Departmental heads are teachers of subjects and specialists who in turn are leaders of such specialized fields called subjects. They lead departments and carry a workload they must execute in their classes and being part of the school management. These cohort of teachers are part of the middle management of schools. They are the bridges between what is decided in the school management teams and what should happen in the classrooms and are expected to enforce policy implementation in their departments and school-wide too. Basically, they are channels of communication between teachers and the school management teams and vice versa. Their existence is “amphibious” as they straddle between leadership and teaching, responsibilities that are regulated and must be caried out satisfactorily. The departmental head position in South Africa is a recognized, formal one as it is constituted in the Personnel Administrative Measures on what and how they should carry out their responsibilities. The document also indicates the workload of all teacher categories with teaching load ranging from 85%-90% for primary school departmental head and up to 85% for secondary school departmental heads as stipulated by the Education Labour Relations Council Resolution No. 7 of 1998. Therein, the departmental head is appointed as a post level two teacher who is responsible for teaching, extra and co-curricular activities, personnel, general or administrative and communication responsibilities. As leaders, they are expected to have basic knowledge of policy pertaining for their subject specialization area, lead a team of educators, motivate their teachers, manage resources and facilities in their departments, advice the principal on teacher placement and assist in the recruitment of new members of staff particularly those serving in their subject department. The other demand placed on the departmental head are that they are subject teachers. They are not ordinary teachers as they must be specialists in those subjects. This is because they should advice their teams on the best practices of teaching the subject. They must have specialized skills in the assessment and moderation of such subjects. As a result, departmental heads spend most of their time teaching than leading and managing. The latter was supposed to be their primary occupation, but this is to the contrary. Due to the contradictions, the DH is forced to live an “amphibious” life which needs to be managed well and for which they require to be well informed and supported in.
{"title":"THE AMPHIBIOUS LIFE OF SOUTH AFRICAN SCHOOLS DEPARTMENTAL HEADS: A STRADDLE BETWEEN LEADING AND TEACHING","authors":"Tshepo T. Tapala","doi":"10.36315/2023v1end109","DOIUrl":"https://doi.org/10.36315/2023v1end109","url":null,"abstract":"Departmental heads are teachers of subjects and specialists who in turn are leaders of such specialized fields called subjects. They lead departments and carry a workload they must execute in their classes and being part of the school management. These cohort of teachers are part of the middle management of schools. They are the bridges between what is decided in the school management teams and what should happen in the classrooms and are expected to enforce policy implementation in their departments and school-wide too. Basically, they are channels of communication between teachers and the school management teams and vice versa. Their existence is “amphibious” as they straddle between leadership and teaching, responsibilities that are regulated and must be caried out satisfactorily. The departmental head position in South Africa is a recognized, formal one as it is constituted in the Personnel Administrative Measures on what and how they should carry out their responsibilities. The document also indicates the workload of all teacher categories with teaching load ranging from 85%-90% for primary school departmental head and up to 85% for secondary school departmental heads as stipulated by the Education Labour Relations Council Resolution No. 7 of 1998. Therein, the departmental head is appointed as a post level two teacher who is responsible for teaching, extra and co-curricular activities, personnel, general or administrative and communication responsibilities. As leaders, they are expected to have basic knowledge of policy pertaining for their subject specialization area, lead a team of educators, motivate their teachers, manage resources and facilities in their departments, advice the principal on teacher placement and assist in the recruitment of new members of staff particularly those serving in their subject department. The other demand placed on the departmental head are that they are subject teachers. They are not ordinary teachers as they must be specialists in those subjects. This is because they should advice their teams on the best practices of teaching the subject. They must have specialized skills in the assessment and moderation of such subjects. As a result, departmental heads spend most of their time teaching than leading and managing. The latter was supposed to be their primary occupation, but this is to the contrary. Due to the contradictions, the DH is forced to live an “amphibious” life which needs to be managed well and for which they require to be well informed and supported in.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83280134","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}
