Pub Date : 2016-01-01DOI: 10.14658/PUPJ-IJSE-2016-3-9
G. Bertin, Marta Pantalone
This paper begins with an overview of the literature on legal, social and moral norms and their relationship with individual behaviours, and then discusses the culture of legality in a group of university students in Italy. In particular, this paper provides a reflection on the relationship that exists between social and legal norms and their mutual capacity to influence the behaviours of young people. We highlight the multidimensional nature of the underlying factors of conditionality, relativity and universality. We also discuss the existence of two types of social norms, general and generational and their differing capacities to affect behaviour. The research technique is a web survey on 3938 students from three Italian universities (Venezia, Bari, Salerno).
{"title":"Culture of Legality and Transgression of Norms in University Youth","authors":"G. Bertin, Marta Pantalone","doi":"10.14658/PUPJ-IJSE-2016-3-9","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2016-3-9","url":null,"abstract":"This paper begins with an overview of the literature on legal, social and moral norms and their relationship with individual behaviours, and then discusses the culture of legality in a group of university students in Italy. In particular, this paper provides a reflection on the relationship that exists between social and legal norms and their mutual capacity to influence the behaviours of young people. We highlight the multidimensional nature of the underlying factors of conditionality, relativity and universality. We also discuss the existence of two types of social norms, general and generational and their differing capacities to affect behaviour. The research technique is a web survey on 3938 students from three Italian universities (Venezia, Bari, Salerno).","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.14658/PUPJ-IJSE-2016-2-1
M. Colombo
{"title":"Introduction to the Special Section. The Digitalization of Educational Practices: How Much and What Kind?","authors":"M. Colombo","doi":"10.14658/PUPJ-IJSE-2016-2-1","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2016-2-1","url":null,"abstract":"","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66792880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-10-29DOI: 10.14658/PUPJ-IJSE-2015-3-3
Boris Mayer, G. Trommsdorff, Mihaela Friedlmeier, Katarzyna Lubiewska, D. Barni, Kairi Kasearu, Isabelle Albert
Recent sociological and psychological debates concern the nature of the relation between changing religious beliefs and changing significance of the family. The current study analyzes multilevel relations between religiosity (personal and culture-level) and several aspects of family orientation for n = 4902 adolescents from 18 nations/areas from diverse cultural contexts covering a number of religious denominations with data from the Value-of-Children-Study (Trommsdorff & Nauck, 2005). In addition, cultural values from the World Values Survey representing religious versus secular values as well as survival versus self- expression values are examined at the cultural level of analysis as a joint effect with nation-level economic development. Results showed that religiosity/religious values were positively related to all aspects of adolescents’ family orientation at the individual as well as the cultural level, while societal affluence was only related to a loss of importance of the traditional and hierarchical aspects of family orientation. Postmaterialist self-expression values were unrelated to adolescents’ family orientation.
{"title":"The Roles of Religiosity and Affluence for Adolescents’ Family Orientation : Multilevel Analyses of 18 Cultures","authors":"Boris Mayer, G. Trommsdorff, Mihaela Friedlmeier, Katarzyna Lubiewska, D. Barni, Kairi Kasearu, Isabelle Albert","doi":"10.14658/PUPJ-IJSE-2015-3-3","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2015-3-3","url":null,"abstract":"Recent sociological and psychological debates concern the nature of the relation between changing religious beliefs and changing significance of the family. The current study analyzes multilevel relations between religiosity (personal and culture-level) and several aspects of family orientation for n = 4902 adolescents from 18 nations/areas from diverse cultural contexts covering a number of religious denominations with data from the Value-of-Children-Study (Trommsdorff & Nauck, 2005). In addition, cultural values from the World Values Survey representing religious versus secular values as well as survival versus self- expression values are examined at the cultural level of analysis as a joint effect with nation-level economic development. Results showed that religiosity/religious values were positively related to all aspects of adolescents’ family orientation at the individual as well as the cultural level, while societal affluence was only related to a loss of importance of the traditional and hierarchical aspects of family orientation. Postmaterialist self-expression values were unrelated to adolescents’ family orientation.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66792818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-05-01DOI: 10.14658/PUPJ-IJSE-2015-2-4
A. Gomensoro, C. Bolzman
Socioeconomic status (SES) is one of the major explanatory factors of educational inequalities between ethnic groups. Nevertheless, this relation has rarely been explored in detail, taking into account educational trajectories instead of educational attainment. What is the impact of the SES of ethnic groups on educational trajectories? And by which “hidden mechanisms” SES background concretely influences the educational trajectories of youths? Based on the “Transition from education to employment” (TREE) longitudinal database in Switzerland, we propose a typology of post-compulsory educational pathways and we observe the impact of SES on the odds of taking a given path. Our analysis shows that, compared to other ethnic groups, second-generation from former-Yugoslavia, Portugal and Turkey are overrepresented in vocational and more problematic pathways mainly because of their low SES, but not exclusively. In addition, we conducted 50 biographical interviews with children of Albanianspeaking immigrants. We identified the fact that the SES effect is often nested with other negative factors related to the family, such as a precarious legal status, difficult living conditions, a lack of linguistic and social capital, etc. and related to the educational system that selects students into different tracks, constraints educational opportunities and reproduces educational inequalities.
