Dr. Giuliana Pastore

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Advanced Researcher

Centre for Inclusion and Health in Schools

PH Zurich
Lagerstrasse 2
8090 Zurich

+41 43 305 60 14

giuliana.pastore@phzh.ch

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About

Giuliana Pastore received her PhD in Special Education from the University of Fribourg in June 2023 and has been an advanced researcher at the PHZH in the Centre for Inclusion and Health in Schools since 2019. Before that, she studied Educational Psychology, Philosophy and Gender Studies at the University of Zurich (2013–2017) and participated in various research projects as a student. In Italy, she graduated as a primary teacher in 1988, then studied sports science (1988–1991). Until 1999 she was a teacher of physical education at primary and lower secondary level in Italy. In Germany she taught Italian as a foreign language until 2003. She has been living in Zurich since 2005.

Her research interests include questions about inclusive schools and the quality of relationships between teachers and students.

Focus on research, teaching, services

  • Relationship quality between teachers and students
  • School inclusion
  • Qualitative methods (guided interviews and qualitative content analysis)
  • Quantitative methods (GLM, SEM, MLA, LCA)
  • Mixed Method Design

Publications

  • Pastore, G. (2023)Beziehungsqualität und Integration. Die Rolle de Lehrperson-Lernende-Beziehung für die Integration von Jugendlichen mit sonderpädagogischen Bedürfnissen in inklusiven Schulen auf der Sekundarstufe I in der Schweiz.

  • Pastore, G.; Kassis, W.; Kunz, A.; Luder, R. (2025)Patterns of student socio-emotional development and teacher-student-relationship-quality for high-school students with and without special educational needs: a multigroup latent transition analysis approach for low and high selective schools.

  • Paccaud, A.; Pastore, G.; Kunz, A.; Luder, R. (2024)Integrated during middle school? Challenges, facilitators and obstacles from the perspective of parents of young people identified as having special educational needs.

  • Pastore, G.; Luder, R.; Kunz, A.; Paccaud, A. (2024)Lehrperson-Lernenden-Beziehungsqualität. Eine Skala zur Erhebung der Beziehungsqualität aus Schülerinnen- und Schüler-Perspektive.

  • Paccaud, A., Kunz, A., Pastore, G. & Luder, R. (2023)Transition entre l’école primaire et secondaire pour les élèves ayant des besoins éducatifs particuliers.

  • Paccaud, A., Keller, R., Luder, R., Pastore, G. & Kunz, A. (2021)Satisfaction With the Collaboration Between Families and Schools – The Parent’s View.

  • Pastore, G. & Luder, R. (2021)Teacher-Student-Relationship Quality in Inclusive Secondary Schools: Theory and Measurement of Emotional Aspects of Teaching.

  • Luder, R., Kunz, A. & Pastore, G. (2020)Beteiligung der Eltern an der Inklusion und ihre Sichtweise auf die integrative Förderung ihrer Kinder.

Projects

Teaching (training)

R&D project: Inclusive education 1 (FE.S201)
R&D project: Inclusive education 2 (FE.S301)

Further information

Education and Social Sciences

  • European Association for Research on Learning and Instruction (EARLI)
  • Association for Empirical Research in Special Needs Education (AESF)
  • Swiss Society for Educational Research (SGBF)

  • Teacher-Student-Relationship Quality and Inclusion of Students with Special Educational Needs in Swiss Secondary Schools. 26. August 2023

    EARLI.

    Aristotle University of Thessaloniki and the University of Macedonia, Greece

  • Inklusion auf der Sekundarstufe I. 30. Juni 2023

    SGBF.

    PH Zürich

    • Die Qualität von Lehrperson-Lernende-Beziehungen in inklusiven Schulen auf der Sekundarstufe I. 8. Dezember 2022

      Forschungskolloquium.

      PH Zürich

      • Inklusion und Beziehungsqualität auf Sekundarstufe I. 6. November 2021

        Paper-Präsentation. Herbsttagung der Arbeitsgruppe Empirische Sonderpädagogische Forschung AESF.

        Universität Luxemburg

        • Die Qualität von Lehrer*in-Schüler*in-Beziehung in inklusiven Sekundarschulen. 22. Oktober 2021

          Online-Tagung des Netzwerks Forschung Sonderpädagogik der Schweizerischen Gesellschaft für Bildungsforschung SGBF.