One of the main challenges in education today is the need to adapt processes to the multidisciplinary world in which cross-domain communication is essential. Therefore, in this setting, education has to bring teachers and students from various backgrounds to work together, to develop a mutual language and synergistic teamwork and clear added value. These important challenges have gained only little attention by scholars to date. In our School of Multidisciplinary Studies, students who attend classes are from different departments and speak different professional languages. To address these challenges, we have created and implemented the TLM-Three Layers Methodology model, guided by the research question: how to assess and enhance teaching and learning within a multidisciplinary framework. Or, in other words, what educational processes need to be improved, developed and evaluated. In this research, we present the TLM model as we put to practice in our Multidisciplinary School at our institution, in which the curriculum includes courses in technology, the humanities and social sciences, community-engaged learning and entrepreneurship. Furthermore, teaching methods range from lectures to project-based learning courses (PBLs), to workshops in design of technological Proof of Concept (POCs). The research presents a program aimed at initiating processes of connection between faculty teams and promoting the quality of teaching for students, from a multidisciplinary point of view. The program is based on a holistic, innovative process that includes three layers: Peer Learning, Peer Review and Teaching Evaluation. The TLM model is groundbreaking both from an academic practical perspective and from a research perspective, while creating synergy and mutual relationships between its layers. It highlights the changes in teaching and learning patterns, the introduction of new digital tools, and unique Generation Z approach. In this article, we will present the process conducted, the evaluation study and implications.
{"title":"TLM (THREE LAYERS METHODOLOGY) MODEL FACING MULTIDISCIPLINARY EDUCATION","authors":"Limor Sahar-Inbar, N. Shaked","doi":"10.36315/2023v1end034","DOIUrl":"https://doi.org/10.36315/2023v1end034","url":null,"abstract":"One of the main challenges in education today is the need to adapt processes to the multidisciplinary world in which cross-domain communication is essential. Therefore, in this setting, education has to bring teachers and students from various backgrounds to work together, to develop a mutual language and synergistic teamwork and clear added value. These important challenges have gained only little attention by scholars to date. In our School of Multidisciplinary Studies, students who attend classes are from different departments and speak different professional languages. To address these challenges, we have created and implemented the TLM-Three Layers Methodology model, guided by the research question: how to assess and enhance teaching and learning within a multidisciplinary framework. Or, in other words, what educational processes need to be improved, developed and evaluated. In this research, we present the TLM model as we put to practice in our Multidisciplinary School at our institution, in which the curriculum includes courses in technology, the humanities and social sciences, community-engaged learning and entrepreneurship. Furthermore, teaching methods range from lectures to project-based learning courses (PBLs), to workshops in design of technological Proof of Concept (POCs). The research presents a program aimed at initiating processes of connection between faculty teams and promoting the quality of teaching for students, from a multidisciplinary point of view. The program is based on a holistic, innovative process that includes three layers: Peer Learning, Peer Review and Teaching Evaluation. The TLM model is groundbreaking both from an academic practical perspective and from a research perspective, while creating synergy and mutual relationships between its layers. It highlights the changes in teaching and learning patterns, the introduction of new digital tools, and unique Generation Z approach. In this article, we will present the process conducted, the evaluation study and implications.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88236338","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}
Theoretical developments in education research have established, almost parallel, two strands of theories: theories of networks (e.g., gestalt theory, social network analysis and micro-triad analysis) which explain social interaction among students and theories about meta-cognitive function (e.g. metamemory, metacognition and metarepresentational) which explain the inner workings of the mind. This split between theories (one form focusing on networks and the other on meta-cognition) leaves little room for advancing our understanding of metacognition as a social construct since no theory exists for explaining the relationship between networks and metacognition. In this paper, the author explore four propositions derived from metacognition research to propose a local theory. The four propositions are: (1) metacognitive knowledge, (2) regulation, (3) metacognitive language and (4) networking as constructs of this theory. In particular, the theory of metacognitive locale explains the nature of metacognitive language and metacognitive networks as contextualized in a mathematics education methodology course. Video recordings of lesson study experiences of two groups of final year students were analyzed through social network analysis to visualize their social interaction, and coded inductively to identify specific phrases through which they express their thinking. The results show constructs of metacognition, metacognitive language and metacognitive networking emerge on a social, interpersonal and social-metacognitive stratum which brings the two strands of theories together, thereby narrowing theoretical divide.
