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2022

Bending but not breaking. The Covid-19 pandemic and teacher job satisfaction
in "Rassegna Italiana di Sociologia", 3/2022
pp. 621-648, DOI: 10.1423/105336

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Education policies in Italy during the pandemic
in "Social Policies", 2/2021
pp. 255-280, DOI: 10.7389/101680

2020

How Schools Directly Contribute to the Reproduction of Social Inequalities. Evidence of Tertiary Effects, Taken from Italian Research
in "Social Policies", 1/2020
pp. 149-176, DOI: 10.7389/97339

2019

Birds of a Feather Flock Together. Evidence from a Study on the Networks of First-Year University Students
in "Scuola democratica", 4/2019
pp. 149-173, DOI: 10.12828/96368

2018

Romito, M. (2016), Una scuola di classe. Orientamento e disuguaglianza nelle transizioni scolastiche
in "Scuola democratica", 3/2018
pp. 679-681, DOI: 10.12828/92158

2017

Social origin, educational counseling and high school enrollment. An analysis based on enrollment data
in "Social Policies", 1/2017
pp. 53-74, DOI: 10.7389/86412

Gaps in educational competencies among Northern and Southern Italian students. The role played by local environments and schools
in "Social Policies", 1/2017
pp. 7-28, DOI: 10.7389/86410

Different Teachers for Different Students? Evidence on Teacher-Student Matching and its Consequences in the Italian Case
in "Politica economica", 1/2017
pp. 12-58, DOI: 10.1429/86375

2014

Romano, T. (2013), Le riflessioni dei docenti. Percorsi professionali in un'istituzione in crisi
in "Scuola democratica", 2/2014
pp. 494-, DOI: 10.12828/77432

2013

Diventare insegnanti in Europa. Una comparazione tra quattro Paesi. Una sintesi
in "Scuola democratica", 3/2013
pp. 863-876, DOI: 10.12828/75724

2013

A scuola di competenza digitale. Il ruolo degli insegnanti nell'uso delle ICT degli studenti
in "Scuola democratica", 1/2013
pp. 79-104, DOI: 10.12828/73377