{"title":"The Effect of the Socioeconomic Status of Ethnic Groups on Educational Inequalities in Switzerland: Which “Hidden” Mechanisms?","authors":"A. Gomensoro, C. Bolzman","doi":"10.14658/PUPJ-IJSE-2015-2-4","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2015-2-4","url":null,"abstract":"Socioeconomic status (SES) is one of the major explanatory factors of educational inequalities between ethnic groups. Nevertheless, this relation has rarely been explored in detail, taking into account educational trajectories instead of educational attainment. What is the impact of the SES of ethnic groups on educational trajectories? And by which “hidden mechanisms” SES background concretely influences the educational trajectories of youths? Based on the “Transition from education to employment” (TREE) longitudinal database in Switzerland, we propose a typology of post-compulsory educational pathways and we observe the impact of SES on the odds of taking a given path. Our analysis shows that, compared to other ethnic groups, second-generation from former-Yugoslavia, Portugal and Turkey are overrepresented in vocational and more problematic pathways mainly because of their low SES, but not exclusively. In addition, we conducted 50 biographical interviews with children of Albanianspeaking immigrants. We identified the fact that the SES effect is often nested with other negative factors related to the family, such as a precarious legal status, difficult living conditions, a lack of linguistic and social capital, etc. and related to the educational system that selects students into different tracks, constraints educational opportunities and reproduces educational inequalities.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.14658/PUPJ-IJSE-2015-3-13
M. Santagati
The article offers a review of the main sociological studies on school integration of students with an immigrant background, carried out in the past 15 years in Italy. Italian research on this topic is still not recognized at international level, but Italy can be considered an interesting case study due to the recent, rapid and exponential increase of immigrant students and the contradictions emerging from the attempt to turn an inclusive educational model into integration practices. The review identifies educational achievements and interethnic relationships as crucial components of school integration in multiethnic schools, highlighting strengths and weaknesses of the Italian sociological research. Finally, a model for the analysis of school integration of immigrant students will be proposed, which combines individual, relational, institutional, structural, and personal agency factors.
{"title":"Researching Integration in Multiethnic Italian Schools. A Sociological Review on Educational Inequalities","authors":"M. Santagati","doi":"10.14658/PUPJ-IJSE-2015-3-13","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2015-3-13","url":null,"abstract":"The article offers a review of the main sociological studies on school integration of students with an immigrant background, carried out in the past 15 years in Italy. Italian research on this topic is still not recognized at international level, but Italy can be considered an interesting case study due to the recent, rapid and exponential increase of immigrant students and the contradictions emerging from the attempt to turn an inclusive educational model into integration practices. The review identifies educational achievements and interethnic relationships as crucial components of school integration in multiethnic schools, highlighting strengths and weaknesses of the Italian sociological research. Finally, a model for the analysis of school integration of immigrant students will be proposed, which combines individual, relational, institutional, structural, and personal agency factors.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66792803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.14658/PUPJ-IJSE-2015-1-4
Daniele Morciano
The present paper aims to shed light on ways of dealing with the paradox of formalizing the non-formal that arises when youth work is required to operate on the basis of outcomes and target-based non-formal education programmes. Therefore, the potential of theory-based evaluation is argued to be an effective evaluation model, able to gather evidence of youth work outcomes and mechanisms by looking, moreover, into the complex and sometimes unpredictable processes of non-formal education and informal learning. A theoretical framework and a pattern of theory-based concepts are developed within the paper in order to help evaluation research to investigate those mechanisms through which the interplay between non-formal education and informal learning may lead to the strengthening of young people’s agency in youth centres. Youth agency has been chosen as a possible youth work outcome in an attempt to go beyond an adultcentric view focused on the identification of those skills required in order to
