Source: https://itlnetwork.wordpress.com/documenti/bibliografia/
Timestamp: 2019-04-18 20:23:32+00:00

Document:
Alhadeff-Jones, M. (2008). Three generations of complexity theories: Nuances and ambiguities. Educational Philosophy and Theory, 40, 1, 66 – 82.
Alhadeff-Jones, M. (2012). Transformative learning and the challenges of complexity. In E. W. Taylor & P. Cranton (Eds.), The handbook of transformative learning (pp. 178–194). San Francisco, CA: Jossey-Bass.
Alhadeff-Jones, M., Kokkos, A. (Eds.), Transformative learning in time of crisis: Individual and collective challenges. Proceedings of the 9th International Transformative Learning Conference. New York and Athens, Greece: Teachers College, Columbia University and the Hellenic Open University.
Bayyurt, Y. & Sifakis, N. (2015). “Transforming into an ELF-aware teacher: an EFL teacher’s reflective journey”. In H. Bowles & A. Cogo (Eds.), International perspectives on Teaching English as a lingua franca: pedagogical insights. London: Palgrave MacMillan, pp. 117-135.
Baumgartner, L., (2001). An update on transformational learning. New Directions for Adult and Continuing Education, 89, 15-24.
Bitterman, J. E. (2000). Antilogical aspects of graduate study in adult education: Reflections on motivational conflicts in the AEGIS program experience. In K. Illeris (Ed.), Adult education in the perspective of the learners: 5th report from the Adult Education Research Project (pp. 81–115). Frederiksberg, Denmark: Roskilde University Press.
Boyer, N. R., Maher, P. A., & Kirkman, S. (2006). Transformative learning in online settings: The use of self-direction, metacognition, and collaborative learning. Journal of Transformative Education, 4(4), 335-361.
Brock, S. (2010). Measuring the importance of precursor steps to transformative learning. Adult Education Quarterly, 60, 122-142.
Brookfield, S. (1986). Understanding and facilitating adult learning. San Francisco, CA: Jossey- Bass.
Brookfield, S. (1990). The skillful teacher. San Francisco, CA: Jossey-Bass.
Brookfield, S. (1991). Developing Critical Thinkers: Challenging Adults to Explore Alternate Ways of Thinking and Acting. San Francisco, CA: Jossey-Bass.
Brookfield, S. (1993). Self-directed learning, political clarity, and the critical practice of adult education. Adult Education Quarterly, 43(4), 227–242.
Brookfield, S. (2000). The concept of critically reflective practice. In A. L Wilson & E. R. Hayes (Eds.), Handbook of adult and continuing education (pp. 33–49). San Francisco: Jossey-Bass.
Brookfield, S. (2000). Transformative learning as ideology critique. In J. Mezirow & R. Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 125-148). San Francisco, CA: Jossey-Bass.
Brookfield, S. (2005). The power of critical theory: Liberating adult learning and teaching. San Francisco, CA: Jossey-Bass.
Brookfield, S. (2010). Theoretical frameworks for understanding the field. In A. C. Kasworm, A. Rose, & J. Ross-Gordon (Eds.), Handbook of adult and continuing education, 2010 (pp. 71–82). Thousand Oaks, CA: SAGE.
Brookfield, S. (2012). Learning democratic reason: The adult education project of Jürgen Habermas. In M. Murphy & T. Fleming (Eds.), Habermas, critical theory and education (pp. 125-136). New York, NY: Routledge.
Brookfield, S. (2015). Workshop Resource Packet. Discussion as a way of Teaching, May 1st & 2nd. 2015. Teachers College, Columbia University, New York.
Collard, S., & Law, M. (1989). The limits of perspective transformation: A critique of Mezirow’s theory. Adult Education Quarterly, 39, 2, 99–107.
Cragg C. E. (Ed.) (2001). Perspective transformation in RN-to-BSN distance education. Journal of Nursing Education, 40(7), 317-322.
Cranton, P. (2000). Individual differences and transformative learning. In Learning as transformation: Critical perspectives on a theory in progress (pp. 181–204). San Francisco, CA: Jossey-Bass.
Cranton, P. (2001). Teaching for transformation. New Directions for Adult and Continuing Education, 93, 63–72.
