Bibliografia principale

Baker, A., Perreault, D., Reid, A., & Blanchard, C. M. (2013). Feedback and organizations: Feedback is good, feedback-friendly culture is better. Canadian Psychology/Psychologie Canadienne, 54(4), 260–268 (available at https://doi.org/10.1037/a0034691)

Bandura, A. (1997). Self-efficacy: The exercise of control. Self-efficacy: The exercise of control. New York, NY, US: W H Freeman/Times Books/ Henry Holt & Co.

Bartell, T., Floden, R., & Richmond, G. (2018). What Data and Measures Should Inform Teacher Preparation? Reclaiming Accountability. Journal of Teacher Education, 69(5), 426–428. (available at https://doi.org/10.1177/0022487118797326).

Berger, J.-L., & Lê Van, K. (2019). Teacher professional identity as multidimensional: mapping its components and examining their associations with general pedagogical beliefs. Educational Studies, 45(2), 163–181, (available at https://doi.org/10.1080/03055698.2018.1446324).

Berryhill, J., Linney, J. A., & Fromewick, J. (2009). The effects of education accountability on teachers: are policies toostress provoking for their own good? International Journal of Education Policy & Leadership, 4(5), 1–14.

Bissessar, C. S. (2014). An Exploration of the Relationship between Teachers’ Psychological Capital and Their Collective Self-Esteem. Australian Journal of Teacher Education, 39(9), 35–52, (available at https://doi.org/DOI 10.14221/ajte.2014v39n9.4).

Cameron, K. S., Dutton, J. E., & Quinn, R. (2003). Positive organizational scholarship: foundations of a new discipline. New York: McGraw-Hill Education.

Caprara, G. (2015). La personalità e le sue potenzialità. In A. Rolandi (Ed.), Capitale Psicologico (pp. 28–49), Milano: FrancoAngeli.

Carter Andrews, D. J., Richmond, G., & Floden, R. (2018). Teacher Education for Critical Democracy: Understanding Our Commitments as Design Challenges and Opportunities. Journal of Teacher Education, 69(2), 114–117, (available at https://doi.org/10.1177/0022487117752363).

Cheung, F., Tang, C. S., & Tang, S. (2011). Psychological capital as a moderator between emotional labor, burnout, and job satisfaction among school teachers in China. International Journal of Stress Management, 18(4), 348–371, (available at https://doi.org/http://dx.doi.org/10.1037/a0025787).

Cochran-Smith, M., Cummings Carney, M., Stringer Keefe, Elizabeth Burton, S., Chang, W.-C., Fernández, M. B., Miller, A. F., … Baker, M. (2018). Reclaiming Accountability in Teacher Education. Teachers College Press.

Connoly, M., Eddy-Spicer, D. H., James, C., & Kruse, S. D. (2018). The SAGE Handbook of School Organization. (J.Clark, Ed.). London: SAGE Publications.

D’Amato, A. (2019). Occupational stress in school teachers: the role of climate revisited. In Brisht Academy of Management 2019 Conference, 2-4 September 2019. Aston: BAM.

D’Amato, A., Majer, V., & Crescentini, A. (2005). Un modello empirico di funzionamentoorganizzativo: Clima, stress e ABQ dell’organizzazione. In A. D’Amato & V. Majer (Eds.), Il Vantaggio del Clima (pp. 113–131), Milano: Raffaello Cortina.

Daniel, G. R., Auhl, G., & Hastings, W. (2013). Collaborative feedback and reflection for professional growth: preparing first-year pre-service teachers for participation in the community of practice. Asia-Pacific Journal of Teacher Education, 41(2), 159–172, (available at https://doi.org/10.1080/1359866X.2013.777025).

Feuer, M. J., Floden, R. E., Chudowsky, N., & Ahn, J. (2013). Evaluation of Teacher Preparation Programs Purposes, Methods, and Policy Options. Washington DC: National Academy of Education.

Fu, C.-S. (2015). The Effect of Emotional Labor on Job Involvement in Preschool Teachers: Verifying the Mediating Effect of Psychological Capital. The Turkish Online Journal of Educational Technology, 14(3).

Hattie, J., & Yates, G. C. R. (2013). Visible Learning and the Science of How We Learn. London: Routledge (available at https://doi.org/https://doi.org/10.4324/9781315885025).

Hess, F. M., & McShane, M. Q. (2014). Teacher Quality 2.0: Toward a New Era in Education Reform. (E. Hess, Frederick M., Ed.; McShane, Michael Q., Ed.). Cambridge: Harvard Education Press.

Kraut, A., Yarris, L. M., & Sargeant, J. (2015). Feedback: Cultivating a Positive Culture. Journal of Graduate Medical Education, 7(2), 262–264 (available at https://doi.org/10.4300/JGME-D-15-00103.1).

