., & Baucal, A. (submitted). Les interactions sociales dans l’apprentissage. Bienne: Editions HEP-BEJUNE.
- Arcidiacono, F., & Baucal, A. (in press). Socijalna interakcija u učenju. Belgrade: Clio.
- Arcidiacono, F., & Baucal, A. (2019). Le interazioni sociali nell’apprendimento. Rome: Carocci.
- De Gregorio, E., Arcidiacono, F., & Padiglia, S. (2015). Techniques d’analyse qualitative: le logiciel ATLAS.ti. Saarbrücken: Editions Universitaires Européennes.
- Arcidiacono, F. (2007). Conflitti e interazione in famiglia. Rome: Carocci.
- Pontecorvo, C., & Arcidiacono, F. (2007). Famiglie all’italiana: parlare a tavola. Milan: Cortina.
- Arcidiacono, F. (2005). Ricerca osservativa e analisi qualitativa dell’interazione verbale. Rome: Kappa.
- Arcidiacono, F. (2004). Il conflitto verbale tra genitori e figli preadolescenti nelle conversazioni in famiglia. Florence: Biblioteca Nazionale Centrale.
- Arcidiacono, F. (2001). Prima adolescenza e identità nelle conversazioni familiari a tavola. Reggio Calabria: Procura della Repubblica e Prefettura.
Coordination ou direction d’ouvrages scientifiques
- Arcidiacono, F. (Ed.) (2021). Parents and Teachers: Perspectives, Interactions and Relationships. New York: Nova Science Publishers.
- Wentzel, B., Felouzis, G., Akkari, A., & Arcidiacono, F. (Eds.) (2021). Action publique, gouvernance et recherche en éducation. Bienne: Editions HEP-BEJUNE. DOI: 10.37027/HEPBEJUNE.17582
- Arcidiacono, F., & Bova, A. (Eds.) (2017). Interpersonal Argumentation in Educational and Professional Contexts. New York: Springer. DOI: 10.1007/978-3-319-59084-4
- Giglio, M., & Arcidiacono, F. (Eds.) (2017). Les interactions sociales en classe: réflexions et perspectives. Bern: Lang. DOI: 10.3726/978-3-0343-2351-2
- Arcidiacono, F. (Ed.) (2014). Hétérogénéité linguistique et culturelle dans le contexte scolaire. Biel/Bienne: Editions HEP-BEJUNE.
- Baucal, A., Arcidiacono, F., & Buđevac, N. (Eds.) (2011). Studying interaction in different contexts: A qualitative view. Belgrade: Institute of Psychology.
Chapitres d’ouvrages scientifiques
- Arcidiacono, F. (in press). Studying the interactions between school and family: Parent-teacher relationships. In F. Arcidiacono (Ed.), Parents and Teachers: Perspectives, Interactions and Relationships. New York: Nova Science Publishers.
- Arcidiacono, F., & Convertini, J. (in press). Connecting parents, children and teachers through an inclusive project: An argumentative analysis. In F. Arcidiacono (Ed.), Parents and Teachers: Perspectives, Interactions and Relationships. New York: Nova Science Publishers.
- Arcidiacono, F., & Veillette, J. (in press). From institutional policies to teaching practices: Analysis of a curricular design to promote research in education. In S. Boulos (Ed.), DOK Insights. Zurich: Zurich University of Teacher Education.
- Convertini, J., & Arcidiacono, F. (in press). Parent-teacher relationships: Perspectives. In F. Arcidiacono (Ed.), Parents and Teachers: Perspectives, Interactions and Relationships. New York: Nova Science Publishers.
- Tovote, K., Arcidiacono F., & Lahiani, N. (in press). Supporting novice teachers in different cultural settings. In S. Boulos (Ed.), DOK Insights. Zurich: Zurich University of Teacher Education.
- Arcidiacono, F. (2021). Analyse de l’interaction. In E. Runtz-Christan & P.-F. Coen (Eds.), Collection de concepts-clés de la formation des enseignantes et enseignants en Suisse romande et au Tessin (pp. 16-19). Le Mont-sur-Lausanne: Editions Loisirs et pédagogie.
- Baucal, A., & Arcidiacono, F. (2021). A cognitive approach to mediated learning and development: A comprehensive portray. In D. Tzuriel (Ed.), Mediated Learning Experience and Cognitive Modifiability (pp. ix-x). New York: Springer. DOI: 10.1007/978-3-030-75692-5
- Baucal, A., & Arcidiacono, F. (2021). Toward a dialogical and sociocultural method of inquiry: Three steps participative generalization and reflection (3PGR). In N. Muller Mirza & M. Dos Santos Mamed (Eds.), Dialogical Approaches and Tensions in Learning and Development. At the Frontiers of the Mind (pp. 107-128). New York: Springer. DOI: 10.1007/978-3-030-84226-0
- Miserez-Caperos, C., & Arcidiacono, F. (2021). Developing cognitive and knowledge-oriented argumentation in classroom: Perspectives. In A. Kokkinou (Ed.), Education in Europe: Perspectives, Opportunities and Challenges (pp. 109-149). New York: Nova Science Publishers.
- Wentzel, B., Arcidiacono, F., & Akkari, A. (2021). Conclusion générale. In B. Wentzel, G. Felouzis, A. Akkari & F. Arcidiacono (Eds.), Action publique, gouvernance et recherche en éducation (pp. 271-279). Bienne: Editions HEP-BEJUNE. DOI: 10.37027/HEPBEJUNE.17582
- Arcidiacono, F., & González Martínez, E. (2020). Parent-child homework interactions: Beginning an assignment. In N. Kaplan Toren & G. J. van Schalkwyk (Eds.), Parental Involvement: Practices, Improvement Strategies and Challenges (pp. 33-64). New York: Nova Science Publishers.
- Arcidiacono, F., & Padiglia, S. (2020). Inclusive challenges in a language-learning project within a multicultural context. In M. Grant (Ed.), Inclusive Education: Perspectives, Practices and Challenges. New York: Nova Science Publishers. (on line)
- Bergamaschi, A., Arcidiacono, F., Melfi, G., Miserez-Caperos, C., & Blaya, C. (2020). Le rôle des enseignants dans la perception de la diversité culturelle par les élèves. In N. Chatelain, C. Miserez-Caperos & G. Steffen (Eds.), Interagir dans la diversité à l'école. Regards pluriels (pp. 61-86). Bienne: HEP-BEJUNE. DOI: 10.37027/HEPBEJUNE.17575
- Boéchat-Heer, S., Impedovo, M. A., & Arcidiacono, F. (2020). The processes of appropriation of technological tools in the classroom: Teachers’ perspective. In E. Podovšovnik Axelsson (Ed.), Examining the Roles of Teachers and Students in Mastering New Technologies (pp. 250-264). Hershey: IGI Global.
- Pirchio, S., Arcidiacono, F., Passiatore, Y., & Carrus, G. (2020). Reducing ethnic prejudice through inclusive language learning practices: A research and intervention on children, parents and teachers. In M. Demers (Ed.), Immigrant and Migrant Children. Current Issues and Challenges (pp. 107-132). New York: Nova Science Publishers.
- Arcidiacono, F., & Chatelain, N. (2019). Seguire la scuola italiana in Svizzera: vivere e rivivere le proprie radici e coltivare un vantaggio linguistico. In D. Licata (Ed.), Rapporto Italiani nel Mondo 2019 (pp. 195-202). Todi: Tau.
- Jenny, E., & Arcidiacono, F. (2019). Two-way immersion school: L2-proficiency and mathematic competences of 10-12 year-old children. In R. V. Nata (Ed.), Progress in Education. Vol. 60 (pp. 53-82). New York: Nova Science Publishers.
- Passiatore, Y., Carrus, G., Arcidiacono, F., & Pirchio, S. (2019). Educazione e formazione per la riduzione del pregiudizio attraverso l’apprendimento delle lingue in bambini, genitori e insegnanti: una ricerca sul campo. In G. Domenici & V. Biasi (Eds.), Atteggiamento scientifico e formazione dei docenti (pp. 127-134). Milan: Angeli.
- Bova, A., & Arcidiacono, F. (2018). Type of conclusion of argumentative discussions between parents and children during mealtime. In R. V. Nata (Ed.), Progress in Education. Vol. 53 (pp. 135-160). New York: Nova Science Publishers.
- Arcidiacono, F., & Giglio, M. (2017). Introduction: pourquoi étudier les interactions sociales en classe? Un débat ouvert autour d’expériences internationales de recherche. In M. Giglio & F. Arcidiacono (Eds.), Les interactions sociales en classe: réflexions et perspectives (pp. 1-13). Bern: Lang.
- Arcidiacono, F., & Neuenschwander, E. (2017). Depiction in solving experimental tasks at primary school: An exploratory study. In R. V. Nata (Ed.), Progress in Education. Vol. 42 (pp. 1-18). New York: Nova Science Publishers.
- Bova, A., & Arcidiacono, F. (2017). Interpersonal dynamics within argumentative interactions: An introduction. In F. Arcidiacono & A. Bova (Eds.), Interpersonal Argumentation in Educational and Professional Contexts (pp. xvii-xxii). New York: Springer.
