1,720,997 research outputs found
Quando la barriera è nei dati...il repository di UNIMORE per monitorare le carriere universitarie di studenti con bisogni educativi speciali
No full textLa rilevazione sistematica e periodica di statistiche nell'ambito della pedagogia speciale è oramai, per tutti i Paesi, un compito ineludibile, che viene sollecitato anche da numerosi organismi a livello internazionale. In Italia, la mancanze adì dati circa gli studenti con disabilità e con DSA è particolarmente significativi in ambito accademico ed inadeguate risultano le informazioni attualmente prodotte dagli osservatori nazionali in merito. Il contributo riporta la buona prassi di un Ateneo, quello di Modena e Reggio Emilia che ha sviluppato uno strumento con cui è possibile monitorare facilmente e con rapidità la carriera di ciascuno studente con bisogni educativi speciali. Tale database, oltre a fornire preziose informazioni di tipo quantitativo, relative sia al profilo degli studenti sia ai servizi offerti, svolge la funzione di repository di informazioni e di suggerimenti didattici per i Docenti, contribuendo ad effettuare un'operazione di formazione e sensibilizzazione dell'Ateneo
L’autodeterminazione nelle persone con disabilità intellettiva: strumenti e progettualità possibili per supportarla
No full textThe Role of Active Breaks and Curriculum-Based Active Breaks in Enhancing Executive Functions and Math Performance, and in Reducing Math Anxiety in Primary School Children: A Systematic Review
Full text linkPhysical activity is recognized as crucial for children’s development in many aspects. However, its integration into the classroom remains a challenge, particularly in STEM subjects, despite this area being a central component of school curricula worldwide. This systematic review investigates the characteristics and the relationships between active breaks (AB) and curriculum-based active breaks (CB) interventions on executive functions, attention, on-task behavior, performance in STEM, and math anxiety in primary school children. A database search, following the PRISMA 2020 guidelines, was conducted in March 2024, identifying 19 eligible studies for descriptive analysis and assessed for risk of bias. A total of 13 studies focused on AB, four on CB, and two compared the two conditions. Only one paper considered math anxiety. The results revealed mixed effects on executive functions and attention, with some studies reporting improvements and others finding no significant changes. Math performance improved with both AB and CB interventions, especially when AB lasted 10 to 20 min. Most interventions were led by teachers, though few studies incorporated intervention fidelity. Overall, the inconsistent findings highlight the need for further research to determine the optimal characteristics for effective interventions and reliable assessment methods and to explore long-term effects and the appropriate level of teacher involvement
Math learning in ADHD, the impact and planning of active break programmes
No full textmaths learning and the potential benefits of Active Breaks. Recent research reveals a negative link between maths proficiency and ADHD symptoms, especially inattention. Physical activity interventions like Active Breaks offer promise for improving school performance in students with ADHD. Focusing on mathematics teaching and learning, the Italian project “Inclusive Didactics for Enhancing Math Learning and Reducing Math Anxiety: Efficacy of Active Breaks in the Classroom”, supported by the Ministry of University and Research, PRIN 2022 PNRR, investigates Active Breaks’ effectiveness through analysis of classroom contexts. The contribution will present the project structure and at the same time the latest evidence from the literature
Math/School Anxiety and Sport Participation. A Correlational Study From the Abmove! Project
Full text linkParticipation in sports activities yields substantial benefits for individual well-being, potentially mitigating anxiety symptoms. This study is part of the PNRR 2022 project ABMOVE! funded by the European Union – Next Generation EU and examines the relationship between participation in sports activities and perceived anxiety levels in a large-scale sample of Italian students. This preliminary analysis offers insights into anxiety profiles and sports engagement, generating implications for educational practice
Math and School Anxiety: Comparing Students with and without SLD and the Potential Role of Active Breaks
Full text linkL’ansia scolastica e l’ansia da matematica può ostacolare l’apprendimento, soprattutto negli studenti con DSA, che faticano nell’ambito delle funzioni esecutive e regolazione emotiva. L’articolo, basato sul progetto PRIN PNRR 2022 “Didattica inclusiva per migliorare l’apprendimento della matematica e ridurre l’ansia da matematica: efficacia delle pause attive in classe”, analizza dati di 4150 studenti in Sicilia, Puglia e Piemonte, confrontando ansia scolastica e da matematica tra studenti con e senza DSA. Si esplorano le pause attive come strategia inclusiva per ridurre l’ansia e supportare l’apprendimento della matematica.School and math anxiety can hinder learning, especially in students with SLD, who often struggle with Executive Functions and emotion regulation. This paper, based on data from the PRIN PNRR 2022 “Inclusive didactic for enhancing math learning and reducing math anxiety: efficacy of active breaks in the classroom” project, analyzes anxiety traits in a sub-sample of 4150 students from Sicily, Puglia, and Piedmont, comparing SLD and non-SLD students. It also explores Active Breaks as an inclusive strategy to reduce anxiety and support math learning
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
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