1,720,966 research outputs found
Osservare le prassi didattiche dell'insegnante della scuola dell'infanzia. Il PraDISI: Primi risultati di un percorso di validazione dello strumento
No full textThis article presents the first validation of a tool of observation and evaluation of teaching practices of Italian teachers of kindergarten (called PraDISI).
The PraDISI is proposed – from the methodological and procedural point of view – as an opportunity to detect valid and reliable data on how teachers act in the classroom with the children to promote their development and learning in the various fields of expertise and daily routines.
According to the DAP’s studies (Developmentally Appropriate Practice), the PraDISI highlights the importance of educational practices carefully designed and tailored to the developmental needs of children aged three to six years and provides an opportunity for teachers to monitor such practices through different ways: in self-evaluation, in the evaluation between teachers and in hetero evaluation (with external observers), in order to foster and promote the quality of school contexts. Following the data collection, the PraDISI, in a perspective of formative evaluation, can also trigger processes of analysis, interpretation and collective reflection among teachers and to promote growth processes of teacher professionalism.
In the article, we discuss the first results of the validation of the PraDISI Scale – conducted on a sample of 42 kindergarten teachers of the Municipality of Bologna – and the critical elements that have led to its first review
Valutare, promuovere e accompagnare le prassi progettuali degli insegnanti. Un percorso di ricerca-formazione nelle scuole dell'infanzia di Bologna
No full textAll’interno di un più ampio progetto di ricerca triennale di educational evaluation condotto nella prospettiva della ricerca-formazione (Becchi et.al., 1997; Lodini, Vannini, 2006) nelle scuole dell’infanzia di un quartiere bolognese, è stato realizzato – nel’anno scolastico 2010/11 – uno specifico percorso di ricerca valutativa finalizzata a promuovere le competenze e le prassi degli insegnanti nella progettazione educativa e didattica.
La ricerca è stata realizzata mediante un disegno pre-sperimentale, con un solo gruppo di 41 insegnanti e due momenti di valutazione, in ingresso e in uscita, effettuata attraverso un questionario in grado di rilevare le percezioni e i vissuti dei docenti in merito alle loro prassi di progettazione educativa e didattica
Workplace Learning: Apprendere e formarsi sul posto di lavoro
No full textNel Nel nostro Paese, la formazione nei contesti professionali è usualmente caratterizzata da azioni formalizzate ed esplicite che, all’interno o all’esterno delle organizzazioni, hanno lo scopo di migliorare o sviluppare abilità tecnico-professionali, soft skills, micro o macro competenze, atteggiamenti personali e di gruppo. Si tratta di attività formative intenzionali, distinte dall’attività lavorativa, sviluppate attraverso metodologie esperienziali o riflessive, individuali o di team, mediante corsi informativi e workshop attivi. Rispetto a questo approccio diffuso e consolidato, poche ricerche teoriche e scarse proposte applicative hanno finora riguardato una differente prospettiva formativa quale quella del Workplace Learning, dove l’apprendere sul posto di lavoro avviene in maniera implicita, informale e non intenzionale.
Questo contributo presenta il Workplace Learning in quanto forma di apprendimento al/durante/per il lavoro che permette di elicitare e valorizzare i saperi taciti, collettivi, ‘embodied’ e situati nel contesto e nelle situazioni lavorative. Esso si propone di contribuire a una maggiore comprensione e diffusione di questo approccio formativo, esaminandone i punti di forza e di debolezza, discutendone le dimensioni teoriche e quelle applicative, con particolare riferimento ai cambiamenti nel mondo del lavoro e alle modalità produttive che riguardano, dopo la pandemia, il nostro Paese. Muovendo dai principali studi presenti nella letteratura internazionale e dalle indicazioni europee a riguardo, si intende mettere in rilievo l’importanza del Workplace Learning quale prospettiva lifelong che innova modalità, spazi e potenzialità del fare formazione degli adulti al lavoro
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe 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
I risultati di apprendimento degli allievi nelle aree di base
No full textIl contributo presenta i risultati, in termini di apprendimento degli allievi, di una sperimentazione didattica al termine del primo anno. Sono descritte le procedure di rilevazione e i risultati nell'ambito delle competenze linguistiche, storico-geografiche e matematiche
Variations on the Author
No full text“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
No full textWe 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
Dispelling the Myths Behind First-author Citation Counts
No full textWe 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
- …