- Bova, A., & Arcidiacono, F. (2017). Notes on similarities and differences in studying argumentation: A synthetic view. In F. Arcidiacono & A. Bova (Eds.), Interpersonal Argumentation in Educational and Professional Contexts (pp. 197-200). New York: Springer.
- Bova, A., Arcidiacono, F., & Clément, F. (2017). The transmission of what is taken for granted in children’s socialization: The role of argumentation in family interactions. In C. Ilie & G. Garzone (Eds.), Argumentation across communities of practice: Multi-disciplinary perspectives (pp. 259-288). Amsterdam: Benjamins.
- Buđevac, N., Arcidiacono, F., & Baucal, A. (2017). Reading together: The interplay between social and cognitive aspects in argumentative and non-argumentative dialogues. In F. Arcidiacono & A. Bova (Eds.), Interpersonal Argumentation in Educational and Professional Contexts (pp. 47-73). New York: Springer.
- Giglio, M., & Arcidiacono, F. (2017). Conclusion: pistes de réflexion scientifiques, pédagogiques et de formation pour enrichir l’enseignement. In M. Giglio & F. Arcidiacono (Eds.), Les interactions sociales en classe: réflexions et perspectives (pp. 237-244). Bern: Lang.
- Iannaccone, A., & Arcidiacono, F. (2017). Argumentation in dialogue: Final conclusions. In F. Arcidiacono & A. Bova (Eds.), Interpersonal Argumentation in Educational and Professional Contexts (pp. 201-218). New York: Springer.
- Kohler, A., Boissonnade, R., Padiglia, S., Meia, J.-S., & Arcidiacono, F. (2017). La formation à et par la recherche des enseignants du secondaire à la HEP-BEJUNE: le dispositif actuel et quelques perspectives pour le futur. In F. Pasche Gossin & G. Melfi (Eds.), Synergies entre recherche, formation et enseignement (pp. 103-119). Bienne: Editions HEP-BEJUNE.
- Pauletto, F., Aronsson, K., & Arcidiacono, F. (2017). Inter-generational argumentation: Children’s account work during dinner conversations in Italy and Sweden. In F. Arcidiacono & A. Bova (Eds.), Interpersonal Argumentation in Educational and Professional Contexts (pp. 1-26). New York: Springer.
- Rossi, F., Pontecorvo, C., & Arcidiacono, F. (2017). Le rôle des interactions entre pairs sur l’alphabétisation précoce en milieu scolaire. In M. Giglio & F. Arcidiacono (Eds.), Les interactions sociales en classe: réflexions et perspectives (pp. 169-188). Bern: Lang.
- Arcidiacono, F. (2016). Parents’ representations and practices about childrearing within Italian families. In K. Alvarez (Ed.), Parent-child Interactions and Relationships: Perceptions, Practices and Developmental Outcomes (pp. 75-90). New York: Nova Science Publishers.
- Arcidiacono, F. (2016). Argumentation and reflexivity. In G. Marsico, R. Andrisano-Ruggieri & S. Salvatore (Eds.), Reflexivity and Psychology (pp. 169-193). Charlotte: Information Age Publishing.
- Arcidiacono, F., & Bova, A. (2015). A study of the arguments used by undergraduate and graduate students during disciplinary discussions in the classroom. In R. V. Nata (Ed.), Progress in Education. Vol. 33 (pp. 31-50). New York: Nova Science Publishers.
- López-Facal, R., Jiménez-Aleixandre, M. P., & Arcidiacono, F. (2015). Le territoire comme composante de l’identification nationale dans l’argumentation des élèves du secondaire. In N. Muller Mirza & C. Buty (Eds.), Argumentation dans les contextes de l’éducation (pp. 323-354). Bern: Lang.
- Perret-Clermont, A.-N., Arcidiacono, F., Breux, S., Greco, S., & Miserez-Caperos, C. (2015). Knowledge-oriented argumentation in children. In F. H. van Eemeren & B. Garssen (Eds.), Scrutinizing Argumentation in Practice (pp. 135-149). Amsterdam: Benjamins.
- Arcidiacono, F. (2014). Intersubjectivité et agency dans la conversation quotidienne: pratiques de socialisation en contexte. In C. Moro, N. Muller Mirza & P. Roman (Eds.), L’intersubjectivité en questions. Agrégat ou nouveau concept fédérateur pour la psychologie? (pp. 292-312). Lausanne: Antipodes.
- Arcidiacono, F. (2014). Plurilinguisme et enseignement des langues: une vision d’ensemble. In F. Arcidiacono (Ed.), Hétérogénéité linguistique et culturelle dans le contexte scolaire (pp. 11-25). Biel/Bienne: Editions HEP-BEJUNE.
- Iannaccone, A., & Arcidiacono, F. (2014). Les relations école-famille: questions méthodologiques. In F. Arcidiacono (Ed.), Hétérogénéité linguistique et culturelle dans le contexte scolaire (pp. 147-156). Biel/Bienne: Editions HEP-BEJUNE.
- Padiglia, S., & Arcidiacono, F. (2014). Intégration et enseignement/apprentissage des langues: le projet SOFT pour lier école et famille. In F. Arcidiacono (Ed.), Hétérogénéité linguistique et culturelle dans le contexte scolaire (pp. 61-74). Biel/Bienne: Editions HEP-BEJUNE.
- Pontecorvo, C., & Arcidiacono, F. (2014). Social interactions in families and schools as contexts for the development of spaces of thinking. In T. Zittoun & A. Iannaccone (Eds.), Activity of thinking in social spaces (pp. 83-97). New York: Nova Science Publishers.
- Arcidiacono, F. (2013). “But who said that you eat when you want and what you want?” Verbal conflicts at dinnertime and strategic moves among family members. In L. T. Cacioppo (Ed.), Mind and Body Researcher Biographical Sketches and Research Summaries (pp. 313-314). New York: Nova Science Publishers. [re-published by the editor]
- Arcidiacono, F. (2013). Conversation in educational contexts: School at home and home at school. In G. Marsico, K. Komatsu & A. Iannaccone (Eds.), Crossing Boundaries. Intercontextual Dynamics between Family and School (pp. 83-107). Charlotte: Information Age Publishing.
- Arcidiacono, F. (2013). Pragmatics: Quantitative Methods. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp. 4594-4600). Oxford: Wiley-Blackwell.
- Arcidiacono, F., & Bova, A. (2013). Argumentation among family members in Italy and Switzerland: A cross-cultural perspective. In Y. Kashima, E. S. Kashima & R. Beatson (Eds.), Steering the Cultural Dynamics (pp. 167-174). Melbourne: International Association for Cross-Cultural Psychology.
- Sinclaire-Harding, L., Miserez, C., Arcidiacono, F., & Perret-Clermont, A.-N. (2013). Argumentation in the Piagetian clinical interview as collaborative thinking: A step further in dialogism. In M. B. Ligorio & M. César (Eds.), Interplays between dialogical learning and dialogical self (pp. 53-82). Charlotte: Information Age Publishing.
- Arcidiacono, F., Baucal, A., & Buđevac, N. (2011). Doing qualitative research: The analysis of talk-in-interaction. In A. Baucal, F. Arcidiacono & N. Buđevac (Eds.), Studying interaction in different contexts: A qualitative view (pp. 17-45). Belgrade: Institute of Psychology.
- Baucal, A., Arcidiacono, F., & Buđevac, N. (2011). Reflecting on different views of social interaction: Explanatory and analytic perspectives. In A. Baucal, F. Arcidiacono & N. Buđevac (Eds.), Studying interaction in different contexts: A qualitative view (pp. 233-251). Belgrade: Institute of Psychology.
- Buđevac, N, Arcidiacono, F., & Baucal, A. (2011). Introduction. In A. Baucal, F. Arcidiacono & N. Buđevac (Eds.), Studying interaction in different contexts: A qualitative view (pp. 11-15). Belgrade: Institute of Psychology.
- Arcidiacono, F. (2010). “But who said that you eat when you want and what you want?” Verbal conflicts at dinnertime and strategic moves among family members. In J. P. Flanagan & A. M. Munos (Eds.), Family Conflicts: Psychological, Social and Medical Implications (pp. 27-52). New York: Nova Science Publishers.
- Arcidiacono, F. (2010). The ethnographic observation of the everyday life in Italy: Collaborative interactions among working couples. In C. L. Goossens (Ed.), Family Life: Roles, Bonds, and Impact (pp. 99-118). New York: Nova Science Publishers.
- Pontecorvo, C., Fatigante, M., & Arcidiacono, F. (2007). La quotidianità come vita domestica familiare. In P. Di Cori & C. Pontecorvo (Eds.), Modernità e vita quotidiana: tra ordinario e straordinario (pp. 175-184). Rome: Carocci.
- Maroni, B., & Arcidiacono, F. (2003). The conversation like socialization in educational contexts. In G. T. Papanikos (Ed.), Education (pp. 333-338). Athens: ATINER.
