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Potenziare l’abilità di consapevolezza fonologica: uno studio preliminare sull’efficacia di un percorso educativo attraverso l’utilizzo di tecnologie specifiche 提高语音意识:通过使用特定技术对教育途径的有效性进行初步研究
IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2016-12-16 DOI: 10.7358/ECPS-2016-014-LUCA
C. Lucarelli, U. Bivona, Maria Matilde Nera, Michela Goffredo, Ivan Bernabucci, Bruna Grasselli
Reading-writing learning is the result of the interaction between individual cognitive maturation and standard and informal educational experiences solicited by the environment. A relationship between phonologic awareness and reading-writing learning has been hypothesized; thus, it is important studying the development of the meta-phonologic abilities on nursery school children, to facilitate written language learning in the following primary school. The present study aimed at verifying the effectiveness of a phonological awareness abilities enhancing, by means of a structured software («En Plain») which allows training meta-phonological abilities by means of virtual reality. Within a first group of 32 aged 5 children, 20 of them, who showed higher phonological awareness difficulties, have been selected. Half of them (Experimental Group, EG) was submitted to the experimental training by means of «En Plein», while the others (Control Group, CG) were submitted to the standard educational activities. Data analysis revealed that, despite a significant improvement in both groups, only EG children showed higher levels of improvement, likely due to the specific structure of the educational training (explicit work on the meta-phonological abilities), as well as to the technology which improved children’s attention, facilitating learning process. Data suggested the usefulness of including a wider sample, to detect meta-phonological abilities learning critical issues at the beginning of schooling process, as well as prescribing specific empowering training of such abilities to reduce difficulties before structure the reading-writing learning process.
读写学习是个体认知成熟与环境诱导下的标准和非正式教育经验相互作用的结果。语音意识与读写学习之间的关系已被假设;因此,研究幼儿元语音能力的发展,对今后小学阶段的书面语言学习具有重要意义。本研究旨在通过结构化软件(“En Plain”)验证语音意识能力增强的有效性,该软件允许通过虚拟现实技术训练元语音能力。在第一组32名5岁的儿童中,有20名表现出较高的语音意识困难。其中一半(实验组,EG)以“En Plein”的方式进行实验训练,另一半(对照组,CG)进行标准的教育活动。数据分析显示,尽管两组都有显著改善,但只有EG儿童表现出更高水平的改善,这可能是由于教育训练的特定结构(对元语音能力的明确工作),以及提高儿童注意力的技术,促进了学习过程。数据表明,包括更广泛的样本,在学校学习过程开始时检测元语音能力学习关键问题,以及在构建阅读-写作学习过程之前规定对这些能力的具体授权训练以减少困难,是有用的。
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引用次数: 0
Entrepreneurship Education: A Global Evaluation of Entrepreneurial Attitudes and Values (a Transcultural Study) 创业教育:创业态度和价值观的全球评估(跨文化研究)
IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2016-12-16 DOI: 10.7358/ECPS-2016-014-CAGG
V. Caggiano, H. Akanazu, A. Furfari, Andrew Hageman
Entrepreneurship education is a new phenomenon in higher education, as a field of inquiry it is one of the most rapidly growing areas of research (Katz, 2008).The paper includes the analyses of the different entrepreneurial attitudes of Nigerian students in comparison with that of the Italian students. The related entrepreneurship education literatures make references towards exploring entrepreneurial attitudes and the values perceptions of Nigerian and Italian students. The findings suggest a considerable socio-cultural impact: one that starts with values and religion support and extends to the attitudes itself and on entrepreneurs’ access to entrepreneurship education (Chen, 2005). Building from these analyses, a theoretical paradigm for the growth of entrepreneurship education is offered, using the applied research as the example. The contribution of this article suggests the necessity to design and implement a curriculum which provides a systematic teaching of the entrepreneurial attitudes and values in the institutions of learning as a whole. The article seeks to contribute to a growing need to find innovative ways of thinking and develop entrepreneurial approaches to education.
