Liste des publications

Francesco Arcidiacono

Professeur, responsable du département de la recherche et du Centre de soutien et promotion de la recherche (CeSPRe)

Liste des publications

Ouvrages scientifiques

Coordination ou direction d’ouvrages scientifiques

Chapitres d’ouvrages scientifiques

  • Arcidiacono, F., & Padiglia, S. (in press). Inclusive challenges in a language-learning project within a multicultural context. In C. Boyle (Ed.), Inclusive Education: Perspectives, Practices and Challenges. New York: Nova Science Publishers.
  • Bergamaschi, A., Arcidiacono, F., Melfi, G., Miserez-Caperos, C., & Blaya, C. (submitted). Aborder la diversité culturelle en classe: perceptions médiées par la confiance des élèves envers l’école et les enseignants. In N. Chatelain, C. Miserez-Caperos & G. Steffen (Eds.), Inter-agir dans la diversité à l'école. Regards pluriels. Bienne: HEP-BEJUNE.
  • Boéchat-Heer, S., Impedovo, M. A., & Arcidiacono, F. (in press). 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. Hershey: IGI Global.
  • Gremion, F., Melfi, G., Padiglia, S., Arcidiacono, F., & Iannaccone, A. (submitted). Le focus group comme innovation pour le soutien du stage en emploi. In I. Capron Puozzo & C. Audrin (Eds.), Innovation et recherche: métamorphose de la formation enseignante?   
  • 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.
  • Arcidiacono, F., & González Martínez, E. (2019). Parent-child homework interactions: Beginning an assignment. In N. Kaplan Toren & G. J. van Schalkwyk (Eds.), Parental Involvement: Practices, Improvement Strategies and Challenges. New York: Nova Science Publishers.
  • 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. 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

 

  • Pavlović Babić, D., Baucal, A., Buđevac, N., Blagdanić, S., & Arcidiacono, F. (Eds.)(submitted). Improving research in education for teachers, young researchers and policy makers. Malta Review of Educational Research
  • 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

Articles scientifiques dans des actes de colloque à comité de lecture

  • 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 suissesIn 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. (submitted). 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 availbale 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 sviluppoRassegna di Psicologia, 18(3), 113-115.

Articles dans des revues professionnelles

Compte rendus et recensions de livres

Traductions scientifiques dans revues à comité de lecture