Coordination de numéros thématiques dans des revues scientifiques à comité de lecture
- Bova, A., & Arcidiacono, F. (Eds.) (submitted). Interpersonal argumentation in educational contexts. Learning, Culture and Social Interaction.
- Bova, A., Haddouk, L., Galimberti, C., & Arcidiacono, F. (Eds.) (submitted). Discourse, conversation and argumentation: Theoretical perspectives and innovative empirical studies. Volume II. Frontiers in Psychology. Language Sciences / Frontiers in Communication. Language Sciences.
- Pirchio, S., Arcidiacono, F., & Passiatore, Y. (Eds.) (in press). Inclusive schools for a diverse world. Psychological and educational factors and practices harming or promoting inclusion at school. Frontiers in Psychology. Educational Psychology / Frontiers in Education. Educational Psychology.
- Voutilainen, L., Alby, F., Arcidiacono, F., Mannarini, T., Fernandes-Jesus, M., & Parolin, L. (Eds.) (in press). Qualitative methods for studying groups. Frontiers in Psychology. Organizational Psychology / Frontiers in Psychology. Psychology for Clinical Settings /Frontiers in Psychology. Educational Psychology / Frontiers in Communication. Organizational Psychology / Frontiers in education. Educational Psychology.
- Bova, A., Galimberti, C., Haddouk, L., & Arcidiacono, F. (Eds.) (2021). Discourse, conversation and argumentation: Theoretical perspectives and innovative empirical studies. Volume I. Frontiers in Psychology. Language Sciences, 12 / Frontiers in Communication. Language Sciences, 12.
- Pavlović Babić, D., Baucal, A., Buđevac, N., Blagdanić, S., & Arcidiacono, F. (Eds.) (2020). Improving research in education for teachers, young researchers and policy makers. Malta Applied Research in Education, 1(1), 1-186.
- Pirchio, S., & Arcidiacono, F. (Eds.) (2019). Multilingual learning and social inclusion of children: The development of educational programmes to connect school and family. European Journal of Psychology of Education, 34(1), 209-272.
- Buđevac, N., Arcidiacono, F., & Baucal, A. (Eds.) (2015). Learning and development through social interaction in educational context. Иновацијe у настави / Teaching Innovations, 28(3), 5-206.
- De Gregorio, E., & Arcidiacono, F. (Eds.) (2008). Issues and Implications of Computer Assisted Multiple and Blended Research. International Journal of Multiple Research Approaches, 2(1), 31-132.
Articles scientifiques dans des revues à comité de lecture
- Arcidiacono, F., Bova, A., Ben-Uri, I., & Melfi, G. (submitted). The role of private and institutional supports to favor work-family integration in pre-service and in-service teachers: Self-related vs. context-related arguments. Revue suisse des sciences de l'éducation.
- Arcidiacono, F., Bova, A., Galimberti, C., & Haddouk, L. (2021). Editorial. Discourse, conversation and argumentation: Theoretical perspectives and innovative empirical studies. Frontiers in Psychology. Language Sciences, 12. DOI: 10.3389/fpsyg.2021.775053
- Arcidiacono, F., & Paquette, S. (in press). Management and formatting of disagreements in professional exchanges during the setting up of a concert. Revue internationale de psychosociologie et de gestion des comportements organisationnels.
- Arcidiacono, F., Pontecorvo, C., & Bova, A. (submitted). “But the vanilla is healthy!” Children’s expression of arguments to justify their non-compliances in family conversation. Learning, Culture and Social Interaction.
- Bergamaschi, A., Blaya, C., Stef, J., & Arcidiacono, F. (in press). Blatant and subtle prejudice, and the role of teachers in conveying tolerance and respect for the Other. Intercultural Education.
- Bergamaschi, A., Santagati, M., Blaya, C., Seyedafshin, S., & Arcidiacono, F. (submitted). Blatant and subtle prejudices and the role of formal education: Effects of teachers’ involvement on a context “indifferent to differences”. International Migration.
- Gremion, F., Arcidiacono, F., Iannaccone, A., Melfi, G., & Padiglia, S. (submitted). Les conditions contextuelles de la mise sur pied d’un espace de partage socio-émotionnel de l’insertion professionnelle. Formation et pratiques d’enseignement en questions.
- Ben-Uri, I., Melfi, G., Arcidiacono, F., & Bova, A. (2021). Work-family conflict and facilitation among teachers in Israel and Switzerland. European Journal of Psychology of Education. DOI: 10.1007/s10212-021-00562-0
- Bergamaschi, A., Blaya, C., Stef, J., & Arcidiacono, F. (2021). La prévention des préjugés flagrants et voilés perçue par les élèves: lorsque les enseignant.e.s ont leurs mots à dire. Revue suisse des sciences de l'éducation, 43(2), 297-310. DOI: 10.24452/sjer.43.2.9
- Convertini, J., & Arcidiacono, F. (2021). Embodied argumentation in young children in kindergarten. Education Sciences, 11(9), 514. DOI: 10.3390/educsci11090514
- Leijen, Ä., Arcidiacono, F., & Baucal, A. (2021). The dilemma of inclusive education: ‘inclusion for some’ or ‘inclusion for all’. Frontiers in Psychology. Educational Psychology, 12. DOI: 10.3389/fpsyg.2021.633066
- Malva, L., Leijen, Ä., & Arcidiacono, F. (2021). Identifying teachers’ general pedagogical knowledge: A video stimulated recall study. Educational Studies. DOI: 10.1080/03055698.2021.1873738
- Arcidiacono, F., & Baucal, A. (2020). Kaasav haridus ja õpetajakoolitus sotsiaal-kultuurilisest käsitlusest lähtudes. Eesti Haridusteaduste Ajakiri/Estonian Journal of Education, 8(1), 5-25. DOI: 10.12697/eha.2020.8.1.02a
- Arcidiacono, F., & Baucal, A. (2020). Towards teacher professionalization for inclusive education: Reflections from the perspective of the socio-cultural approach. Eesti Haridusteaduste Ajakiri/Estonian Journal of Education, 8(1), 26-47. DOI: 10.12697/eha.2020.8.1.02a
- Arcidiacono, F., Baucal, A., Pavlović Babić, D., Buđevac, N., & Blagdanić, S. (2020). Collaboration between research and taching communities: Implications for teacher education, practice and policy making. Malta Applied Research in Education, 1(1), 1-12.
- Bova, A., & Arcidiacono, F. (2020). Las respuestas de los niños en discusiones argumentativas relacionadas con las reglas y normas de los padres. Revista Signos. Estudios de Lingüística, 53(102), 8-30. DOI: 10.4067/S0718-09342020000100008
- Gremion, F., Melfi, G., Padiglia, S., Arcidiacono, F., & Iannaccone, A. (2020). Le focus group comme innovation pour le soutien du stage en emploi. Formation et pratiques d’enseignement en questions, 4, 13-27.
- Joliat, F., & Arcidiacono, F. (2020). Les «pratiques robustes» de rédaction du mémoire à la HEP-BEJUNE: une question de posture d’écriture? Recherche et Formation, 93, 17-32.
- Paquette, S., & Arcidiacono, F. (2020). Gestion et formatage de désaccords dans les échanges professionnels lors du filage d’un concert. Revue internationale de psychosociologie et de gestion des comportements organisationnels, 26(67), 105-126.
- Arcidiacono, F. (2019). Toward a less school-centered perspective of the family engagement in education. Commentary on “Representation of parental engagement in poor context: Empty parents and full teachers”. Psychology & Society, 11(1), 99-105.
- Arcidiacono, F., Padiglia, S., & Miserez-Caperos, C. (2019). Transitions in the representation and implementation of a language learning project within a multicultural context. European Journal of Psychology of Education, 34(1), 239-254. DOI: 10.1007/s10212-018-0367-z
- Arcidiacono, F., & Pontecorvo, C. (2019). On materiality: Home spaces and objects as expanding elements of everyday experiences. Forum: Qualitative Social Research, 20(3), art. 5. DOI: 10.17169/fqs-19.3.3165
- Bova, A., & Arcidiacono, F. (2019). Analyser les échanges discursifs entre parents et enfants par la reconstruction argumentative. Revue internationale de l’éducation familiale, 46, 123-146.
- Bova, A., & Arcidiacono, F. (2019). Schemi argomentativi e relazioni sintomatiche, causali e di analogia in scambi discorsivi tra adulti e bambini. Rassegna di Psicologia, 36(2), 21-37. DOI: 10.4458/2337-02
- Cattaruzza, E., Iannaccone, A., & Arcidiacono, F. (2019). Provoking social changes in a family-school space of activity. Psychology & Society, 11(1), 33-47.
- Jenny, E., & Arcidiacono, F. (2019). Apprentissage des mathématiques en tant que DdNL en contexte d’immersion réciproque. Travaux de didactique du français langue étrangère, 74 (on line).
- Jenny, E., Gajo, L., & Arcidiacono, F. (2019). Analyse de pratiques interactionnelles dans un dispositif d’immersion réciproque. Bulletin suisse de linguistique appliquée, 110, 75-90.
