LOREDANA ADDIMANDO –

LOREDANA ADDIMANDO –
PUBLICATIONS
Edited Book
S. Castelli, M. Pieri, L. Addimando & A. Pepe (2011). Current Issues in Home-School-Community Partnership.
Bologna: Emil Edizioni. ISBN: 978-88-96026-75-5.
M.Pieri, A.Pepe & L. Addimando (2011). Home, School and Community: A Partnership For a Happy life? Bologna:
Emil Edizioni. ISBN: 978-88-96026-74-8.
Chapters in Edited Book
Pepe, A. Addimando, L., Veronese, G., Jamal, (in press). Misurare il benessere in Israele, Cisgiordania e Gaza: le
proprietà psicometriche del Subjective Well-being Assessment Scale (SWBAS). In Marta Bassi & Marta Scrignaro
“Strumenti per il lavoro psicosociale ed educativo”. Franco Angeli.
Castelli, S., Pepe, A., & Addimando, L. (2012). A Mixed Methods Study of the Responses to Two Open-Ended
Questions Regarding Stress in the Classroom from a Sample of Italian Teachers. In C. McCarthy, R. Lambert, &
A. Ullrich (Eds.) International Perspectives on Teacher Stress (pp. 267-288). Charlotte, NC : IAP - Information
Age Publishing, Inc. ISBN: 978-1-61735-917-0.
Castelli S., Addimando, L., Pepe, A. & Pieri, M. (2011) Foreword. In S. Castelli, L., Addimando, A. Pepe, & M. Pieri
(Eds.) Current issue in Home-School-Community partnership (pp.7-11). Bologna: Emil Edizioni. ISBN: 978-8896026-75-5.
Castelli, S., Pepe, A. & Addimando, L. (2011) Différences culturelles entre parents et enseignants : leur impact
sur les niveaux de stress perçus par les professeurs. In M. De Leonardis, V. Rouyer, C. Safont-Mottay, O.
Troupel-Cremel & C. Zaouche Gaudron (Eds.) Précarités et éducation familiale (pp. 299-307). Paris: Edition Eres.
ISBN: 978-2-7492-1404-7.
Castelli, S. Pepe, A. & Addimando, L. (2011) Monitorare la soddisfazione nella didattica on-line: quality
assessment in virtual classroom (QUAS-VC). In M. Pieri, D. Diamantini, P. Bonfils (Eds.) Ubiquitous Learning.
Milano: Guerini Edizioni. 978-88-6250-227-6.
Castelli, S., Pepe, A. & Addimando, L. (2010) Qualitatively mapping a research front through wordcorrespondence analysis: a case study. In S. Bolasco, I.Chiari & L. Giuliano (Eds) Statistical analysis of textual
data (pp .677-684). Milano; Edizioni universitarie di Lettere Economia e diritto. ISBN 978-88-7916-450-9.
Castelli, S., Pepe, A. & Addimando L. (2009) “Where do we go from here”? Mapping the research of ERNAPE
using scientometrics. In Johansson, G. & Kristoffersson, M. (Eds) Diversity in education. Malmo: Lulea University
of Technology. ISBN 978-91-86233-82-2.
Castelli, S., Vanin, L., Pepe, A., Addimando, L. (2009) Orienting, preparting and supporting. An academic
guidance model to orient distance students. In A. Cartelli & M., Palma (Eds.), Encyclopedia of I.C.T. Hershey,
USA: Idea Group Inc. ISBN: 978159904845.
Double Peer-reviewed Journals
Castelli, S., Addimando, L.,Pepe, A. (2015). Exploring challenging classroom behaviors from teachers’ perspective:
a mixed-method study. Current Issues in Personality Psychology, 3(1), 1-13. DOI: 10.5114/cipp.2015.49750.
Pepe, A. & Addimando, L. (2014). Teacher-parent relationships: influence of gender and education on
organizational parents’ counterproductive behaviors. European Journal of Psychology of Education, 29(3), 503519. DOI 10.1007/s10212-014-0210-0.
Pepe, A. & Addimando, L. (2013). Comparison of Occupational Stress in Response to Challenging Behaviours
between General and Special Education Primary Teachers in Northern Italy. International Journal of Special
Education, 28(1), 1-13. ISBN 0827 3383.
Addimando, L. (2013). I comportamenti controproducenti dei genitori a scuola: un’analisi sulla soddisfazione e
l’autonomia lavorativa degli insegnanti. Psicologia della Salute, 2, 33-51. ISSN: 1721-0321.