{"title":"THE NATURE OF METACOGNITIVE LANGUAGE AND NETWORKING: DEVELOPMENT OF THE THEORY OF METACOGNITIVE LOCALE","authors":"D. Jagals","doi":"10.36315/2023v1end003","DOIUrl":"https://doi.org/10.36315/2023v1end003","url":null,"abstract":"Theoretical developments in education research have established, almost parallel, two strands of theories: theories of networks (e.g., gestalt theory, social network analysis and micro-triad analysis) which explain social interaction among students and theories about meta-cognitive function (e.g. metamemory, metacognition and metarepresentational) which explain the inner workings of the mind. This split between theories (one form focusing on networks and the other on meta-cognition) leaves little room for advancing our understanding of metacognition as a social construct since no theory exists for explaining the relationship between networks and metacognition. In this paper, the author explore four propositions derived from metacognition research to propose a local theory. The four propositions are: (1) metacognitive knowledge, (2) regulation, (3) metacognitive language and (4) networking as constructs of this theory. In particular, the theory of metacognitive locale explains the nature of metacognitive language and metacognitive networks as contextualized in a mathematics education methodology course. Video recordings of lesson study experiences of two groups of final year students were analyzed through social network analysis to visualize their social interaction, and coded inductively to identify specific phrases through which they express their thinking. The results show constructs of metacognition, metacognitive language and metacognitive networking emerge on a social, interpersonal and social-metacognitive stratum which brings the two strands of theories together, thereby narrowing theoretical divide.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87937920","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}
This poster presents part of the study developed by the author in the context of the doctoral study, where the importance of Information Design for the autonomy of the population in health context was analyzed. Currently, despite the existence of governmental measures aiming at a preventive health model, it is often verified that the population still uses health services in a consumer perspective or in a reactive way, not taking into account their own health as a life goal to achieve. This behavior triggers a set of negative consequences, not only in personal terms, but also in terms of the inability of the services to respond effectively. After an in-depth bibliographic review of specialist authors in the field of health and in the field of information design and taking as object of study the clinical analysis report model currently used in Portuguese National Health Service, it was concluded that the current educational health messages are not adjusted to the user literacy, not taking into account either the cognitive needs (at the cultural and social level), nor to their emotional needs. This presentation leads to the recognition of the fundamental role of Information Design tools in this specific context, due to their integrating character. Through the construction of messages with a strong sense of ownership and commitment, an increase in the individual's awareness and autonomy regarding the decisions to be taken within the scope of his/her health is promoted. We conclude, however, that in order to enhance these results, a review of the design paradigm is necessary, in which the user cannot be understood as a mere recipient of contents built based on assumptions, but rather integrated in a process of co-creation during the construction of educational health messages, right from an early stage.
