1,720,957 research outputs found
Tempi di crisi: un'opportunità per contestare l'ingiustizia e le diseguaglianze strutturali. Combattere insieme ai genitori per un mondo migliore attraverso nuove forme di co-partecipazione scuola-famiglia
Full text linkThe changes that have shaped the contemporary world are many and varied. We live in a time of crises, in our economic systems, in the health of our democracies, in our very societies. Each of these as- pects is inextricably linked with a crisis of equality that has seen changes sweep through many areas of our working, economic, educational, social and political lives. In such conditions, exacerbated by climate change and the COVID-19 pandemic, awakening the spirit of equality should start with strengthening a vision of a better future. In this special issue, the authors lead us on a journey around the world, taking as a starting point the experiences of parents, teachers and students during the COVID-19 pandemic. Based on the analysis of studies and research papers looking at the impact of school closures and emergency remote teaching and learning in different countries (Spain and Germany) and in a more general, global context, they emphasize the way that the pandemic has exacerbated pre-existing disparities. As we see from the case of a grassroots parents’ movement in Chicago, the challenge of ensuring the right to a good education for all is one that we have already been facing for many years
Relationship between school and parents: A comparative analysis of the legislative framework in five different countries
Full text linkThe benefits of cooperation between school and parents for students’ well-being, learning, and academic development are widely acknowledged. However, schools often face challenges in establishing cooperative relations with parents, and teachers sometimes perceive interactions with parents as burdensome. Despite its assumed relevance in shaping parent-teacher relationships, the legal framework has received little attention in the previous literature. This article addresses this gap by conducting a comparative analysis of the legislative framework in five countries: Germany, Israel, Italy, the Netherlands, and Switzerland. The analysis focuses on how parental role is defined in the legislation, the terminology used to describe the parent- school relationship, and the extent to which cooperation and shared responsibilities are legally emphasized. The findings reveal that all countries examined include references to the cooperative nature of parent-school relationships in their current legislation, though the scope and specificity of individual and collective rights vary. The article concludes with a discussion on why legal frameworks are necessary but not sufficient for establishing effective cooperation between schools and parent
Parental Involvement: A bibliometric Analysis of Research on Relations between Disadvantaged Families and the School
No full textPer Hannah Arendt, l'educazione è il contesto in cui si gioca il futuro: "L'educazione è il punto in cui decidiamo se amiamo abbastanza il mondo da assumerci la responsabilità per esso e, allo stesso tempo, salvarlo da quella rovina che, senza il rinnovamento, senza l'arrivo del nuovo e del giovane, sarebbe inevitabile" (Arendt, 2006, p. 193). L'educazione, nel senso più ampio, si trova al centro delle relazioni umane, delle nostre – e ora anche del pianeta – possibilità di un futuro. I due contesti espressamente dedicati a far crescere i giovani verso l'età adulta sono la famiglia e la scuola. È all'interno di essi che si dispiega il futuro.
La delicata relazione scuola-famiglia è stata oggetto di ricerca e dibattito per decenni, con un forte aumento degli studi e delle pubblicazioni negli ultimi anni (Addi-Raccah et al., 2023). La sua storia ha abbracciato cambiamenti culturali e socioeconomici, nuove forme di famiglia e la rivoluzione digitale. Non solo questo, ma i genitori e gli insegnanti hanno tradizionalmente svolto ruoli diversi nel percorso educativo dei giovani.
Tenendo conto di ciò, e dell'investimento emotivo e del senso di realizzazione personale che caratterizzano la funzione dei genitori in società sempre più competitive, l'incontro scuola-famiglia appare "una situazione complessa per sua natura, che va oltre le differenze socio-culturali e legislative dei contesti dove avviene questo incontro" (Dusi, 2012, p. 29). Implementare un approccio educativo comune può essere visto sia come una sfida (Yamauchi et al., 2017) che come un problema irrisolto (Dusi, 2012), specialmente quando si ha a che vedere con genitori provenienti da contesti diversi con esperienze di vita e educazione variegate (O’Donnell & Kirkner, 2014).
