Pub Date : 2016-12-16DOI: 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.
{"title":"Potenziare l’abilità di consapevolezza fonologica: uno studio preliminare sull’efficacia di un percorso educativo attraverso l’utilizzo di tecnologie specifiche","authors":"C. Lucarelli, U. Bivona, Maria Matilde Nera, Michela Goffredo, Ivan Bernabucci, Bruna Grasselli","doi":"10.7358/ECPS-2016-014-LUCA","DOIUrl":"https://doi.org/10.7358/ECPS-2016-014-LUCA","url":null,"abstract":"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.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"79 1","pages":"153-168"},"PeriodicalIF":0.3,"publicationDate":"2016-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85632507","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 : 2016-12-16DOI: 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.
{"title":"Entrepreneurship Education: A Global Evaluation of Entrepreneurial Attitudes and Values (a Transcultural Study)","authors":"V. Caggiano, H. Akanazu, A. Furfari, Andrew Hageman","doi":"10.7358/ECPS-2016-014-CAGG","DOIUrl":"https://doi.org/10.7358/ECPS-2016-014-CAGG","url":null,"abstract":"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.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"4 1","pages":"57-81"},"PeriodicalIF":0.3,"publicationDate":"2016-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89243141","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 : 2016-12-16DOI: 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.
{"title":"L’«apprendimento insegnato»: valutazione per l’apprendimento vs. valutazione dell’apprendimento","authors":"C. L. Rocca, R. Capobianco","doi":"10.7358/ECPS-2016-014-ROCC","DOIUrl":"https://doi.org/10.7358/ECPS-2016-014-ROCC","url":null,"abstract":"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.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"101 1","pages":"83-106"},"PeriodicalIF":0.3,"publicationDate":"2016-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91053813","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 : 2016-12-16DOI: 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.
{"title":"Global Trends and Challenges for School Leaders: Keeping the Focus on Learning","authors":"P. Earley","doi":"10.7358/ECPS-2016-014-EARL","DOIUrl":"https://doi.org/10.7358/ECPS-2016-014-EARL","url":null,"abstract":"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.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"15 1","pages":"21-33"},"PeriodicalIF":0.3,"publicationDate":"2016-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81988815","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 : 2016-06-13DOI: 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.
{"title":"Le opere di Mario Panizza. La mostra: «Sotto ogni passo: figure, sagome e tombini»","authors":"V. Biasi, G. Carrus","doi":"10.7358/ECPS-2016-013-BIAS","DOIUrl":"https://doi.org/10.7358/ECPS-2016-013-BIAS","url":null,"abstract":"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.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"13 1","pages":"219-226"},"PeriodicalIF":0.3,"publicationDate":"2016-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89633398","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 : 2016-06-13DOI: 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.
{"title":"Immigrants Are Like … The Representation of Immigrants in Italy: The Metaphors Used by Students and Their Family Backgrounds","authors":"Elisa Cavicchiolo, Fabio Alivernini, S. Manganelli","doi":"10.7358/ECPS-2016-013-CAVI","DOIUrl":"https://doi.org/10.7358/ECPS-2016-013-CAVI","url":null,"abstract":"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.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"75 1","pages":"163-190"},"PeriodicalIF":0.3,"publicationDate":"2016-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79984070","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 : 2016-06-13DOI: 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.
{"title":"Destrutturare l’aula, ma con metodo: spazi e orizzonti epistemologici per una didattica aumentata dalle tecnologie","authors":"P. Ferri, S. Moriggi","doi":"10.7358/ECPS-2016-013-FERR","DOIUrl":"https://doi.org/10.7358/ECPS-2016-013-FERR","url":null,"abstract":"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.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"5 1","pages":"143-161"},"PeriodicalIF":0.3,"publicationDate":"2016-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89702815","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 : 2016-06-13DOI: 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.
{"title":"The New Plan for the Prevention of School Failure in Catalonia","authors":"N. L. Calvet, Juan Rodríguez, Alfonso Revilla Carrasco","doi":"10.7358/ECPS-2016-013-LLEV","DOIUrl":"https://doi.org/10.7358/ECPS-2016-013-LLEV","url":null,"abstract":"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.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"16 1","pages":"119-142"},"PeriodicalIF":0.3,"publicationDate":"2016-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75510491","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 : 2016-06-13DOI: 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.
{"title":"L’intervista mediata: evoluzioni dell’intervista cognitivo-critica piagetiana","authors":"Daniela Frison","doi":"10.7358/ECPS-2016-013-FRIS","DOIUrl":"https://doi.org/10.7358/ECPS-2016-013-FRIS","url":null,"abstract":"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.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"45 1","pages":"193-211"},"PeriodicalIF":0.3,"publicationDate":"2016-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79000869","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 : 2016-06-13DOI: 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.
{"title":"What do you think about INVALSI tests? School directors, teachers and students from Lombardy describe their experience","authors":"G. Pastori, V. Pagani","doi":"10.7358/ECPS-2016-013-PAST","DOIUrl":"https://doi.org/10.7358/ECPS-2016-013-PAST","url":null,"abstract":"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.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"52 12 1","pages":"97-117"},"PeriodicalIF":0.3,"publicationDate":"2016-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83539426","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：