{"title":"CONTRIBUTION OF INFORMATION DESIGN FOR THE AUTONOMY OF THE POPULATION IN A HEALTH CONTEXT","authors":"Mónica Santos, Suzana Dias","doi":"10.36315/2023v1end098","DOIUrl":"https://doi.org/10.36315/2023v1end098","url":null,"abstract":"This poster presents part of the study developed by the author in the context of the doctoral study, where the importance of Information Design for the autonomy of the population in health context was analyzed. Currently, despite the existence of governmental measures aiming at a preventive health model, it is often verified that the population still uses health services in a consumer perspective or in a reactive way, not taking into account their own health as a life goal to achieve. This behavior triggers a set of negative consequences, not only in personal terms, but also in terms of the inability of the services to respond effectively. After an in-depth bibliographic review of specialist authors in the field of health and in the field of information design and taking as object of study the clinical analysis report model currently used in Portuguese National Health Service, it was concluded that the current educational health messages are not adjusted to the user literacy, not taking into account either the cognitive needs (at the cultural and social level), nor to their emotional needs. This presentation leads to the recognition of the fundamental role of Information Design tools in this specific context, due to their integrating character. Through the construction of messages with a strong sense of ownership and commitment, an increase in the individual's awareness and autonomy regarding the decisions to be taken within the scope of his/her health is promoted. We conclude, however, that in order to enhance these results, a review of the design paradigm is necessary, in which the user cannot be understood as a mere recipient of contents built based on assumptions, but rather integrated in a process of co-creation during the construction of educational health messages, right from an early stage.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"65 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88312327","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}
Maryam Zarra-Nezhad, Ali Moazami-Goodarzi, Joona Muotka, N. Sajaniemi
This study examines the extent to which the impact of a universal intervention program, i.e., POMPedaSens, on children’s early social-emotional learning (SEL) is different depending on early childhood education (ECE) teachers’ stress at work. The POMPedaSens program aims to promote children’s (5–6-year-olds) SEL by supporting ECE teachers’ engagement and emotional availability. The intervention effectiveness has been monitored using an 8-month randomized controlled trial design with an intervention (IG; 26 teachers and 195 children) and a waiting control group (CG; 36 teachers and 198 children) that provided the data before and after the program implementation. The ECE teachers in the IG are trained to implement the intervention program in their early childhood education and care groups. Latent change score analysis suggests that the program increases children’s prosocial behavior in the IG when teachers show a low level of stress. No significant results were found for the IG regarding a change in antisocial behavior. Unexpectedly, when teachers showed a high level of stress, an increase in prosocial behavior and a decrease in antisocial behavior were only found for children in the CG. The results suggest a promising application of the POMPedaSens program for promoting prosocial behavior in early childhood when teachers have low stress. The intervention will likely need a longer time to display the moderating effect of ECE teachers’ well-being on children’s antisocial behavior change. The stress in CG might mean that the teachers were doing their best at the cost of their own well-being.
{"title":"TEACHERS’ STRESS AS A MODERATOR OF THE IMPACT OF POMPEDASENS ON PRESCHOOL CHILDREN’S SOCIAL-EMOTIONAL LEARNING","authors":"Maryam Zarra-Nezhad, Ali Moazami-Goodarzi, Joona Muotka, N. Sajaniemi","doi":"10.36315/2023v1end085","DOIUrl":"https://doi.org/10.36315/2023v1end085","url":null,"abstract":"This study examines the extent to which the impact of a universal intervention program, i.e., POMPedaSens, on children’s early social-emotional learning (SEL) is different depending on early childhood education (ECE) teachers’ stress at work. The POMPedaSens program aims to promote children’s (5–6-year-olds) SEL by supporting ECE teachers’ engagement and emotional availability. The intervention effectiveness has been monitored using an 8-month randomized controlled trial design with an intervention (IG; 26 teachers and 195 children) and a waiting control group (CG; 36 teachers and 198 children) that provided the data before and after the program implementation. The ECE teachers in the IG are trained to implement the intervention program in their early childhood education and care groups. Latent change score analysis suggests that the program increases children’s prosocial behavior in the IG when teachers show a low level of stress. No significant results were found for the IG regarding a change in antisocial behavior. Unexpectedly, when teachers showed a high level of stress, an increase in prosocial behavior and a decrease in antisocial behavior were only found for children in the CG. The results suggest a promising application of the POMPedaSens program for promoting prosocial behavior in early childhood when teachers have low stress. The intervention will likely need a longer time to display the moderating effect of ECE teachers’ well-being on children’s antisocial behavior change. The stress in CG might mean that the teachers were doing their best at the cost of their own well-being.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87756604","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}