Cranton, P. (2006). Understanding and promoting transformative learning: A guide for educators of adults (2nd ed.). San Francisco, CA: Jossey-Bass.
Cranton, P. (2010). Transformative learning in an online environment. International Journal of Adult Vocational Education and Technology, 1, 2, pp. 1-9.
Cranton, P. & Roy, M. (2003). When the bottom falls out of the bucket: Towards a holistic perspective on transformative learning. Journal of Transformative Education, 1, 2, pp. 86-98.
Cranton, P. & Taylor, E.W. (2012). Transformative learning theory: Seeking a more unified theory. In E.W. Taylor, P. Cranton and Associates, The handbook of transformative learning. San Francisco, CA: Jossey-Bass.
Cranton, P. & Wright, B. (2008). The transformative educator as learning companion. Journal of Transformative Education, 6, pp. 133 – 47.
Cranton, P., King, K. P. (2003). Transformative learning as a professional development goal. In K. P. King & P. A. Lawler (Eds.), Professional development of teachers as adults (pp. 31-41). New Directions for Adult and Continuing Education, 98. San Francisco, VA: Jossey-Bass.
Cranton, P., Taylor, E. W. (2012). Transformative learning. In P. Jarvis & M. Watts (Eds.), The Routledge international handbook of learning (pp. 194-204). Oxon, UK: Routledge.
Dirkx, J. (1998). Transformative learning theory in practice of adult education: An overview. PAACE Journal of Lifelong Learning, 7, 1-14.
Dirkx, J. (1998). Transformative learning theory in the practice of adult education: An overview. PAACE Journal of lifelong Learning, 7, 1-14.
Dirkx, J. (2000). Transformative learning and the journey of individuation. ERIC Digest, 223, 2.
Dirkx, J. (2001). The power of feelings: emotion, imagination, and the construction of meaning in adult learning. In S. Merriam (Ed.), The new update on adult learning theory (pp. 63–72). New Directions for Adult and Continuing Education, 89. San Francisco, CA: Jossey-Bass.
Dirkx, J. (2006). Engaging emotions in adult learning: A Jungian perspective on emotion and transformative learning. New Directions for Adult and Continuing Education, 109, 15-26.
Dirkx, J. (2007). Making sense of multiplicity: Metaphors of self and self-change in transformation theory. In P. Cranton & E. W. Taylor (Eds.), Proceedings of the 7th international transformative learning conference (pp. 110–115). Albuquerque, NM: University of New Mexico College of Education, Central New Mexico Community College.
Dirkx, J. (2007). Nurturing soul in adult learning. In P. Cranton (Ed.), Transformative learning in action, (pp. 79-88), San Francisco, CA: Jossey-Bass.
Dirkx, J. (2008). The meaning and role of emotions in adult learning. New Directions for Adult and Continuing Education, 120, 7-18.
Dirkx, J. (2009). Editor’s perspective: Seeking wholeness through differentiation. Journal ofTransformative Education, 7, 2, 111-113.
Dirkx, J. (2012). Nurturing the soul: A Jungian approach to transformative learning. In E. W. Taylor, P. Cranston, & Assoc. (Eds.), The handbook of transformative learning: Theory, research, and practice (pp. 116–130). San Francisco, CA: Jossey Bass.
Dirkx, J., Mezirow, J., Cranton, P. (2006). Musings and reflections on the meaning, context, and process of transformative learning. Journal of Transformative Education, 4, 2, 123–139.
Dirkx, J., Smith, R. O. (2009). Facilitating transformative learning: Engaging emotions in an online context (pp. 57-66). In J. Mezirow & E. Taylor (Eds). Transformative learning in practice. San Francisco, CA: Jossey-Bass.
Donaldson, J. F. (2009). Fostering transformative learning in leadership development. In J. Mezirow, E. W. Taylor, & Associates (Eds.), Transformative learning in practice (pp. 67–77). San Francisco: Jossey-Bass.
Drago-Severson, E., & Maslin-Ostrowski, P. (2014). New mindsets. In V. C. X. Wang (Ed.), Andagogical & pedagogical methods for curriculum and program development (pp. 195—217). Hershey, PA: IGI Global.
