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Publications

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Chapitres de livres
Mehmeti, T., & Zittoun, T. (2019). Using Symbolic Resources to Overcome Institutional Barriers: A Case Study of an Albanian-Speaking Young Woman in Switzerland. In P. Hviid, & M. Märtsin (Eds.) Culture in Education and Education in Culture. Tensioned Dialogues and Creative Constructions. (pp. 177-198). Switzerland: Springer Nature Switzerland.
   
Mehmeti, T., & Perret-Clermont, A. N. (2016). Seeking Success of Migrant Students through Designed Tasks: A Case Study with Albanian Students in Switzerland. In A. Surian (Ed.) Open Spaces for Interactions and Learning Diversities. (pp. 137-150). Rotterdam: Sense Publishers.
   
Articles de périodiques
Greco, S., Mehmeti, T., & Perret-Clermont, A. N. (2017). Do adult-children dialogical interactions leave space for a full development of argumentation? A case study. Journal of Argumentation in Context, 6(2), 193-219.
   
Zittoun, T., & Mehmeti, T. (2017). Etudier à l'Université malgré tout. Diplômées, 260-261(Juillet 2017), 66-72.
   
Mehmeti, T. (2013). Réussite scolaire de jeunes femmes kosovares: quels processus psycho-sociaux. Dossiers de psychologie et éducation (Université de Neuchâtel), 70, 5-125.
   
Actes de congrès
Kohler, A., & Mehmeti, T. (2018). Studying the Process of Interpretation on a School Task: Crossing Perspectives. Paper presented at S. Oswald, & D. Maillat (Eds.), Argumentation and Inference: Proceedings of the 2nd European Conference on Argumentation. Fribourg 2017 (pp.453-478). London: College Publications..
   
Greco, S., Mehmeti, T., & Perret-Clermont, A. N. (2016). Getting involved in an argumentation in class as a pragmatic move: social conditions and affordances. Paper presented at D. Mohammed and M.Lewinski (Eds.,) Argumentation and Reasoned Action: Proceedings of the First European Conference on Argumentation. Volume II (pp.463-478). London: College Publications.
   
Mehmeti, T. (2016, 13 January). Etude exploratoire de décalages potentiels entre les méthodes d’évaluation employées par PISA et la complexité des réponses apportées par les élèves : une étude de cas avec un item de mathématiques. Paper presented at 28º Colloque de l´ADMEE-Europe, Lisbonne.
   
Présentations
Kohler, A., & Mehmeti, T. (2017). Studying the Process of Interpretation on a School Task : Crossing Perspectives. Presented at ECA2017 – 2nd European Conference on Argumentation, Fribourg.
   
Mehmeti, T., Convertini, J., Iannaccone, A., & Perret-Clermont, A. N. (2017). Use of objects in children’s reasoning in cognitive tasks. Presented at Rodriguez, C., Cerchiaro, E., & Palacios, P. (Chairs), Communication, Culture and Cognition Through the Material World. Symposium conducted at 47th Annual Meeting of the Jean Piaget Society, Technologies & Human Development, San Francisco.
   
Mehmeti, T., Perret-Clermont, A. N., & Iannaccone, A. (2016). Multiplicity of cognitive demands in a PISA item. Presented at J. Radisic & A. Baucal (Chairs), Large Scale Assessments as Tools for Reflection on the Teaching and the Learning Process. Symposium conducted at EARLI SIG 10, 21 and 25 joint conference. Reflective minds and communities, University of Tartu.
   
Mehmeti, T. (2016). Students’ Argumentation in a Standardized Test: Case Study with a Released Item from PISA. Presented at K. Kumpulainen (Chair), Students’ Perspectives to the Tasks and Demands of Schooling. Symposium conducted at EARLI SIG 10, 21 and 25 joint conference, Reflective minds and communities, University of Tartu.
   
Mehmeti, T. (2015). Use of everyday-life competencies in resolving school tasks: A paradox? A case study with PISA items. Presented at S. Breux, C. Miserez Caperos, & T. Mehmeti (Chairs), Discrepancies between adult’s expectations and children’s reasoning: Teachers, students, and psychologists dealing with a “same” task. Symposium conducted at the Annual congress of SSRE, St.Gallen.
   
Mehmeti, T. (2015). Going beyond the deficit theory to understand how minority children deal with school activities: argumentation as a meaningful methodological and analytical approach. Presented at Argupolis II Final Event, Università della Svizzera italiana – USI, Lugano.
   
Greco, S., Mehmeti, T., & Perret-Clermont, A. N. (2015). Getting involved in an argumentation in class as a pragmatic move: Social conditions and affordances. Presented at 1st European Conference on Argumentation (ECA), Lisbon, Portugal.
   
Lamas-Breux, S., Mehmeti, T., Iannaccone, A., & Perret-Clermont, A. N. (2014). The role of accessories in the "staging" of Piagetian interviews. Presented at International Workshop "Material Culture and Human Development", Lausanne, Switzerland.
   
Mehmeti, T., Miserez-Caperos, C., & Lamas-Breux, S. (2014). Objects' influence on knowledge-oriented argumentation in children: An exploratory study. Presented at International Workshop "Expansion of experience: symbolic and material dimensions", Neuchâtel, Switzerland.
   
Mehmeti, T., & Perret-Clermont, A. N. (2014). Seeking success of migrant pupils through designed tasks: A case study with Albanian pupils in Switzerland. Presented at A.-N. Perret-Clermont & T. Mehmeti (Chairs), Social, cultural and psychological affordances of pedagogical scenarios for minority students. Symposium conducted at the Joint Sig 10, Sig 21 & Sig 25 meeting 2014: Open Spaces for Interaction and Learning Diversities, University of Padova, Italy.
   
Mehmeti, T. (2014). Seeking for creativity into conceptualizing and developing school activities: some paths from a pilot study with migrant children. Presented at M. Giglio (Chair), Creativities as new cross-curricular competencies and teaching. Symposium conducted at the Congress SSRE 2014. Competence and performance in educational research, Lucerne.
   
Mehmeti, T. (2013). When learning at school makes sense no matter the social origin: the case of young women from Kosovo. Presented at 15th Biennal EARLI Conference for Research on Learning and Instruction “Responsible Teaching and Sustainable Learning”, Munich, Germany.
   
 
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*Format bibliographique : APA5