1,720,959 research outputs found
L’abbandono scolastico nella percezione degli studenti: un focus del progetto ACCESS / Early school leaving in students’ perception: focus on the ACCESS Project
No full textThe paper starting from the results of the transnational survey carried out into ACCESS project, addressed to the students of the last year of middle school and of the first two years of the high school, presents a further elaboration focused on the definition of a risk framework in which the reasons underlying the intention to leave the school, understood as risk factors, gather and reinforcement each other. The objective is to explore how the pushing out, pulling out and falling out factors interact with each other and act at various levels in a risk accumulation process, providing a preliminary knowledge base for the definition of an early warning and intervention system,
tailored on the characteristics of different subgroups among students at risk for dropping out.Il contributo partendo dai risultati dell’indagine transnazionale svolta nel contesto del progetto ACCESS, condotta sugli studenti dell’ultimo anno della scuola media e del primo biennio della scuola secondaria di secondo grado, presenta un ulteriore elaborazione focalizzata sulla definizione di un quadro di rischio nel quale le motivazioni alla base dell’intenzione di lasciare la scuola, intesi come fattori di rischio, si addensano ed esercitano un reciproco rinforzo. L’obiettivo è stato esplorare come i fattori pushing out, pulling out e falling out, interagiscano tra loro e operino a vari livelli in un processo di accumulazione del rischio fornendo una preliminare base conoscitiva
per la definizione di sistemi di allarme rapido e di intervento tempestivo, graduati sulle specificità dei diversi gruppi di studenti a rischio di dropout.
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Fattori di rischio scolastici e dropout nella percezione degli studenti: il progetto internazionale ERASMUS KA2 ACCESS - School risk factors and dropout in students’ perception: the international ERASMUS KA2 ACCESS project
No full textLa letteratura nazionale e internazionale da anni si è concentrata sull’abbandono scolastico precoce in cerca di una spiegazione per prevenire il fenomeno del dropout. La maggior parte di questa ricerca è stata condotta però senza considerare il punto di vista degli studenti e il percorso che li conduce ad abbandonare. Partendo dall’insieme delle attività di ricerca condotte nell’ambito del progetto internazionale Erasmus+ ACCESS (KA2), che coinvolge università, scuole, istituti di ricerca e formazione da Italia, Portogallo, Lituania e Romania, il contributo si sofferma a descrivere alcuni risultati emersi dall’indagine rivolta agli studenti delle scuole secondarie superiori finalizzata a studiarne le percezioni circa i fattori scolastici incidenti sul dropout. I risultati di questo confronto tra Paesi europei indicano come i fattori individuati dagli studenti possano essere di grande utilità nello spiegare le implicazioni connesse ai predittori dell’abbandono e all’effetto di alcune variabili scolastiche di contesto.For years national and international literature has focused on early leaving in search of an explanation to prevent the dropout phenomenon. However, most of this research was conducted without considering the students’ point of view and the path that leads them to leave. Starting from the set of research activities carried out within the international Erasmus + ACCESS (KA2) project, which involves universities, schools, research and training institutes from Italy, Portugal, Lithuania and Romania, the contribution focuses on describing some emerged results from the survey addressed to the students of upper secondary schools aimed at studying their perceptions of school factors affecting dropouts. The results of this comparison among European countries indicate how the factors identified by the students can be of great use in explaining the implications connected with the predictors of early school leaving and the effect of some scholastic context variables
Dropout, resilience and cultural heritage: a focus of the ACCESS Project in a highly fragile area
No full textThis chapter presents main results of a survey research carried-out on the territory of L’Aquila as a highly fragile area because of the 2009 earthquake, to deepen the understanding of the relationship between traumatic event and early school leaving and university leaving. The question is whether and to what extent the dropout is related to the catastrophe situation and how it relates to the lack of certainty caused by the existential displacement linked to it. Based on the emerging evidences of a European scale project (the Erasmus+ project ACCESS -KA2), it explores issues related to the risk of dropout by university students and examines the reasons relating to their perseverance to attend school or not, to their ability to be able to graduate and to not leave formal education. It emerges of the results as for individuals residing in a highly fragile territory the risk of dropout becomes more pronounced. The territorial positioning of these subjects seems to reinforce the obstacles linked both to the realisation of personal goals and to the ability to work with others to make significant long-term changes.