Drago-Severson, E., Maslin-Ostrowski, P., Hoffman, A. M., & Barbaro, J. (2014). Managing adaptive challenges. Journal of Research on Education Leadership, 9, 1, 6-33.
Ettling, D. (2012). Educator as change agent: Ethics of transformative learning. In E. W. Taylor, & P. Cranton, (Eds.), The handbook of transformative learning: theory, research, and practice (pp. 536-551). San Francisco, CA: Jossey-Bass.
Fisher-Yoshida, B. (2009). Transformative learning in participative processes that reframe self-identity. In B. Fisher-Yoshida, K. Geller, & S. A. Schapiro (Eds.) (2009). Innovations in transformative learning: Space, culture, and the arts. New York, NY: Peter Lang.
Goelich, M. (2015). Notes from James Gordon Finlayson, Habermas: a very short Introduction. Class Lecture on November, 23, 2015. New York: Teachers College, Columbia University.
Hayes, S., Yorks L. (2007). Lessons from the Lessons Learned: Arts Change the World When… New Directions For Adult and Continuing Education, 116, 2007.
Howie, P. & Bagnall, R. (2013). A beautiful metaphor: Transformative learning theory. International Journal of Lifelong Education, 32, 6, 816 – 836.
Illeris, K. (2004). Transformative learning in the perspective of a comprehensive learning theory. Journal of Transformative Education, 2, 2, 79-89.
Illeris, K. (2007). How we learn. Learning and non-learning in school and beyond. London: Routledge.
Illeris, K. (2014). Transformative learning and identity. New York, NY: Routledge.
Kasl, E., & Elias, D. (2000). Creating new habits of mind in small Groups. In J. Mezirow & Associates (Eds.), Learning as transformation (pp. 229-252). San Francisco, CA: Jossey-Bass.
Kasl, E., Marsick, V. J., & Dechant, K. (1997). Teams as learners: A research-based model of team learning. Journal of Applied Behavioral Science, 33(2), 227-247.
Kegan, R, (1982). The evolving self: Problems and process in human development. Cambridge, MA: Harvard University Press.
Kegan, R., Lahey, L. L. (2009). Immunity to change. How to overcome it and unlock potential in yourself and your organization. Boston, MA: Harvard Business Press.
King, K. (1997). Examining learning activities and transformational learning. International Journal of University Adult Education, 36, 3, 23 – 37.
King, K. (1998). A guide to perspective transformation and learning activities: The Learning Activities Survey. Philadelphi, PAa: Research for Better Schools.
King, K. (2002). Educational technology professional development as transformative learning opportunities. Computers and Education, 39, 3, 283-297.
King, K. (2004). Both sides now: Examining transformative learning and professional development of educators. Innovative Higher Education, 29, 155–174.
King, K. (2005). Bringing transformative learning to life. Malabar, FL: Krieger Publishing Company.
King, K. (2009). The handbook of the evolving research of transformative learning based on the learning activities survey. Charlotte, NC: IAP, Information Age Pub.
Kokkos, A. (2010). Transformative learning through aesthetic experience: Towards a comprehensive method. Journal of Transformative Education, 8, 155-177.
Koulaouzides, G. & Palios, Z. (2016). The issue of linguistic capital within the dialogical process of transformative learning environments. In Proceedings of the 2nd Conferrence of ESREA’s Network “Interrogating Transformative Processes in Learning and Education: An International Dialogue”. Athens, Greece: ESREA & Hellenic Adult Education Association, p.p. 49-57.
Koulaouzides, G. (2016). Educational biography as a means of critical reflection: engaging adult educators in a process of recognizing their teaching frame of reference. In Proceedings of the 7th International Conference EDU WORLD 2016 “Education facing contemporary world issues”.4-5 Noevmber 2016, Pitesti Romania, University of Pitesti – University of Bucharest.
Koulaouzides, G., Kokkos, A. (2013). Divergence and Convergence in Transformative Learning: Insights from the “Old Continent” and the “New World”. Andragogical Studies – Journal for the Study of Adult Education and Learning. 2/2013, pp. 25 -40.
Lange, E. (2004). Transformative and restorative learning: A vital dialectic for sustainable societies. Adult Education Quarterly, 54, 2, 121-139.