- Passiatore, Y., Pirchio, S., Carrus, G., Maricchiolo, F., Fiorilli, C., & Arcidiacono, F. (2019). Intercultural practices and inclusive education in Europe: Can migration be a resource for individual and societal development? European Journal of Psychology of Education, 34(1), 209-224. DOI: 10.1007/s10212-017-0360-y
- Zazzera, I., Pontecorvo, C., & Arcidiacono, F. (2019). The parental representations about their children first literacy acquisition: A case study in a small Italian town. Psychology & Society, 11(1), 65-81.
- Arcidiacono, F., Iannaccone, A., Melfi, G., Padiglia, S., & Pirchio, S. (2018). Le développement identitaire des enseignants débutants par le partage verbal de pratiques professionnelles. Rivista di Psicolinguistica Applicata/Journal of Applied Psycholinguistics, 18(1), 79-96. DOI:10.19272/201807701005
- Bova, A., & Arcidiacono, F. (2018). The interplay between parental argumentative strategies, children’s reactions and topics of disagreement during family conversations. Learning, Culture and Social Interaction,19, 124-133. DOI:10.1016/j.lcsi.2018.05.003
- Chatelain, N., & Arcidiacono, F. (2018). Cultivating ethnicity through the language of origin: The third generation of Italians and language and ‘culture of origin’ courses in Switzerland. Italian Journal of Sociology of Education, 10(3), 165-186. DOI: 10.14658/pupj.ijse-2018-3-8
- Arcidiacono, F. (2017). Narrare in famiglia, narrare la famiglia: dialoghi domestici tra genitori e figli. Enthymema. International Journal of Literacy, Criticism and Philosophy, 20, 18-29.
- Arcidiacono, F., Bezençon, A., & González-Martínez, E. (2017). Séances entre enseignants de classes inclusives: un espace de déploiement de la réflexivité. Иновацијe у настави/Teaching Innovations, 30(2), 49-67.
- Arcidiacono, F., & Bova, A. (2017). Discussioni disciplinari in contesto universitario: uno studio argomentativo in classi di bachelor e master. ERIS. Rivista internazionale di argomentazione e dibattito, 2(1), 43-65.
- Arcidiacono, F., & Neuenschwander, E. (2017). Depiction in solving experimental tasks at primary school: An exploratory study. Journal of Education Research, 11(4), 1-18. [re-published by the editor]
- Colucci, G., & Arcidiacono, F. (2017). Promoting peer education to prevent school dropout: An action-research study. Psihološka istraživanja/Psychological Research, 20(1), 127-143.
- Giglio, M., & Arcidiacono, F. (2017). Explorer la verbalisation, le dialogue et la discussion dans l’enseignement et la formation d’enseignants. Formation et pratiques d’enseignement en questions, 2, 78-89.
- Ligorio, M. B., Impedovo, M. A., & Arcidiacono, F. (2017). Agency online: Trends in a university learning course. Technology, Pedagogy and Education, 26(5), 529-543. doi 10.1080/1475939X.2017.1350599
- Pirchio, S., Passiatore, Y., Carrus, G., Maricchiolo, F., Taeschner, T., & Arcidiacono, F. (2017). Teachers' and parents' involvement for a good school experience of native and immigrant children. Journal of Educational, Cultural and Psychological Studies, 15, 73-94. doi: 10.7358/ecps-2017-015-pirc
- Arcidiacono, F. (2016). Collaborative relationships among couples: Frames of interaction during everyday household activities. Psychology of Language and Communication, 20(1), 24-48. DOI: 10.1515/plc-2016-0002
- Arcidiacono, F., & Catelin, O. (2016). Les reformulations: étayage verbal et outil didactique? Une étude de cas en classe spécialisée. Иновацијe у настави/Teaching Innovations, 29(3), 45-60.
- Arcidiacono, F., & Cuenot, C. (2016). Stratégies de résolution de problèmes de type multiplicatif en situation de tutorat. Иновацијe у настави/Teaching Innovations, 24(1), 29-45.
- Arcidiacono, F., & Jenny, E. (2016). Eine Sprache lernen und diese unterrichten: Erfahrungen von Lehrkräften, Schülern und Familien im Rahmen des Projektes SOFT. Babylonia. The Swiss Journal of Language Teaching and Learning, 3, 30-31.
- Bova, A., & Arcidiacono, F. (2016). The argument from expert opinion as other-oriented reference in disciplinary discussions. Studies in Communication Sciences, 16(2), 114-123. DOI: 10.1016/j.scoms.2016.08.001
- Joliat, F., & Arcidiacono, F. (2016). L’analyse des visées de la recherche dans la production des mémoires de bachelor de la HEP-BEJUNE: une question d’intérêt professionnel et de culture(s) de recherche(s)? Formation et profession. Revue scientifique internationale en éducation, 24(2), 17-32.
- Miserez-Caperos, C., Padiglia, S., & Arcidiacono, F. (2016). L’apprentissage des langues en classe comme moyen d’intégration: l’exemple du projet SOFT. Revue suisse de pédagogie spécialisée, 4, 37-43.
- Pirchio, S., Arcidiacono, F., Carrus, G., Maricchiolo, F., Padiglia, S., Passiatore, Y., & Taeschner, T. (2016). Children integration through language learning in the SOFT project in different countries. International Journal of Psychology, 51, 511.
- Pontecorvo, C., & Arcidiacono, F. (2016). The dialogic construction of justifications and arguments in a seven-year-old child within a “democratic” family. Language and Dialogue, 6(2), 306-328. DOI: 10.1075/ld.6.2.05pon
- Arcidiacono, F., & Bova, A. (2015). Activity-bound and activity-unbound arguments in response to parental eat-directives during mealtime conversations: Differences and similarities in children of 3-5 and 6-9 years old. Learning, Culture and Social Interaction, 6, 40-55. DOI: 10.1016/j.lcsi.2015.03.002
- Arcidiacono, F., & Rossé, A. (2015). Raconter une histoire avec et sans images: une expérience de recherche auprès d’enfants en âge préscolaire. Иновацијe у настави/Teaching Innovations, 28(1), 7-24.
- Boéchat-Heer, S., Impedovo, M. A., & Arcidiacono, F. (2015). An analysis of teachers’ processes of technology appropriation in classroom. International Journal of Digital Literacy and Digital Competence, 6(2), 1-15.
- Bova, A., & Arcidiacono, F. (2015). Beyond conflicts. Origin and types of issues leading to argumentative discussions during family mealtimes. Journal of Language Aggression and Conflict, 3(2), 263-288.
- Buđevac, N., Arcidiacono, F., & Baucal, A. (2015). Word of guest editors. Learning and development through social interaction in educational context. Иновацијe у настави/Teaching Innovations, 28(3), 9-14.
- Padiglia, S., & Arcidiacono, F. (2015). A narrative format design to improve language acquisition through social interaction. Иновацијe у настави/Teaching Innovations, 28(3), 83-98.
- Boéchat-Heer, S., & Arcidiacono, F. (2014). L’usage des méthodes mixtes pour analyser les perceptions de pratiques pédagogiques liées à l’intégration des tablettes numériques. Formation et pratiques d’enseignement en questions, 17, 49-65.
- Bova, A., & Arcidiacono, F. (2014). Types of arguments in parents-children discussions: An argumentative analysis. Rivista di Psicolinguistica Applicata/Journal of Applied Psycholinguistics, 14(1), 43-66.
- Bova, A., & Arcidiacono, F. (2014). “You must eat the salad because it is nutritious”. Argumentative strategies adopted by parents and children in food-related discussions at mealtimes. Appetite, 73(1), 81-94. DOI: 10.1016/j.appet.2013.10.019
- Breux, S., Arcidiacono, F., & Perret-Clermont, A.-N. (2014). Reprendre la parole de l’autre dans une situation d’entretien piagétien. TRANEL. Travaux neuchâtelois de linguistique, 60, 109-120.
- Arcidiacono, F., & Diez del Corral Areta, E. (2013). Discourse markers in the Piagetian interview: How adults and children construct their conversational moves within the test context. Rivista di Psicolinguistica Applicata/Journal of Applied Psycholinguistics, 13(1), 61-81.
- Baucal, A., Arcidiacono, F., & Buđevac, N. (2013). “Is there an equal (amount of) juice?” Exploring the repeated question effect in conservation through conversation. European Journal of Psychology of Education, 28(2), 475-495. DOI: 10.1007/s10212-012-0124-7
- Bova, A., & Arcidiacono, F. (2013). Investigating children’s Why-questions: A study comparing argumentative and explanatory function. Discourse Studies, 15(6), 713-734. DOI: 10.1177/1461445613490013
- Bova, A., & Arcidiacono, F. (2013). Invoking the authority of feelings as a strategic maneuver in family mealtime conversations. Journal of Community & Applied Social Psychology, 23(3), 206-224. DOI: 10.1002/casp.2113
- Arcidiacono, F., & Bova, A. (2011). Argumentative strategies for conflict management and resolution in Italian and Swiss families. Procedia Social and Behavioral Sciences, 30, 1385-1389. DOI: 10.1016/j.sbspro.2011.10.269
- Arcidiacono, F., & Bova, A. (2011). “I want to talk but it is not possible!” Dinnertime argumentation in Italian and Swiss families. US-China Education Review A, 3, 355-368.