创业教育是高等教育中的一种新现象,作为一个探究领域,它是发展最快的研究领域之一(Katz, 2008)。本文分析了尼日利亚学生与意大利学生创业态度的差异。相关的创业教育文献对探讨尼日利亚和意大利学生的创业态度和价值观认知进行了参考。研究结果表明了相当大的社会文化影响:从价值观和宗教支持开始,延伸到态度本身和企业家获得创业教育的机会(Chen, 2005)。在此基础上,以应用研究为例,提出了创业教育成长的理论范式。本文的贡献表明,有必要设计和实施一门课程,在整个学习机构中提供创业态度和价值观的系统教学。这篇文章试图对寻找创新思维方式和发展创业教育方法的日益增长的需求做出贡献。
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引用次数: 8
L’«apprendimento insegnato»: valutazione per l’apprendimento vs. valutazione dell’apprendimento “教学学习”:学习评估与学习评估
IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2016-12-16 DOI: 10.7358/ECPS-2016-014-ROCC
C. L. Rocca, R. Capobianco
In this paper we present the procedures and the results of an observational study carried out in the first half of AS 2015/2016 into two 3th classes of the Professional Institute of Palestrina (RM) and carried out as part of the PRIN Research (2013-2016). In one of the classes, considered as experimental class, the model of Didactic Modular Integrated Strategy (in Italian – SDiMI) was applied, in the other one, considered as the control class, the traditional teaching was continued to use. The SDiMI model, to which the teachers of the experimental class were formed, respect to the different elements that compose it, provides the application of the assessment as training function. In the time period of the teaching/evaluation intervention observation, two standardized questionnaires (in input and output), about the type of assessment used in class (Alkharusi, 2015; in Italian translation) were administered to teachers and students. Assessment tests (objective and semi-structured tests) were administered to the students. The analysis of the data showed a marked improvement in the experimental class, compared to the control class, of both the assessment activities used in training function, detected through the questionnaires, and the outcome of the students’ performance, especially in the reading tests and in the semistructured logical-mathematical test.
在本文中,我们介绍了2015/2016年上半年在帕莱斯特里纳专业研究所(RM)的两个第3班进行的观察性研究的过程和结果,该研究作为PRIN研究(2013-2016)的一部分进行。其中一个班作为实验班,采用教学模块化集成策略模式(意大利语- SDiMI),另一个班作为控制班,继续使用传统教学。实验班教师组成的SDiMI模型,就组成该模型的不同要素而言,提供了评估作为培训功能的应用。在教学/评估干预观察期间,针对课堂上使用的评估类型进行了两份标准化问卷(输入和输出)(Alkharusi, 2015;(意大利语翻译)对教师和学生进行了管理。对学生进行评估测试(客观测试和半结构化测试)。数据分析表明,实验班在通过问卷调查检测到的训练功能的评估活动和学生的表现结果,特别是在阅读测试和半结构化逻辑数学测试中,与控制班相比,有明显的改善。
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引用次数: 3
Global Trends and Challenges for School Leaders: Keeping the Focus on Learning 学校领导的全球趋势和挑战:保持对学习的关注
IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2016-12-16 DOI: 10.7358/ECPS-2016-014-EARL
P. Earley
This paper gives consideration to global trends and recent developments in education systems, particularly as they relate to schools and school leaders operating in high stakes accountability cultures. The importance of leadership for organisation success is noted alongside a number of other key within-school factors such as teacher quality. Successful leaders are differentiated from high-performing leaders and the notion of «leadership for learning» is outlined. This leads to a discussion of the nature of learning – leading learning for what? – and the accountability pressures that make its enactment increasingly problematic whilst, in some cases, leading to undesirable practices. There is need for a cadre of proactive, reflective leadership professionals with social responsibilities. Education systems and schools need reflective professionals who are able to make judgements and act upon what is considered to be «educationally desirable». The challenges educational leaders face, both now and in the future, including keeping the focus on «learning» and seeing themselves as proactive reflexive leadership professionals, are also discussed.