Lange, E. (2009). Fostering a learning sanctuary for transformation in sustainability. In J. Mezirow, E. Taylor, & Associates (Eds.). Transformative Learning in Practice (pp. 193-204). New York, NY: Wiley Press.
Mälkki, K. (2010). Building on mezirow’s theory of transformative learning: Theorizing the challenges to reflection. Journal of Transformative Education, 8(1), p. 42-62.
Mälkki, K. (2012). Rethinking disorienting dilemmas within real-life crises: The role of reflection in negotiating emotionally chaotic experiences. Adult Education Quarterly, 62, 3, 207-229.
Mälkki, K. & Green, L. (2014). Navigational aids: The phenomenology of transformative learning. Journal of Transformative Education, pp. 1-20, DOI: 10.1177/1541344614541171.
Marsick, V. (2015). Transformative Learning. Key concepts. Class lecture, Fall 2015. Teachers College, Columbia University, New York.
Marsick, V.J. (1990a). Action learning and reflection in the workplace. In J. Mezirow (Ed.), Fostering critical reflection in adulthood (pp. 23-46). San Francisco: Jossey- Bass.
Marsick, V.J. (1990b). Experience-based learning: Executive learning outside the classroom. Journal of Management Development, 9, 50-60.
Marsick, V.J. (2002). Exploring the many meanings of action learning and ARL. In L. Roblin, K. Billing, A. Lindberg & M. Wickelgren (Eds.), Earning while learning in global leadership: The Volvo MiL partnership (pp. 297-314). Vasbyholm, Sweden: MiL.
Marsick, V.J., Gephart, M.A. (2003). Action research: Building the capacity for learning and change. Human Resource Planning, 26, 2, 14-24.
Marsick, V.J., Manigaulte, J.D. (2011). Supporting the development of youth development workers through action-based, critically reflective learning. Educational Reflective Practices. 2, 1, 7-36.
Marsick, V.J., O’Neil, J. (1999). The many faces of action learning. Management Learning, 30, 2, 159 – 176.
Mezirow, J. (1954). The coordinating council in community development: An evaluation. Adult Education Quarterly, 8, 231–240.
Mezirow, J. (1978a). Education for perspective transformation: Women’s re-entry programs in community colleges. New York: Teacher’s College, Columbia University.
Mezirow, J. (1978b). Perspective transformation. Adult Education Quarterly, 28, 2, 100-110.
Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education Quarterly, 3.
Mezirow, J. (1985). A critical theory of self-directed learning. In S. Brookfield (Ed.), Self- directed learning: From theory to practice (pp. 17-30). New Directions for Continuing Education, 25. San Francisco, CA: Jossey-Bass.
Mezirow, J. (1989). Transformation theory and social action: A response to Collard and Law. Adult Education Quarterly, 39, 3, 169–175.
Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco, CA: Jossey-Bass.
Mezirow, J. (1991a). The transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
Mezirow, J. (1991b). Transformation theory and cultural context: A reply to Clark and Wilson. Adult Education Quarterly, 41, 3, 188–192.
Mezirow, J. (1992). Transformation theory: Critique and confusion. Adult Education Quarterly, 42, 4.
Mezirow, J. (1994). Response to Mark Tennant and Michael Newman. Adult Education Quarterly, 44, 4, 243–244.
Mezirow, J. (1995). Transformative theory of adult learning. In M. R. Welton (Ed.), In Defense of the lifeworld: Critical perspectives on adult learning (pp. 39-70). Albany, NY: SUNY Press.
Mezirow, J. (1996). Contemporary paradigms of learning. Adult Education Quarterly, 46, 158-173.
Mezirow, J. (1997a). Transformation theory out of context. Adult Education Quarterly, 48, 1, 60–62.
Mezirow, J. (1997b). Transformative learning: Theory to practice. New Directions forAdult and Continuing Education, 74, 5-12.
Mezirow, J. (1998). On critical reflection. Adult Education Quarterly, 48, 3, 185-198.
Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education,1, 1, 58-63.
Mezirow, J. (2005). Transformative learning and adult education. Paper presented at the Sixth International Conference on Transformative Learning, Michigan State University.
Mezirow, J. (2006). An overview of transformative learning. In P. Sutherland & J. Crowther, Lifelong learning: Concepts and contexts (pp. 24–38). New York: Routledge.