{"title":"Evaluating outcomes and mechanisms of non-formal education in youth centres","authors":"Daniele Morciano","doi":"10.14658/PUPJ-IJSE-2015-1-4","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2015-1-4","url":null,"abstract":"The present paper aims to shed light on ways of dealing with the paradox of formalizing the non-formal that arises when youth work is required to operate on the basis of outcomes and target-based non-formal education programmes. Therefore, the potential of theory-based evaluation is argued to be an effective evaluation model, able to gather evidence of youth work outcomes and mechanisms by looking, moreover, into the complex and sometimes unpredictable processes of non-formal education and informal learning. A theoretical framework and a pattern of theory-based concepts are developed within the paper in order to help evaluation research to investigate those mechanisms through which the interplay between non-formal education and informal learning may lead to the strengthening of young people’s agency in youth centres. Youth agency has been chosen as a possible youth work outcome in an attempt to go beyond an adultcentric view focused on the identification of those skills required in order to","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.14658/PUPJ-IJSE-2015-2-7
G. Argentin, M. Triventi
Even if marks are crucial for students' educational careers and school-related decisions and although grading standards are a relevant topic in public debate about Italian education, in our country this research topic has not attracted much attention. In this article we investigate heterogeneity across Italian macro-regions in grading standards (degree of strictness in attributing marks by teachers) and in the coherence between teachers' marks and students' test scores. We use data from INVALSI-SNV on the whole student population in the 5 th , 6 th and 10 th grade in 2011/12, with relevant information on two subjects (Italian and mathematics). We detect that Southern regions are characterized by what seems higher generosity in grading students, who display lower performance in the INVALSI assessment compared to their counterparts with the same marks and socio-demographic profile. Moreover, this generosity in attributing marks seems stronger for higher marks (9 and 10) and in mathematics, especially in lower secondary schools and lyceums. At the same time, our analysis underlines that the North-South divide is crucial but provides only a partial view of the phenomenon: indeed, we find striking differences in grading standards among Italian provinces even within macro-regions. We discuss the main implications of such geographical heterogeneity for the Italian educational system.
{"title":"The North-South Divide in School Grading Standards: New Evidence from National Assessments of the Italian Student Population","authors":"G. Argentin, M. Triventi","doi":"10.14658/PUPJ-IJSE-2015-2-7","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2015-2-7","url":null,"abstract":"Even if marks are crucial for students' educational careers and school-related decisions and although grading standards are a relevant topic in public debate about Italian education, in our country this research topic has not attracted much attention. In this article we investigate heterogeneity across Italian macro-regions in grading standards (degree of strictness in attributing marks by teachers) and in the coherence between teachers' marks and students' test scores. We use data from INVALSI-SNV on the whole student population in the 5 th , 6 th and 10 th grade in 2011/12, with relevant information on two subjects (Italian and mathematics). We detect that Southern regions are characterized by what seems higher generosity in grading students, who display lower performance in the INVALSI assessment compared to their counterparts with the same marks and socio-demographic profile. Moreover, this generosity in attributing marks seems stronger for higher marks (9 and 10) and in mathematics, especially in lower secondary schools and lyceums. At the same time, our analysis underlines that the North-South divide is crucial but provides only a partial view of the phenomenon: indeed, we find striking differences in grading standards among Italian provinces even within macro-regions. We discuss the main implications of such geographical heterogeneity for the Italian educational system.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.14658/PUPJ-IJSE-2015-2-6
B. Fiore
This paper investigates the characteristics of excellence in schools’ performance. The main objective is to highlight the characteristics of students and schools that seem to favour (or decrease) the probability of being top-performers in the mathematical literacy. In order to achieve these objectives, logistic regression models have been developed based on the OECD-PISA 2012 data of the Italian sample. The first analysis focuses on top-performers; the second analysis focuses on the characteristics of resilient top-performers and the third analysis focuses on the advantaged top-performers. The main results indicate strong differences in the Italian macro-areas: North-West and North-East obtain better results than the regions of the South in improving excellence. This is particularly true if the student comes from a family disadvantaged context. A second result is that there is a gender issue in excellence, which, if addressed, could significantly raise the percentage of top-performers across the country. The keys to addressing the gender difference include the following: to foster motivation of girls (and students in general) on mathematics, to orient students towards the choice of mathematically strong paths in the phase immediately before adolescence (when gender stereotyping in mathematics is activated).