本文考虑了教育系统的全球趋势和最新发展,特别是与在高风险问责文化中运作的学校和学校领导有关的发展。领导力对组织成功的重要性与许多其他关键的校内因素(如教师素质)一起被注意到。这就引出了关于学习本质的讨论——领导学习是为了什么?-以及问责压力,这些压力使其颁布越来越成问题,同时在某些情况下导致不良做法。我们需要一批具有社会责任、积极主动、善于反思的专业领导人才。教育系统和学校需要反思的专业人士,他们能够做出判断,并根据所谓的“教育理想”采取行动。教育领导者面临的挑战,无论是现在还是未来,包括保持对“学习”的关注,并将自己视为主动反思的领导专业人士,也进行了讨论。
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引用次数: 9
Le opere di Mario Panizza. La mostra: «Sotto ogni passo: figure, sagome e tombini» 马里奥·帕尼扎的作品。展览:“每一步下:人物、形状和人孔”
IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2016-06-13 DOI: 10.7358/ECPS-2016-013-BIAS
V. Biasi, G. Carrus
L’architetto Mario Panizza ha esposto all’Ambasciata del Brasile in Roma dall’8 al 29 Aprile 2016 una serie di opere raccolte in una mostra dal titolo: «Sotto ogni passo: figure, sagome e tombini». Viene illustrata una selezione di riproduzioni grafiche di tombini di diversi Paesi del mondo: si tratta di dipinti, acrilico su tela, che riproducono con accuratezza esemplari realizzati su ghisa, opere di maestri pittori o anche incisioni con decorazioni, simboli e geometrie astratte.
建筑师马里奥·帕尼扎于2016年4月8日至29日在巴西驻罗马大使馆展出了一幅名为“每一步:人形、人形和人孔”的画作。它展示了来自世界各地的一些人孔图谱:这些是油画、帆布上的丙烯酸画,精确地再现了铸铁上的标本、绘画大师的作品,甚至是带有装饰、符号和抽象几何形状的版画。
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引用次数: 2
Immigrants Are Like … The Representation of Immigrants in Italy: The Metaphors Used by Students and Their Family Backgrounds 移民就像…意大利移民的表现:学生及其家庭背景的隐喻
IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2016-06-13 DOI: 10.7358/ECPS-2016-013-CAVI
Elisa Cavicchiolo, Fabio Alivernini, S. Manganelli
The aim of this study is to identify the way young Italian students represent immigrants and to evaluate the existence of relationships between these representations and the family background of the students. The data is based on a sample of Italian students (N = 841). The respondents were given an open question, which asked them to provide a simile or a metaphor concerning immigrants. A mixed methodology was employed, which involved: (i) analysis of the qualitative content; (ii) quantitative analysis investigating the relationship between the categories identified by means of an analysis of the content and the socioeconomic status of the student. The results showed a very diverse and articulated set of representations, with the contents of the metaphors produced by the students ranging from those based on a kind of «us-them» opposition, to images based on an attitude of tolerance and equality, and semantic regions with a more emotional component. The analysis revealed some statistically significant relationships between the socio-economic backgrounds of the students’ families and some types of metaphors produced by the students. The mixed research methodology adopted proved to be effective with respect to the objectives of the study, and it combines the use of reliable statistical tools with the qualitative richness of metaphor-based answers to open questions.