Mezirow, J. (2012). Learning to think like an adult: Core concepts of transformation theory. In E. W. Taylor, P. Cranton & Associates (Eds.), The handbook of transformative learning: Theory, research, and practice (pp. 73-95). San Francisco, CA: Jossey-Bass.
Mezirow, J. & Taylor, E.W. (Eds.), (2009). Transformative Learning in Practice: Insights fromCommunity, Workplace, and Higher Education. San Francisco, CA: Jossey-Bass.
Mezirow, J., & Associates (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass.
Mezirow, J., & Santopolo, F. A. (1960). Community development in Pakistan: The first five years. International Social Science Journal, 12, 3, 433–439.
Morgan, A.D. (2010). Journeys into transformation: Travel to an ‘other’ place as vehicle for transformative learning. Journal of Transformative Education, 8, 4, 246-268.
Newman, M. (1994). Response to Understanding transformation theory. Adult Education Quarterly, 44, 4, 236–242.
Newman, M. (2007). Maeler’s regard: Images of adult learning. Retrieved from http://www.michaelnewman.info (Original work published 1999).
Newman, M. (2012). Calling transformative learning into question: Some mutinous thoughts. Adult Education Quarterly, 62, 1, 36-55.
Nicolaides, A., & McCallum, D. (2014). Inquiry in action for learning in turbulent times: exploring the connections between transformative learning and adaptive leadership. Journal of Transformative Education, 11(4), 246-260.
O’Neil, J., Marsick, V. J. (2007). Understanding action learning. New York, NY: AMACOM.
O’Neil, J., Marsick, V. J. (2014). Action learning coaching. Advances in Developing Human Resources, 16, 2, 202-221. Doi:10.1177/1523422313520202.
O’Sullivan, E. (2002) (Ed.). Expanding the boundaries of transformative learning. New York: Palgrave.
O’Sullivan, E., Taylor, M. (Eds.). (2004). Learning toward an ecological consciousness: Selected transformative practices. New York: Palgrave Press.
Raikou, N., & Karalis, T. (2016). Adult Education and Higher Education – A focus on Transformative Learning in Universities. International Education and Research Journal, 2/4, pp. 19-22.
Raikou, N. (2016). Development of critical thinking through aesthetic experience: the case of students of an educational department. Journal of Transformative Education, 14/1, pp. 53-70.
Sifakis, N. C. (2014). “ELF awareness as an opportunity for change: a transformative perspective for ESOL teacher education.” Journal of English as a Lingua Franca, 3/2: 317-335.
Smith, R. (2012). Fostering transformative learning online. In E. W. Taylor, P. Cranton & Associates (Eds.), The handbook of transformative learning: Theory, research, and practice (pp. 408-422). San Francisco, CA: Jossey-Bass.
Snyder, C. (2008). Grabbing hold of a moving target: Identifying and measuring the transformative learning process. Journal of Transformative Education, 6, 3, 159-181.
Taylor, E. W. (1994). A learning model for intercultural competency. International Journal of Intercultural Relations, 18, 3, 398–408.
Taylor, E. W. (1997). Building upon the theoretical debate: A critical review of the empirical studies of Mezirow’s transformative learning theory. Adult Education Quarterly, 48, 1, 34–59.
Taylor, E. W. (2000a) Fostering Mezirow’s Transformative Learning Theory in the adult education classroom: A critical review. The Canadian Journal of the Study of Adult Education, 14, 1-28.
Taylor, E. W. (2000b). Analyzing research on transformation learning theory. In Mezirow & Associates (Eds.) Learning as transformation: Critical perspectives on a theory in progress (pp. 284-328). San Francisco, CA: Jossey-Bass.
Taylor, E. W. (2001). Adult Education Quarterly from 1989 to 1999: A content analysis of all submissions. Adult Education Quarterly, 51, 4, 322–340.
Taylor, E. W. (2006). Teaching for change: Fostering transformative learning in the classroom. San Fransisco, CA: Jossey-Bass.
Taylor, E. W. (2007). An update of transformative learning theory: A critical review of the empirical research (1999–2005). International Journal of Lifelong Education, 26, 2, 173–191.