Pepe, A. & Addimando, L. (2010) Testing The Psychometric Properties of The Challenging Parent Standard
Questionnaire (CPSQ) in the Italian Educational Context. International Journal About Parents in Education, 4(1),
1-16. ISSN 1973-3518.
Addimando, L. & Pepe, A. (2010) Comportamenti difficili degli studenti e stress degli insegnanti di scuola primaria.
Psicologia dell’Educazione, 4(3), 327-353. ISSN: 1971-3711.
Castelli, S. Addimando, L. & Pepe, A. (2010) Reliability and validity of quality assessment for web information
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systems (QUAS-WIS). Information Science for Decision Making, 39, 4. ISSN: 1265-499X.
Peer-reviewed Journals
Addimando,L. & Zudini,V. (2016). La formazione degli insegnanti nel Canton Ticino. QuaderniCIRD, 12,277-298.
Addimando, L. (2006). La formazione ai docenti come strumento di cambiamento organizzativo. L’educatore,
mensile di pedagogia, didattica e problemi professionali per la scuola primaria. Anno 2006, nr.12 RCS Fabbri
Editori. ISSN 0391-6375.
Addimando, L. (2006). Collaborare con i genitori: uno strumento empirico. L’educatore, mensile di pedagogia,
didattica e problemi professionali per la scuola primaria. Anno 2006, nr.10 RCS Fabbri Editori. ISSN 0391-6375.
Addimando, L. (2006). Parlare con le famiglie: la guida del genitore. L’educatore, mensile di pedagogia, didattica
e problemi professionali per la scuola primaria. Anno 2006, nr.8 RCS Fabbri Editori. ISSN 0391-6375.
Addimando, L. (2006). Genitori: comparse o attori protagonisti? L’importanza del social network e delle credenze.
L’educatore, mensile di pedagogia, didattica e problemi professionali per la scuola primaria. Anno 2006, nr.6 RCS
Fabbri Editori. ISSN 0391-6375.
Addimando, L. (2006). Il coinvolgimento attivo:i genitori da utenti a co-educatori. L’educatore, mensile di
pedagogia, didattica e problemi professionali per la scuola primaria. Anno 2006, nr.4 RCS Fabbri Editori. ISSN
0391-6375.
Addimando, L. (2006). I rapporti scuola famiglia: una visione di insieme. L’educatore, mensile di pedagogia,
didattica e problemi professionali per la scuola primaria. Anno 2006, nr.2 RCS Fabbri Editori. ISSN 0391-6375.
Papers, posters and oral communications in
Peer-reviewed Conference Proceedings
Pepe, A. Addimando, L. & Veronese, G. (2016). Sense of coherence in Palestinian helpers operating in war-like
conditions: a mediation study. Lancet Conference for Palestinian Health Alliance – Abstract Book, Amman,
Giordania, 16-18 Marzo
Addimando, L. & Casabianca, E.(2016). Pratiche didattiche nella scuola dell’obbligo: uno studio sulle concezioni dei
docenti in Canton Ticino. Giornate Nazionali di Psicologia Positiva - IX Edizione, 9-11 giugno 2016 Università degli
Studi di Bologna - Sede di Cesena
Casabianca, E. & Addimando, L. (2016). Étude des pratiques didactiques dans les parcours d'apprentissage
individualisés à l'école obligatoire: conceptions et pratiques des enseignants. Congrès de la SSRE 2016 Où s’arrête
l’école ? Transformation et déplacement des frontières éducatives. 29 giugno - 1° luglio 2016, Università di
Losanna, Svizzera.
Pepe, A. Veronese, G. Dagdouke,J. Addimando, L. (2016). Measuring subjective well-being: development of the
Subjective Well-being Assessment Scale in West Bank and Gaza Strip. The Lancet
Addimando, L. & Zanolla, G. (2015). Didactic practices and parents-teachers co-education activities in primary
and secondary schools: a case from Switzerland. Agli Atti della 10th International Conference of European
Research Network About Parents in Education (ERNAPE), 26th-28th August, 2015. University of Tromso, Tromso,
Norway.
Giudici,F., Addimando, L. & Zanolla, G. (2015). Pathways to external care: parents strategies and resources. Agli
Atti della 10th International Conference of European Research Network About Parents in Education (ERNAPE),
26th-28th August, 2015. University of Tromso, Tromso, Norway.
Giudici, F. & Addimando, L. (2015) Pathways to external care: the role of family resources. Agli Atti della 12th
International Conference of the European Sociology Association (ESA), 25th-28th August, 2015. Institute of
Sociology of the Academy of Sciences of the Czech Republic, Prague, Czech Republic .
