1,720,969 research outputs found
A systematic review of the role of teachers’ support in promoting socially shared regulatory strategies for learning
No full textInterpersonal physiological synchrony and collaboration in educational contexts have been identified as key aspects of the learning environment to foster critical thinking, decision-making, problem-solving, and shared knowledge construction and learning of students. In addition to this, teachers' support and interaction with students result in a protective factor for students' well-being and academic outcomes. The main aim of this systematic review was to explore if and how teachers' support and relationship with students can affect their use of Socially Shared Regulatory Strategies for Learning (SSRL). Studies were identified in six electronic databases (Web of Science, Scopus, PubMed, Embase, and Cochrane CENTRAL and ERIC) following PRISMA guidelines. The initial search yielded a total of 110 records. Fifty-nine studies were fully reviewed, and 16 studies met all inclusion criteria and formed the basis for the review. Studies were analyzed and teachers' support strategies to enhance SSRL were identified and recorded. This review identifies a range of teachers' strategies that may foster students' SSRL, such as prompting and moving from one group to another, helping and checking the groups' progress, especially in primary and secondary school; flipped classrooms at university level. The results of this systematic review may inform teachers, educational practitioners, the general public and the design of individualized educational interventions aimed at improving teacher-child relationships, their well-being and academic performance
Physical Illiteracy and Obesity Barrier: How Physical Education Can Overpass Potential Adverse Effects? A Narrative Review
No full textEnvironments lacking in stimuli together with ineffective physical education programs can lead to motor illiteracy, causing several adverse effects that could be worsened by unhealthy weight conditions (e.g., obesity). Obesity can be seen as an actual barrier for children and adolescents, especially for affective, behavioral, physical, and cognitive domains. In this context, condensing what the literature proposes could be useful in order to improve the understanding of the best intervention strategies (i.e., proper physical education programs) to manage the adverse effects of motor illiteracy in relation to the obesity barrier. The purpose of this narrative review is to improve the understanding on how physical education programs can counteract the adverse effects of physical illiteracy and obesity barrier across childhood and adolescence. Proper physical education programs should develop motor competence by fostering an individual’s awareness, self-perception, autonomous motivation, and muscular fitness on a realistic scenario (functional task difficulty related to his/her possibilities) in the attempt to counteract the adverse effects of the obesity barrier. Such programs should be designed without overlooking a proper multi teaching style approach
Measuring autonomy support in special needs teachers from a self-determination theory perspective: validation of the Italian version of the learning climate questionnaire
No full textIntroduction: Self-determination construct is a motivation theory used in professional and educational context to foster special needs teachers’ development of metacognition, and psychological wellbeing. The Learning Climate Questionnaire (LCQ) is a validate questionnaire used to underly teachers’ professional and personal competence, and improving social, emotional and career outcomes. The present paper aims to evaluate the degree of reliability (R1) and the adherence of construct validity to the construct of self-determination (R2) of the Italian adaptation of the LCQ. Methods: A confirmatory factorial analysis was conducted to evaluate the factorial structure of the LCQ in a sample of Italian special needs teachers (N = 953). Teachers was asked to complete an online version of the LCQ. Construct validity was conducted by relating the learning climate with the basic psychological needs satisfaction, measured with PBNSF, and with academic motivation scale, measured with AMS. Results: The analysis showed a good reliability (R1) and construct validity of the Italian adaptation of the questionnaire, with a high internal consistency compared to those obtained in other studies (R2). Discussion: Teachers’ autonomy support and teacher-student relation can positively impact the students’ psychological factors and enhance students’ learning motivation and academic achievement. Findings reveal that higher levels of learning climate could also be a key factor in reducing teachers’ negative stress and mental health consequences. Conclusion: This study may facilitate further research about the autonomy-supportive learning climate in educational settings in Italy
Analisi dell'insegnamento in educazione fisica nella scuola secondaria di primo grado. Quali rapporti con l'apprendimento motorio?
No full textGli Stili d’insegnamento e la variabilità della pratica sono essenziali nel processo didattico delle competenze motorie. Obiettivo dello studio: analizzare il comportamento dell'insegnante di educazione fisica per individuare le modalità d’interazione docente-alunno-alunni e gli stili d’insegnamento prevalentemente utilizzati. Il campione è costituito da 6 docenti di educazione fisica , tre uomini e tre donne. Sono stati individuati 6 gruppi-classe (due per ogni classe della scuola media, prima, seconda e terza). Metodo: È stata strutturata una lista di descrittori del comportamento dell’insegnante in palestra, corrispondente a ciascuno stile d’insegnamento. Attraverso l’osservazione sistematica, sono stati rilevati gli episodi di insegnamento-apprendimento proposti da ciascun docente in otto lezioni di educazione fisica , svolti con il medesimo gruppo classe. Risultati: Nel presente studio preliminare, è emerso che ogni docente, indipendentemente dal gruppo-classe, ha utilizzato prevalentemente stili di riproduzione rispetto a quelli di produzione. Conclusioni: I risultati emersi consentono (a) di ricostruire le modalità preferite dal Docente per propone i compiti motori ed organizzare le attività in palestra, (b) le modalità di apprendimento degli allievi prevalentemente sollecitate e (c) le modalità in cui si realizza la mediazione didattica. L’analisi del comportamento dell’insegnante contribuisce alla qualità della didattica e consente di rilevare le modalità di apprendimento motorio dell’allievo
Il Gioco corporeo-motorio nel processo educativo. Verso nuovi modelli e implicazioni metodologiche?
No full textPedagogia e gioco per la promozione della salute e del benessere
No full textPer il bambino il gioco rappresenta un bisogno di continuo adattamento all'ambiente nel quale vive. Giocando egli acquista forza e vigore fisico, agilità motoria e soprattutto intelligenza. Nel gioco egli riproduce a modo suo e con sue interpretazioni espressive, ciò che vede fare ai grandi
Il gioco nelle attività motorie in età evolutiva. Riflessioni scientifiche, metodi e metodologie
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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
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