In questo capitolo, dopo una breve rassegna della letteratura focalizzata sull'evoluzione storica dell'incontro scuola-famiglia e le principali prospettive adottate dai ricercatori, indirizziamo la nostra attenzione verso i gruppi svantaggiati, utilizzando l'analisi bibliometrica per mappare gli argomenti associati alla relazione tra famiglie svantaggiate e il sistema scolastico.For Hannah Arendt, education is the context in which we gamble with the future: ‘Education is the point at which we decide whether we love the world enough to assume responsibility for it and by the same token save it from that ruin which, except for renewal, except for the coming of the new and young, would be inevitable’ (Arendt, 2006, p. 193). Education, in the widest sense, lies at the centre of human relationships, of our – and now the planet’s – chances of a future. The two contexts expressly dedicated to bringing up young people into adulthood are the family and the school. It is within them that the future unfolds.
The sensitive school–family relationship has been the subject of research and debate for decades, with a steep rise in studies and publications in recent years (Addi-Raccah et al., 2023). Its history has encompassed cultural and socioeconomic change, new forms of family, and the digital revolution. Not only this, but parents and teachers have traditionally played different roles in young people’s educational journey.
With this in mind, and the emotional investment and sense of personal fulfilment that
characterize the function of parents in increasingly competitive societies, the school–family encounter appears to be ‘a complex situation by its very nature, which goes beyond the socio-cultural and legislative differences of where this encounter takes place’ (Dusi, 2012, p. 29).
Implementing a common educative approach can be seen as both a challenge (Yamauchi et al., 2017) and an unresolved problem (Dusi, 2012) especially when dealing with parents from diverse backgrounds with varied experiences of life and education (O’Donnell & Kirkner, 2014).
In this chapter, after a short literature review focusing on the historical evolution of the school–family encounter and the main perspectives adopted by researchers, we direct our attention to disadvantaged groups, using bibliometric analysis to map the topics associated with the relationship between disadvantaged families and the school system
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Tempo di ripensare l'alleanza scuola-famiglia? Temi centrali nella letteratura sulla cooperazione scuola-famiglia ai tempi della pandemia
Full text linkCOVID-19 added a new dimension to the relationship between school professionals and students’ families: a virtual one. To explore this shift and the associated challenges, we performed a bibliometric analysis of research literature published on the topic to the end of 2021. Our guiding question was: what kind of themes are emerging in literature on the school-family relationship in association with COVID-19? Our search of Scopus, Web of Sciences and ERIC retrieved 286 articles. Using VOSviewer, we conducted a bibliometric analysis based on article keywords to map the field, producing a visual representation of networks of themes. Four clusters emerged: “educational players”, “distance learning”, “partnership” and “social context”. Unsurprisingly, the analysis suggests a shift in the roles of parents and teachers, with the digital sphere becoming central to their relationship. Beyond this, the crisis has cast light on both existing problems and the potential of a partnership based on a genuine sharing of responsibility.Il rapporto scuola-famiglie, con la pandemia da COVID-19, ha guadagnato una nuova dimensione: quella virtuale. Al fine di esplorare questo cambiamento e le sfide ad esso associate, è stata condotta un’analisi bibliometrica della letteratura pubblicata in merito fino alla fine del 2021. La domanda che ha guidato la ricerca è stata: quali temi vengono toccati dalla letteratura dedicata al rapporto scuola-famiglia al tempo della pandemia da COVID-19? La ricerca è stata condotta su tre database: Scopus, Web of Sciences ed ERIC. Sono stati individuati 286 articoli. Al fine di mappare il campo di ricerca, l’analisi si è servita di VOSviewer; ciò ha permesso di rappresentare anche visualmente le reti tematiche presenti in letteratura. Sono emersi 4 temi: “attori educativi”, “distance learning”, “partnership”, “contesto sociale”. Come prevedibile, l’analisi degli articoli ha rivelato la centralità assunta dalla sfera digitale nel rapporto scuola-famiglie, mentre ha avuto luogo uno spostamento di ruoli tra genitori e docenti. Di là da ciò, la crisi pandemica ha sia evidenziato i problemi già esistenti sia lasciato intravedere le potenzialità di una partnership basata sulla reale condivisione della responsabilità educativa
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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