Addimando, L. & Casabianca, E. (2015). Teaching with Information and Communication Technologies in primary
schools: a case from Switzerland. Agli Atti del 12th European Congress of Psychology, 7th-10th July, 2015.
University of Milano-Bicocca, Milano, Italia.
Addimando, L. & Pepe, A. (2015). Measuring job stress in teaching: psychometric proprieties of the Italian version
of the Index of teaching Stress (ITS-20). Agli Atti del 12th European Congress of Psychology, 7th-10th July, 2015.
University of Milano-Bicocca, Milano, Italia
Antognazza, D. & Addimando, L. (2015). Promoting emotional self-awareness in pre-service teachers: the Being
here case. Agli Atti della 5th International Conference of the European Network for Social and Emotional
Competence (ENSEC). 1 - 4 July 2015, Faculty of Human Kinetics, University of Lisbon, Portugal.
Zanolla, G. & Addimando, L. (2015). Assessing the linguistic competence of primary school children. The
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development process of a standardized test in Ticino, Switzerland. Agli atti della Twenty-second International
Conference on Learning, 9-11 July, 2015. Universidad San Pablo CEU. Madrid, Spagna.
Addimando, L. & Casabianca, E. (2014). Integration of Information and Communication Technologies in teaching
mathematic with a new software (Cabrì Elem): lessons from Switzerland. Agli Atti della 8th International
Technology, Education and Development Conference (INTED), 10th - 12th March 2014, Valencia, Spain.
Addimando, L. & Castelli, S.(2013). Parents' counterproductive behaviors and teachers’ job satisfaction: an
underestimated relationship? Agli atti della 9th International Conference of European Research Network About
Parents in Education (ERNAPE), 4th-6th September, 2013. University of Lisboa, Lisboa, Portugal.
Pieri, M. & Addimando, L. (2013). Home-School Links and ICTs: an Italian Study. Agli atti della 9th International
Conference of European Research Network About Parents in Education (ERNAPE), 4th-6th September, 2013.
University of Lisboa, Lisboa, Portugal.
Martínez-González,R.A., Addimando,L., Pepe,A. & Álvarez-Blanco, L. (2013). Exploring determinants of school
dropout: an empirical tool for high school students. Agli atti della 9th International Conference of European
Research Network About Parents in Education (ERNAPE), 4th-6th September, 2013. University of Lisboa, Lisboa,
Portugal.
Castelli, S., Addimando, L., & Pepe, A. (2012). 'Difficult fathers'; are there specificities in fathers'
counterproductive behaviors? Evidences from a multicultural research. In Everyday Life, Education and Their
Transformations in a Nordic and Globalized Context - The 40th Annual Congress of the Nordic Educational Research
Association (pp.205-206). Copenhagen : Department of Education, Aarhus University, Copenhagen, Denmark.
Addimando, L. & Pepe, A. (2011). Stare bene a scuola: similarità e differenze tra insegnanti di sostegno e
insegnanti curriculari nella scuola primaria. Agli atti della 5a Edizione delle giornate nazionali di psicologia positiva,
11-12 Novembre 2011 Università degli Studi di Milano-Bicocca, Milano, Italia (p.55).
Addimando, L. (2011). Teacher Perception of Students with Emotional and Behavioral Disorders: A Mixed-Method
Study. Agli atti del 8th International Conference of European Research Network About Parents in Education, 29
Giugno, Milano, Italia. ISBN: 978-88-96026-74-8.
Castelli,. S., Pepe, A. & Addimando, L. (2009). Différences culturelles entre parents et enseignants: leur impact
sur les niveaux de stress perçus par les professeurs. Agli atti della XII Conferenza dell’Association Internationale
de Formation et de Recherche en Education Familiale (AIFREF), 6 Aprile,Università di Toulouse, Francia. ISBN:
978-2-7492-1404-7.
Pepe, A. & Addimando, L. (2009). Assessing e-learners satisfaction in virtual classroom activities. Agli atti della 13
a
Conferenza Biennale dell’European Association for Research on Learning and Instruction (EARLI), 25-29 Agosto,
Università di Amsterdam, Paesi Bassi.
Castelli, S. Pepe, A. & Addimando, L. (2009). Mapping the ERNAPE research field using scientometric tecniques.
Agli atti della 7 a Conferenza dell’European Research Network about Parents in Education (ERNAPE), 26-28 Agosto,
Università di Malmo, Malmo, Svezia. ISBN 978-91-86233-82-2.