- Arcidiacono, F., & Gastaldi, F. G. M. (2011). “What do you say?” The analysis of classroom talk from a sociocultural perspective. Психологическая Наука и Образование/Psychological Science and Education, 2, 1-15.
- Arcidiacono, F., Klein, W., Izquierdo, C., & Bradbury, T. N. (2010). Modalità interattive nella divisione del lavoro domestico: uno studio etnografico su famiglie italiane e statunitensi. Rivista di Psicolinguistica Applicata, 10(1-2), 85-105.
- Arcidiacono, F., & Kohler, A. (2010). Elements of design for studying argumentation: The case of two on-going research lines. Культурно-Историческая Психология/Cultural-Historical Psychology, 1, 65-74.
- Arcidiacono, F., & Perret-Clermont, A.-N. (2010). The co-construction of conversational moves in the context of Piagetian interview: The case of the test of conservation of quantities of liquid. Rassegna di Psicologia, 27(2), 117-137.
- Arcidiacono, F., & Pontecorvo, C. (2010). The discursive construction of the fathers’ positioning within family participation frameworks. European Journal of Psychology of Education, 25(4), 449-472. DOI: 10.1007/s10212-010-0024-7
- Arcidiacono, F., & Pontecorvo, C. (2010). Where and how family members spend time at home? A quantitative analysis of the observational tracking of the everyday lives of Italian families. International Journal of Multiple Research Approaches, 4(2), 113-129. DOI: 10.5172/mra.2010.4.2.113
- Bugnon, A., Arcidiacono, F., & Perret-Clermont, A.-N. (2010). Transfer of learning in a boundary crossing training: The case of speech therapists. Procedia Social and Behavioral Sciences, 2(2), 1730-1734. DOI: 10.1016/j.sbspro.2010.03.974
- Maroni, B., & Arcidiacono, F. (2010). Conversational repair in Italian families. A cultural practice of socialization. Studies in Communication Sciences, 10(1), 181-206.
- Pontecorvo, C., & Arcidiacono, F. (2010). Development of reasoning through arguing in young children. Культурно-Историческая Психология/Cultural-Historical Psychology, 4, 19-29.
- Arcidiacono, F. (2009). Conflitti verbali in famiglie con preadolescenti: modelli di analisi in chiave conversazionale. Giornale Italiano di Psicologia, 36(4), 821-841.
- Arcidiacono, F. (2009). Rationalité et construction narrative de l’argumentation en famille. Aprendizagem/Desenvolvimento.
- Arcidiacono, F., & Perret-Clermont, A.-N. (2009). Revisiting the Piagetian test of conservation of quantities of liquid: Argumentation within the adult-child interaction. Культурно-Историческая Психология/Cultural-Historical Psychology, 3, 25-33.
- Arcidiacono, F., & Perret-Clermont, A.-N. (2009). L’argumentation dans le contexte de l’entretien clinique. Revisiter Piaget et son actualité. Aprendizagem/Desenvolvimento.
- Arcidiacono, F., & Pontecorvo, C. (2009). Cultural practices in Italian family conversations: Verbal conflict between parents and preadolescents. European Journal of Psychology of Education, 24(1), 97-117. DOI: 10.1007/BF03173477
- Arcidiacono, F., Pontecorvo, C., & Greco Morasso, S. (2009). Family conversations: The relevance of context in evaluating argumentation. Studies in Communication Sciences, 9(2), 79-92.
- Giorgi, S., Pontecorvo, C., Monaco, C., & Arcidiacono, F. (2009). Culture familiari tra pratiche quotidiane e rappresentazioni. Introduzione. Etnografia e ricerca qualitativa, 2, 191-203.
- Arcidiacono, F., & De Gregorio, E. (2008). Methodological thinking in psychology: Starting from mixed methods. International Journal of Multiple Research Approaches, 2(1), 118-126. DOI: 10.5172/mra.455.2.1.118
- De Gregorio, E., & Arcidiacono, F. (2008). Computer-assisted analysis in social sciences: A unique strategy to carry on mixed and blended research? International Journal of Multiple Research Approaches, 2(1), 31-35. DOI: 10.5172/mra.455.2.1.31
- Arcidiacono, F. (2007). L’osservazione dei “rientri a casa”: studio etnografico della vita quotidiana in famiglia. Rassegna di Psicologia, 14(2), 155-174.
- Arcidiacono, F. (2007). Studying the practice of cooperation and collaboration within an international research project on the everyday lives of families. Integrative Psychological & Behavioral Science, 41(2), 139-153. DOI: 10.1007/s12124-007-9016-9
- Arcidiacono, F., & Nicolini, M. (2007). Uno studio esplorativo sulle reti sociali delle famiglie italiane in una prospettiva multidisciplinare. Rivista di Studi Familiari, 2, 167-184.
- Arcidiacono, F., & Pontecorvo, C. (2007). La co-costruzione del turno dei bambini autistici. Interventi dei genitori e dei fratelli nelle conversazioni familiari a tavola. Rivista di Psicolinguistica Applicata, 7(3), 81-95.
- Andreoli, S., & Arcidiacono, F. (2006). Uno studio esplorativo su alcune modalità conversazionali in famiglie con bambini autistici. Rivista di Psicolinguistica Applicata, 6(1-2), 45-62.
- Arcidiacono, F. (2006). Il posizionamento interpersonale nella costruzione dell’identità: differenze tra figli maggiori e minori nelle conversazioni con i genitori. Età evolutiva, 84, 12-23.
- Arcidiacono, F., Caporali, L., & Pontecorvo, C. (2006). La partecipazione dei padri italiani alla struttura interattiva familiare. Età evolutiva, 85, 73-81.
- Arcidiacono, F., & Diano, M. (2006). Le conversazioni in famiglie con bambini autistici. Interazioni di gioco, ruoli dei fratelli e scaffolding genitoriale. Autismo e disturbi dello sviluppo, 4(3), 303-324.
- Arcidiacono, F., Fumo, M., & Sapia, C. (2005). Fare ricerca con gli adolescenti. Metodologie qualitative: vantaggi, limiti e proposte. Età evolutiva, 82, 107-117.
- Arcidiacono, F., & Pigotti, M. C. (2005). L’emergere dell’identità di adolescenti di terza media e primo superiore nelle discussioni in classe su temi di attualità. Psicologia scolastica, 4(3), 273-292.
- Liberati, V., & Arcidiacono, F. (2005). Voci in conflitto: l’uso di voci diverse nelle dispute tra genitori e figli. Rivista di Psicolinguistica Applicata, 5(1-2), 87-108.
- Arcidiacono, F. (2004). Mediazione scolastica tra formazione e intervento: esperienza in classi di scuola media inferiore. Mediare, 1(1), 7-16. [re-published by the editor]
- Arcidiacono, F., & Pontecorvo, C. (2004). Più metodi per la pluridimensionalità della vita familiare. Ricerche di Psicologia, 27(3), 103-118.
- Arcidiacono, F. (2003). Mediazione scolastica tra formazione e intervento: esperienza in classi di scuola media inferiore. Psicologia scolastica, 2(2), 215-224.
- Arcidiacono, F. (2002). Conversare in famiglia sull’identità. Preadolescenti a confronto. Rivista di Psicolinguistica Applicata, 2(3), 57-76.
- Arcidiacono, F. (2002). Il conflitto tra genitori e figli preadolescenti nelle conversazioni in famiglia. Età evolutiva, 72, 110-117.
- Arcidiacono, F. (2002). Note sul metodo osservativo e su alcune applicazioni in psicologia dello sviluppo. Rassegna di Psicologia, 19(1), 169-178.
- Arcidiacono, F. (2000). Prima adolescenza e sviluppo dell’identità. Età Evolutiva, 66, 109-115.
Articles scientifiques dans des actes de colloque à comité de lecture
- Arcidiacono, F., & Convertini, J. (submitted). Verbal and non-verbal forms of argumentation at kindergarten. In ICERI2021 Proceedings. Seville: IATED Academy.
- Convertini, J., & Arcidiacono, F. (2020). Start arguing to solve a task: Preschool children already engaged when the teacher presents the activity. In L. Gómez Chova, A López Martínez & I. Candel Torres (Eds.), ICERI2020 Proceedings (pp. 1-7). Seville: IATED Academy.
- Bergamaschi, A., Blaya, C., Santagati, M., & Arcidiacono, F. (2019). La construction sociale de la xénophobie. Analyse d’expériences ordinaires chez des collégiens et lycéens français, italiens et suisses. In AREF 2019. Livret des résumés (pp. 770-771). Bordeaux: AREF.
- Bova, A., & Arcidiacono, F. (2019). Tools for the analysis of argumentative interactions. In E. Amideo, M. Bevilacqua & A. Fruttaldo (Eds.), 5thESTIDIA Conference. Hybrid Dialogues: Transcending Binary Thinking and Moving Away from Societal Polarization. Book of Abstract (p. 11). Naples: University of Naples “L’Orientale”.
