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Adattamento e rendimento scolastico secondo le valutazioni degli insegnanti e le aspettative dei genitori
Adattamento e rendimento scolastico di alunni di prima elementare ed effetti del back-ground socio-culturale sulle aspettative dei loro genitori sono stati indagati in un gruppo di 216 bambini di status alto o basso, abituati a parlare in famiglia italiano o dialetto.
Le previsioni genitoriali sono state espresse in Ottobre mediante la medesima scala utilizzata dai docenti in Giugno per valutare entrambe le dimensioni.
E’ emerso che fra adattamento e rendimento vi è una relazione significativa; sembra inoltre che i genitori, rispetto ai docenti, siano più indulgenti nel giudicare il rendimento piuttosto che l’adattamento.
Per entrambe le dimensioni l’accordo fra le aspettative iniziali ed i giudizi finali è maggiore nel caso di alunni di status alto o famigliari all’italiano rispetto a quelli di status basso o famigliari al dialetto; mentre tutti i genitori, indipendentemente dal back-ground, sovrastimano il rendimento, ma non l’adattamento dei propri figli.
Viene discussa l’influenza delle aspettative genitoriali sull’adattamento e rendimento
School adjustment and academic achievement: Parental expectations and socio-cultural background
Primary school pupils adjustment and academic achievement and the effects of their
socio-cultural background on their parents expectations were conducted on a group
of 216 high or low status Italian children, used to speaking Italian or in dialect at home.
The parental forecast was expressed in October using the same scale as adopted
by the teachers in June, aimed at evaluating both dimensions.
A significant relationship emerged indicating that there is a significant similarity
between adjustment and achievement; moreover, it appears that the parents, compared
to the teaching staff, were considerably more indulgent in judging their children's
achievement compared to their capacity to adjust.
For both, however, the agreement limits between initial expectations and final
judgements were higher in the case of upper class pupils or those speaking Italian
as opposed to lower class ones or those speaking in dialect.
Parental influence on the capacity to adjust and academic achievement is discussed
Attitudes of Italian teachers and parents toward school inclusion of students with mental retardation: The role of experience
Adattamento italiano delle Vineland Adaptive Behavior Scales. Intervista-Forma completa (S. Sparrow, D. Balla, e D. Cicchetti)
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Atteggiamento di insegnanti e genitori verso l'integrazione scolastica di soggetti con ritardo mentale: Analisi delle variabili condizionanti
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Attitudes of Italian teachers and parents toward school inclusion of students with mental retardation: The role of experience
Variables influencing the attitude of 678 teachers and 647 parents of students without disabilities toward the inclusion of students with mental retardation (MR) in ordinary classes were investigated. The attitude was measured via an adhoc questionnaire on the different aspects of inclusion. The results indicated that special education teachers were the most favorable, that school teachers with inclusion experience had a more positive attitude and, compared with teachers without such experience, were not negatively affected by age and years of service. Among parents, the most favorable were those whose children had had students with MR in their classes. It further emerged that parents with average-to-high socio-economic status and mothers were more in favor, whereas high school teachers and teachers older than 40 were less favorable and advocated greater training. The importance of experience, information, and adequate training to prevent and resolve inclusion problems is underlined
Verifica dell’invarianza di un modello teorico fra gruppi diversi di soggetti: Applicazione dell’analisi fattoriale confermativa per multi-gruppi
Professione infermieristica e sindrome del burnout: un contributo alla taratura del Maslach burnout Inventory
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