Castelli, S., Addimando, L. & Pepe, A. (2009). Special education teachers vs. general education teachers:
students’ challenging behaviors and occupational stress in Italy. Agli atti della 7 a Conferenza dell’European
Research Network about Parents in Education (ERNAPE), 26-28 Agosto, Malmo, Svezia. ISBN 978-91-86233-82-2
Pepe, A. & Addimando, L. (2009). The factor structure of the Standard Questionnaire- Parent Version using
Parallel Analysis. Agli atti della 7 a Conferenza dell’European Research Network about Parents in Education
(ERNAPE), 26-28 Agosto, Università di Malmo, Malmo, Svezia. ISBN 978-91-86233-82-2.
Addimando, L. & Pepe, A. (2009). Primary teachers’ satisfaction in relation to challenging parent behaviors : a
discriminant analisys. Agli atti della Conferenza dell’European Educational Research Association (EERA), 28-30
Settembre, Università di Vienna, Vienna, Austria.
Castelli, S., Addimando, L., Pepe, A. (2008). Italian teachers’ strategies for managing parents’ (mis)behavior: a
qualitative analysis. Agli atti della 14ª International roundtable I-net , 24 Marzo 2008, Columbia University, New
York, NY.
Castelli, S., , Pepe, A., Addimando, L. (2007). Teachers’ stress from challenging parents in Italy: results from a
quali-quantitative perspective. Agli atti della 6° Conferenza Internazionale dell’European Research Network about
parents in education, 29-31 Agosto 2007, University of Nicosia, Nicosia, Cipro.
Addimando, L., Pepe. A. (2007). Italian preservice teachers’ perception about ‘home visits’. Agli atti della 6°
Conferenza Internazionale dell’European Research Network about parents in education, 29-31 Agosto 2007,
University of Nicosia, Nicosia, Cipro.
Castelli, S., Pepe, A., Addimando, L. (2007). Studenti difficili e stress degli insegnanti: un’indagine qualiquantitativa. Convegno “Psicologia e scuola”, 30 Maggio, Università Cattolica, Milano, Italia.
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Castelli, S., Addimando, L., Pepe, A. (2006). Teachers on the verge of a nervous breakdown. Evidence from an
international research, 5ª International roundtable of Nordic Reasearch Network About Parents in Education
(NORNAPE), 24-25 Novembre, Facoltà di Economia e Management, Hogenschool, Utrecht, Olanda.
Addimando, L. Pepe, A., Vanin, L. (2006). La gestione del conflitto nelle organizzazioni educative 7 ª Conferenza
dell’Associazione Italiana di Psicologia (AIP), Sezione Psicologia Sociale, 18-20 Settembre, Università di Genova,
Genova, Italia.
Castelli, S., Addimando, L., Pepe, A. (2006). Comunicazione istituzionale e coinvolgimento dei genitori nelle
organizzazioni educative: uno studio di caso 7 ª Conferenza dell’Associazione Italiana di Psicologia (AIP), Sezione
Psicologia Sociale, 18-20 Settembre, Università di Genova, Genova, Italia.
Castelli, S., Pepe, A., Addimando, L. (2006). The process of write a guide to help parents in school. Agli atti della
13ª International Roundtable I-net ,7-11 Aprile 2006, University of San Francisco, CA.
Castelli, S., Pepe, A., Addimando, L. Vanin, L. (2005). When organization clash training teachers (and parents) to
manage conflicts between school and parents Agli atti della 5ª Conferenza Internazionale dell’European Research
Network About Parents in Education,14-16 Settembre, Università di Oviedo, Spagna. Oviedo: Grupo SM ISBN: 84675-0588-5.
Castelli, S., Pepe, A., Addimando, L., Vanin, L. (2005). Focus Group in school-parent partnership: some
methodological issues Agli atti della 5ª Conferenza Internazionale dell’European Research Network About Parents
in Education, 14-16 Settembre, Università di Oviedo, Spagna Oviedo: Grupo SM ISBN: 84-675-0588-5.
Papers in preparation
Pepe, A., Addimando, L. & Veronese, G. (2016, submitted) Measuring teacher job satisfaction: assessing
measurement invariance of the Teacher Job Satisfaction Scale (TJSS) across six countries. Teacher and Teaching
Education . ISSN 0742-051X.
Pepe, A., Addimando, L. & Castelli, S. (2016, submitted) Testing different factor structures of the GHQ-12 in a
large sample of teachers from eight countries. European Journal of Psychological Assessment. ISSN: 1015-5759.
Castelli, S., Pepe, A., Addimando, L. “Construct validity and psychometric proprieties of the Italian Version of
Challenging Student Standard Questionnaire”. [Intended for Psychometrika]
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