- Jenny, E., & Arcidiacono, F. (2019). Exploring the impact of a Swiss bilingual program through a mixed method design. In M. Carmo (Ed.), Education and New Developments 2019. Vol. II (pp. 27-31). Lisbon: InScience Press.
- Arcidiacono, F., Baucal, A., Pavlović Babić, D., Blagdanić, S., & Buđevac, N. (2018). Reflection on REP-Synergy project outcomes: Implications for teaching practice and teachers education in Serbia. In Teacher Education and Educational Research in the Mediterranean. 2018 International Conference Proceedings (p. 35). Malta: University of Malta.
- Blagdanić, S., Buđevac, N., Arcidiacono, F., Pavlović Babić, D., & Baucal, A. (2018). Reflection on REP-Synergy project: Improvement of research capacities of the (future) teachers and young researchers in Serbia. In Teacher Education and Educational Research in the Mediterranean. 2018 International Conference Proceedings (p. 28). Malta: University of Malta.
- Gremion, F., Arcidiacono, F., Iannaccone, A., Melfi, G., & Padiglia, S. (2018). Le focus group: un dispositif d’accompagnement pour le stage en emploi? In Innovation et recherche: métamorphose de la formation enseignante? Résumés (p. 40). Lausanne: HEP Vaud.
- Bova, A., & Arcidiacono, F. (2017). Children’s acquisition of argumentative and explanatory discourse competence: Examining the contribution of family interactions at mealtime. In Abstracts. 15th International Pragmatics Conference (pp. 138-139). Belfast: IPrA.
- Pontecorvo, C., Arcidiacono, F., & González-Martínez, E. (2017). The multimodal identification of homework tasks during parent-child interaction. In Language as a Form of Action. Abstracts (pp. 158-159). Rome: CNR.
- Baucal, A., Arcidiacono, F., Leijen, Ä., & Buđevac, N. (2017). Educational researchers and teacher educators: Learning to collaborate across boundaries. In EARLI 2017. Book of Abstracts (p. 253). Tampere: EARLI.
- Baucal, A., Arcidiacono, F., Pavlović Babić, D., & Buđevac, N. (2017). Research-based teacher education and practices: Learning how researcher and teacher communities can collaborate. In ECER 2017. Abstracts (pp. 1-3). Berlin: EERA.
- Boissonnade, R., & Arcidiacono, F. (2017). The use of the selection task as an instrument for teacher education: A preliminary experimental research. In O. Tošković, K. Damnjanović & L. Lazarević (Eds.), Proceedings of the XXIII Scientific Conference Empirical Studies in Psychology (pp. 158-161). Belgrade: Institute of Psychology.
- Ben-Uri, I., Arcidiacono, F., & Melfi, G. (2017). Pre-service teachers’ future perspectives of work-family relations: A Swiss-Israeli scientific collaboration. In C.-K. Li & Y. Kawasaki (Eds.), Proceedings of the International Symposium on Education and Psychology, vol. 6,1 (pp. 356-357). Taipei: Knowledge Association of Taiwan.
- Boissonnade, R., & Arcidiacono, F. (2017). The use of the selection task as an instrument for teacher education: A preliminary experimental research. In Naučni skup Empirijska istraživanja u psihologiji. Knjiga rezimea (pp. 94-95). Belgrade: University of Belgrade.
- Arcidiacono, F. (2016). A pedagogical design for multilingual teaching and learning processes: The implementation of the narrative format model in Switzerland. In M. Ristić & A. Vujović (Eds.), Didactic and Methodological Approaches and Strategies - Support to Children’s Learning and Development (pp. 13-22). Belgrade: Teacher Education Faculty.
- Arcidiacono, F., Iannaccone, A., Padiglia, S., & Melfi, G. (2016). La mise en place d’un dispositif de recherche-formation professionnelle: espaces de partage d’expériences pour les enseignants débutants. In Où s’arrête l’école? Transformations et déplacements des frontières éducatives. Abstracts (pp. 78-79). Lausanne: Institute of psychology.
- Wentzel, B., & Arcidiacono, F. (2016). Gouvernance et recherche en éducation: de la production de données probantes à la circulation des savoirs. In T. Karsenti, S. Goyer & A. Fiévez (Eds.), Programme du colloque international en éducation: enjeux actuels et futurs de la formation et de la profession enseignante (p. 54). Montreal: CRIFPE.
- Arcidiacono, F. (2015). Multilingual teaching and learning: The implementation of a pedagogical design based on the narrative format model. In Didactic and Methodological Approaches and Strategies - Support to Children’s Learning and Development. Abstracts (pp. 20-21). Belgrade: Teacher Education Faculty.
- Arcidiacono, F., & Studer, P. (2015). La réflexivité dans l’écriture du mémoire. Une piste pour évaluer la qualité de la formation des futurs enseignants. In L’Evaluation à la lumière des Contextes et des Disciplines. Livret des résumés. 27ème Congrès ADMEE-Europe (p. 202). Liège: ADMEE-IFRES.
- Aronsson, K., Pauletto, F., & Arcidiacono, F. (2015). Intergenerational argumentation: Accounts and multiparty negotiations during dinner conversations in Italy and Sweden. In 14th International Pragmatics Conference “Language and adaptability” (p. 466). Antwerp: IPrA.
- Boissonnade, R., & Arcidiacono, F. (2015). La tâche de sélection de Wason comme outil de formation des enseignants à la recherche. In Colloque du Conseil Académique (CAHR) des hautes écoles romandes en charge de la formation des enseignant-e-s. Programme détaillé et résumés (pp. 132-133). Geneva: IUFE.
- Padiglia, S., & Arcidiacono, F. (2015). Towards integrative approaches through multilingual activities: Teachers, pupils and families experiencing a collaborative project. In M. Carmo (Ed.), International Conference on Education and New Developments. Proceedings (pp. 251-255). Lisbon: WIARS.
- Perret-Clermont, A.-N., Arcidiacono, F., Breux, S., Greco, S., & Miserez-Caperos, C. (2014). Knowledge-oriented argumentation in children. In B. Garssen, D. Godden, G. Mitchell & F. Snoeck Henkemans (Eds.), ISSA Proceedings 2014. Amsterdam: Rozenberg.
- Arcidiacono, F. (2014). Semantics and discourse of professionalization. In Learning through and for professional practice. Book of abstracts. 4th International conference on Applied Linguistics and Professional Practice (p. 27). Geneva: ALAPP.
- Arcidiacono, F., & Studer P. (2014). Reflexivity and self in scientific writing practices: Towards a professionalization of teachers’ education. In 8th International Conference on the Dialogical Self 2014 (pp. 176-177). The Hague: The Hague University of Applied Sciences.
- Joliat, F., & Arcidiacono, F. (2014). L’évaluation des mémoires au service de l’amélioration d’une formation professionnalisante: l’analyse des «best practices» dans la production de savoirs. In Cultures et politiques de l’évaluation en éducation et en formation. 26ème colloque de l’ADMEE-Europe. Session 5 (pp. 10-12). Marrakech: ADMEE-Europe.
- Joliat, F., & Arcidiacono, F. (2013). Mémoire professionnel et production de savoirs. In T. Karsenti & S. Goyer (Eds.), Programme du colloque international en éducation: enjeux actuels et futurs de la formation et de la profession enseignante (p. 171). Montreal: CRIFPE.
- Joliat, F., & Arcidiacono, F. (2013). Evaluation de la formation à l’enseignement pré-scolaire et primaire: l’analyse de productions de mémoires de bachelor à la HEP-BEJUNE. In Evaluation et autoévaluation: quels espaces de formation? 25èmecolloque de l’ADMEE-Europe. Session C (pp. 3-5). Fribourg: ADMEE-Europe.
- Arcidiacono, F. (2012). Social interaction at school: Talk as social mode of thinking. In A. Baucal, J. Radišić, N. Buđevac, N. Simić & V. Jovanović (Eds.), Patchwork. Learning Diversities. Book of Abstracts (pp. 27-28). Belgrade: Institute of Psychology.
- Arcidiacono, F., & Iannaccone, A. (2012). La partecipazione discorsiva in contesti di attività sociale: argomentazione dia-logica tra adulti e bambini. In B. M. Mazzara (Ed.), Associazione Italiana di Psicologia. 1992-2012. Psicologia, Scienza, Società. Atti del Congresso (p. 189). Turin: Espress.
- Baucal, A., Buđevac, N., & Arcidiacono, F. (2012). Studying social interaction in different contexts. In A. Baucal, J. Radišić, N. Buđevac, N. Simić & V. Jovanović (Eds.), Patchwork. Learning Diversities. Book of Abstracts (p. 24). Belgrade: Institute of Psychology.
- Buđevac, N., & Arcidiacono, F. (2012). “Well, I want here to agree”: Regulation of social relations and its impact on joint thinking. In A. Baucal, J. Radišić, N. Buđevac, N. Simić & V. Jovanović (Eds.), Patchwork. Learning Diversities. Book of Abstracts (pp. 25-26). Belgrade: Institute of Psychology.