Taylor, E. W. (2009). Fostering transformative learning. In J. Mezirow, E. W. Taylor, & Associates (Eds.), Transformative learning in practice (pp. 3–17). San Francisco: Jossey-Bass.
Taylor, E. W. (2011). Transformative learning theory: Review of research 2006-2011. Paper presented at the 9th International Conference on Transformative Learning, Transformative Learning in Time of Crisis: Individual and Collective Challenges, Athens, Greece.
Taylor, E. W. Cranton, P. (2013). A theory in progress? Issues in transformative learning theory. European Journal for Research on the Education and Learning of Adults, 4, 1, 33-47.
Taylor, E. W., Cranton, P. (2012). The handbook of transformative learning : Theory, research, and practice (1st ed.). San Francisco, CA: Jossey-Bass.
Tisdell, E. J. (2012). Themes and variations of transformational learning: Interdisciplinary perspectives on forms that transform. In Taylor, E. W. & Cranton, P. (Eds.), Handbook of transformative learning theory (pp. 21-36). San Francisco, CA: Jossey-Bass.
Wang, M., Yorks, L. (2012). Behind the Resume: A Holistic Approach to Deepen Self-Awareness. Journal of Transformative Education, 10, 3, 157 – 176.
Yorks, L. & Marsick, V. J. (2000). Organizational learning and transformation. In J. D. Mezirow (Ed.), Learning as Transformation. San Francisco, CA: Jossey-Bass.
Yorks, L. & Nicolaidas, A. (2013) Toward an Integral Approach for Evolving Mindsets for Generative Learning and Timely Action in the Midst of Ambiguity. Teachers College Record, 115, 8, pp 1-26.
Yorks, L., & Kasl, E. (2006). I know more than I can say: A taxonomy for using expressive ways of knowing to foster transformative learning. Journal of Transformative Education, 4, 1, 43-64.
Yorks, L., & Kasl, E. (2009). Toward a theory and practice for whole-person learning: Reconceptualizing experience and the role of affect. Adult Education Quarterly, 52, 3, 176-192.
Yorks, L., O’Neil, J., & Marsick, V. (1999). Action learning: Theoretical bases and varieties of practice. Advances in Developing Human Resources, 2, 1-18.
Bracci, F., De Natale, M.L., Fabbri, L., Melacarne, C., Rossi, B. (2011). Situated condition for transformative learning. Developing critical thinking in families and workplace. IX Conference on Transformative Learning in Time of Crisis: Individual and Collective Challenges. Athens, 28-29 June 2011.
Coryell, J. E., Fedeli, M., Tyner, J., & Frison, D. (2015). Faculty development and teaching international students: A cross-national study of faculty perspectives in a global era. Proceedings of the Commission of International Adult Education Pre Conference of the American Association for Adult and Continuing Education, (pp. 15-26). Oklahoma City, OK, U.S.A.
Fabbri, L, Scaratti, G, Striano, M. (2006). Costruire Comunita’ Di Pratiche Riflessive. In: Dare Voce Al Cambiamento. In Formenti L. (A cura di), La Ricerca Interroga La Vita Adulta. Anghiari, Marzo 2005, Milano: Unicopli.
Fabbri, L. (2007). Comunità di pratiche e apprendimento riflessivo. Roma: Carocci Editore.
Fabbri, L. (2016). Contesti e territori per l’apprendimento lifewide. In: Liliana Dozza e Simonetta Ulivieri. (a cura di): Liliana Dozza e Simonetta Ulivieri, L’educazione permanente a partire dalle prime età della vita. vol. 1, p. 782-787, Milano: FrancoAngeli, ISBN: 978-88-917-3419-8.
Fabbri, L., Melacarne, C. (2016). The Student as a Researcher. Fostering and Evaluating Students’ Meaning Perspectives in a Collaborative Action- Research. XII International Transformative Learning Conference 2016, Engaging in the Intersections, pp. 342- 349.
Fabbri, L. (2016). The student as a researcher. Fostering and evaluating students’ meaning perspectives in a collaborative action-research. Educational Reflective Practices, vol. 5, p. 21-29, ISSN: 2240-7758.
Fabbri, L., Melacarne, C. (2015). Apprendere a scuola. Milano: FrancoAngeli.