Kumashiro, K. K. (2015). Against common sense: Teaching and learning toward social justice. London: Routledge.

Kunter, M., Frenzel, A., Nagy, G., Baumert, J., & Pekrun, R. (2011). Teacher enthusiasm: Dimensionality and context specificity. Contemporary Educational Psychology, 36(4), 289–301 (available at https://doi.org/10.1016/J.CEDPSYCH.2011.07.001).

Lewin, K. (1972). Teoria e sperimentazione in psicologia sociale. Bologna: Il Mulino.

Lipman, P. (2011). Neoliberal education restructuring dangers and opportunities of the present crisis. Monthly Review, 63(3) (available at: https://doi.org/https://doi.org/10.14452/MR-063-03-2011-07_13).

Luthans, F. (2002a). Positive organizational behavior: Developing and managing psychological strengths. Academy of Management Perspectives, 16(1), 57–72 (available at https://doi.org/10.5465/ame.2002.6640181.

Luthans, F. (2002b). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23(6), 695–706. https://doi.org/doi:10.1002/job.165

Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive Psychological Capital:Measurement and Relationship with Performance and Satisfaction. Personnel Psychology, 60(3), 541–572, (available at : https://doi.org/10.1111/j.1744-6570.2007.00083.x).

Luthans, F., Avolio, B. J., Walumbwa, F. O., & Li, W. (2005). The Psychological Capital of Chinese Workers: Exploring the Relationship with Performance. Management and Organization Review, 1(02), 249–271 (available at: https://doi.org/10.1111/j.1740-8784.2005.00011.x).

Luthans, F., Luthans, K. W., & Luthans, B. (2004). Positive psychological capital: Beyond human and social capital. Business Horizons, 47(1), 44–50 (available at: https://doi.org/doi 10.1016/j.bushor.2003.11.007).

Luthans, F., & Youssef-Morgan, C. M. (2017). Psychological Capital: An Evidence-Based Positive Approach, Annual Review of Organizational Psychology and Organizational Behavior, 4(1), 339–366 (available at: https://doi.org/10.1146/annurev-orgpsych-032516-113324).

Rolandi, A. (2015). Capitale psicologico. (A. Rolandi, Ed.). Milano: FrancoAngeli.

Schneider, S. L. (2001). In search of realistic optimism: Meaning, knowledge, and warm fuzziness. American Psychologist. US: American Psychological Association (available at: https://doi.org/10.1037/0003-066X.56.3.250).

Seligman, M. E. P. (1998). Learned Optimism. New York: Pocket Books.

Snyder, R. C. (2000). Handbook of Hope: Theory, Measures, and Applications. London: Academic Press.

Snyder, R. C., Irving, L., & Anderson, J. (1991). Hope and Health Measuring the Will and the Ways. In R. C. Snyder & D. R. Forsyth (Eds.), Handbook of social and clinical psychology (pp. 285–305). Elmsford: Pergamon.

Souza, D. T. R. de. (2006). Teacher continued education and school failure: problematizing the argument of incompetence. Educação e Pesquisa, 32(3), 477–492. (available at: https://doi.org/http://dx.doi.org/10.1590/S1517 97022006000300004).

Sully De Luque, M. F., & Sommer, S. M. (2000). The Impact of Culture on Feedback-Seeking Behavior: An Integrated Model and Propositions. Academy of Management Review, 25(4), 829–849 (available at https://doi.org/10.5465/amr.2000.3707736).

Taylor, E. S., & Tyler, J. H. (2012). The Effect of Evaluation on Teacher Performance. American Economic Review, 102(7), 3268–3251(available at https://doi.org/DOI: 10.1257/aer.102.7.3628).

Vink, J., Ouweneel, E., & Le Blanc, P. (2011). Psychological resources for engaged employees: Psychological capital in the job demands-resources model. Gedrag & Organisatie, 24(2), 101–120.

Viseu, J., de Jesus, S. N., Rus, C., & José M., C. (2016). Teacher motivation, work satisfaction, and positive psychological capital: A literature review. Electronic Journal of Research in Educational Psychology, 14(2), 439–461 (available at  https://doi.org/http://dx.doi.org/10.14204/ejrep.39.15102).

Waak, S. (2018). Hattie effect size list – 256 Influences Related To Student Achievement, 2018. Retrieved April 30, 2019, (available at https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/).

Watling, C., Driessen, E., van der Vleuten, C. P. M., Vanstone, M., & Lingard, L. (2013). Beyond individualism: professional culture and its influence on feedback. Medical Education, 47(6), 585–594. (available at : https://doi.org/doi:10.1111/medu.12150).

Zeichner, K., Payne, K. A., & Brayko, K. (2014). Democratizing Teacher Education. Journal of Teacher Education, 66(2), 122–135 (available at: https://doi.org/10.1177/0022487114560908).