- Arcidiacono, F., & Bova, A. (2011). Argumentative strategies for conflict management and resolution in Italian and Swiss families. In World Conference on Psychology, Counselling and Guidance. Abstracts Book (p. 181). Antalya: Academic World Education & Research Center.
- Arcidiacono, F., & Monaco, C. (2011). An ethnographic observation of Italian working families: the homecoming interactions. In Enhancing the cultural and the activity approach for the new generation development in a global world. ISCAR International Conference. Abstract of Symposia (pp. 232-234). Rome: ISCAR.
- Buđevac, N., Baucal, A., & Arcidiacono, F. (2011). “Prihvatiću, ali sledeći put ti mene da poslušaš!” Zajedničko razumevanje pročitanog teksta kod sedmogodišnjaka. In XVII Naućni Skup Empiriska Istrazivanja u Psihologiji. Rezimei (pp. 70-71). Belgrade: Université de Belgrade.
- Perret-Clermont, A.-N., Arcidiacono, F., & Miserez, C. (2011). Why should I argue? In Enhancing the cultural and the activity approach for the new generation development in a global world. ISCAR International Conference. Abstract of Symposia (pp. 471-474). Rome: ISCAR.
- Arcidiacono, F. (2010). Families in transition during their everyday interactions: The role of the context in the reconstruction of argumentation among parents and children. In Family Transitions and Families in Transition. 5th Congress of the European Society on Family Relations. Abstracts (pp. 86-87). Milan: Athenaeum Centre for Family Studies and Research.
- Arcidiacono, F., & Bova, A. (2010). A cross-cultural perspective in studying argumentation: Dinnertime interactions among adults and children in Italian and Swiss families. In XX Congress of the International Association for Cross-Cultural Psychology (IACCP). Cultural Change – Meeting the Challenge. Symposia abstracts (p. 157). Melbourne: The Australian Psychological Society.
- Arcidiacono, F., Perret-Clermont, A.-N., Miserez, C., & Sinclaire-Harding, L. (2010). A dialogical view of argumentation: The Piagetian interview as collaborative e thinking. In Sixth International Conference on the Dialogical Self (p. 39). Athens: ISDS.
- Bugnon, A., Arcidiacono. F., & Perret-Clermont, A.-N. (2010). Transfer of learning in a boundary crossing training: The case of speech therapists. In World Conference on Educational Sciences. Abstract Book (p. 124). Istanbul: Academic World Education & Research Center.
- Bugnon, A., Arcidiacono, F., & Perret-Clermont, A.-N. (2009). De la salle de cours à la pratique professionnelle, pourquoi les stagiaires transfèrent-ils si difficilement des savoirs? In L’expérience. Actes du 1er Colloque international francophone de l’association Recherches et Pratique en Didactique Professionnelle. Dijon: AgroSup.
- Pontecorvo, C., Monaco, C., & Arcidiacono, F. (2009). Argumentation within Italian “democratic” families. In Fostering communities of Learners. 13th Biennal Conference for Research on Learning and Instruction. Abstracts. Amsterdam: EARLI.
- Monaco, C., & Arcidiacono, F. (2009). Sharing multimediality within Italian middle class families. In Fostering communities of Learners. 13th Biennal Conference for Research on Learning and Instruction. Abstracts. Amsterdam: EARLI.
- Perret-Clermont, A.-N., & Arcidiacono, F. (2009). Argumentation in the Piagetian interview as collaborative thinking. In Fostering communities of Learners. 13th Biennal Conference for Research on Learning and Instruction. Abstracts. Amsterdam: EARLI.
- Perret-Clermont, A.-N., & Arcidiacono, F. (2007). What is that develops, according to Piaget? A revisitation in search of alternatives. In Biennal Conference of the International Society of Theoretical Psychology. Schedule and Abstract (pp. 86-87). Nanjing: ISTP.
- Arcidiacono, F., & Monaco, C. (2007). Parents’ educational representations and discursive practices. In Developing potentials for learning. 12th Biennal Conference for Research on Learning and Instruction. Abstracts (pp. 802-803). Szeged: EARLI.
- Perret-Clermont, A.-N., Arcidiacono, F., Marro, P., & Bugnon, A. (2007). Boundary-crossing in the training of speech therapists in psychology. In Developing potentials for learning. 12th Biennal Conference for Research on Learning and Instruction. Abstracts (p. 179). Szeged: EARLI.
- Pontecorvo, C., Arcidiacono, F., & Fatigante, M. (2007). Dal programma al Syllabus: una riflessione sui corsi ordinari. In Verso una nuova qualità dell’insegnamento e apprendimento della Psicologia. Didattica e integrazione del sapere psicologico (pp. 418-420). Padova: CIRED.
- Arcidiacono, F. (2005). La vita quotidiana in famiglia: l’osservazione delle interazioni nei “rientri a casa”. In R. Fadda & S. Pirchio (Eds.), Associazione Italiana di Psicologia. XIX Congresso Nazionale della sezione di Psicologia dello Sviluppo. Riassunti delle comunicazioni (pp. 136-138). Cagliari: Nuove Grafiche Puddu.
- Klein, W., Izquierdo, C., Bradbury, T. N., & Arcidiacono, F. (2005). Collaboration and conflict: Insights into the division of household labor among working couples in the United States and Italy. In American Anthropological Association. 104th Annual Meeting. Abstracts. Arlington: AAA.
- Pontecorvo, C., & Arcidiacono, F. (2005). How Italian fathers enter into the family participation frameworks. In Accomplishing Family Social Life through Embodied Language Practices. 14th World Congress of Applied Linguistics. Madison: AILA.
- Pontecorvo, C., & Arcidiacono, F. (2005). Psicologia dell’interazione discorsiva: analisi di un’esperienza triennale. In Verso una nuova qualità dell’insegnamento e dell’apprendimento della Psicologia (pp. 40-41). Padua: CIRED.
- Arcidiacono, F. (2004). “Martello o mattarello?”: ruoli e responsabilità dei bambini nelle attività domestiche. In Associazione Italiana di Psicologia. XVIII Congresso Nazionale della sezione di Psicologia dello Sviluppo. Riassunti delle comunicazioni (pp. 100-102). Sciacca: AIP.
- Arcidiacono, F. (2003). Il conflitto verbale tra genitori e figli preadolescenti nelle conversazioni in famiglia. In Associazione Italiana di Psicologia. XVII Congresso Nazionale della sezione di Psicologia dello Sviluppo. Riassunti delle comunicazioni (pp. 217-219). Bari: Melgiovanni.
- Arcidiacono, F. (2003). The conversation and the verbal conflict as a cultural practice in family interactions. In P. Di Blasio, E. Camisasca, E. Confalonieri & R. Vitali (Eds.), Abstract book of the 11th European Conference on Developmental Psychology. Milan: Catholic University.
- Arcidiacono, F., Fumo, M., & Sapia, C. (2003). Far parlare gli adolescenti: l’uso dei filmati come strumento di ricerca. In G. Mantovani & C. Zucchermaglio (Eds.), Cultura & differenze (pp. 157-160). Padua: Domeneghini.
- Pirchio, S., Maroni, B., & Arcidiacono, F. (2003). Interazione e socializzazione nella famiglia di un bambino con ritardo mentale. In Associazione Italiana di Psicologia. XVII Congresso Nazionale della sezione di Psicologia dello Sviluppo. Riassunti delle comunicazioni (pp. 515-517). Bari: Melgiovanni.
- Arcidiacono, F., & Maroni, B. (2002). The conversational repair as cultural practice of socialization in family interactions. In Informing Developmental Theory and the Nature of Language Disorders through Research (p. 170). Madison: IASCL-SRCLD.
- Fumo, M., Scrima, M., & Arcidiacono, F. (2002). Il tema dell’amicizia nelle conversazioni tra adolescenti. In A. Farneti & A. Sansavini (Eds.), Associazione Italiana di Psicologia. XVI Congresso Nazionale della sezione di Psicologia dello Sviluppo. Riassunti delle comunicazioni (pp. 130-131). Bologna: Nautilus.
- Arcidiacono, F. (2001). Lo sviluppo dell’identità nelle conversazioni tra genitori e figli preadolescenti. In Associazione Italiana di Psicologia. XV Congresso Nazionale della sezione di Psicologia dello Sviluppo. Riassunti delle comunicazioni (pp. 161-162). Palermo: Alba.
Rapports scientifiques / institutionnels
- Bastos, M., Gonçalves, L., Prazeres, J., Quintus, A., Gómez Fernández, R., Andrade, A. I., Araújo e Sá, H., Arcidiacono, F., & Candelier, M. (2020). Les discours des enseignants à propos d’activités relevant de la médiation dans le Volume Complémentaire du CER – une étude empirique. In A.-M. Kilic (Ed.), CEFR Companion Volume Case Study Reports. Strasbourg: Council of Europe.
- Arcidiacono, F., Boéchat-Heer, S., Crausaz-Chenal, S., Eastes, R.-E., Faivre, J.-P., Gogniat, B., Jolissant, P., Lehmann, R., Mamie, R., Meia, J.-S., Rodriguez Diaz, J., Schnegg, F.-H., Tonon, A., & Wentzel, B. (2015). HEP-BEJUNE. Rapport bisannuel 2012-2014. Bienne: Editions HEP-BEJUNE.