{"title":"WHAT WE TALK ABOUT WHEN WE TALK ABOUT INNOVATION AND VOCATIONAL EDUCATION? A SCIENTOMETRIC ANALYSIS OF THE RESEARCH FRAMEWORK","authors":"","doi":"10.36315/2023v1end122","DOIUrl":"https://doi.org/10.36315/2023v1end122","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084979","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}
{"title":"A META-ANALYSIS: THE ASSOCIATION BETWEEN RELATIONAL PARENTAL INVOLVEMENT AND STUDENT AND PARENT OUTCOME VARIABLES","authors":"","doi":"10.36315/2023v1end013","DOIUrl":"https://doi.org/10.36315/2023v1end013","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084982","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}
{"title":"INNOVATIVE TEACHING OF PHILOSOPHY THROUGH DRAMA: SOCRATES","authors":"","doi":"10.36315/2023v1end102","DOIUrl":"https://doi.org/10.36315/2023v1end102","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"150 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74152133","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}
This paper seeks to examine models of cognition and of learning and its possible alignment with formative assessment. This, using feedback as an entry point to have access to teachers’ actions and interpretations in the intertwining that takes place between teaching, learning, and assessment. Data is informed by doctoral research conducted in three primary schools in England. The empirical work was undertaken by classroom observation and teachers’ follow up interviews. The main findings foregrounded different participants’ views. For some teachers the strategies used to provide feedback such as modelling skewed towards instruction, which resonates with the idea of making judgments about what is missing within tasks, with the teacher exerting the prime role within interaction by taking responsibility for the pupils’ misunderstandings. Another relevant notion was assessment as learning (Torrance, 2007), which consisted of feedback actions focused on specifying what were the necessary features to be completed to meet the objective which resembled a hierarchical sense of how these elements or criteria should be taught and learnt (James, 2006; Marshall & Drummond, 2006). Results also depicted teachers’ assumptions regarded to talk and shared learning, which trace some similarities with cognitive and constructivist perspectives of learning. The corresponding actions were enacted by encouraging their pupils to use conceptual and strategic resources in collaboration when discussing on their writing tasks. These practices also involved pupils’ suggestions on the criteria already proposed by the teacher. Finally, the study also revealed a teacher’s perspective portrayed as Questioning means learning, which reflected how teacher provided their students with evaluative experience when the task was ongoing. In this view, a link could be made with a sociocultural approach as students took ownership of both, the learning and the assessment process.
{"title":"ASSUMPTIONS ABOUT LEARNING THAT UNDERPIN TEACHERS’ FEEDBACK PRACTICES","authors":"Verónica Yáñez-Monje","doi":"10.36315/2023v1end114","DOIUrl":"https://doi.org/10.36315/2023v1end114","url":null,"abstract":"This paper seeks to examine models of cognition and of learning and its possible alignment with formative assessment. This, using feedback as an entry point to have access to teachers’ actions and interpretations in the intertwining that takes place between teaching, learning, and assessment. Data is informed by doctoral research conducted in three primary schools in England. The empirical work was undertaken by classroom observation and teachers’ follow up interviews. The main findings foregrounded different participants’ views. For some teachers the strategies used to provide feedback such as modelling skewed towards instruction, which resonates with the idea of making judgments about what is missing within tasks, with the teacher exerting the prime role within interaction by taking responsibility for the pupils’ misunderstandings. Another relevant notion was assessment as learning (Torrance, 2007), which consisted of feedback actions focused on specifying what were the necessary features to be completed to meet the objective which resembled a hierarchical sense of how these elements or criteria should be taught and learnt (James, 2006; Marshall & Drummond, 2006). Results also depicted teachers’ assumptions regarded to talk and shared learning, which trace some similarities with cognitive and constructivist perspectives of learning. The corresponding actions were enacted by encouraging their pupils to use conceptual and strategic resources in collaboration when discussing on their writing tasks. These practices also involved pupils’ suggestions on the criteria already proposed by the teacher. Finally, the study also revealed a teacher’s perspective portrayed as Questioning means learning, which reflected how teacher provided their students with evaluative experience when the task was ongoing. In this view, a link could be made with a sociocultural approach as students took ownership of both, the learning and the assessment process.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"155-156 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73170161","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}
{"title":"GAME FOR DIDACTIC INNOVATION. CLASSCRAFT IN ITALIAN SECONDARY SCHOOL","authors":"","doi":"10.36315/2023v1end130","DOIUrl":"https://doi.org/10.36315/2023v1end130","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"255 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73246181","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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