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This study evaluated the impact of a school-based program designed to reduce implicit prejudice towards migrants in fifth-grade school children. The program used empathy and perspective taking and direct and indirect contact as strategies to reduce ethnic prejudice. Multiple activities were used, including drawings by migrant children as instruments to promote inclusive behaviors. One hundred and five students were divided into two groups (control, experimental), and the children in each completed the Child-IAT (Implicit Association Test) before and after the program, to measure their implicit prejudice. Only the experimental group participated in the program. The results showed a significant reduction in the implicit prejudice in the experimental group after the educational program, but not in the control group. The results are discussed considering the practical implications of such a school program.

Substantial evidence has been collected over decades of research on the relationships between optimal classroom management and student learning. In addition, there is a growing body of research on teachers' beliefs, in which their relationships with teachers' practices is viewed as significant. This study investigated classroom management practices in a sample of 1,056 Italian teachers working from pre-primary to secondary school, to analyse the differences by school level and teaching experience, and their associations with three categories of teachers' beliefs: self-efficacy, teaching beliefs and intelligence conceptions. Three dimensions of classroom management were considered: educational relationships, active strategies and emotion regulation. The results show that teachers differ in their practices in relation to school level and years of experience, with associations between different categories of beliefs highlighted. Classroom management was positively linked to self-efficacy, constructive teaching beliefs and constructive intelligence conceptions, and negatively linked to traditional teaching beliefs and innate intelligence conceptions. Hierarchical multiple regression analyses that considered the three dimensions of classroom management as dependent variables highlighted the concurrent contribution of: innate and constructive teaching beliefs for educational relationships; school level, intelligence conceptions, constructive teaching beliefs and self-efficacy on classroom management for active strategies; and school level for emotion regulation. These results confirm the strong relationships between classroom management and teachers' beliefs and conceptions. Thus, it is important for teachers to develop reflective processes of their own practices.

Il presente lavoro ha lo scopo di verificare se e quali modalità didattiche e interattive messe in atto dall'insegnante in classe, durante le lezioni, possano essere un fattore legato alle buone relazioni insegnanti-discente, nonché un fattore legato allo sviluppo di proficue relazioni fra pari. I partecipanti allo studio sono stati studenti. Le lezioni, svolte su temi ecologici, sono state gestite da 15 insegnanti in 3 paesi diversi. Alla lezione, inoltre, assistevano anche 17 osservatori esterni esperti, formati ad hoc per il progetto, provenienti dai diversi paesi. La valutazione delle lezioni è stata effettuata mediante un pacchetto di strumenti (Toolkit for lesson evaluation) costituito da tre diverse schede di rilevazione che hanno raccolto punti di vista diversi: osservatori esterni, studenti e docenti. Agli studenti è stato chiesto di compilare due strumenti: la SGE Student Grid e il TEP-Q Etero Evaluation. Agli osservatori esterni è stato chiesto di compilare l'SGE Observer Grid. Dalle analisi di regressione multipla emerge che la modalità di spiegazione degli insegnanti, percepita dagli osservatori, predice positivamente le adeguate relazione tra docenti e allievi. Inoltre, la comunicazione efficace dell'insegnante e l'attenzione alla relazione da parte dell'insegnate predicono le buone relazioni tra pari. Dall'analisi di correlazione, infine, emerge come le buone relazioni tra studenti sono risultate correlate significativamente con l'uso di metodologie attive da parte dell'insegnante.

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