Fabbri, L., Melacarne, C. (2016). Didattica dell’innovazione e innovazione didattica. L’apprendimento come condizione per il cambiamento. In: Fedeli M. Grion V. Frison D.. Coinvolgere per apprendere. Metodi e tecniche partecipative per la formazione. p. 319-339, ISBN: 978-88-6760-328-2.
Fabbri, L., Rossi, B. (A Cura Di) (2008). Cultura Del Lavoro E Formazione Universitaria. Milano:Francoangeli.
Fabbri, L., Rossi, B. (A Cura Di) (2010). Pratiche Lavorative. Studi Pedagogici Per La Formazione. Milano:Guerini E Associati.
Fabbri, L., Striano, M., Melacarne, C. (2008). L’insegnante riflessivo. Coltivazione e trasformazione delle pratiche professionali. Milano: FrancoAngeli.
Fedeli, M. (2014) Apprendimento riflessivo. In S. Pastore, & D. Lipari (a cura di), Le Nuove Parole della Formazione. Roma: Palinsesto.
Fedeli, M., Coryell, J. (2014). Investigating teaching and learning methods in Italian universities and beyond. The quest to improve and share practices and strategies in the international higher education context. Educational Reflective Practices. Milano: Franco Angeli. 2, 35- 51.
Fedeli, M., Felisatti, E., & Giampaolo, M. (2013). Ascoltare le voci degli studenti universitari. Il Learning Contract uno strumento per la personalizzazione dell’apprendimento in contesto universitario. In V. Grion & A. Cook-Sather (a cura di), Student Voice. Prospettive internazionali e pratiche emergenti in Italia. Milano: Guerini Editore. (pp.260-272).
Fedeli, M., Felisatti, E., & Giampaolo, M. (2014). An Hypotethical Model to help Faculty members in the Use of Learning Contracts with the Students. In J.K.Holtz, S. B. Springer, & C.J. BodenMcGill (Eds.), Building Sustainable Future for Adult Learners. Charlotte, NC: Information Age Publishing.
Fedeli, M., Frontani L., & Mengato L., (a cura di). (2014). Experiential Learning. Metodi, tecniche e strumenti per il debriefing. Milano: Franco Angeli.
Fedeli, M., Giampaolo, M., & Boucouvalas, M. (2013). The Experience of Creating and Using Learning Contracts in a Higher Education Blended Course: Analysis of Student Voices in an On-line Discussion. Educational Reflective Practices, 1, 61-79.
Fedeli, M., Grion, V., & Frison, D., (a cura di). (2016). Coinvolgere per apprendere. Metodi e tecniche partecipative per la formazione. Lecce: Pensa Multimedia.
Fedeli, M., Serbati, A., & Taylor, W.E. (2016). Developing teaching and learning methods to innovate the Italian context of Higher Education. The case of University of Padova. Excellence and Innovation and Learning and Teaching. Research and Practice. Milano: Franco Angeli. 1, 53-70.
Federighi, P. , Torlone, F (Eds) (2015). La formazione al rispetto dei diritti umani nel sistema penale. Firenze: Firenze University Press.
Federighi, P. (1996). Le teorie critiche sui processi formativi in età adulta: tendenze e aspetti problematici nei principali orientamenti contemporanei. In P.Orefice (Eds), Formazione e processo formativo. Ipotesi interpretative. Milano: FrancoAngeli.
Federighi, F. (1996). La gestione dei processi educativi nel contesto europeo. Dal lifelong learning ad una società con una capacità di iniziativa diffusa, Napoli: Liguori.
Federighi, P. (1998). Glossary of Adult Learning in Europe. EAEA, ISBN:4491017433.
Federighi, P. (a cura di) (2000). Glossario dell’educazione degli adulti in Europa. di P. Federighi, Firenze: I Quaderni di Eurydice, pp. 1-237.
Federighi, P. (2002). Strategie e politiche nell’educazione degli adulti. In: Demetrio D.; Alberici A.. Istituzioni di educazione degli adulti, pp. 257-284, MILANO: Cortina Editore.
Federighi, P., Boffo, V. (a cura di) (2014). Primaria Oggi: Complessità e professionalità docente. Firenze: Firenze University Press.