{"title":"Improving excellence in schools: Evidence from the Italian OECD-PISA 2012 data","authors":"B. Fiore","doi":"10.14658/PUPJ-IJSE-2015-2-6","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2015-2-6","url":null,"abstract":"This paper investigates the characteristics of excellence in schools’ performance. The main objective is to highlight the characteristics of students and schools that seem to favour (or decrease) the probability of being top-performers in the mathematical literacy. In order to achieve these objectives, logistic regression models have been developed based on the OECD-PISA 2012 data of the Italian sample. The first analysis focuses on top-performers; the second analysis focuses on the characteristics of resilient top-performers and the third analysis focuses on the advantaged top-performers. The main results indicate strong differences in the Italian macro-areas: North-West and North-East obtain better results than the regions of the South in improving excellence. This is particularly true if the student comes from a family disadvantaged context. A second result is that there is a gender issue in excellence, which, if addressed, could significantly raise the percentage of top-performers across the country. The keys to addressing the gender difference include the following: to foster motivation of girls (and students in general) on mathematics, to orient students towards the choice of mathematically strong paths in the phase immediately before adolescence (when gender stereotyping in mathematics is activated).","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.14658/PUPJ-IJSE-2015-1-6
Rita Bertozzi
Recent research shows that young people tend to be scarcely involved in political matters, thus remaining invisible. There are indeed forms of youth activism, but they tend to involve different ways of participation. Participation has gradually become a more central issue at the political level, but the question remains of its relevance from the point of view of young people. Youth work is a privileged setting for the analysis of youth involvement. The paper first reviews the Italian debate on youth participation and youth policies. Secondly, it focusses on two contexts of informal aggregation in the Emilia Romagna region, to assess their value in terms of participatory experience, non-formal education and youth work. The analysis highlights how youth work experiences enable young people to participate more actively in social life, as they promote critical awareness and empowerment. Collective motivation also plays an important role, since acting together allows more vulnerable individuals and groups to gain more strength and
{"title":"Youth policies and youth participation: from beneficiaries to actors","authors":"Rita Bertozzi","doi":"10.14658/PUPJ-IJSE-2015-1-6","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2015-1-6","url":null,"abstract":"Recent research shows that young people tend to be scarcely involved in political matters, thus remaining invisible. There are indeed forms of youth activism, but they tend to involve different ways of participation. Participation has gradually become a more central issue at the political level, but the question remains of its relevance from the point of view of young people. Youth work is a privileged setting for the analysis of youth involvement. The paper first reviews the Italian debate on youth participation and youth policies. Secondly, it focusses on two contexts of informal aggregation in the Emilia Romagna region, to assess their value in terms of participatory experience, non-formal education and youth work. The analysis highlights how youth work experiences enable young people to participate more actively in social life, as they promote critical awareness and empowerment. Collective motivation also plays an important role, since acting together allows more vulnerable individuals and groups to gain more strength and","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.14658/PUPJ-IJSE-2015-3-12
Claudio Riva, Ruggero Cefalo
In our paper, we investigate the role of the media, specifically local television stations, in producing a shared culture of infancy and adolescence. We pursue this inquiry by analysing the varying representations of the under-aged, disseminated by local TV channels in the Veneto Region. We discuss the ways in which the television stations portray the under-aged, the presence and the role of children and adolescents in the local news and broadcasting, the status accredited to them and their role in the narrations that relate to them. We pursue this inquiry by analysing the varying representations of the under-aged, disseminated by local TV channels in the Veneto Region. The research was conducted within a Convention among the Regional Committee for Communications (Co.Re.Com.) of the Veneto region and the Interdepartmental Centre of Research on the North-East 'Giorgio Lago' of the University of Padua. In greater detail, we monitored the local news and the programmes transmitted during the restricted time-slot scheduling (reserved for minors, 4 p.m. - 7 p.m.) of 7 regional TV stations during the week of Monday 24th February to Sunday 2 nd March 2014.
{"title":"Children and Adolescents in the Media: the Veneto Region Case Study","authors":"Claudio Riva, Ruggero Cefalo","doi":"10.14658/PUPJ-IJSE-2015-3-12","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2015-3-12","url":null,"abstract":"In our paper, we investigate the role of the media, specifically local television stations, in producing a shared culture of infancy and adolescence. We pursue this inquiry by analysing the varying representations of the under-aged, disseminated by local TV channels in the Veneto Region. We discuss the ways in which the television stations portray the under-aged, the presence and the role of children and adolescents in the local news and broadcasting, the status accredited to them and their role in the narrations that relate to them. We pursue this inquiry by analysing the varying representations of the under-aged, disseminated by local TV channels in the Veneto Region. The research was conducted within a Convention among the Regional Committee for Communications (Co.Re.Com.) of the Veneto region and the Interdepartmental Centre of Research on the North-East 'Giorgio Lago' of the University of Padua. In greater detail, we monitored the local news and the programmes transmitted during the restricted time-slot scheduling (reserved for minors, 4 p.m. - 7 p.m.) of 7 regional TV stations during the week of Monday 24th February to Sunday 2 nd March 2014.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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