- Arcidiacono, F., Carrus, G., Daveri, L., Francese, G., González, J., Padiglia, S., Passiatore, Y., Pérez, C., Pirchio, S., Robinson, M., Sorace, A., Taeschner, T., Urquijo, E., & Weilbrenner, M. (Eds.) (2013). School and Family Together for the Integration of Immigrant Children. Project Guide. Rome: D.I.T.I. [translation available in 14 languages]
- Arcidiacono, F. (2010). School, context and evaluation: What is needed? Rassegna di Psicologia, 27(3), 115-121.
- Arcidiacono, F., Mehmeti, T., & Zittoun, T. (2010). Rapport d’activités de l’institut de psychologie et éducation. Cahiers de psychologie et éducation, 46, 33-56.
- Arcidiacono, F. (2001). XV Congresso nazionale AIP. Sezione di Psicologia dello sviluppo. Rassegna di Psicologia, 18(3), 113-115.
Articles dans des revues professionnelles
- Arcidiacono, F. (2020). Qualité de la recherche: entre normes, exigences et pratiques scientifiques. Enjeux pédagogiques, 35, 22-23.
- Padiglia, S., & Arcidiacono, F. (2020). De la formation à la profession: transitions et ruptures vécues par les enseignant·e·s en début de carrière. Enjeux pédagogiques, 34, 39.
- Arcidiacono, F. (2019). Voyage en Suède: à la découverte des theories de Davydov. Enjeux pédagogiques, 33, 3.
- Arcidiacono, F., & González-Martínez, E. (2018). Interactions parents-enfants lors de la réalisation des devoirs à domicile. Enjeux pédagogiques, 30, 27.
- Boissonnade, R., & Arcidiacono, F. (2017). Les questionnaires d’évaluation des enseignements dans une perspective d’amélioration continue. Enjeux pédagogiques, 29, 61-63.
- Arcidiacono, F. (2016). Enseigner les langues et interagir en classe multiculturelle avec SOFT. Enjeux pédagogiques, 27, 21-22.
- Arcidiacono, F. (2016). Visite d’une collègue dans le cadre du «Research Fellowship Visits» entre la HEP-BEJUNE et l’Université hébraïque de Jérusalem. Enjeux pédagogiques, 27, 9.
- Wentzel, B., & Arcidiacono, F. (2016). Recherche en éducation et gouvernance: espaces de rencontres, d’échanges et de concertation entre chercheurs et décideurs. Enjeux pédagogiques, 26, 11.
- Arcidiacono, F. (2015). Jean Cardinet, hommage au chercheur et à l’homme. Enjeux pédagogiques, 25, 12.
- Arcidiacono, F. (2014). Une ouverture vers l’Est: le projet SCOPES sur la professionnalisation des enseignants. Enjeux pédagogiques, 23, 7-8.
- Arcidiacono, F. (2013). L’accès aux apprentissages. Comment les enfants apprennent-ils et qu’attend-on des moyens d’enseignement? Enjeux pédagogiques, 22, 39-40.
- Arcidiacono, F., & Pontecorvo, C. (2012). Socializzazione in famiglia: l’argomentazione a tavola. In N. Muller Mirza, S. Padiglia & A.-N. Perret-Clermont (Eds.), Argumentum. Module: Une approche psychosociale de l’argumentation (https://sites.google.com/site/argumentation2012). [re-published by the editor]
- Arcidiacono, F. (2009). The discursive construction of early adolescents’ identity within family conversations. Cahiers de psychologie et éducation, 45, 7-15.
- Arcidiacono, F. (2008). Les interactions asymétriques en famille: analyse qualitative du conflit verbal dans les conversations à table. Cahiers de psychologie et éducation, 43, 33-41.
- Arcidiacono, F., & Pontecorvo, C. (2008). An exploratory study of the everyday lives of Italian families: Household activities and children’s responsibilities. Cahiers de psychologie et éducation, 43, 43-56.
- Arcidiacono, F., & Pontecorvo, C. (2007). Socializzazione in famiglia: l’argomentazione a tavola. In Argumentum: eCourse of Argumentation Theory for Human and Social Sciences. Lugano: Campus Virtuel Suisse (argumentum/elearninglab.org).
- Izquierdo, C., Kremer-Sadlik, T., Fatigante, M., Arcidiacono, F., Gutiérrez, K., & Pontecorvo, C. (2006). Working families’ engagement in children’s activities: Views from Italian and American families. Working Paper, 62. Los Angeles: CELF.
- Arcidiacono, F., & Caporali, L. (2005). In and out: Father’s positioning in the family system. Working Paper, 5. Rome: ICELF.
- Arcidiacono, F., & Pontecorvo, C. (2005). How Italian fathers construct themselves as partners in family cooking duties. Working Paper, 9. Rome: ICELF.
- Klein, W., Izquierdo, C., Bradbury, T. N., & Arcidiacono, F. (2005). Collaboration and conflict: Insights into the division of household labor among working couples in the United States and Italy. Working Paper, 36. Los Angeles: CELF.
- Arcidiacono, F., Pontecorvo, C., & Liberati, V. (2004). Children’s roles and responsibilities in household work: Hammer or rolling pin? Working Paper, 1. Rome: ICELF.
- Liberati, V., Pontecorvo, C., & Arcidiacono, F. (2004). Socializing to time in three Italian families. Working Paper, 2. Rome: ICELF.
Compte rendus et recensions de livres
- Arcidiacono, F. (2010). Argumentation and Education. Theoretical Foundations and Practices. Rassegna di Psicologia, 27(2), 139-141.
- Arcidiacono, F. (2010). Introduction to Research Methods in Education. International Journal of Social Research Methodology, 13(1), 88-90.
- Arcidiacono, F. (2009). Fine Description. Ethnographic and Linguistic Essays. Language in Society, 38(1), 15-16.
- Arcidiacono, F. (2009). Foundations of mixed methods research: Integrating quantitative & qualitative approaches in the social and behavioral sciences. International Journal of Social Research Methodology, 12(3), 277-279.
- Arcidiacono, F. (2006). La littéracie. Conceptions théoriques et pratiques d’enseignement de la lecture-écriture. Rivista di Psicolinguistica Applicata, 4(1-2), 131-132.
- Arcidiacono, F. (2006). Psychologie culturelle d’une formation d’adulte. Rassegna di Psicologia, 23(3), 115-116.
- Arcidiacono, F. (2005). Narrazione e identità. Aspetti cognitivi e interpersonali. Rivista di Psicolinguistica Applicata, 5(1-2), 155-156.
- Arcidiacono, F. (2003). Comunicazione e linguaggio nei bambini. Rivista di Psicolinguistica Applicata, 3(2-3), 157.
- Arcidiacono, F. (2002). Itinerari nell’educazione. Temi emergenti nella pedagogia. Infantiae Newsletter, 93.
- Arcidiacono, F. (2002). Learning Activity and Development. Rassegna di Psicologia, 19(1), 181. [re-published by the editor]
- Arcidiacono, F. (2002). Segmentación y escritura. Dos estudios sobra adquisición. Rivista di Psicolinguistica Applicata, 2(1-2), 121.
- Arcidiacono, F. (2002). Sistemas de escritura, constructivismo y educación. Rivista di Psicolinguistica Applicata, 2(1-2), 121-122.
- Arcidiacono, F. (2002). Pasado y presente de los verbos leer y escribir. Rivista di Psicolinguistica Applicata, 2(1-2), 122.
- Arcidiacono, F. (2001). L’età sospesa. Itinerari del viaggio adolescenziale. Rassegna di Psicologia, 18(2), 130.
- Arcidiacono, F. (2001). L’osservazione e l’analisi sequenziale dell’interazione. Rassegna di Psicologia, 18(1), 170.
- Arcidiacono, F. (2001). Learning Activity and Development. Rassegna di Psicologia, 18(3), 146-147.
- Arcidiacono, F. (2001). Scenari della genitorialità. La consultazione genitori-bambino. Rassegna di Psicologia, 18(2), 132.
- Arcidiacono, F. (2001). Sé e identità. Modelli, metodi e problemi in psicologia sociale. Rassegna di Psicologia, 18(2), 133.
- Arcidiacono, F. (2001). Storie di crescita. Approccio narrativo e costruzione del Sé in adolescenza. Rassegna di Psicologia, 18(2), 131-132.
- Arcidiacono, F. (2000). Adolescenti e generazioni adulte. Percorsi relazionali nel contesto familiare e scolastico. Rassegna di Psicologia, 17(1), 141-142.
- Arcidiacono, F. (2000). Il gioco crudele. Studi e ricerche sui correlati psicologici del bullismo. Rassegna di Psicologia, 17(1), 144-145.
Traductions scientifiques dans revues à comité de lecture
- Arcidiacono, F. (2002). Fra la sillaba orale e la parola scritta (orig. “Entre la silaba oral y la palabra escrita”). Rassegna di Psicologia, 19(1), 103-116.