本研究的目的是确定年轻的意大利学生代表移民的方式,并评估这些代表与学生的家庭背景之间存在的关系。数据基于意大利学生的样本(N = 841)。受访者被给予一个开放性问题,要求他们提供一个关于移民的明喻或隐喻。采用了一种混合方法,其中包括:(i)分析定性内容;(ii)定量分析,调查通过分析课程内容而确定的类别与学生的社会经济地位之间的关系。结果显示,学生们产生的隐喻的内容非常多样化和清晰,从基于一种“我们-他们”的对立,到基于宽容和平等态度的图像,以及具有更多情感成分的语义区域。分析发现,学生家庭的社会经济背景与学生产生的某些类型的隐喻之间存在统计学上显著的关系。采用的混合研究方法被证明是有效的,就研究的目标而言,它结合了可靠的统计工具的使用和基于隐喻的开放性问题答案的定性丰富性。
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引用次数: 8
Destrutturare l’aula, ma con metodo: spazi e orizzonti epistemologici per una didattica aumentata dalle tecnologie 解构教室,但要有系统:认知空间和认知视野,以技术为基础
IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2016-06-13 DOI: 10.7358/ECPS-2016-013-FERR
P. Ferri, S. Moriggi
This first paragraphs of this paper has been developed into two levels of argumentation. The first aimed to perform a genealogical analysis of the role of the different technologies (book and digital media) in redefine time, spaces, methods and relationships within the learning environments. More in detail we try: (a) to define the relationship between evolution of educational technologies and the new growing strategies for learning and teaching; (b) to understand the close connection (cultural and practical) among digital media, new teaching methods (based on the constructivist paradigm) and different educational environments and settings. As a consequence, the paper sketches an analysis of the «new» digitally augmented spaces for learning. In particular, we point out how methodological and didactical innovation and design of new «spaces and multiple environments» for learning are inextricably linked. They are actually the spaces in which it possile to apply new technologies for augmented learning. From all these points of view, the traditional classroom is definitely obsolete.
这篇论文的第一段已经发展成两个层次的论证。第一个项目旨在对不同技术(书籍和数字媒体)在重新定义学习环境中的时间、空间、方法和关系方面的作用进行谱系分析。更详细地说,我们试图:(a)定义教育技术的发展与新的学习和教学增长策略之间的关系;(b)理解数字媒体、新的教学方法(基于建构主义范式)和不同的教育环境和设置之间的密切联系(文化和实践)。因此,本文概述了“新”数字增强学习空间的分析。我们特别指出,学习的新“空间和多重环境”的方法论和教学创新与设计是密不可分的。它们实际上是可以应用新技术来增强学习的空间。从所有这些角度来看,传统的课堂绝对是过时的。
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引用次数: 4
The New Plan for the Prevention of School Failure in Catalonia 防止加泰罗尼亚学校失败的新计划
IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2016-06-13 DOI: 10.7358/ECPS-2016-013-LLEV
N. L. Calvet, Juan Rodríguez, Alfonso Revilla Carrasco
This paper outlines the development of the Ministry of Education’s Compensatory Education Program focusing on the changes in Catalonia due to the Plan for Language and Social Cohesion. This program was the emblematic result of the reformist policy adopted in 1983 in the field of education. It was, therefore, a hopeful and optimistic discourse aimed at correcting social inequalities and producing higher levels of social justice. Despite the inherent weaknesses of this approach, the Compensatory Education Program has enabled carrying out interventions in particularly complex areas and, in addition, the range of activities has been very broad and ambitious. Currently, its disappearance and transformation poses a challenge to the government to address the education of ethnic minorities at risk of social exclusion as well as actions to promote school success, to reduce school failure (scheduled for 2018). The development of Education’s Compensatory Education Program will be useful to students of foreign origin in order to improve their academic opportunities and of continuing in the education system.
本文概述了教育部补偿教育计划的发展,重点关注加泰罗尼亚因语言和社会凝聚力计划而发生的变化。这个项目是1983年在教育领域采取的改革政策的标志性成果。因此,这是一种充满希望和乐观的论述,旨在纠正社会不平等和产生更高水平的社会正义。尽管这种方法存在固有的弱点,但补偿教育计划已经能够在特别复杂的领域进行干预,此外,活动的范围非常广泛和雄心勃勃。目前,它的消失和转变对政府提出了挑战,要求政府解决面临社会排斥风险的少数民族教育问题,并采取行动促进学校成功,减少学校失败(计划于2018年)。教育部的补偿教育计划的发展将有助于外国学生提高他们的学术机会和继续教育系统。
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引用次数: 1
L’intervista mediata: evoluzioni dell’intervista cognitivo-critica piagetiana 媒体采访:哭泣的认知批评访谈的发展
IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2016-06-13 DOI: 10.7358/ECPS-2016-013-FRIS
Daniela Frison
The interview is one of the most common instruments used for adults’ learning and educational research. The article explains some strategies of interview, which are effectively «mediated» by practical situations, graphic or metaphorical illustrations, with a specific focus on adults. The first part of the contribution explores the cognitive-critical interview proposed by Jean Piaget and adopted with children. Starting from this first model, the article describes three techniques: the «Photolangage» by Babin, Baptiste and Belisle and the two versions of the operative epistemic interview by Fabbri and Munari supported by graphic and symbolic representations. Methodological preliminary remarks and the required skills of the researcher/trainer, as well as goals and possible critical aspects are explained for each technique. Furthermore, some examples of images or materials used or elaborated within research or training projects are provided. Finally, common features about the techniques are suggested and discussed, with a specific focus on the researcher/trainer and interviewee roles.
