Courses Taught at the Institute
CEP 101 – Cultural Engagement Practicum Communications: Speaking in Public
CEP 201 – Cultural Engagement Practicum Critical Disabilities Studies: Inclusive Programs
CEP 301 – Cultural Engagement Practicum Education: Early Childhood Pedagogy
Post-doctoral fellowship in Educational Psychology – Department of Psychology, University of Florence (Italy) – 2014
Ph. D. in Educational Psychology – Department of Psychology, University of Florence (Italy) – 2011
Specialization course in learning disorders – Department of Psychology, University of Florence (Italy) – 2008
Degree in Psychology at the Faculty of Psychology – University of Padua (Italy)- 2004
Licensed Psychologist, Italy |Roll of Psychologists in Tuscany nr. 5241 – 2009
-Bigozzi, L., Tarchi, C., Vagnoli, L., Valente, E. & Pinto, G. (2017). Reading fluency as a predictor of school outcomes across Grades 4-9. Frontiers in Psychology, Educational psychology. DOI: 10.3389/fpsyg.2017.00200.
-Tarchi, C. (2017). Comprehending expository texts: the role of cognitive and motivational factors. Reading Psychology, 38, 154-181. DOI: 10.1080/02702711.2016.1245229.
-Tarchi, C. & Surian, A. (2016). Developing cross-cultural awareness in higher education through the use of video-logs focusing on critical incidents. In A. Surian (Ed.), Open Spaces for Interactions and Learning Diversities (pp. 205-220). Rotterdam, NL: Sense Publisher.
-Tarchi, C. & Pinto, G. (2016). Reciprocal Teaching: Analysing Interactive Dynamics in the Co-construction of a Text’s Meaning. The Journal Educational Research, 109, 518-530. DOI: 10.1080/00220671.2014.992583.
-Pinto, G., Tarchi, C. & Bigozzi, L. (2016). Peer interaction does not always improve children’s mental state talk production in oral narratives. A study in six- to ten-year-old Italian children. Frontiers in Psychology. DOI: 10.3389/fpsyg.2016.01669
-Bigozzi L, Tarchi C, Pinto G (2016) Spelling across Tasks and Levels of Language in a Transparent Orthography. PLoS ONE 11(9): e0163033. doi:10.1371/journal.pone.0163033
-Pinto, G., Tarchi, C., Accorti Gamannossi, B., & Bigozzi, L. (2016). Mental state talk in children’s face-to-face and telephone narratives. Journal of Applied Developmental Psychology, 44, 21-27. DOI:10.1016/j.appdev.2016.02.004
-Bigozzi, L., Tarchi, C., Caudek, C., & Pinto, G. (2016). Predicting reading and spelling disorders: a 4-year prospective cohort study. Frontiers in Psychology, 7:337. DOI:10.3389/fpsyg.2016.00337
-Bigozzi, L., Tarchi, C., Pezzica, S. & Pinto, G. (2016). Evaluating the Predictive Impact of an Emergent Literacy Model on Dyslexia in Italian Children: A Four-Year Prospective Cohort Study. Journal of Learning Disabilities, 49, 51-64. DOI: 10.1177/0022219414522708
-Pinto, G., Tarchi, C., & Bigozzi, L. (2015). The relationship between oral and written narratives: A three-year longitudinal study of narrative cohesion, coherence, and structure. British Journal of Educational Psychology, 85,551-69. DOI:10.1111/bjep.12091
-Pinto, G., Bigozzi, L., Tarchi, C., Accorti Gamannossi, B. & Canneti, L. (2015). Cross-lag analysis of longitudinal associations between primary school students’ writing and reading skills. Reading and Writing, 28, 1233–1255. DOI: 10.1007/s11145-015-9569-9
-Tarchi, C. (2015). Fostering reading comprehension of expository texts through the activation of readers’ prior knowledge and inference-making skills. International Journal of Educational Research, 72, 80-88. DOI: 10.1016/j.ijer.2015.04.013
-Tarchi, C. & Pinto, G. (2015). Educational practices and peer-assisted learning: analyzing students’ interactive dynamics in a joint drawing task. Social Psychology of Education, 18, 393-409. DOI: 10.1007_s11218-014-9269-3.
-Bigozzi, L., Tarchi, C., Falsini, P. & Fiorentini, C. (2014). “Slow Science.” Building scientific concepts in physics in high school. International Journal of Science Education, 36, 22221-2242. DOI: 10.1080/09500693.2014.919425
-Tarchi, C. (2010). Reading comprehension of informative texts in secondary school: A focus on direct and indirect effects of reader’s prior knowledge. Learning and Individual Differences, 20, 415-420. DOI: 10.1016/j.lindif.2010.04.002.
My teaching philosophy is mainly characterized by a socio-constructivist approach, in which students actively construct meanings in collaboration with their peers. The classroom becomes community of practices, in which we are all engaged in the knowledge building work. Students are not just provided with classic theories, but they have the possibility to collectively explore and test their own hypotheses, and report their results to the classroom community, in order to advance the collective knowledge. Students learn in this way to innovate and create knowledge. My work, as a teacher is to create opportunities for deep and meaningful learning.
Most Rewarding Moments
When a student gains insight on him- or herself, on his/her own identity, through the study abroad semester.
“Through others, we become ourselves.” ― Lev S. Vygotskij