Felisatti, E., Mazzucco, C., Fedeli, M., & Giampaolo, M. (2014). Personal and Professional Experiences to Develop Learning in Teachers’ Professional Qualification. In J.K.Holtz, S. B. Springer, & C.J. Boden-McGill (Eds.), Building Sustainable Future for Adult Learners. Charlotte, NC: Information Age Publishing.
Frison, D., Dalla Rosa, A., Serbati, A., Fedeli, M. & Vianello, M. (2016). Estroversione, riflessione e apprendimento: eventi d’apprendimento ed emozioni prevalenti nel processo di apprendimento in ambiente virtuale. Educational Reflective Practices (in press).
Frison, D., Fedeli, M., & Taylor E., W., (2015, November). Work-related learning: a survey on teaching and learning methods in the Italian higher education system. Proceedings of the 8th annual International Conference of Education, Research, and Innovation (pp. 8393-8401). Seville, Spain.
Knowles, M., Fedeli M., (2014). Self-directed learning. Strumenti e strategie per promuoverlo. Milano: FrancoAngeli.
Melacarne, C. (2006). La formazione nei contesti della cura. Un’esperienza di ricerca sulle epistemologie professionali degli infermieri. Lecce: Pensa Multimedia.
Melacarne, C. (2006). Storie, epistemologie, esperienza nella formazione degli insegnanti: il contributo della teoria trasformativa. In Formenti L. (a cura di), Dare voce al cambiamento. La ricerca interroga la vita adulta (pp. 215-228). Milano: Unicopli.
Melacarne, C. (2012). Apprendimento e formazione nella vita quotidiana. Sull’identità del professionista dell’educatore. Napoli: Liguori.
Melacarne, C., Fabbri, L. (2014). Transformative Learning and Social networks. Workplace, School and Informal Educational Settings. In: Transformative Learning Conference XI – Spaces of Transformation and Transformation of Space. Columbia University (NYC), 24-26 ottobre 2014.
Melacarne, C., Fabbri, L., Striano, M. (2008). Emotional dimensions in transformative learning processes of novice teachers. ESREA Conference on The Emotional Dimensions of Learning and Researching Lives: a Neglected Species?. Canterbury Christ Church University – Canterbury – UK, 3-9 March 2008.
Striano, M. (1999). I tempi e i luoghi dell’apprendere. Napoli: Liguori Editore.
Striano, M. (2009). Managing educational transformation in the globalised world: A Deweyan perspective. Educational Theory, 59, 4, 379–393.
Striano, M., Melacarne, C. (2004). Per un approccio narrativo e critico-riflessivo allo studio delle epistemologie professionali degli insegnanti. Coordinate teoriche e metodologiche. Studi sulla formazione, Gedit Edizioni, VII, 2, 46-63.
Striano, M. (2011). Sviluppo professionale e apprendimento trasformativo degli operatori agricoli in Europa in un percorso di formazione non formale. Il caso del progetto Tas for Agriform. Educational Reflective Practices, I, 2011.
Striano, M., Romano, A. (2016). The Experience of the Community of Philosophical Inquiry: Intersections Between Transformation and Reflection. XII International Transformative Learning Conference 2016, Engaging in the Intersections, pp. 813-819.
Striano, M., Strollo, M.R., Romano, A. (2016). Reframing Professional Challenges through Action Learning Conversation in Medical Organizations. XII International Transformative Learning Conference 2016, Engaging in the Intersections, pp. 362-371.
Striano, M., Strollo, M.R., Romano, A. (2014). The Theatre of the Oppressed: an Experiential Practice to Promote Transformative Learning?. In Spaces of Transformation and Transformation of Spaces. New York Teachers College Columbia University, 23-26 October 2014, New York: Teachers College, Columbia University, 693-699.
Striano, M., Oliverio, S., Miraglia, M., Petitti, M.R., Romano, A. (2014). “The Cosmopolitan Experiential Space and Transformative Learning Through Philosophical Inquiry”. In A. Nicolaides & D. Holt (eds.), Spaces of Transformation and Transformation of Space, Proceedings of the XI International Transformative Learning Conference, New York. Teachers College pp.427- 434.

References: V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V.