Classroom interactions and student participation
A first, particularly in-depth line of research concerns classroom interactions and student participation in everyday school activities. On a theoretical level, studies conducted in this area have led to an in-depth examination and distinction between two forms of student participation: the first, congruent with the teacher's expectations and requests, and the second (student agency) characterized by a proactive and transformative value with respect to the learning context. Adding value to the numerous studies on these topics has been the adoption of a mixed-methods approach, which has included the use of cross-sectional and longitudinal research designs, based on video-analysis of classroom interactions and self-report instruments, and which has made use of both variable-oriented and person-oriented approaches to data analysis. Recently, research in this area has expanded to include fruitful international collaborations to explore the construct of student agency from a cross-cultural perspective.
Learning context and justice in the classroom
A second line of research, closely intertwined with the first, concerned the study of some relational dimensions that, by helping to define the quality of the learning context, are capable of favouring or hindering students' participation in the classroom and their well-being at school. At the theoretical level, we explored in particular the role of justice, highlighting how the interactive context, in the form of interpersonal justice, is of fundamental importance in fostering (or inhibiting) student agency. In this area, studies were conducted through cross-sectional and longitudinal research designs, also making use of experimental procedures.
Bullying and cyberbullying
A third and more recent line of research, resulting from fruitful participation in Italian and international (Europe and Australia) research groups, focused on the analysis and prevention of bullying and cyberbullying phenomena. The main innovative element of the research conducted in this area concerned the use of a mixed-methods and co-participative methodological approach, in which researchers and adolescent students worked together on understanding and combating peer violence. This line of research resulted in the production of several dissemination documents for young people, parents and teachers.
