1,721,002 research outputs found
Not only academically oriented, but supportive and friendly. A comparative study of students' idea of a good school in three European countries
No full textAmong the main policy objectives recently re-affirmed by the European Community’s Horizon 2020 and Erasmus+ are the renewed European cooperation in the youth field and the emphasis on developing social capital and citizenship and participation. Indeed, the need to give young people a more significant role in decision-making processes, in particular in school contexts, has been acknowledged by authors although ‘in many aspects of education and social provision, the child’s voice remains absent’ (Sargeant, 2012: 1). Therefore, we need ‘more productive approaches to assessment and accountability’ (Stobart 2008, p. 89) which afford a more significant role to stakeholders inside school communities (Grion and Cook-Sather, 2013). In this context, the aim of this paper is to build a new concept of school quality, drawing from how pupils in England, Italy and France answered the question ‘what does make a good school?’. Qualitative data was collected by direct consultation with pupils through an open ended questionnaire. Pupils aged 11-15 (France (n= 130), England (n= 146), and Italy (n= 145)) took part in the study. Data was analysed by researchers in each of the three countries using a bottom-up approach, consisting of individual researcher’s initial coding, collaborative discussions on the main themes arising from the content analysis. The main finding show pupils have a shared idea of what “a good school” is despite their different national school contexts and systems. Two main dimensions were identified as representing the core of students’ views about the features of a ‘good’ school. The first is that pupils share similar views about the features of a good teacher. The second is that a ‘good’ school is one where teaching and learning is appropriate and more practice-focused; where the climate is friendly, supportive and safe; and, where the physical environment is aesthetically pleasing. This paper discusses the findings by drawing from diverse models of understanding the features of a good school. Clearly, for young people academic features are important but not sufficient to define the complexity of their experience and expectations
Past, Present and Future of Educational Research: Learning from Personal Life Histories
Full text linkValutazione delle prestazioni acustiche di un serramento vetrato e confronto con le prestazioni termiche e di permeabilità all'aria
No full text"Not only accademically oriented, but friendly and supportive": una ricerca sulla qualità della scuola dal punto di vista degli studenti di tre paesi europei
Full text linkFra i principali obiettivi recentemente riaffermati dalla Comunità Europea, emergono quelli relativi alla necessaria cooperazione comunitaria in contesto di politiche giovanili e all’enfasi sullo sviluppo del capitale sociale, della cittadinanza e della partecipazione. Anche in ambito di ricerca educativa, si sta oggi affermando l’idea che sia necessario assegnare ai giovani un ruolo maggiormente significativo all’interno dei processi decisionali, in particolare nei contesti scolastici. Focalizzando sui processi valutativi scolastici, alcuni autori sottolineano la necessità di adottare approcci maggiormente partecipativi, nell’ambito dei quali gli stakeholders possano assumere posizioni più rilevanti; ciò in particolare per gli studenti, le voci meno ascoltate nelle scuole. All’interno di questo framework, l’obiettivo dell’articolo è quello di presentare una ricerca volta a ricostruire il concetto di “qualità” della scuola, a partire dalle idee espresse dagli studenti che, in Inghilterra, Italia e Francia, hanno risposto alla domanda: “che cos’è per te un buona scuola”? I dati raccolti sono stati analizzati seguendo un approccio Grounded Theory. Le analisi, focalizzate sulle comunanze fra i tre contesti, hanno permesso di rilevare che, al di là delle differenze, alcuni concetti-chiave risultano fortemente condivisi e, in particolare, l'idea che la scuola non possa rinunciare ad essere un ambiente supportivo e socialmente accogliente e quindi "not only accademically oriented". Il contributo si chiude con alcune riflessioni sulle capacità degli studenti di proporre adeguate prospettive per la scuola e quindi sul ruolo che essi potrebbero, e avrebbero il diritto di, giocare nei processi di leadership e riforma scolastica
Lo sforzo vocale dalla fisiologia alla patologia: stima dell'incidenza dello sforzo vocale e capacità di recupero
No full text
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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