Linking educational dropout risk factors with territorial variables, the chapter offers new perspectives on innovative strategies. These strategies concern the cultural heritage as an instrument of methodological innovation and disciplinary intersection, capable of contributing to removing some obstacles deriving from “disasters” that become "individual and social catastrophes"
Qualiti Project: Didactic Quality Assessment For Innovation of Teaching and Learning Improvement
No full textThe contribution describes the activities of the ERASMUS+ Project – Cooperation for innovation and the exchange of good practices KA203 – Strategic Partnerships for higher education entitled QUALITI – Didactic Quality Assessment for Innovation of Teaching and Learning Improvement, which aims to improve the quality of teaching in higher education through a systemic action in the logic of integration between evaluation of teaching, didactic-pedagogical training to the professionalism of teachers, didactic innovation. The project, coordinated by the University of L’Aquila (IT), includes among its partners the University of Barcelona (SP), the Universisty of Vilnius (LT), the Valahia University (RO) SSW the Collegium Balticum (PL), ilmiolavoro (IT) and the Siuolaikiniu Didaktiku Centras. The aim is to consolidate and improve evidence building on higher education by measuring the performance of higher education policies, systems, and individual institutions; build evidence on the skills needs of the economy and society through skills anticipation, graduate monitoring, and forecasting studies, including supporting the further development of graduate monitoring systems in program countries in line with the Council Recommendation on graduate monitoring; and improve the availability of comparable data on graduate outcomes in Europe.The contribution describes the activities of the ERASMUS+ Project – Cooperation for innovation and the exchange of good practices KA203 – Strategic Partnerships for higher education entitled QUALITI – Didactic Quality Assessment for Innovation of Teaching and Learning Improvement, which aims to improve the quality of teaching in higher education through a systemic action in the logic of integration between evaluation of teaching, didactic-pedagogical training to the professionalism of teachers, didactic innovation. The project, coordinated by the University of L’Aquila (IT), includes among its partners the
University of Barcelona (SP), the Universisty of Vilnius (LT), the Valahia University (RO) SSW the Collegium Balticum (PL), ilmiolavoro (IT) and the Siuolaikiniu Didaktiku Centras. The aim is to consolidate and improve evidence building on higher education by measuring the performance of higher education policies, systems, and individual institutions; build evidence on the skills needs of the economy and society through skills anticipation, graduate monitoring, and forecasting studies, including supporting the further development of graduate monitoring systems in program countries in line with the Council
Recommendation on graduate monitoring; and improve the availability of comparable data on graduate outcomes in Europe. The project also aims to promote and reward quality in teaching and skills development, including through promoting effective incentive structures and human resource policies
at national and institutional levels, encouraging the training of academics and the exchange of best practices (e.g., through collaborative platforms) in new and innovative pedagogy, including multidisciplinary approaches, new methods of curriculum design, delivery, and evaluation, enabling institutions to providea wider variety of courses to full-time, part-time, or lifelong learning students.
It’s about connecting education with research and innovation by fostering an entrepreneurial, open, and innovative higher education sector; and foster learning and teaching partnerships with commercial and non-commercial partners in the private sector. The project adopts a methodology that plays on the following strategic assets. Specifically, it aims to develop reliable and valid indicators for the assessment of teaching quality in higher education in order to: (1) measure the performance of higher education institutions focusing on teaching quality; (2) acquire data-driven evidence aimed at initiating a process
of innovation in teaching strategies; and (3) support the ongoing professional development (training/upgrading) of higher education teachers on new pedagogical approaches/strategies
Qualiti Project: Didactic Quality Assessment for Innovation of Teaching and Improvement of Learning
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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
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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