访谈是成人学习和教育研究中最常用的工具之一。本文解释了一些访谈策略,这些策略通过实际情况,图形或隐喻插图有效地“中介”,并特别关注成年人。贡献的第一部分探讨了由皮亚杰提出并被儿童采用的认知批判性访谈。从第一个模型开始,本文描述了三种技术:Babin, Baptiste和Belisle的“光语言”,以及Fabbri和Munari的两个版本的操作性认知访谈,这些访谈由图形和符号表示支持。方法的初步评论和研究人员/培训师所需的技能,以及目标和可能的关键方面都解释了每种技术。此外,还提供了一些在研究或培训项目中使用或阐述的图像或材料的例子。最后,提出并讨论了这些技术的共同特征,特别关注研究人员/培训师和受访者的角色。
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引用次数: 2
What do you think about INVALSI tests? School directors, teachers and students from Lombardy describe their experience 你怎么看INVALSI测试?来自伦巴第的学校校长、老师和学生描述了他们的经历
IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2016-06-13 DOI: 10.7358/ECPS-2016-013-PAST
G. Pastori, V. Pagani
The qualitative study «Promoting the culture of evaluation at school. The INVALSI experience at school» conducted between 2011-2012 by a research team from the University of Milan-Bicocca collected the ideas, opinions and perceptions of school actors on the INVALSI learning assessment experience. Adopting a «multi-vocal perspective», through individual and focus group interviews the viewpoints of different stakeholders within each school (nr. 16) have been examined: school directors (nr. 12), teachers of all grade levels (nr. 106) – some of them referents for the INVALSI evaluation in their school, and middle and high school students (nr. 100) who took INVALSI tests three or four times during their school career. The interpretative hypothesis, confirmed by the present study, considered that the organizational and communication procedures implemented by INVALSI, before and during test administration and correction, and especially during the process of returning the results, have important effects on the perceived quality of national evaluation in schools, on how the tests are proposed to students by school directors and teachers, and ultimately on the students’ attitude towards the tests. The experiences collected in this study seem to mirror the antinomy described in literature between accountability and program evaluation, social control and social development objectives. Results highlight the complexity in combining those different approaches, accountability, reflection and self-assessment within the school from a coherent, systemic and procedural viewpoint.
质性研究——促进学校评价文化。米兰-比可卡大学的一个研究小组在2011-2012年间进行了INVALSI在学校的体验”,收集了学校参与者对INVALSI学习评估体验的想法、意见和看法。采用“多声音视角”,通过个人和焦点小组访谈,审查了每所学校(第16号)中不同利益相关者的观点:学校校长(第12号)、所有年级的教师(第106号)——其中一些人是他们学校INVALSI评估的参考人,以及在其学校生涯中参加过三到四次INVALSI测试的初高中学生(第100号)。本研究证实的解释性假设认为,在考试管理和纠正之前和期间,特别是在返回结果的过程中,INVALSI实施的组织和沟通程序对学校国家评价的感知质量,对学校主任和教师如何向学生提出考试,并最终对学生对考试的态度产生重要影响。本研究收集的经验似乎反映了文献中描述的问责制与项目评估、社会控制与社会发展目标之间的矛盾。结果突出了从连贯、系统和程序的角度将这些不同的方法、问责制、反思和自我评估结合在一起的复杂性。
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引用次数: 5
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Journal of Educational Cultural and Psychological Studies
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